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Students will be assessed using formative assessment during Google Docs exercises exploring the literary term definitions as well as when finding examples in the text. Summative assessment will take place regarding students writing in their blog segments and in creating their new works of poetry. 

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Students will be assessed using formative assessment during Google Docs exercises exploring the literary term definitions as well as when finding examples in the text. Summative assessment will take place regarding students writing in their blog segments and in creating their new works of poetry. 

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Students will create a poem utilizing three of the same literary devices that Keats used in "Ode on Melancholy". Students can write about Melancholy, Joy, or another topic if approved by the instructor. Students need to follow the same format and structure of Keats' poem. (Three stanzas, same rhyming patterns, and meter. In addition students will make a word map using inspiration or similar program to help them create their new poem.

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Students will create a poem utilizing three of the same literary devices that Keats used in "Ode on Melancholy". Students can write about Melancholy, Joy, or another topic if approved by the instructor. Students need to follow the same format and structure of Keats' poem. (Three stanzas, same rhyming patterns, and meter. In addition students will make a word map using inspiration or similar program to help them create their new poem.

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This could cover "Redefinition" portion of SAMR depending on how students use technology in creating their works of poetry.

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Students will write responses to the following questions on individual student blogs. *What literary devises were the most effective?                   *What does Keats' usage of structure and form say about his feelings on melancholy?*What is the theme of "Ode on Melancholy"?                        *What are your thoughts on melancholy?                           *Have your thoughts on the concept of melancholy been changed by Keats' poem "Ode on Melancholy"?

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Students will write responses to the following questions on individual student blogs. *What literary devises were the most effective?                   *What does Keats' usage of structure and form say about his feelings on melancholy?*What is the theme of "Ode on Melancholy"?                        *What are your thoughts on melancholy?                           *Have your thoughts on the concept of melancholy been changed by Keats' poem "Ode on Melancholy"?

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This could cover "Modification" portion of SAMR because students can use technology instead of handwriting responses. Since project is in blog form students are also able to utilize images, videos, as well as emoji s and links to other sites.

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Read the poem "Ode On Melancholy" by John Keats together as a class. Use smart board to dissect and annotate poem pointing out where examples of literary devices occur. 

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Read the poem "Ode On Melancholy" by John Keats together as a class. Use smart board to dissect and annotate poem pointing out where examples of literary devices occur. 

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Covers "Augmentation" portion of SAMR

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Compare and contrast literary terms- Metaphor and symbolism as well as assonance, consonance, and alliteration. Discuss as a class other terms that have similar but varied meanings. Google Document for knowledge portion can be utilized to clarify information as well as compare and contrast definitions for similarities, and differences.

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Compare and contrast literary terms- Metaphor and symbolism as well as assonance, consonance, and alliteration. Discuss as a class other terms that have similar but varied meanings. Google Document for knowledge portion can be utilized to clarify information as well as compare and contrast definitions for similarities, and differences.

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Have students complete a google doc where they will fill in the definitions of various literary terms.

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Have students complete a google doc where they will fill in the definitions of various literary terms.

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Covers "Substitution" portion of SAMR

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CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

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CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

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CCSS.ELA-LITERACY.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

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CCSS.ELA-LITERACY.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

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CCSS.ELA-LITERACY.W.9-10.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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CCSS.ELA-LITERACY.W.9-10.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.