Putting the Pizza zz in Poetry by Colin Wallace

Multiple Means of Engagement

claire_ea2009 — 2016-11-04 17:45:42 UTC

Technology is used to engage the student, differentiate and expand their learning at their own place and time.
-a list of 3-5 poems students can choose from (they are then able to witness different interpretations of the same poem)
- students can choose their groups, so they are comfortable working with those people for the entire project
-the student will describe why they chose their particular media and how they interpreted the poem based on their own experiences
-project will be completed over two weeks, with some scheduled class time and students are also encouraged to work outside of class as well

Multiple Means of Representation

claire_ea2009 — 2016-11-04 17:50:08 UTC

There is considerable variability in ways in which the learner can access the content.
- Initially, a few students will be chosen to read the poems in front of the class
-The poems will also be printed out for students to mark, projected on the projector, and heard via recording (or watched on youtube)

Multiple Means of Expression

claire_ea2009 — 2016-11-04 17:54:20 UTC

The student has choices to use more than 3 modalities to express what they know. They use multiple tools to construct and compose their knowledge. Technology is used extensively to collaborate, express knowledge, and share information anywhere, anytime.

-Garage band, Pixton, Video recording, audio recording (all should be accessible via laptop or tablet)

EXAMPLE: Radio-host and author reading and interpretation. A student plays the role of the author, and is interviewed by another student or students (radio hosts) who ask them questions about the poem

Poem Examples

virginiareinert15 — 2016-11-04 18:01:15 UTC

claire_ea2009 — 2016-11-04 18:01:48 UTC

colindwallace — 2016-11-04 18:04:29 UTC

claire_ea2009 — 2016-11-04 18:05:25 UTC

colindwallace — 2016-11-04 18:05:27 UTC

Jabberwocky

virginiareinert15 — 2016-11-04 18:07:00 UTC

Jabberwocky

Lewis Carroll, 1832 - 1898

‘Twas brillig, and the slithy toves 
   Did gyre and gimble in the wabe;
All mimsy were the borogoves,
   And the mome raths outgrabe.

“Beware the Jabberwock, my son 
   The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun 
   The frumious Bandersnatch!”

He took his vorpal sword in hand; 
   Long time the manxome foe he sought—
So rested he by the Tumtum tree, 
   And stood awhile in thought.

And, as in uffish thought he stood, 
   The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood, 
   And burbled as it came!

One, two! One, two! And through and through 
   The vorpal blade went snicker-snack!
He left it dead, and with its head 
   He went galumphing back.

“And hast thou slain the Jabberwock? 
   Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!” 
   He chortled in his joy.

‘Twas brillig, and the slithy toves 
   Did gyre and gimble in the wabe;
All mimsy were the borogoves,
   And the mome raths outgrabe.

colindwallace — 2016-11-04 18:08:33 UTC

Guiding Questions for Students

virginiareinert15 — 2016-11-04 18:12:53 UTC

Your final project should demonstrate:
1. Images that appear in your poem.
2. Figurative language the poet uses.
3. The cultural setting of your poem.
4. The subject of your poem (characters or objects or both).
5. The message of your poem.
6. How the images and language contribute to the message.