Online

Projects, Collaboration Sites, and Publishing Opportunities

Lesson Idea Template

Name: Lindsey Boyd

Grade Level: 4th
Content Area: ELA: Reading Literary/ Poetry
Standards Addressed:
ELAGSE4RL5: Explain major differences between poems, drama, and prose, and refer to the
structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters,
settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Title of Online Project/Collaboration Site/Publishing Opportunity: Giggle Poetry
URL of Online Project/Collaboration Site/Publishing Opportunity:
http://www.gigglepoetry.com/poemcategories.aspx
Describe how you would use the Online Project/Collaboration Site/Publishing
Opportunity in your classroom: The students would use this Online Collaboration site as a way
to view other student poetry, discuss what they think about it and talk about the different
components of them poems (verse, rhythm, meter). Following this, students will be instructed to
write their own Giggle Poem that they will post onto this collaboration site.
What technologies would be required to implement this proposed learning activity in a
classroom? Computer for publishing, tablet may be used for viewing of website.
Describe how the following features are addressed in this learning experience (note: all of
them may not be addressed in the project, but most should be if you are reaching a high
LoTi Level.):
a. Collaboration with peers, near-peers, mentors outside their classroom and
often beyond their school: Students will be viewing other students poems and
analyzing them, then follow with publishing their own poems onto the same
website.
b. Student-centered learning and knowledge creation (collecting original data
and or producing original products as a result of engaging in the project):
Students will take what they have learned about poetry and what they have
discussed about what makes the different poems they read on the website, then
write their own poem to publish onto the website.
c. Higher-order thinking: Students must apply what they have learned and
discussed through reading other students work to their own writing so that they
may create a good, and effective poem.
d. Students publishing their original work to others who will use/care about
their product: The new poems that they write will be published onto the same
website where they viewed the previous poems. The audience of these poems will
be the same types of students as them, looking for fun, silly poetry.

Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
What Level of Technology Implementation best describes this learning activity and Why?
This lesson would be at a LoTi level of four because students are creating, publishing and sharing
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their work with an audience outside of the classroom.

How could you implement this proposed learning experience and still comply with your
districts Internet Safety and Student Privacy policies? When students publish their work,
they will only put their first names and no other personal information. This way, I am still able to
see which students posted which poems without giving out an personal information.