Saunders 6

AP English Literature and Composition-Poetry Lesson/Multiple Intelligences and HOTS

Stage 1 – Desired Results
Content Standard(s):
NCSCOS
Goal Four: The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.
Goal Five: The learner will interpret and evaluate representative texts to deepen understanding of literature.
Goal Six: The learner will apply conventions of grammar and language usage.
Understanding (s)/goals
Students will connect to a variety of themes through meaningful tasks as multiple intelligences are considered through a differentiated approach.
Students are afforded the opportunity to self-select.
This opportunity supports individual intelligence and allows the individual to define his/her meaning-making process. / Essential Question/Thoughts(s):
How does the life of the learner synthesize with a poem to form a unique meaning?
What can we learn about an author, ourselves, and each other through poetry?
Global Opener: My Favorite Poem Project
Student objectives (outcomes):
The learner will evaluate how personal meaning is constructed from life experience in terms of self, authors, and poetry.
Stage 2 – Assessment Evidence
Performance Task(s):
Essay, PowerPoint, Video / Other Evidence: Informal assessment through teacher observation, group discussion, and wiki participation in group and individual activities.
Stage 3 – Learning Plan
Learning Activity: Found on class wiki: AP Poetry Study
This is a a student choice activity that is scaffolded by examination of poetry through individual interpretation, group activities, and participation on the wiki. As part of daily global awareness activities, students observe videos from FavoritePoem.org during the poetry unit.
Students reflect on the EQs and use the time in a warm-up to consider the value of individual interpretation as well as the choices presented. The assignment is posted to the class wiki page for poetry. Furthermore, students are required to sign-up for presentations on the wiki page and indicate choice in a chart.
Option One:
This assignment is an out-of-class essay. This exercise is created to develop the ability to read poetry and to share that reading with others. From the poets represented in Perrine's Literature: Structure, Sound, and Sense, choose one whose work you admire. Read a substantial number of his/her poems and write an essay using three or four representative poems in which you analyze the poet's characteristic themes and techniques. Emphasis should be on the poems. Do not focus on the poet's life. Length: 1,000-1,500 words. This is due on 2/16. You will be presenting your findings to the class in five minute time-frame. At that time you will be expected to give a BRIEF biography of the poet and present your analysis of one of his/her poems. Conclude by generalizing about the poet's style, themes, etc. Please post your assignment to the class wiki page.
Option Two:
This assignment is an open-ended approach to poetry through the creation of a unique video. This exercise is created to develop the ability to make personal connections to poetry and to share that interpretation with others. From the poets represented in Perrine’s Literature: Structure, Sound, and Sense, choose one whose work you admire. Select one or more of his/her poems and create a video that connects the author’s personal history to the poem while sharing your own reason for selecting the poem. Evaluate personal connection to the poet/poem and share your meaning in a video of 5-8 minutes. Evaluate the poet’s characteristic themes and techniques and synthesize with your own meaning. Please post your assignment to the class poetry wiki page.
Presentations will occur over a three-day period and the materials will remain on the wiki as part of a visual portfolio. Students will use a rubric as a guide to the process. This rubric makes adjustments for both choices or options. Daily presentations will involve group reflection with notes placed in the literature journal.

Video/Power Point Rubric Name:

Component / Minimal / Evident / Superior
Appearance / 1
The learner does meet standards set by sample for appearance. / 2
The learner meets less than one standard set by sample for appearance. / 3
The learner meets all standards set by sample.
Text(essay option) / 1
Learner uses capital letters appropriately at least once, ends with punctuation. / 2
Learner begins sentences with capitals, ends with punctuation, 2 or fewer run on sentences, 3 or fewer errors in punctuation. / 3
Learner begins all sentences with capitals, capitalizes proper nouns, no run on sentences and correct punctuation.
Evidence of
Planning / 1
No evidence of attempting to follow options. / 2
Evidence of planning attempting according to options. / 3
Evidence of planning consistent with options.
Theme / 1
No evidence of common theme according to assignment. / 2
Theme is present in most elements according to assignment. / 3
Theme is present in all elements according to assignment.
Visual (video/PP) / 1
Video/Power Point has limited visual appeal. / 2
Video/Power Point has meaningful visual appeal. / 3
Video/Power Point captures essence of poetic interpretation in an exemplary manner.
Total: / Depending on / Choice / 12 or 15

Kathleen Saunders

TED 622

Dr. Beverly Faircloth

28 February 2011

Research Basis and Reflection:

The poetry project is designed for AP Literature and Composition learners around student choice and control in support of multiple intelligence and higher order thinking skills. The first option is the same one presented for the past three years in AP English Literature and Composition. I have always had a conflict with the specific direction of this assignment; it involves an essay and a presentation. The presentation, as part of the essay assignment, may be an oral presentation for linguistic intelligence that includes a summary of findings or a Power Point in support of visual/spatial intelligence.

The second option is new and is developed to support not only Higher Order Thinking Skills (HOTS) but also multiple intelligence. This option is open-ended and allows students to select one poem, or more, and create a video that connects intra-personal and inter-personal meaning to the evaluation of both an author and a poem.

This activity immediately brought me back to the article on sustaining a constructivist classroom culture (Windschitl, 1999). In the article, much consideration is given to multiple intelligences and constructed meaning for the developing learner. Furthermore, the Gray and Waggoner article shows a merging of multiple intelligences with Bloom’s Taxonomy. This makes perfect sense as elevated learning is achieved through a combination of student interest level and the ability to think at a higher level. Gray and Waggoner re-affirm the point that students can learn more deeply when they experience learning. In this lesson, the learner experiences learning by creating and generating unique products that demonstrate an understand and connect concepts to the collaborative classroom culture (Gray, 2002, p. 187).

The poetry activity is designed to offer students the opportunity to explore learning with deeper meaning through multiple intelligences. Visual/spatial and bodily-kinesthetic intelligence are supported through the creation of a Power Point in option one or a video in option two. Logical/mathematical intelligence is a surprise in an art, but students make connections to the metaphysical, cavalier, and naturalistic poets. The opportunity is also presented to consider the metrical pattern of a poem in support of a mathematical approach to poetry. Musical intelligence is embraced through the opportunity to select background music and/or a song that blends personal meaning with a poem through a video. Natural intelligence is connected through the opportunity to consider nature and/or take the poem outside into nature. And finally, both interp`ersonal and intrapersonal intelligences are nurtured as the class portfolio is synthesized with self -interpretation of individual meaning and author’s contributions (author meaning student, as well) (Ormrod, 2010).

It is noteworthy to mention that while strengths vary by individual, the collective approach fosters an appreciation of diversity among peers. This translates into an evaluation of the diverse approach of poetry as unique as the contributing author and the individual interpretation. Furthermore, group sharing through a visual portfolio on the wiki allows the learner to develop his/her own perspective while embracing the perspectives of others. Regardless of choice, both formats are posted on the wiki and celebrated for their unique contribution. Ultimately, students make connections through positive peer interactions that build self-confidence.

The desire to inspire and motivate students to learn was the impetus for the modification of the assignment to include choice and student control. In consideration of motivation, Wilhelm and Smith indicate that situational interest can be supported through a personal connection to the material; the end-products reveal that personal connections are made by the learners. The social dimension of literacy involves peer learning and interaction to support literacy and understanding. As such, the shared format through videos and presentations offers challenging tasks to provide the motivational foundation for individuals to work hard in a social environment. Furthermore, the shared personal connection to poetry supports the approach and consideration of others in the exploration of poetry and encourages risk-taking. Through the option of presentation format, students are able to select the vehicle for sharing information. The task is challenging and therefore the opportunity to learn with peers translates into success in literacy while motivating students to work hard in a social environment. The assignment was considered by students to be relevant and authentic; this resulted in a high degree of motivated learning for students (Wilhelm and Smith, 2006,pps. 29-31). The students’ desires to achieve success on a mastery and social level are supported through a relevant activity that link prior experiences in their own lives to the impact of powerful experiences on the lives of others. Ultimately, students experience a sense of belonging through successful and meaningful performance activities.

My belief in the concept of multiple intelligence and higher order thinking skills was supported by many celebrated moments. The following examples are just some highlights in a portfolio of many:

Wesley(first video)- This individual can appear socially withdrawn at times. He has struggled this year in his decision of which school to attend, the one close to home or the one which is more expensive and farther away. Wesley’s selection of Rudyard Kipling’s “If” reflected a very personal connection to leaving home and the limitations of his choices. He made personal connections and his peers were given a window into his personality that is not easily seen in other assignments.

Candace(second video)- She is another student focused on naturalistic and musical intelligence. Candace was able to connect poetry, “Childhood’s Retreat”, to her feelings about growing older and going to college by connecting the outside world to her inner feelings.

Eric(boy with the harp)- This student selected Walt Whitman and connected the activity to his love of science and nature. It was a joyous moment to see how personal connections were made by an individual who chose biomimicry as his Graduation Project.

Nicole(Ledford tee)-Nicole is very quiet and is reluctant to participate in group activities and/or collaboration. She linked a poem, “The Lily” to her memories of her grandfather taking her to the market as a child and buying her a lily. A successful moment was born when Nicole chose to video herself and set the background to music.

Courtney-Selected Maya Angelou and celebrated her strength. Courtney’s mother is a breast cancer survivor and the student used her love of language and creativity to enrich the class with “Still I Rise” in support of her mother.

Alec- This individual is my talented procrastinator who is an Army All-American musician. Alec explored Shakespeare while using music to balance the concept of true beauty in “My Mistress’ Eyes.”

This assignment offered the wonderful opportunity to have students connect meaning on their own terms. The entire class learned so much from each other and students evaluated their own personal experiences in the process. So much would have been lost in the single-dimensional activity of the past that would have been limited to my view.

References

Collegeboard.com. (2010). Favorite Poem Project. Retrieved 5 February, 2011, from http://www.favoritepoem.org/videos.html

Gray, K. C. (2002). Multiple Intelligences Meet Bloom's Taxonomy. Kappa Delta Pi , 184-187.

Ormrod, J. E. (2010). Educational Psychology: Developing Learners, Seventh Edition. New York: Pearson Education, Inc.

Wilhelm, J., & Smith, M. W. (2006). What Teachers Need to Know about Motivation. Voices from the

Middle , 13 (4), 29-31.

Windschitl, M. (1999). The Challenges of Sustaining a Constructivist Classroom Culture. Phi Delta Kappan , 751-755.