Bio-Poem Lesson
Author:
Tracy Henry
Shiquita Williams-Sutton
Chambers Middle School
Chambers Middle School
Arcola, MS
swilliams@yahoo.com
Revision Date of Lesson Plan:
April 11, 2010
Overall Goal for the Lesson:
Objectives:
• Students will use a digital camera to take pictures of themselves.
• Students will download and name picture into a file on the computer.
• Students will import pictures onto your PowerPoint site.
• Students will write a bio-poem that describes important aspects of your character.
• Students will use Microsoft Publisher to create a final product, a bio-poem with student's picture. Note: This lesson was piloted using Microsoft Publisher. The program is very easy for students and teachers to use. It requires no previous training on the student's part in order for him/her to use it successfully in creating this project.
· Students will write a Bio-Poem and attach a photo. A Bio-Poem is a poem that describes a person in 11 lines. There is a specific formula to use when writing a bio-poem. (Handout 5)
(First name)
(Four adjectives that describe the person)
Son or Daughter of (your parents names)
Lover of (three different things that the person loves)
Who feels (three different feelings and when or where they are felt)
Who gives (three different things the person gives)
Who fears (three different fears the person has)
Who would like to see (three different things the person would like to see)
Who lives (a brief description of where the person lives)
-(Last name)
Description of classroom, grade level, and students:
My name is Tracy Henry and I am the secondary special education teacher at Arapaho-Butler High School in Arapaho, Oklahoma. I teach 7th grade thru 12th grade Language Arts, Pre-Algebra, Algebra, and Geometry for students who qualify with a discrepancy in these areas. I have one senior, two juniors, three sophomores, five freshmen, two 8th graders, two 7th graders, and one 504 student in my special education caseload. I have sixteen folders. Eleven boys, five girls, fourteen white (Non Hispanic), two Hispanic or Latino, seven are in the regular classroom 40% – 79% of the day, nine are in the regular classroom 80% or more of the day, thirteen qualify with Specific Learning Disabilities, two qualify Other Health Impaired, and one qualifies Emotionally Disturbed.
I am writing this lesson for my 5th Hour Language Arts Lab class. This class is made up of two, 7th grade male students who qualify for special education services with Specific Learning Disabilities in Reading and Written Expression.
Student Objectives for the lesson. (Given a condition, the students will, to what level).
At the conclusion of this assignment, students will have created a project that includes a picture of themselves and a Bio-Poem with 60% accuracy using the provided rubric.
Length of Lesson: (minutes, number of class periods, or days or weeks needed).
3 – 5 days
Schedule of Activities: (Break down your activity into a timeline of events. Focus on what students will be doing and what teachers will be doing during each part of the activity.)
Procedure
Teacher Component:
• The teacher needs to be familiar with the digital camera. He/She will need to model the use of the camera before the students use it. Also, the teacher needs to write out a step-by-step procedure list that instructs students how to download pictures to the computer, name the picture, and save the picture to a file. Handout 1: Instructions for the Digital Camera.
• The teacher needs to be familiar with using the scanner to create image files. The teacher will also need to create a procedure sheet that takes students step-by-step through the process of using the scanner, naming the picture, and saving it to a file. Handout 2: Guide for Scanning Photos Using Flatbed Scanner is a suggested procedure sheet.
• The teacher needs to be familiar with using Microsoft Publisher to create a product. It helps for the teacher to create the product first so that he/she can better instruct the students in the process. See Handout 3: Steps for Creating Project Using Publisher for the steps in this process.
• The teacher needs to have copies of the three formula poems for each child. These formula poems include: Handout 4: My Name Poem
Handout 5: A Poem about You
Handout 6: I Am
Stress that students need to use the format that will enable them to describe themselves successfully to other class members. (Many students choose the acrostic poem simply because they think it requires the least amount of work. The teacher may want to set guidelines that would require not only single words but also phrases.)
• The teacher needs to have access to a printer in order to print out final product. Color is optional, but it really enhances the student's work.
• The teacher will display the final product for all students to see. Mount poems on colorful construction paper and create a display in the hallway. Bio-poems may also be laminated and framed. They make great gifts to parents.
Student Activities:
1. Students will use a digital camera to take pictures of other classmates. Students will push the POWER button to begin operating the camera. Once the camera is on, students need to be sure the setting is on CAPTURE. Students need to get good, close-up face shots of other students.
2. Students will connect the digital camera to the computer to download pictures following the teacher's Handout 1: Instructions for the Digital Camera
3. Students will name picture and save picture as JPEG file to a diskette, CD, Zip disk, or hard drive.
4. Students and teacher will discuss the definition of a bio-poem, a poem written about self. The poem emphasizes personal character traits, feelings, goals, etc. The poem will be the means by which the student will introduce himself/herself to the class.
5. Students will follow one of the three formula poems in creating their own personal bio-poem.
6. Students will write a rough draft of poem.
7. Students will conference briefly with the teacher concerning poem and will edit work.
8. Students will create the final product on the computer by using Handout 3: Steps for Creating Project Using Publisher.
9. Students will save the final product to the file designated by the teacher.
10. Students will print their poems.
PASS Content Standards Addressed (Copy and Paste from: http://sde.state.ok.us/Curriculum/PASS/default.html)
Standard1: Writing Process - The student will use the writing process to write coherently.
Standard 2. Modes and Forms of Writing - The student will write for a variety of purposes and audiences using narrative, descriptive, expository, persuasive, and reflective modes.
Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.
Standard 3:
Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying grammatical knowledge to the revising and editing stages of writing.
PASS Instructional Technology Standards (Copy and Paste from: http://sde.state.ok.us/Curriculum/PASS/default.html)
Standard 1:
The student will demonstrate knowledge of basic operations and concepts.
Standard 2:
The student will demonstrate knowledge of social, ethical, and human issues.
Standard 3:
The student will demonstrate knowledge of technology productivity tools.
Standard 4:
The student will demonstrate knowledge of technology communication tools.
Standard 5:
The student will demonstrate knowledge of technology research tools.
Standard 6:
The student will demonstrate knowledge of technology problem-solving and decision-making tools.
Assessments: How will these activities be assessed? (Go back to your objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it).
Accommodations: How might the lesson need to be adapted for students with special needs?
· The lesson activities may easily be modified to accommodate special needs students. Students help each other use the digital camera. Students who are proficient in downloading and naming pictures can easily guide those students who need one-on-one help with the process. Peers can also help guide special needs students in the use of the computer.
· In some cases, special needs students may need to dictate poem ideas to another student who acts as a recorder, or they may dictate the poem using a tape recorder. The student recorder may then help the special needs child type the poem. The classroom teacher will decide on the final product expectations based on the specific needs of the individual student.
Materials Needed: Go through each activity and identify what items (both technology and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups. Include materials that need to be created as well.
Materials/Equipment:
· Digital camera
· Digital camera software such as Kodak Picture Easy Kodak Twain/Acquire software—allows user to open pictures from the camera or scanner directly into Twain-compliant software such as Adobe Photoshop
· Adobe Photoshop software or Photo Deluxe software. This lesson was piloted using Adobe Photoshop, but either one of the photo software programs will work for this lesson.
· Flatbed scanner
· Three types of formula poems
· Computer(s)
· Microsoft Publisher or other word-processing programs such as Microsoft Word, PowerPoint, or Hyper Studio that allow pictures to be imported into a document
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