Introduction
(1) Students will be provided with a written overview of the unit with all the necessary links and assignments, as well as the learning outcomes and expectations.
(2) Students will be asked to reflect and share (via TEAMS) their personal definitions of poetry (What is poetry? Is it important? Where can poetry be found?)

Resources

Figurative Language and Interpretation
(1) Students will be directed to focus on a specific form of figurative language (alliteration, hyperbole, metaphor or simile) that they find in “The Cremation of Sam Magee” and share their findings. Students will not be required to speak to each of the forms, this is a collaborative exercise.
(2) Students will be directed to watch the two interpretations of “The Highwayman”. Students will be directed to discuss the differences in the interpretations of the same work (Which was more enjoyable? Which was a better representation of the poem? What are the greatest differences?) via TEAMS.

Resources

Presentation and Rhythm
(1) Students will be directed to watch each of the spoken word examples and complete a reading response on the poems focusing on how the poems are presented, any rhythm that they follow and connections (text to text/world/self)

Resources

Assignment Overview and Rubric Creation
(1) Students will be directed to review and provide feedback on an example of the final project. This will be used as a base for the class created rubric that both teachers and students will use to assess the project.
(2) Rubric will be created by the class

Resources

Presentations
(1) Students will present their songs and analysis in a form of their choosing to the class as a whole or just the instructor. Evaluation will still only be completed by the presenter and the teacher though informal feedback may be provided by peers.
(2) Students will submit their self-assessments with their presentations

Resources

    • Rubric
    • TEAMS

Conclusion – Final feedback and reflections
(1) Students will meet one-one-one with the instructor and converse about their presentations and experiences within the unit.
(2) Students will provide feedback about the unit to the instructor so that the unit can be improved for future students.

Resources

    • Rubric
    • TEAMS

References

Bates, A.W. (2015). Chapter 2: The nature of knowledge and the implications for teaching. In Teaching in a digital age:Guidelines for designing teaching and learning . Vancouver BC: Tony Bates Associates Ltd. Retrieved from “https://opentextbc.ca/teachinginadigitalage/chapter/section-2”

Dee Fink, L. (2003). A self-directed guide to designing courses for significant learning (pp. 2-4). Retrieved from http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Joksimovic, Srecko & Kovanovic, Vitomir & Gasevic, Dragan & Dawson, Shane & Siemens, George. (2015). The history and state of online learning. 93-132. Preparing for the Digital University: A Review of the History and Current State of Distance, Online, and Blended Learning . Retrieved from “http://linkresearchlab.org/PreparingDigitalUniversity.pdf”

Siemens, G. (2002). Instructional design in elearning . Retrieved from http://www.elearnspace.org/Articles/InstructionalDesign.htm