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Lesson Plans Created by TeachNet Adaptor Grants

Unseen Perspective

Name: Nancy Bonelli
School: Stephen Decatur M.S. 35
Address: 272 Macdonough St.
City: Brooklyn, NY, 11233
Original Project: Unseen Perspective
Author: Meryl Meisler
URL: http://teachersnetwork.org/teachnetnyc/mmeisler/bleeding_edge.htm

How did you modify this unit for use in your own classroom?: This unit was modified for a small group of three students, because this was a speech and language class. Students composed a poem utilizing a form of poetry of their choice (narrative, free verse..) and presented it orally to their classmates. Students also chose a form of learning from the multiple intelligence chart and applied it to their poems. Students were already familiar with forms of poetry and multiple intelligence from their ELA class.

List your primary instructional objectives for your students.

  Students will improve expressive language by demonstrating the ability to express feelings through two different modes (one given mode, verbal, and another mode of their choice)
  Students will increase receptive and expressive vocabulary by adding 2 new vocabulary words. Students were introduced to the words,
  Students will observe similarites and/or differences of their character in different environments
  Students will improve correct forms of presentation by speaking clearly, enunciating, having good vocal quality and maintaining eye contact (if reading, then occasionally glancing at audience).

What role did technology play in this curriculum unit?: Technology was used when students wrote, edited and revised their poems on laptops. The students used images from the web to aid them create their collages and charts. Students also read published poems from other teens on AZTeenmagazine.com

How did you assess and evaluate student performance?: Assessment criteria includede: 1-Did the students identify the type of poem they used (narrative...)? 2-Did students write a poem on how they perceived themselves or how others perceived them in 2 different settings? 3-Did students construct a different form of their poem through multiple intelligence? For example, draw a picture(visual/spatial) sing a song or rap(musical), or do a dance(bodily/kinstetic).... 4-Did students stand straight, project voice, maintain some form of eye contact and articulate clearly?

Please tell us briefly about your background & teaching experience: Nancy Bonelli has been teaching Speech, Language and Communication for 16 years in District 16. She received a BS in Speech Improvement at St. John's University and an MS in Reading Education at Brooklyn College. She has worked with K-8 students, but is currently working with 6-8 graders at Middle Schools 35 and 385.

What are your recommendations for other teachers interested in adapting this unit?: This unit requires a lot of time. Be sure the students already have a general knowledge of the different forms of poetry and multiple intelligences. Do not be afraid to utilize this with any population. My students are in special education classes or receive some form of related service. You can also adapt this unit for 6-8 graders.

Samples of Student Projects

  Student 1- wrote a free verse poem. He describes how he acts when playing a video game of basketball with his friends. He created a math chart on oaktag which shows how math and numbers influence basketball. He cut out pictures of jersey numbers, statistic chart, overtime and also a picture of the video console he used. He defined each picture. He utilized the multiple intelligence of logical/mathematical. During his verbal presentation he also incorporated the multiple intelligence of bodily/kinesthetic. He acted out the poem by using gestures and action. This student is an 8th grader. Student 2- wrote a free verse poem. The student compared and contrasted how she relates to peers of her age as opposed to adults in her life. The poem listed what she says or does in a particular situation with her peers and the same situation with adults. The student a used one word phrase or a sentence. She created a split collage using pictures from Google image. Her pictures are mounted on brown cardboard. In the middle of the collage, she drew two girls representing herself. On the right side of the of her image, she used pictures that represents her age group. These included children laughing, her favorite comedian etc.. On the left side of her image, she showed pictures of adults over 40, a comedian that is favored by adults in her life etc... The images corresponds to her written poem. She used the multiple intelligence of visual/spatial. This student is an 8th grader. Student 3- wrote a rhyming narrative poem about how she perceives herself at school as opposed to how she acts at home. She created a collage from pictures cut from magazines and newpapers . The pictures showed academic themed pictures on the side she labeled
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

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