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I believe that in both lessons, non-technology and technology students will gain an understanding of the characteristics of poetry. I believe that students will be engaged in the technology lesson more than the non technology lesson because of the opportunity to use computers. Background information to know about the two classes. : Background information to know about the two classes. Both groups are made up of state identified gifted students and locally identified gifted students. Students attend weekly specials in technology. I have each group for about 150 minutes each day to teach reading, writing, and word study. District policy requires an allotted time for each area in ELA. Due to the structure of my ELA blocks I broke my lesson into 5 mini lessons, to span over one week. Purpose of teaching characteristics of poetry : Purpose of teaching characteristics of poetry The purpose of teaching this particular lesson was to help students understand the structure of poetry in its most basic forms. The project at the end was used in two ways. The first way was for students to demonstrate their knowledge and ability to apply characteristics of poetry to their own writing. The second purpose was for students to reflect and demonstrate understanding of the novel My Daniel by Pam Conrad through creative synthesis. The Results of the Pre-assessment : The Results of the Pre-assessment I first wanted to see if students understood the characteristics of poetry. To do this I have a ten question multiple choice test. In the non-technology 15 of the 22 students who took the pre-assessment scored 70% or lower. In the technology class 14 of the 23 who took the pre-assessment scored 70% or below. Both groups did well identifying quatrain stanzas, but did not do well on identifying couplets or tercets. About the lessons : About the lessons The first day students took notes on the types of stanzas: quatrain, tercet, and couplet. The technology group used the characteristics of poetry trading card template in Microsoft Word and Merriam Webster Dictionary online to complete their notes, while the non-technology used a five tab foldable and whole group lesson to complete their notes. The second day students reviewed the stanza types and used their notes from day one to complete example stanzas. The technology group typed their examples into the Microsoft Word characteristics of poetry trading card template, while the non-technology used register tape to write theirs and posted them on chart paper in the back of the classroom. Example Trading Card : Quatrain A quatrain is a four Line stanza. Example Trading Card Example of foldable tab notes : Example of foldable tab notes About the lessons : About the lessons The third and fourth day students were taught refrain and repetition. Each group was presented with poems that demonstrated each. The technology group used the Microsoft word template for characteristic of poetry trading cards and an online dictionary, while the non-technology class used tabs in their reading notebooks to record the information and were presented the information in a whole group smart lesson. About the lessons : About the lessons The fifth day Students were assessed by completing a project. The technology group demonstrated their knowledge of characteristics of poetry through a 4 slide PowerPoint presentation, while the non technology group used a three tab flip book to demonstrate their knowledge. Slide 11: Characteristics of Poetry Rubric Name ________________ Homeroom___________ Date__________ Guidelines Score Dead Daniel : Dead Daniel Daniel is dead, protecting his bones, Daniel is dead, out in the storm, Daniel is dead, laying by his sister, Daniel is dead, Protecting his dragon, Daniel is dead, Being brave, Daniel is dead, his parents without. Taken from a student’s slide show presentation Slide 13: Characteristics of Poetry Rubric Name ________________ Homeroom___________ Date__________ Guidelines Score Post Assessment Results Technology : Post Assessment Results Technology Unfortunately one thing that I found out while doing this is technology is fun, but technology takes time. Students worked diligently on the final projects. The average on this project for this class was a 93%, with a mode of 98%. Three students will need to redo and return Students understood the types of stanzas and manipulated the font, so that their stanzas were correct. Post Assessment Results Non Technology : Post Assessment Results Non Technology Most students completed the task within one class period given, however some students who finished will be given back their work to redo as I was unable to read it. Students work was sloppy. It appears that students worked just to finish, and not to present a clear piece of work. The average grade for students of the non technology was 89%, with a mode of 95%. There are three to be fixed and returned and are not included in this average. As a classroom policy I allow work that receives a failing grade to be redone and submitted for an average of the two grades. Conclusions : Conclusions Based on the completed assessments from students thus far it appears that technology influenced the students success in completing the final project well. I found that the students were more attentive during the time they had in the computer lab. Also the students were able to manipulate the font to fit the stanza structure. This made it easier for them to break their lines, so that they were read more fluently. Conclusions : Conclusions Students who did not use technology were less engaged in the lessons. They did have fun writing their stanzas on day two, but they lacked enthusiasm for the remaining mini lessons. Students in the non technology class seemed to need more teacher guidance during the assessment than the technology group. Students work seemed to demonstrate little effort in neatness. Both groups wrote poems that were meaningful and thought provoking in regards to the novel they were responding to. So… Does technology influence students’ learning? : So… Does technology influence students’ learning? After reviewing the results of the work completed and graded it is apparent that technology does influence students learning. Students who learned by researching the terms themselves and creating trading cards and PowerPoints demonstrated a better understanding of characteristics of poetry than the non technology group. In conclusion : In conclusion Based on this knowledge I will try to more frequently present lessons that are more student based researching through technology as I saw that it did influence their understanding and showed a higher success rate than just direct instruction and notes. You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.