EDIM 502 - Group CJKM

Chris Carr
Margaret Giacalone
Jenna Raygor
Karie Huttner

The Power of Words - Integrated Poetry

Big Idea -

Language is a powerful and flexible way to express ourselves and connect with each other.

Essential Questions:

  • What is Poetry?
  • How do we read Poetry?
  • How do we write Poetry?
  • What rhythms and beats are found in Poetry?
  • Are song lyrics considered a form of Poetry?
  • Is rap/hip-hop music Poetry?
  • What are the similarities between Poetry and other forms of artistic expression?
  • Are there meanings behind Poetry?
  • How can Poetry be used to express oneself?
  • How can we communicate our thoughts and feelings through poetry?
  • Why is Poetry such a powerful and popular form of expression?
  • How can images and words together enhance the feeling or meaning of a poem?


Write your own poetry (choose the form, topic and purpose) and create a way of publishing or performing your work to share it with an audience and gather feedback from that audience.

Guiding Questions:

  • What is Poetry?

  • How do we read poetry?

  • How do we write poetry?

  • How can poetry be used to express oneself?

  • What rhythms and beats are found in poetry?

  • Are song lyrics poetry?

  • What are the similarities between Poetry and other forms of artistic expression?

  • How can images and words together enhance the feeling or meaning of a poem?

Guiding Activities:

Rhythms and beats: Students will analyze the rhyming scheme found in several different types of poetry, and then create an iMovie using their own lyrics they wrote using one of the rhyme schemes they found.

Images and Words: Students will explore four types of poetry, choose a type and create an original poem. Students will then discuss the impact of illustrations and images on the written word and create an image to enhance their poem. Students will publish the results to VoiceThread and invite feedback from classmates and school community members.

Poetry and the use of technology tools to publish: Students final published pieces will be part of an e-book that will be shared at our school author fair.

Poetry and creating individual meaning: The completed project will be published through a Blog and virtual scrapbook to share with the school and community.


Our project was created to integrate all content areas through research and collaboration within the Language Arts topic of Poetry for elementary students. We chose poetry because it is multi-faceted, highly original, open to interpretation and also covers parts of each group member’s curriculum. Poetry is an artistic expression of thoughts and feelings through words and word patterns therefore we felt that this topic would be meaningful and interesting to most students. This topic also affords students opportunities to analyze, synthesize, evaluate, and create. The poetry project will also give students opportunities to exercise multiple intelligences as well as 21st century skills. Students will use collaborative web 2.0 technology to meet group requirements as well as individual requirements.

All of the projects focus on finding, reading, writing, publishing, and sharing poetry. Margaret's guided activity focuses on creating individual meaning. Margaret's students will collaborate to research the term “poetry” to construct group and individual meaning and show the importance of poetry to others. The completed project will be shared as a blog and list poetry to share with other students globally. Students will create a virtual scrapbook to publish for school and community.

Jenna’s portion of the project focuses on discovering the different rhyming schemes that different forms of poetry have. Her students will look at several types of poetry as well as several different sets of lyrics. Students will make the connection to music and poetry as they come to the conclusion that poets write poems to express themselves just as artists write music to express themselves. Because students are more comfortable with music, students will use a rhyming scheme they found in a set of lyrics in order to express their own dreams in their own set of lyrics. As many students are familiar with searching youtube for music video clips and lyrics, students will be held responsible for sharing their lyrics in an iMovie which will then be uploaded to teacher tube.

Karie's guided activity focuses on how publishing a piece requires thought in the choice of technology tools (facejack, iMovie with images, or green screen with iMovie incorporation) and presentation. Students will need to publish their poem in a written and visual performance and explain the metacognition behind the choices that are made. The final published pieces will be part of an e-book that will be shared at our school author fair.

Chris's guided activities require students to explore four types of poems: Cinquain, Haiku, Limerick and Free Verse using Scholastic's Poetry Engine and ETTC's Poetry website. Both sites have interactive templates that help students to write these forms of poetry in the correct manner. Students will create an original poem and then discuss the effects images have on the written word. Students will explore ways to illustrate their poems so that the meaning and feeling of the poem is expressed and enhanced. Students will publish their illustrations and poems to VoiceThread and invite classmates and school community members to comment on and share their work.