Technology Enabled Learning and Teaching
Learning Experiences from Ontario Students and Educators
Creative Responses to an Assigned Poem
Learning Experience Plan
Who is the learner?
Course Code: ENG4U
Readiness for Learning: Students will have studied “Because I Could Not Stop for Death” by Emily
Dickinson and have participated in a close reading where in various literary devices such as
symbolism and metaphor will have been discussed as vehicles for theme.
What are students learning and what skills are they developing?
Learning - What are students learning and what skills are they developing?
Curriculum
Oral Communication:
Speaking to Communicate
2.3 Communicate in a clear, coherent manner, using a structure and style effective for the purpose,
subject matter, and intended audience;
2.4 Use the most appropriate words, phrases, and terminology, and a variety of stylistic devices, to
communicate their meaning in a compelling way and to engage their intended audience;
2.7 Use a variety of audio-visual aids effectively to support and enhance oral presentations and to
engage an audience;
Reading and Literature Studies:
Reading for Meaning
1.3 Identify the most important ideas and supporting details in texts;
1.4 Make and explain inferences of increasing subtlety and insight about texts
Writing:
Developing and Organizing Content
1.1 Identify the topic, purpose, and audience for a variety of writing tasks;
1.2 Generate, expand, explore, and focus ideas for potential writing tasks, using a variety of
TELT Experiences 2016
Learning - What are students learning and what skills are they developing?
strategies and print, electronic, and other resources, as appropriate
Using Knowledge of Form and Style
2.1 Write for different purposes and audiences using a variety of literary, informational, and graphic
forms;
2.2 Establish a distinctive and original voice in their writing, modifying language and tone skilfully
and effectively to suit the form, audience, and purpose for writing;
2.3 Use a wide range of descriptive and evocative words, phrases, and expressions precisely and
imaginatively to make their writing clear, vivid, and compelling for their intended audience.
Learning Skills and Work Habits
Organization:
The student...
gathers, evaluates and uses information, technology and resource to complete tasks.
Initiative:
The student...
acts upon new ideas and opportunities for learning
Self-Regulation:
The student...
identifies learning opportunities, choices and strategies to achieve goals
Responsibility:
The student...
completes and submits assignment according to agreed upon timeline
Independent Work:
The student...
follows instruction with minimal supervision
Collaboration:
The student...
responds positively to the ideas and opinions of peers
Competency Domains and Skills (National Research Council, 2012)
The student should develop and exhibit competencies like….
TELT Experiences 2016
Learning - What are students learning and what skills are they developing?
Cognitive
Communication
Critical thinking
Analysis
Decision making
Creativity
Metacognition
Interpersonal
Communication
Empathy/Perspectivetaking
Self-presentation
Responsibility
Intrapersonal
Adaptability
Artistic and cultural
appreciation
Initiative
Self-direction
Self-monitoring
Productivity
Metacognition
Work
ethic/conscientiousness
Continuous learning
Digital Citizenship
Creation & Credit:
A digital citizen is one who…
● respects intellectual property of others;
● utilizes appropriate licensing options for personal creations
Presence & Communication:
A digital citizen is one who…
● communicates appropriately according to the audience;
● contributes positively to the community
What are different ways students might make their learning visible?
Assessment - What are different ways students might make their learning visible?
Learning Goals
We are learning to...
1. read text for the most important ideas, supporting details
2. make inferences of increasing subtlety and insight about texts
3. justify ‘theme’ as a way of delivering a specific perspective through artistic expression
4. utilize technology to communicate and deliver a creative response to a question
Success Criteria
I am able to…
● extract out of a text important ideas and details and justify my choices
● identify and explain imagery, symbolism, and poetic structure and how these illustrate the
underlying theme of a poem through inference
● express my understanding of the thematic core of a piece of literature in an artistic way
● plan and use technology to create my personal connection to the literary theme
TELT Experiences 2016
Assessment - What are different ways students might make their learning visible?
Evidence gathered through Conversations, Observations, and Products
Observations
Observe how students use the
writing process to generate and
organize their ideas.
Observe how students exhibit
the learning skills and work
habits of focus.
Conversations
● Descriptive peer and
teacher feedback will
occur throughout the
process of
learning.Teacher will
capture feedback
using video recording
and pictures
● Students will
conference with the
teacher to check for
understanding, using
the success criteria as
the basis for the
conversation
Products
Students will submit a progress
report at the midway point in
which they explain their chosen
response as it relates to the
source poem and provide a
timeline of tasks.
Student will upload and share a
creative response to the poem
under study and through their
own creative work and their own
assessment of that practice
demonstrate an understanding of
imagery, symbolism and poetic
structure as it transcends various
artistic mediums.
What does the learning and teaching look like?
Strategy/Activity
1) As a class conduct a close reading of the
source poem noting imagery, symbolism,
and poetic structure and how these
underlying theme.
2) Individually, students create a thematic
echo to the poem.
3) Peer and educator feedback takes place.
4) Self-assessment in the form of a short
reflective acknowledgement of formal
assessment is submitted by students.
Connection to this learning Experience
1) Students come to an understanding of
imagery, symbolism, and poetic structure
and how these are used to communicate
and underline theme.
2) Students demonstrate their
understanding symbolism and theme
through creating a thematic echo to the
poem choosing their own strength as the
medium.
3) Students benefit from the formative
assessment provided by peers, the
formal assessment provided by the
educator, and their own reflective selfassessment.
TELT Experiences 2016