Anita+Kimball

=//**Summary of my professional learning as a result of this High Quality Teacher Share:**//= =//**Technology and Learning---Using Digital Tools to Teach New Literacies**//= //**I've been thinking a great deal about how this HQTS links with the other professional development activities that I have been involved in this year. I have a personal goal to link my professional development learning so that each new topic isn't just one more thing added on. I want to purposefully effect change in my classroom in meaningful and integrated ways. By combining what I learned through all of my professional development efforts, I believe that there has been a substantive, positive change in my curriculum and instruction this year. Additionally, as I consider these changes in my classroom, I am confident that I have met many more of the standards in the Massachusetts Curriculum Frameworks. I want to outline the links below:**//

1. **Mass New Literacies Institute**: Of course, the opportunity I had to attend this institute truly changed my knowledge base and my desire to learn about digital literacy. The HQTS that evolved as a result of the institute had a significant impact on my own learning.

2. **Differentiated instruction:** By providing my students with varied activities and choices using technology, I believe that I have given opportunities for differentiated learning. It has been exciting to see some students "shine" with technology products, that don't necessarily get actively engaged in traditional English/Language Arts reading and writing tasks. I feel I am learning to differentiate process, product and content more effectively.

3. **HQTS---Reading Group** __**The Global Achievement Gap** :__ In this professional book study group I am able to discuss with my colleagues a variety of topics related to curriculum and instruction. The book itself has amazing "food for thought" ideas to consider. The Thinking Skills that Tony Wagner encourages that relate directly to the integration of technology include "Collaboration Across Networks", "Critical Thinking and Problem Solving", and "Effective Oral and Written Communication". These thinking skills relate directly to the activities that I have initiated through this technology course.

4. **Tech Tidbits**--This course allowed me opportunities to use technology more in my day to day operations. I learned useful tools like creating/using Google calendars, Google forms and Google Docs. As I had the experience throught the course to practice and apply my own technology skills, I became more confident and willing to take more technology "risks" with my students.

So what's different for my students and myself as a result of this HQTS??? When I consider the **Massachusetts Curriculum Frameworks**, I believe that there has been the most personal growth for me in curriculum and instruction on the following standard.

**GENERAL STANDARD 26: Analysis of Media***


 * Students will identify, analyze, and apply knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and emerging technologies, and provide evidence from the works to support their understanding**

I believe that most of the new knowledge and resulting classroom change focuses on this one standard. Prior to this year, I think I could identify this standard as one I rarely addressed in my classroom. Now that we are much more engaged in digital literacy, my students have a whole new range of experiences and learning.


 * What follows is a brief log of some of my activities, lesson plans, and thoughts about this HQTS. In an effort to be reflective of my efforts and learning, I have used this Wikispace as a forum to organize my thoughts and activities that I have been involved with throughout this course. Most of my work/time in the HQTS has been in my direct work to create the lessons and activities for my students. (I would be happy to discuss further any of the information contained in this Wiki.)**

Note: The lesson plans/summaries/observations I have included focus on the following elements of technology: 1. Student Projects: PowerPoint, Animoto, Xtranormal, Blabberize, Glogster 2. Wikispaces: Learning how to navigate and set up a Wikispace. We have created this Wiki and a forum for our HQTS and I have been working on my Wiki pages I intend to launch fully next year. 3. Using an IPad with my students 4. Moodle 5. Using Google Apps more fully to facilitate my curriculum and instruction and to collaborate with colleagues more effectively and efficiently

9/28/2011 Good news! I took a major leap of faith and it was an incredible success! :) Every year I ask my students to create a visual representation of their choice summer reading assignment. There has always been specific criteria and students need to respond to their book in regards to the various literary elements. The assignment was quite traditional and often very mundane....ho hum....... As a result of the summer training, I decided that I would have my students do a digital project to represent their reading that they would share with their classmates. I had trouble trying to decide what computer program I would teach the students to use. I realized that it would take me a lot of time to learn and then teach how to use that particular program. Also, since I wasn't sure about all the strengths, weaknesses, applications, etc. of the specific program, I had a hard time choosing from the very broad "menu" of possible options. I wasn't sure how I would give my students access to the program so early in the year. I didn't want to take a large amount of time to do this in school. So many possible roadblocks...and I really wanted to start the year strong with technology. I had a brainstorm. Maybe I don't have to be the expert for all of these programs. That was a new idea for me. I've always felt I needed to be steps ahead of my students. However, I realized that in terms of technology, I was already many steps behind my students. So I wondered....could my students become the experts? Could they then teach the other students and myself? I created the project //(attached #1).// I offered a nondigital option for the project to meet a variety of needs and interests of my students. Surprise! Everyone chose the digital option! Each student was given the expectations and the scoring rubric. //(attached)// Half way through the project time, I asked the students to fill in a digital project update sheet //(attached #2).// This provided an opportunity to get a sense of their progress....their difficulties and their successes. At this time I was also able to have students help students with any issues that came up. After the presentation, I had the students complete self-reflection sheets to evaluate their own project and presentation. //(attached #3)// In order to spread the presentations out over time, I gave students bonus points for presenting early. This also provided models to students who were struggling to get started. At presentation time, I was delighted! The students were the experts! This assignment far exceeded my expectations and I feel like I've got digital technology already embedded in my curriculum this year!

= Lesson Plan #1: = a//. Demonstrate understanding of independent summer reading.// //b. Demonstrate an understanding of the basic story elements of fiction.// //c. Demonstrate an ability to follow a basic scoring checklist.// //d. Demonstrate an understanding of digitial technology and create graphic and visual media to share reading with classmates.//
 * Course Name: English/Language Arts Grades 7/8**
 * Unit Title: Fiction Unit**
 * When is Lesson Taught in the Unit: At the start of the school year**
 * 1. Mastery Objectives:**
 * By the end of this lessons, students will be able to:**

//College and Career Readiness Anchor Standards for Speaking and Listening// //4. Present information, findings, and supporting can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.// //5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.// //College and Career Readiness Anchor Standards for Writing// //6. Use technology, including the Internet, to produce and publish writing and to interact and cevidence such that listeners ollaborate with others.// //Reading MA.8.A. Analyze the meaning of literary texts by drawing on knowledge of literary concepts and genres.//
 * 2. What state framework standard does this lesson address or how is it otherwise justified?**

//Student work is assessed by the teacher as the students report in on their progress in regular student updates and self-evaluations.// //The final product will be assessed using the scoring checklist in attachment #1.// //In addition, the students will complete the final self-reflection sheet (attachment #2)// //Students will also receive feedback from their peers regarding their projects and presentations.// //The lesson is outlined below in directions distributed to students.// Attachment #1:
 * 3. How will the student performance of mastery objectives be assessed?**
 * a. Formatively assessed:**
 * b. Summatively assessed:**
 * 4. Describe the sequence of events in the lesson:**

Attachment #2:

10/26/2011 I am using technology a great deal to differentiate for my students. I am trying to locate the stories we are reading in various forms so that they can access the texts regardless of their reading levels or learning styles. I believe that if I can present the stories in a variety of formats, I can make the same stories accessible for all.

For example, we are involved in a unit about Edgar Allan Poe. On line I was able to locate different versions of the stories at different reading levels. I was able to locate audio versions so some students could listen to the stories. Some of these versions also had options that helped students with the difficult vocabulary in Poe's writing. Additionally, I found video and rap versions of some of these stories which helped many readers more clearly visualize what happened. I was also able to supply the students with a variety of online sites where they could go for research and/or build their background knowledge about Poe. There is such a wealth of materials available that helps make traditional text more available and interesting for everyone.

11/30/2011 I was delighted to be able to use the IPad cart with my students recently. It was a tremendous success. I am including the lesson plan for that lesson. This is the format I used to present this to my students on the Elmo. This was designed to replace previous work I have done using traditional dictionaries. Because students aren't terrribly skilled searching for words, the very act of locating the words was very time consuming. With this dictionary app on the IPads, I was able to develop the same skills in dictionary usage that I have in the past, but it was more efficient and certainly more fun! The students were delighted to use the IPads and we accomplished a great deal. They were particularly pleased with the feature that allowed them to say the word they were seeking and the app would locate the word. They also liked that the app would pronounce the word for them as well. It was easy to locate words, to cross reference, to save, etc. Using the IPad made studying words and etymology exciting!

= Lesson Plan #2 =
 * Course Name: English/Language Arts Grades 7**
 * Unit Title: Oral Traditions**
 * When is Lesson Taught in the Unit:** During the mythology portion of the unit

//a. Navigate through a dictionary entry and be able to identify the various components (i.e. definition, etymology, etc.)// //b. Successfully learn how to find information using an IPad.// //c. Demonstrate an understanding of Greek/Latin number prefixes.//
 * 1. Mastery Objectives:**
 * By the end of this lessons, students will be able to:**

Language Standards b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). //*follow-up homework assignment using a traditional text dictionary to practice skills and concepts introduced in class// //*follow-up classroom activities//
 * 2. What state framework standard does this lesson address or how is it otherwise justified?**
 * c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. ||
 * 3. How will the student performance of mastery objectives be assessed?**
 * a. Formatively assessed:**
 * //through classroom discussions and teacher observations of student interactions with IPads//

//*formal written test//
 * b. Summatively assessed:**

//The lesson plan sequence is posted on my projection system for the students. We proceed through the steps of the lesson together. I try to always provide a visual and auditory set of directions and expectations.// IPad Lesson for Greek and Latin Words from Mythology
 * 4. Describe the sequence of events in the lesson:**

==Today we will be using technology, specifically the IPads to study words. These same activities could be completed using traditional texts (such as dictionaries). ==

==Note: Your homework tonight will ask you to use traditional text dictionary entries to practice the same skills. ==

==We will consider many important aspects of these words including: ==

==1. Wait quietly as the IPads and other materials are distributed. == == 2. __Do not open__ the IPads until you are instructed to do so. ==

4. Directions:
==a. With the IPad centered over your desk, open the cover carefully and tuck the tab in to create a stand so the IPad lays on the center of your desk horizontally at a slight angle. == ==b. Push the button on the lower right side to turn the IPad on. Hold until the Apple logo appears. == ==c. When the screen appears, slide the bar on screen to the right to unlock. If you need to orient the screen horizontally just move the IPad around slightly. == ==d. If the screen goes black, push the small button on the front left. == ==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">e. Note some of the Apps that are already loaded into the IPads. Are you familiar with any of these? Check out the dock at the bottom. == ==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">f. Now, lightly slide your finger to the left to get to the screen that has “Merriam Webster Dictionary”. ==

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">*Voice Search (microphone)
==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">If you need to adjust volume, there is a slider bar on the bottom right hand side of the IPad. ==

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">Look up the word: mythology
==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">You can do this by typing in the search box in upper right (tap magnifying glass and keyboard will appear) or tapping the microphone and speaking the word clearly when you receive the prompt. Try both ways so that you know how for future reference. ==

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">How do you cross reference this word?
==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">What would I do if I wanted to save this entry in my “favorites”? ==

==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">Using theMerriam Webster Dictionary App, complete the following activity: ==

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">1. Look up your prefix.
==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">2. Scan the various words that use this prefix. Make sure that the letters actually have the number meaning. Don’t be tricked! A word can have this spelling and have nothing to do with the number. ==

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">3. Choose one word that you like with this prefix.
==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">4. Check to see if anyone else has posted this word. If they have, choose another word. == ==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 80%; text-decoration: none; vertical-align: baseline;">5. Write the word on the front (in bold print) and the definition on the back of an index card. ==

<span style="font-family: 'Arial Black',Gadget,sans-serif;">In additional days with the IPads, students completed a research activity that required them to look up the origins of the months of the year, days of the week, planets, constellations, signs of the Zodiac, NASA space missions, mythological creatures, and words in general from mythology. This helped to build their vocabulary background knowledge for the stories we would be reading in our unit.

12/1/2011 Now I am working to get my Wiki page up and running. I am excited about the possibilities I think the "Projects" feature offers us. Working with the HQTS group I have successfully put my students into working groups. Now I need to organize the project and get it going. http://kimballenglish.wikispaces.com/ http://kimballenglish8.wikispaces.com/Welcome

12/14/2011 Throughout this HQTS, we have been working to create this Wiki to be our final project for MNLI. Although it is not a specific lesson plan, it has been our intent to use this as a professional tool to explore, question, and plan together.

5/5/2012 It has been a while since I've entered my ideas here but I have been focusing heavily on our Moodle. My students and I are so excited about this activity. We have worked closely with Mrs. Salvon and Mrs. McSheffrey's students on this Cross Town Collaboration Poetry project. Please take a look at the site and enjoy our students' poetry writing and responding efforts. []
 * This lesson was also created in conjunction with another HQTS I am involved in that has been focused on reading Tony Wagner's book, __The Global Achievement Gap.__

=** Lesson Plan #3 **= **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">LPS Lesson Plan **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Course Title: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">English Grade 7
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Unit Title: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Poetry
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">When is the lesson taught in the unit: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">on-going

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> This series of lessons has been created during my involvement in two High Quality Teacher Share activities this year. The first HQTS focused on “Using Digital Tools to Teach New Literacies” and the second, focused on the reading and discussion of Tony Wagner’s book, __The Global Achievement Gap.__ In this lesson write-up, I have attempted to specifically include how this series of lessons attempts to address Wagner’s Seven Survival Skills which include:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introduction: **
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Critical thinking and problem-solving **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wagner states that problem solving requires “being able to think about why something is important. When students brainstormed an extensive list of things in their lives, they had to sort through and strategically choose which things were essential to include in their poems to create the desired effect.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Being able to understand and apply concepts such as figurative language and sensory imagery effectively while writing poetry requires abstract, critical thinking.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students have to make decisions regarding which digital tool would be most effective in presenting their poetry in a graphic/visual/sensory way. Critical thinking is also involved if they choose a less familiar tool and have to problem solve their way through learning how to use it.
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Collaboration across networks and leading by influence **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Because students must post their poetry and projects and respond to their peers’ work through the Moodle with their classmates, this definitely fits the skill of collaboration across networks.
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Agility and adaptability **
 * 2) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Initiative and entrepreneurialism **
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Effective oral and written communication
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students wrote and posted their poetry. They had to understand the task, as well as the audience. They had to express their ideas clearly because they understood that their peers would be reading and providing feedback.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students wrote and critiqued each other’s poetry. Through classroom discussions and guidelines, students had to understand how to provide feedback to their peers that was helpful, relevant and positive.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students created a visual/graphic representation of their poetry. Oral presentation skills are also important as students must present their projects to their classmates.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wagner’s book states, students need “not only the ability to communicate one’s thoughts clearly and concisely but also the ability to create //focus//, //energy,// and //passion//”. Writing poetry certainly requires students to practice these concepts.
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Accessing and analyzing information **
 * 2) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Curiosity and imagination **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Poetry, by its very nature, lends itself to the creative imagination of the writer.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Creating a graphic/visual project representing their poetry allowed students an opportunity to use their imagination, as well.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wagner discusses how students must “master both left-brain…and right-brain skills….including engaging others empathetically.” I believe that writing the poetry in these lessons gave students practice in these areas and the results certainly were engaging to other readers, students as well as teachers.


 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mastery Objectives: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">By the end of this series of lessons, students will be able to: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Write “Who I Am” and “Where I’m From” poems that demonstrates an understanding of the use of poetic devices and poetic structure.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use digital skills to post poem on “Moodle” and write critical observations of peers’ poetry.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use digital skills to create a graphic/visual presentation of poetry.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Read and respond critically to poetry written by their peers.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Apply knowledge of poetic elements to their poetry reading and writing.


 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">What state framework standards does this lesson address or how is it otherwise justified? **
 * READING:**
 * Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
 * ** MA.8.A ****<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">. **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Interpret a literary work by analyzing how the author uses literary elements (e.g., mood, tone, point of view, personification, symbolism).
 * WRITING:**
 * **MA.3.A** Write short narratives, poems, scripts, or personal reflections that demonstrate understanding of the literary concepts of mood, tone, point of view, personification, or symbolism.
 * Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
 * SPEAKING AND LISTENING: **
 * **<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">5. **<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.


 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How will student performance of mastery objectives be assessed? **
 * 2) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formatively assessed: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There is a rubric for sessions one and two that assesses students’ ability to create and post their poems. The rubric also addresses students’ ability to respond thoughtfully to their peers’ posts.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Throughout the unit, during class time the teachers have the opportunity to talk with and assist students through the writing process.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Peer responses, through the Moodle, provides informal feedback for student poetry. It was the hope that this more authentic audience would encourage students to work hard to “publish” their most polished work.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The poetry unit also includes more traditional quizzes that ensure that students understand the basic terms and concepts of poetry.
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summatively assessed: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The final project is a culmination of all of the student work so far with the Moodle. The rubric was created to evaluate the poetry and the project.


 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Describe the sequence of events in the lesson(s): **

//Below you will find a very basic overview of the series of lessons. The entire lesson plan can be accessed on the Longmeadow Public Schools website using Moodle. However, guest access is not allowed for this course. Therefore, use your Longmeadow password for access.//

==<span style="color: #990000; font-family: 'Calibri','sans-serif'; font-size: 16px;">Session One: Orientation <span style="color: #333333; font-family: 'Calibri','sans-serif'; font-size: 16px;">During this orientation session, you will get acquainted with our online Moodle learning environment, meet your teachers and classmates, and become familiar with the "Across Town Collaboration" course goals... <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 16px;">Each student will create a poem introducing themselves using one of the <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">[|"All About Me" Templates] <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 16px;">, or an original poem to be posted in the <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">[|"Who Are You?" forum] <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 16px;"> below: == ==//<span style="color: #990000; font-family: 'Calibri','sans-serif'; font-size: 16px;">Session Two: "Where I'm From" //<span style="color: #333333; font-family: 'Calibri','sans-serif'; font-size: 16px;"> During this second session, you will read and listen to several poems, and then create your own poem to share in the //"Where I'm From"// forum... ==
 * //<span style="color: #990000; font-family: 'Calibri','sans-serif'; font-size: 16px;">Session Three: Transform your "Where I'm From" Poem into a Multi-Media Production using any Digital Tool you wish //** <span style="color: #333333; font-family: 'Calibri','sans-serif'; font-size: 16px;">During this third session, you will choose a multi-media tool to add sound, pictures and maybe even video to your poem. Consider using a presentation software (PowerPoint, Keynote, Prezi), a podcast, Glogster, Animoto, iMovie, Explain Everything, iBook etc..