Running Head: CUR/516 Signature Assignment 1

Signature Assignment

Brenda L. Stovall

CUR/516

February 13, 2017

Elizabeth Pace
CUR/516 Signature Assignment 2

Signature Assignment

Phase I

Date: 2/16/17 Instructor: Brenda L. Stovall

Name/Title of
Introduction to Creative Writing in Poetry
Course

This course will introduce students to various forms of poetry and writing
terminology including simile, metaphor, monologues, ode, free verse, haiku,
limerick, sonnet, and cinquain. Students will also be introduced to the
performance arts in the form of local poetry sets and poetry slams and meet
Course
local poets and published authors in the field. Students will be allowed to
Description
express their newly formed skills in written and performance form via
creating a personalized chap book which will be merged with other class
members to create a group work of poetry to be displayed in the school
library and poetry set held in the school theater for talent night.

Non-credit bearing continuing education students attending community

Target Audience
college ages 25 through 65 who have a desire to learn about poetry

Course delivery will include interactive lectures, field trips to poetry venues
and poetry slams, and guest speakers who have either published or
performed their poetry. Course materials will include instructors book,
"Forget, Reach and Press: A Poetical Approach To My Recovery And
Delivery
Discovery" by Brenda L. Stovall ISBN: 978-1425978617 and "Poetry Slam:
Modality/Course
The Competitive Art of Perfomance Poetry" by Gary Glazner ISBN: 978-
Length
0916397661. Course Length will be 13 weeks during Summer Session of
2017 from June 7, 2017 through August 30, 2017. Frequency will be every
Wednesday evening from 6 p.m. to 9 p.m. with final night of class a poetry
set. There will be two 15 minute breaks during each class session.

Upon completion of this course adult learners will be able to identify

different types of poetry
Upon completion of this course adult learners will reproduce their own
Goals
individual works in each category featured in the course
Upon completion of this course adult learners will compile their individual
pieces and create their own personalized chap book
Upon completion of this course adult learners perform their works at a
poetry set to be held at the school theater
CUR/516 Signature Assignment 3

Phase II

Phase II
Course or
Introduction to Creative Writing in Poetry
Training Title
Upon completion of this course adult learners will be able to identify
different types of poetry
Upon completion of this course adult learners will reproduce their own
Goals individual works in each category featured in the course
Upon completion of this course adult learners will compile their individual
pieces and create their own personalized chap book
Upon completion of this course adult learners perform their works at a
poetry set to be held at the school theater

Audience: Entry level adult learners who have an interest in the performance arts and poetry
presented within the course.
Behavior: Students will be able to identify, write, and perform various forms of poetry
presented within the course and create individual and group chap books.
Condition: Conditions will take place in the classroom, local poetry venues and poetry slams,
and school theater to submerge students into the poetry culture. Equipment tools

will consist of two text books, pens, pencils, markers, USB drive, laptops, and

students personal journal. Instructor to provide materials to create chap books

Objectives
including printer for students to print out their works of poetry, card stock paper,

and giant stapler to create saddle stitch chap books.

Degree: Competency will be determined by weekly written quizzes worth 25% of grade,

evaluation of performance worth 25% of grade, evaluation of written poems

worth 25% of grade, and creation of a chap book worth 25% of grade with a

Minimum grade of 75% for a grade of passing and fail for grades 74% and below.

The above course objectives utilize both project-based learning and collaborative learning.
CUR/516 Signature Assignment 4

Project-based learning encompasses learning activities geared toward achieving a common

goal or
which would be the chap book (Savery, 2006). Project-based learning allows students to
explore
within pre-determined guidelines utilizing instructors to provide feedback to present alternate
Explanation of ways of achieving said goals for finished project (Savery, 2006). This process produces
Objectives participant learning Savery, 2006). Collaborative learning is reflected in the creation of a
group
chap book displaying the works of the students produced during the course. Collaborative
learning stimulates interaction with students within the course and generates retention
of information learned within the course and skills learned can be applied in life proficienies
(Ellis & Hafner, 2008).
1. Identify differences and similarities between various forms of poetry
2. Summarizing and note-taking via reflective writing in journals
3. Reinforcing effort and providing recognition via certificates of completion after end of
course
4. Homework and practice via weekly assignments reproducing students own work of form
of prose
covered in class and identifying types of poems in course textbooks and practice
performance of works
Instructional
5. Nonlinguistic representations including mood music and ocean sounds to stimulate
Activities writing and creativity

6. Cooperative learning via creating a group chap book

7. Setting objectives and providing feedback via critique sessions utilizing group to group
sessions and Facilitators comments and students critiquing peers written and
performance works as well as input from guest speakers

8. Generating and testing hypotheses via asking students what they anticipate to learn in the
course and surveying how they have advanced since taking the course

9. Questions, cues, and advance organizers include asking students have they ever heard of
type of poem being featured, providing binder tabs to organize journals and instructor and
students sharing inspiration for produced works (Brown & Green, 2011).

Instructional Instructional technologies will include laptop, projectors, videos, pointers, printers, and power
Technologies point presentations.
CUR/516 Signature Assignment 5

Phase III

Phase III

Course Length will be 13 weeks during Summer Session of 2017 from June 7, 2017
Length of through August 30, 2017. Frequency will be every Wednesday evening from 6 p.m.
Course to 9 p.m. with final night of class a poetry set. There will be two 15 minute breaks
during each class session.

Individuals Facilitator: Brenda L. Stovall

Involved in Learners: Adult Learners Ages 25 through 65
Subject Matter Experts: Poets John Starrs, Geoffrey Watts, and Moementum
Implementation

Forget, Reach and Press: A Poetical Approach To My Recovery And Discovery by

Resources Brenda L. Stovall ISBN: 978-1425978617 and Poetry Slam: The Competitive Art of
Perfomance Poetry by Gary Glazner ISBN: 978-0916397661
An email inquiry for additional details regarding implementation will be submitted
to
Colleen Rockafellow at Triton College Continuing Education Department email:
Colleenrockafellow@triton.edu (Triton, 2017).
In addition, the required proposal and instructor application form will be forwarded
Implementation
to
Triton College, School of Continuing Education email: askce@triton.edu (Triton,
Details
2017).
The enclosed instructional plan will also be provided for review. Interest will be
built via press release in local newspapers, flyers in area libraries, and course
description in summer course brochure.
Formative assessments will include a weekly quiz on terms and identify various
Formative
types
of poetry presented in the course, written journal entries, evaluation of performance
Assessments
of
poetry reading, and individual and group chap book submission
CUR/516 Signature Assignment 6

Phase IV

Phase IV
Identify
method used
to verify if Scores from weekly quizzes along with final performance and production of an
objectives individual and group chap book will be utilized to verify if students have met
met course objectives
Evaluation tools will include an end of course survey by students providing
Describe
feedback on
Required learning deliverables in conjunction with summative and formative assessments
where students can identify various forms of poetry, able to reproduce their
Evaluation
individual
Tools works, and perform their pieces in front of an audience.

The above data can be utilized for future courses and used as a template once
Provide
approved
to verify what formatting and information is required for proposal submission
Evaluation and approval, verify what methods works for students, and to make any
necessary
Overview modifications for future success including course content, evaluation methods,
advertising, and course materials

Presentation View power point presentation

Slideshow
CUR/516 Signature Assignment 7

References

Brown, A. H., & Green, T. D. (2011). The Essentials of Instruction Design. Boston, MA:
Pearson.

Ellis, T. J., & Hafner, W. (2008). Building a Framework to Support Project-Based Collaborative

Learning Experiences in an Asynchronous Learning Network. Interdisciplinary Journal

of E-Learning and Learning Objects, 167-190.

Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions.

Interdisciplinary Journal of Problem-Based Learning, 1-13.

Triton College. (2017). Continuing Education Course Proposal and Instructor Application .

Retrieved from Triton College:

https://www.triton.edu/uploadedFiles/Content/Academics/Continuing_Education/Continu

ing_Education_Course_Proposal_and_Instructor_Application.pdf