Emoji Poetry: Expressing Emotions with Emojis
Created byCarolyn Schwerdtfeger
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Emoji Poetry: Expressing Emotions with Emojis

Grade 4English30 days
In the "Emoji Poetry: Expressing Emotions with Emojis" project for 4th-grade English, students explore poetry using emojis as visual and symbolic elements. They engage in activities like creating symbolically rich verses and poems, focusing on understanding poetic structures and using emotions effectively. The project culminates with students performing their emoji-enhanced poems, integrating feedback and revising their work to enhance clarity and emotional depth. Together with peer interactions and formal rubric-based assessments, the project aims to deepen students' understanding of poetry through innovative visual elements.
Emoji PoetryEmotionsSymbolismElementary EducationCreative ExpressionVisual Elements
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use emojis to create poetry that expresses emotions and meanings in creative ways?

Essential Questions

Supporting questions that break down major concepts.
  • What are the different types of poems and how do they communicate emotions differently?
  • How can emojis enhance the meaning or emotion in poetry?
  • What techniques can poets use to express feelings and ideas without using words?
  • Why is it important to understand the tone and theme of a poem?
  • In what ways can imagery and symbolism be conveyed through emojis?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand different types of poems and their structural elements, and will be able to identify these in their own and others' work.
  • Students will create original poems using emojis to express clear emotions and meanings, enhancing their understanding of symbolism and imagery.
  • Students will develop their writing process skills, including planning, drafting, revising, and sharing their work with feedback.
  • Students will explore and articulate how tone and theme can be expressed through non-traditional mediums like emojis.
  • Students will analyze how visual elements can enhance literary expression and contribute to the overall meaning of a poem.

Common Core Standards

CCSS.ELA-LITERACY.RL.4.5
Primary
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) when writing or speaking about a text.Reason: This standard aligns with the project's exploration of different types of poems and their structures, helping students understand how to construct their own poetry using emojis as symbols.
CCSS.ELA-LITERACY.W.4.3.D
Primary
Use concrete words and phrases and sensory details to convey experiences and events precisely.Reason: Emojis serve as concrete symbols to convey emotions and meaning, aligning well with this standard of using precise language and details to convey experiences.
CCSS.ELA-LITERACY.W.4.5
Secondary
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.Reason: The project involves creating and refining poetry using emojis, which requires planning and revising with feedback.
CCSS.ELA-LITERACY.RL.4.7
Secondary
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.Reason: Aligns with using emojis as a visual representation of poetry, connecting visual elements with text to enhance meaning.

Entry Events

Events that will be used to introduce the project to students

Emoji Poetry Slam

Host a lively poetry slam where students initially create and perform short, improvised poems using a set of randomly assigned emojis. This challenges them to think creatively on the spot and see the potential in emojis as expressive literary devices, engaging them with a real-world connection to live performance art.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Emoji Symbolism Exploration

An introductory activity where students explore how different emojis can symbolize emotions and concepts in poetry.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review a list of common emojis with the class and discuss what emotions or concepts each can represent.
2. Assign each student two emojis and ask them to brainstorm a list of emotions or ideas these could symbolize.
3. Create a class chart of emojis and their possible meanings for students to refer to in future activities.

Final Product

What students will submit as the final product of the activityA class chart of emojis and their associated emotions or concepts.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.ELA-LITERACY.W.4.3.D, helping students to use emojis as concrete symbols to convey emotions.
Activity 2

Verse Creation with Emojis

Students write short verses using their assigned emojis to express specific emotions or ideas.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Each student selects one emoji from their assigned list to focus on for creating a single verse.
2. Guide students to write a short verse (2-4 lines) that incorporates the symbolism of the chosen emoji to express a particular feeling.
3. Have students share their verses in small groups and discuss how the emojis influenced their writing.

Final Product

What students will submit as the final product of the activityA collection of individual verses using emojis to convey emotion.

Alignment

How this activity aligns with the learning objectives & standardsThis activity corresponds with CCSS.ELA-LITERACY.RL.4.5, as students explore structural elements of poetry with a focus on symbolisms.
Activity 3

Emoji Poem Drafting

Students will draft complete poems using multiple emojis, focusing on structure and flow to convey complex emotions and themes.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students plan a short poem (4-6 lines) incorporating at least three different emojis to represent varying emotions or concepts.
2. Draft the poem, paying attention to rhythm, meter, and the symbolic use of emojis.
3. Pair up with a peer to share drafts and offer constructive feedback for revisions.

Final Product

What students will submit as the final product of the activityA first draft of a short poem using multiple emojis to create meaning.

Alignment

How this activity aligns with the learning objectives & standardsThis aligns with CCSS.ELA-LITERACY.W.4.5 through planning, drafting, and revising poetry.
Activity 4

Poetry Editing and Performance

Students will revise their emoji poems based on feedback and prepare them for classroom presentations, focusing on connecting visual with oral expression.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Using feedback from peers, revise the poem to enhance clarity and emotional depth using emojis.
2. Practice reading the poem aloud, focusing on how to express emotion with voice and gesture.
3. Perform the revised poem in front of the class, using visual aids of emojis to enhance the presentation.

Final Product

What students will submit as the final product of the activityA polished poem presentation incorporating verbal and visual elements.

Alignment

How this activity aligns with the learning objectives & standardsThis activity connects with CCSS.ELA-LITERACY.RL.4.7 by integrating visual and oral elements to enhance poetic meaning.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Emoji Poetry Project Rubric

Category 1

Understanding of Poetic Structure

Assesses students' comprehension of different types of poems and structural elements like verse, rhythm, and meter.
Criterion 1

Identification of Structural Elements

Determine the student's ability to identify and implement structural elements such as verse and rhythm effectively in their poetry.

Exemplary
4 Points

Accurately identifies and employs structural elements with sophistication, demonstrating a deep understanding of poetic form.

Proficient
3 Points

Correctly identifies and applies structural elements in poems with clarity.

Developing
2 Points

Occasionally identifies structural elements, but application in poems may be inconsistent.

Beginning
1 Points

Struggles to identify or apply structural elements in poetry writing.

Criterion 2

Use of Rhythm and Meter

Evaluate the student's ability to effectively use rhythm and meter in their poems.

Exemplary
4 Points

Employs rhythm and meter to enhance the poem's overall impact with ease and creativity.

Proficient
3 Points

Uses rhythm and meter appropriately to support the poem's theme and emotion.

Developing
2 Points

Attempts to use rhythm and meter; shows inconsistency in execution.

Beginning
1 Points

Limited or incorrect use of rhythm and meter throughout the poem.

Category 2

Symbolism and Imagery through Emojis

Evaluates the ability to use emojis effectively as symbols to convey emotions and enhance imagery in poetry.
Criterion 1

Symbolic Use of Emojis

Assess how well students use emojis to symbolize emotions and enhance poetic meaning.

Exemplary
4 Points

Uses emojis creatively and effectively to greatly enhance the emotional and thematic impact of the poem.

Proficient
3 Points

Appropriately uses emojis to support emotions and themes within the poem.

Developing
2 Points

Shows basic attempts at using emojis symbolically, yet with partial effectiveness.

Beginning
1 Points

Uses emojis without clear symbolic purpose, limiting their impact.

Criterion 2

Integration of Visual and Textual Elements

Evaluate the integration of emojis as visual elements with the textual components of the poem.

Exemplary
4 Points

Seamlessly integrates visual and textual elements to create a cohesive and impactful poem.

Proficient
3 Points

Effectively combines visual and textual elements to support poem meaning.

Developing
2 Points

Attempted integration of visual and textual elements, with varying success.

Beginning
1 Points

Limited integration of visual elements, leading to a disjointed poem presentation.

Category 3

Collaboration and Revision Process

Focuses on the student's ability to engage in collaborative feedback exchanges and make revisions to improve their poetry.
Criterion 1

Engagement in Feedback Exchange

Determine the student's participation and engagement during peer feedback and revision sessions.

Exemplary
4 Points

Actively participates in feedback sessions and thoughtfully incorporates suggestions to enhance poetry.

Proficient
3 Points

Participates in feedback sessions and integrates peer suggestions to improve work.

Developing
2 Points

Participates in feedback sessions with limited integration of suggestions.

Beginning
1 Points

Minimal participation in feedback sessions; struggles to use peer input.

Criterion 2

Improvement through Revision

Evaluate the effectiveness of revisions made to their poetry after receiving feedback.

Exemplary
4 Points

Implements revisions that significantly enhance the coherence and impact of the poem.

Proficient
3 Points

Incorporates revisions that improve the clarity and flow of the poem.

Developing
2 Points

Makes limited revisions with some positive effect on the poem.

Beginning
1 Points

Makes few or no revisions; impact on poem quality is minimal.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how your understanding of different types of poems and their structures has evolved through this project. How did working with emojis influence this understanding?

Text
Required
Question 2

On a scale of 1 to 5, how confident are you in using emojis to express emotions and meanings in poetry?

Scale
Optional
Question 3

Which emoji in your final poem was the most challenging to work with and why?

Text
Required
Question 4

Choose one statement that best describes your experience with the Emoji Poetry project.

Multiple choice
Required
Options
I found it enjoyable and educational.
I learned a lot but faced many challenges.
I struggled to see the connection between emojis and poetry.
I prefer traditional poetic techniques.
Question 5

How did peer feedback influence the revisions of your poem? Provide specific examples.

Text
Required