A. Instruction - 6.3
B. Design - 7.3
C. Engagement - 8.7
Word Mover: A Best App for English Language Arts
Summary : Found poetry at your fingertips!
Word Mover channels users’ poetic abilities and creativity in an interactive medium. In this app, users first create a profile by entering their name. Next, users select their name, and then the “Create New Found Poetry” option. Here, users can select the: (1) “Word Bank” option that gives them a random set of words, (2) the “My Own Words” option that allows them to type in the words they want to use, or (3) the “Famous Works” option that lets them choose a word bank based on the text in “America the Beautiful,” “The Gettysburg Address,” “I Have a Dream,” or Shakespeare’s “Sonnet 18.”
Please note: Users are able to add their own words to either the “Word Bank” or “Famous Works” options as well. The difference is the “My Own Words” option will only consist of the words a user adds; whereas, the other options consist of a predetermined word bank AND the words a user adds.
After selecting a word-bank option, users are presented a screen on which they can touch and drag desired words from the word bank into their work area to create poetry. On this screen, users can: (1) tap the “shuffle” button to mix the words in the bank, (2) tap the “Add a Word” option to include new words in the word bank, (3) tap the “New Word Bank” option to get a new set of words, or (4) tap the “Backgrounds” button to select a new background for their poem. After users complete a poem, they can save it to their photo gallery, send it as an email, or print it.
- Teachers can have students create “Found Poems” using this app. To do so, students create poems using the text of one of the preloaded word banks. After students create their found poem, they can email their teacher a copy of it or they can read/perform it for their classmates. Teachers can add another level to this activity by having students compose a piece of writing that discusses the poem’s meaning, analyzes the poem’s theme, or explains their reason for composing the poem.
- Students can practice using different poetic devices using this app. To do so, teachers can have their students either add their own words with the “My Own Words” option or select one of the preloaded word banks. Next, students are to create a poem that incorporates the poetic device being studied. Finally, students can compose a short explanation about the importance of the device to the poem’s overall meaning and/or purpose. Students can email their teacher both their poem and their explanation.
- At the conclusion of a poetry unit, teachers can organize a classroom poetry contest using this app. In this contest, teachers can encourage students to be creative using poetic devices, language, page spacing, text formatting, style, and word choice. Once all students have prepared their poems, teachers can have them upload their poem to a classroom website where their classmates can read it. Students can then vote for their favorite poem using Polls Anywhere.
- After teaching students about a specific poetic genre (e.g., sonnets or haikus), teachers can instruct students to write a poem using this app and share it on a classroom website. Next, teachers can have students compose short responses that explain their poem’s theme, meaning, or purpose.
- Teachers can have students practice using new vocabulary terms with this app. To do so, teachers can instruct students to create a poem that contextually uses new vocabulary words. Teachers will need to explicitly instruct students to use the “Add a Word” option so the new vocabulary words are included in their word bank. When students finish composing their poems, teachers can have students email them a copy of their work. Additionally, teachers can have students compose a short response that explains how the vocabulary words included in their poem enriches its meaning.
|A2. 21st Century Skills|
|A3. Conn. to Future Learning|
|A4. Value of Errors|
|A5. Feedback to Teacher|
|A6. Level of Material|
|A7. Cooperative Learning|
|A8. Accom. of Individual Diff.|
|B1. Ability to Save Progress|
|B2. Platform Integration|
|B3. Screen Design|
|B4. Ease of Use|
|B6. Goal Orientation|
|B7. Information Presentation|
|B8. Media Integration|
|B9. Cultural Sensitivity|
|C1. Learner Control|