Video Enhanced Lesson
Title: Student Video Poetry Slam!
By Kristin Morris, M.E.T. Program, Boise State University
Introduction: When watching a video segment is part of a lesson, students understand the emotional, or affective, part of the topic much more easily. When students are on the creating end, rather than just viewing, their engagement soars, so does the enjoyment, and they discover links between the topic and their own worlds outside of school. In the sample lesson below, students work in groups to perform and record a reading of a poem they choose from the Imagist movement of American Poets.
Content Area and Grade or Age Level of Students: American Literature /High School English, grade 11
Objectives:
Standards Addressed: 2012 Common Core ELA Grades 11-12 RL, RI, W, S, L
RL4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.)
S3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
S5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
L3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
L4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
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, its part of speech, its
etymology, or its standard usage.
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).
L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Relative Advantage: The instant feedback of watching their own performance-in-progress help drive home the importance of emotion and timing and enunciation in oral interpretation of a short work. Using images interspersed with the video emphasizes the quality of visual imagery in the Imagists’ works. The ability to create heterogeneous groups with members of varying types of learning styles and talents allows each student to participate in using the technology as well as in performing and creating the production.
Timeline: Two 90-minute class periods, plus preparation time at home (Optional day to familiarize with video editing and output formats).
Materials: Textbook with section on Imagists, scanner, props
Computers with web access to Poetry Foundation ; Bartleby ; The American Academy of Poets ; Poem Hunter; Link; Flickr
At least one digital video camera, preferably one per group
Grouping Strategies: Two students per computer is acceptable. Each group should have assigned roles to make sure each member bears some responsibility researching, shooting, editing, assembling the final product.
Learning Activities:
I. Students will research Imagist poetry, first by reading the textbook introduction, making sure to skim read the bullets, the artwork captions and any pull-out boxes.
II. Students will view the three selections of Poetry Slam! Videos.
Oral interpretation, voiza greene - YouTube
► 7:44► 7:44 www.youtube.com/watch?v...
Dec 19, 2011 - 8 min - Uploaded by 2gcarlos
Kavithai Kaaychal - Poetry Slamby CanadianTamilYouth298 views; The Dark Knight Hospital Scene Oral ...
Learning Matters Shared Poetry Project No. 1: Where The Sidewalk ...
► 0:56► 0:56 www.youtube.com/watch?v...Share
Jan 20, 2012 - 56 sec - Uploaded by LearningMatters
You need Adobe Flash Player to watch this video. ... Show videostatistics ... National Poetry Slam: Shane ...
Learning Matters Shared Poetry Project No. 1 ...
youtube.comJan 20, 2012 - 56 sec - Uploaded by LearningMatters
You need Adobe Flash Player to watch this video. ... Showvideo statistics ... National Poetry Slam: Shane ...
III. Students will receive the assignment and their assigned groups. Each group will choose one poem at random from a basket containing the titles of each poem. Student groups will choose a facilitator and agree on roles, making sure each student has at least one role. During the performance, each student will perform at least one line of the poem, either individually or in choral reading, and each student will have a job to fulfill in the digital tasks of production. Students will have two nights at home to accomplish any out-of-class work that needs to happen, including the video-editing process (an additional class day may be required to familiarize students with the software capabilities of Windows MovieMaker, if they do not know how to use it). Students will browse Flickr for creative commons photos to use to illustrate sections of their video.
IV. Students will view Learning in Hand: Podcasting as a group and will create a podcast of their performance and post it on Edmodo or other public web venue assigned by the teacher.
Assessment: Assessment will be two-part. First, peers will assess their group members for participation, fulfillment of roles, and follow-through. Second, teacher will assess each video using a task specific rubric. Criteria will include quality of each member’s contribution, plus overall quality and demonstration of understanding of oral interpretation emphasizing imagery and emotion.
Adaptations for Learners with Special Needs: ELL Learners could offer a line by line interpretation of the English version in their native language(s). Those with learning/ physical disabilities can take on roles of importance according to their abilities and guided by the group.
Introduction: When watching a video segment is part of a lesson, students understand the emotional, or affective, part of the topic much more easily. When students are on the creating end, rather than just viewing, their engagement soars, so does the enjoyment, and they discover links between the topic and their own worlds outside of school. In the sample lesson below, students work in groups to perform and record a reading of a poem they choose from the Imagist movement of American Poets.
Content Area and Grade or Age Level of Students: American Literature /High School English, grade 11
Objectives:
- Students will identify key phrases of significant imagery in one work.
- Students will develop and exhibit fluency in oral reading of one poet’s work
- Students will give oral interpretation of a work of poetry with dramatic timing and emotive expression
- Students will edit and produce a video clip using live action and still images and music.
- Students will evaluate peers oral interpretation of imagist poetry
- Students will evaluate the production value of peer’s videos
Standards Addressed: 2012 Common Core ELA Grades 11-12 RL, RI, W, S, L
RL4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.)
S3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
S5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
L3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
L4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
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, its part of speech, its
etymology, or its standard usage.
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).
L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Relative Advantage: The instant feedback of watching their own performance-in-progress help drive home the importance of emotion and timing and enunciation in oral interpretation of a short work. Using images interspersed with the video emphasizes the quality of visual imagery in the Imagists’ works. The ability to create heterogeneous groups with members of varying types of learning styles and talents allows each student to participate in using the technology as well as in performing and creating the production.
Timeline: Two 90-minute class periods, plus preparation time at home (Optional day to familiarize with video editing and output formats).
Materials: Textbook with section on Imagists, scanner, props
Computers with web access to Poetry Foundation ; Bartleby ; The American Academy of Poets ; Poem Hunter; Link; Flickr
At least one digital video camera, preferably one per group
Grouping Strategies: Two students per computer is acceptable. Each group should have assigned roles to make sure each member bears some responsibility researching, shooting, editing, assembling the final product.
Learning Activities:
I. Students will research Imagist poetry, first by reading the textbook introduction, making sure to skim read the bullets, the artwork captions and any pull-out boxes.
II. Students will view the three selections of Poetry Slam! Videos.
Oral interpretation, voiza greene - YouTube
► 7:44► 7:44 www.youtube.com/watch?v...
Dec 19, 2011 - 8 min - Uploaded by 2gcarlos
Kavithai Kaaychal - Poetry Slamby CanadianTamilYouth298 views; The Dark Knight Hospital Scene Oral ...
Learning Matters Shared Poetry Project No. 1: Where The Sidewalk ...
► 0:56► 0:56 www.youtube.com/watch?v...Share
Jan 20, 2012 - 56 sec - Uploaded by LearningMatters
You need Adobe Flash Player to watch this video. ... Show videostatistics ... National Poetry Slam: Shane ...
Learning Matters Shared Poetry Project No. 1 ...
youtube.comJan 20, 2012 - 56 sec - Uploaded by LearningMatters
You need Adobe Flash Player to watch this video. ... Showvideo statistics ... National Poetry Slam: Shane ...
III. Students will receive the assignment and their assigned groups. Each group will choose one poem at random from a basket containing the titles of each poem. Student groups will choose a facilitator and agree on roles, making sure each student has at least one role. During the performance, each student will perform at least one line of the poem, either individually or in choral reading, and each student will have a job to fulfill in the digital tasks of production. Students will have two nights at home to accomplish any out-of-class work that needs to happen, including the video-editing process (an additional class day may be required to familiarize students with the software capabilities of Windows MovieMaker, if they do not know how to use it). Students will browse Flickr for creative commons photos to use to illustrate sections of their video.
IV. Students will view Learning in Hand: Podcasting as a group and will create a podcast of their performance and post it on Edmodo or other public web venue assigned by the teacher.
Assessment: Assessment will be two-part. First, peers will assess their group members for participation, fulfillment of roles, and follow-through. Second, teacher will assess each video using a task specific rubric. Criteria will include quality of each member’s contribution, plus overall quality and demonstration of understanding of oral interpretation emphasizing imagery and emotion.
Adaptations for Learners with Special Needs: ELL Learners could offer a line by line interpretation of the English version in their native language(s). Those with learning/ physical disabilities can take on roles of importance according to their abilities and guided by the group.