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Grade : 11- Eng. 20 - Poetry Interpretation






Instructional Design:
Don Cross
Andrew Raczynski
Jill Stewart




Stage 1 - Desired Results




Established Goals:
1.1.1   Form tentative understandings, interpretations and positions communicated by texts.
1.1.2   Experiment with language, image and structure
1.2.1   Consider new perspectives
2.1.1   Discern and analyze context
2.1.2   Understand and interpret context
2.1.3   Engage prior knowledge
2.1.4   Use reference strategies and reference technologies
2.2.1   Relate form, structure and medium to purpose, audience and content
2.2.2   Relate elements, devices and techniques to created effects
3.2.1   Select, record and organization information
3.2.2   Evaluate sources and assess information
3.2.3   Form generalizations and conclusions
4.1.4   Use production, publication and presentation strategies and technologies consistent with context
4.2.4   Edit text for matters of correctness.
5.2.1   Cooperate with others and contribute to group processes


ICT Outcomes:
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.


Enduring Understandings:

Students will understand the relationship between the message and the manner in which it is presented in a particular context.
Students will understand the theme(s) reflected through language and style in the selected poem.
Students will appreciate the complexity and artistry of poetic language, recognizing patterns in the development of character, plot, image and/or theme.

Essential Questions:
What is the central idea of the poem?
What is the role of the narrator?  To whom is the narrator speaking?
What is the tone and mood of the poem, and how is it achieved?
What is the function of figurative language in poetry?  
Are there examples of symbol, allusion, irony, paradox, understatement, hyperbole, etc. in the poem?  What is the effect of these literary devices?
What is the structure (form or pattern) of the poem?  What are the limitations of poetic type on the meaning of the poem?
What evidence of rhythm and rhyme and/or other sound devices contribute to the meaning of the poem?
How important is setting and/or character to the meaning of the poem?
How does poetry express ideas as well as or better than prose?

Students will know and be able to:
Students will collaborate to develop and to implement the various stages of a successful project, including: generating ideas, storyboarding, researching and retrieving data, documenting sources, organizing and . . .
Students will develop effective research strategies to retrieve an appropriate poem from a variety of information sources.
Students will choose appropriate images and sounds to reflect the purpose, context and meaning of the selected passage.
Students will present and interpret a poem, using effective verbal and non-verbal communication techniques.
Students will analyze a passage for its thematic implications and literary techniques.





Stage 2 - Assessment Evidence






Performance Task(s)

Students will select a poem of not less than fourteen lines and produce an “iMovie” that uses imagery and sound to convey its essential theme(s).  Students will work individually or in small groups to complete the finished product that is not more than two minutes in length.  The final presentation will include: an introduction; a screening of the “iMovie”; an explanation of the rationale supporting the choices students made to interpret the poem; a conclusion.

Other Evidence (Quizzes, test, etc)
You will select a poem of not less than fourteen lines and produce an “iMovie” that uses imagery and sound to convey its essential theme(s), mood and feelings as you interpret them.

Students will work individually or in small groups to complete the finished product that is not more than two minutes in length.  The final presentation will include: an introduction; a screening of the “iMovie”; an explanation of the rationale supporting the choices students made to interpret the poem; a conclusion. You will be evaluated using the provided rubric for your planning (storyboard), iMovie, and oral presentation.


Other Evidence
Audience interest

Self-Assessment
Reflection





Stage 3 - Learning Plan






Teaching and Learning Activities
Introduction of the poetry unit in class. Students and teachers interpret several poems and discuss together why certain interpretation may be better than others.

Teacher introduces the project to students. Show them a sample of an iMovie (The Power Point “The Raven” could be used) as an exemplar for students. Students write their storyboard. They are to gather still pictures at home or during spare/lunch periods at school. There are several options:

Gathering still pictures from the Internet:
Students can download pictures from Internet directly in their personal file. They must download the largest in size (no thumbnails). They could also save on diskette or on a burned CD. Please ensure the CDs are: ISO9660 format. Another option would be to send as an email attachment. Talk about copyright issues and that they must keep track of source address sites.

Gathering still pictures from a still digital camera:
It is possible to use a still digital camera they have at home. Ensure they bring the pictures saved on diskette or on a burned CD. Please ensure the CDs are: ISO9660 format. Another option would be to send as an email attachment. They cannot just bring their camera and download it to the computer at school, as they normally require specific software to download them.

Gathering still pictures from a regular camera:
It is possible to use a regular camera they have at home. The film must be developed on CD. Several photo-developing places offer this service. London Drugs in St. Albert is one of them. Some will also post pictures on a private site for easy retrieval. Please note it is a bit more costly to have a film developed in this way. Photographs could be scanned and sent as an attachment as well.

Filming from DV Cameras:
The teacher can also borrow digital video cameras from LTS but he/she must ensure they stay at school.

Audio:
They are to also gather some music to incorporate in their iMovie. Please ensure they use purchased CDs (copyright issue), not burned at home.

In lab, period 1:
The students will have finished filming or gathering their pictures and music.
Teach how to import video footage if they have filmed using the DV cameras and how to import still pictures.
Teach how to edit their visual and give them a handout and then they can practice their editing skills using the iMovie tutorial. Once they are comfortable, they can start editing their clips. Ensure to teach students how to start a new project and where to save it properly. Movies cannot be saved on network disks as they take up too much space. They must be saved on a ghost folder residing on local machines. There will be no way to back up movies so it is possible that their work may be lost at some point, although it is unlikely. Students should come to class with all their material (pictures, CDs, etc) for each class in the unlikely event that their project is lost. They must finish editing the visual before the next period.

In lab, period 2:
Teach students how to retrieve their project properly and how to incorporate and edit the audio tracks. Then, they will edit their audio tracks and record the narration.
Before the end of the period, show how to export as a QuickTime movie (ensure they choose medium size). They must name their movie properly so that we can differentiate which movie belongs to whom. Teach how to log onto the staff server. Then students will drag and drop their finished product (QuickTime version) on the staff server. We will then burn a CD with their movies on them.
Ensure they trash their original movie on the local computer after the CD is burned as it takes a lot of space on the individual machines.

Students present in class and are evaluated. Perhaps there could be a peer evaluation happening as well or a feedback discussion on how they did. Student will reflect on their learning with the self-reflection.

Timeline
Pitch (Selection approved)      December 11
Storyboard      December 12
Images (available on CD or e-mail)      December 15
Visual editing finished December 16
Audio editing finished  December 17
Due Date for finished product   December 18
Presentation and Analysis of Finished Product   December 18-19


Evaluation
This project is worth 25 per cent of the poetry unit.  A rubric for each of the components of this project will be presented to students.
Pitch     5 %
Storyboard      10
Time Management (incl. Progress Reports)        15
Finished Product        40
Oral Presentation       20
Self assessment and Group Effectiveness Appraisal       10
  
        Total Marks     100 %


Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project.  Documents are available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)





Rubric(s)






AppleWorks 6  1.pctAppleWorks 6  3.pct
Click to download Rubric





Student Exemplars







The following exemplar represents an excellent product sample. Please click on the exemplar to download a copy.  NB - You will need Quicktime installed on your computer to view.


        



 Last Modified: 21 August,2005