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Unit Subject Area-English

Unit Theme-Understanding Poetry

Grade 11

This unit focuses on understanding poetry. Students will be introduced to poetry in the form of music and will be able to recognize the presence of poetry in their everyday life. This unit will also focus on the importance of and the meaning of various literary terms. These terms are vital for students to understand in order to interpret poetry and also for standardized tests for the state as well as for the College Board AP Exams. The unit will expose students to these literary terms as well as a variety of famous poets and help students to understand the importance of poetry as an art form.

Length of the Unit- approximately 3 weeks, one or two days extra if needed

Unit Objectives

Students will be able to recognize the presence and importance of poetry in their everyday lives.

Students will be able to use technology to effectively convey their understanding and interpretation of poetry.

Students will be able to comprehend the meanings and uses of various literary terms that are helpful to understand when examining poetry.

Students will be able to critically think about poetry and evaluate poetry.

As a teacher, I will incorporate technology into the classroom in innovative ways and allow students to think critically and creatively when using technology.

Standards for the unit that include NETS at the unit level

1. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

2. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers

promote, support, and model creative and innovative thinking and inventiveness.

promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

State of Connecticut Standards

1. Students use appropriate strategies before, during and after reading in order to construct meaning.

2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

4. Students communicate with others to create interpretations of written, oral and visual texts.

5. Students recognize how literary devices and conventions engage the reader.

Lesson One: Poetry in Music 1 Period

Listening to music and song covers in order to see the power of poetry through music (Youtube will be used by me to play them the songs that can help them learn about tone and voice)

Lesson Two: Literary Terms 1 Period, may carry over if necessary

Go over the literary terms introduced in lesson one and have students work on an interactive PowerPoint to see their understanding of the terms (PowerPoint will be used by me to help gauge where the students understanding is regarding literary terms)

Lesson Three: Podcast of Song as Poem 2 Periods (1 period working in groups and recording the song, 1 period presenting what changes were made and what literary devices were used)

Students will create a podcast of themselves covering one of their favorite songs as a poem. Students will have to decide how they want to format the poem and change words to fit their lives, not just copy the song. Students will present their poem and discuss what literary terms are used and the importance of the terms (Audacity will be used by the students to record themselves reading poetry and to help them understand how an author uses literary devices)

Lesson Four: Poetry Webquest 3 Periods 4 if necessary

Poetry Webquest (webquest will be developed by the teacher and used by the students to research poets and work on accurately using appropriate internet resources)

Lesson Five: Photostory 3 Period 4 if necessary

Students pick one of the top three poets that was voted on by the class at the end of the webquest and create a photostory where they will record themselves reading the poem and select images that are present in the poem or images that they see when they read the poem to create a photostory (an example photostory will be made by the teacher to show the students how to use the program and an example of the final product. Students will create their own photostory

Lesson One

Introduction to Poetry Through Music

Lesson Plan

Subject Area: English

Grade Level: 11

Lesson Standards:

State of Connecticut

Students interpret, analyze, and evaluate text in order to extend understanding and appreciation

Students recognize how literary devices and conventions engage the reader

NETS

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

apply existing knowledge to generate new ideas, products, or processes.

use models and simulations to explore complex systems and issues

Learning Objectives:

Students will be able to understand that poetry is not just a type of literature that they study in school, but that poetry is all around them in the music that they hear everyday. Students will also come to understand the importance, meaning and impact of literary terms such as tone, voice, diction, metaphor and simile etc. Students will also be able to recognize which devices the musician uses to engage the listener and why.

Materials

-Lyric Sheets

-Internet access to songs on Youtube

Classroom Activities:

1. Have lyric sheets for songs that have been covered.

2. Pass out lyric sheets first for “Layla” by Eric Clapton

3. Play the original version first and have students circle what they feel is emphasized by the musician

4. Play the unplugged version from two decades later and have them underline what the musician emphasizes.

5. Discuss the difference in tone and voice and tell the students the back-story behind the song. Discuss how poetry and music can change over time and is impacted so much by emotion.

6. Pass out lyrics sheets for Nine Inch Nails “Hurt” and Johnny Cash’s cover of “Hurt”

7. Discus the change in word choice and how that effects the meaning of the poem

8. Talk about the difference in tone and tell the back-story of why Johnny Cash recorded this-so soon after the death of his wife and shortly before his own death

9. Pass out the lyrics of American Pie by Madonna and the original song by Don McLean

10. Discuss what the importance of the deleted sections is. How is the meaning of Madonna’s version changed the meaning of the song. What do you lose when you delete text, what do you gain?

Links:

Layla original http://www.youtube.com/watch?v=0WUdlaLWSVM

Layla acoustic http://www.youtube.com/watch?v=kbiWP9GSg7c

Nine Inch Nails http://www.youtube.com/watch?v=prDoGmY5kj8

Johnny Cash http://www.youtube.com/watch?v=clq01TXQR0s

Don McLean http://www.youtube.com/watch?v=uAsV5-Hv-7U

Madonna http://www.youtube.com/watch?v=MlxVvOeoz6I

After listening to the songs and the different versions, students will break into groups to discuss what they thought about the differences in tone and mood. Students will then have the opportunity to record their thoughts on the SmartBoard so that the notes can be saved and then sent to the students.

Evaluation of the lesson: Class discussion and have students blog on the class website about the power of music as poetry. In choosing the blog that I use for the classroom, keep in mind the importance of privacy and the ability of students to respond to each other.

Lesson Two:

Introduction of literary terms that were alluded to in lesson one

Standards



2. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.


NETS Standards

Students use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.

Identify and define authentic problems and significant questions for investigation


At the end of this lesson, students will understand several common literary terms and their uses including: audience, diction, voice, tone, simile and metaphor. Students will be able to complete the interactive powerpoint and be exposed to a new form of technology that can be used in class presentations.

Materials

Poems for Overhead Projector and markers

Interactive Powerpoint

Literary Tems website http://www.tnellen.com/cybereng/lit_terms/

Student Activities

1. Class will discuss the meanings of several literary terms by using commonly known poems by Robert Frost, “The Road Not Taken” and “Stopping in the Woods on a Snowy Evening”

2. Class discussion about what terms are employed in Frost’s poem and what effect the terms have

3. Students will take an interactive power point quiz created by the teacher in order to gauge their understanding of the terms. Ideally the quiz will be a clicker quiz (turning point) but if the technology is not available then it will be an interactive powerpoint. The numbers on the clickers will allow me to see which students understand the material without revealing it to the class

4. Students will not be graded on the quiz. It will be used to see which terms students are struggling with and to reinforce class discussion

5. The powerpoint may include terms that we have not necessarily gone over in class but it is more of an introduction tool and something used to reinforce what we have already discussed

6. Students will be held responsible for these terms later on in the unit when they present poems individually.

Evaluation:

At the end of the quiz, discuss with students which literary terms they were still unsure about. If students do not seem comfortable voicing what they are not sure about, hand out index cards and have students write down terms they are unsure of.

OR

If the quiz can be used with the clickers I will be able to see how the class is doing as a whole and how individual students understand the material.

Lesson Three:

Podcast of a Song as a Poem




NETS Standards

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

Create original works as a means of personal or group expression


Students will be able to understand the correlation between music and poetry. Students will create a podcast of themselves as poets, reading their favorite song. Students will compare and contrast the impact of a song and the impact of the lyrics as poetry. Students will be able to have a new understanding about the importance of digital media and will be able to effectively use the program Audacity.

Materials

-Students should bring in a copy of the song lyrics they would like to use

-Computer lab with access to Audacity

Student Activities:

1. Students will be asked to take out the lyric sheet that they printed out of the song they wish to record.

2. Students will be given time to work in groups to talk about their chosen songs and decide with peers how to change the line breaks and if they should change any of the words in the song

3. Students will mark these changes on their lyric sheets.

4. Students will go to the computer lab and open the program Audacity.

5. I will spend a few minutes introducing the program and going over the procedure with the students. I will make sure to introduce this software as freeware that the students will be able to access at home.

6. Procedure for Audacity

a. Once Audacity is running, click the red Record button (red circle button at the top-left of the window).

b. Audacity will automatically and instantly begin recording.

c. You should notice a new Audio Track appear & a blue graph when you speak into the microphone.

d. To stop the recording, click the yellow Stop button (yellow square button at the top-left of the window).

e. Audacity will stop recording and allow you to use this Audio Track for other purposes & exporting.

f. If you would like to hear your project/track(s) played back, click the green Play button.

g. If you would like to delete any portion of the podcast you can select the time you would like to remove and record it again.

h. Make sure to save your podcast repeatedly incase the program closes out unexpectedly

7. In order for people to hear these podcasts, they need to be exported to the students’ blog as an mp3 file.

8. After students have all successfully recorded their podcasts, students will be responsible for sharing their poem/songs.

9. Students should present to the class what changes they made and why, how the tone of the piece is different now and what literary devices are used.

Evaluation: Rubric follows on next page

Rubric for Podcast

5

4

3

2

1

Presentation

20pts

Students presents clearly and effectively and does not rely upon the presentation materials for content

Student presents clearly and refers to the materials occasionally

Student repeatedly refers to the presentation in order to speak to the class

Student clearly relies on the presentation and does not completely understand the material

Student is not clear and relies completely on presentation materials

Use of Poetic Devices

10pts

Student outlines the effectiveness of many different poetic devices

Student outlines the effectiveness of some different poetic devices

Student outlines the effectiveness of a few different poetic devices

Student does not explain how poetic devices are used effectively in the poem

Students do not mention poetic devices in evaluating the poem

Organization and Mechanics

10pts

Student makes changes to the song in order to reflect the tone and make new line breaks

Student makes adequate changes to the structure of the song

Student makes few changes to the structure of the song

Student makes no changes to the structure of the song

Student does not complete the assignment

Use of technology

5pts

Student has used the program Audacity to correctly edit their piece

Student has used to program Audacity to edit their piece

Student had not completely edited the piece

Student has not used the program appropriately to edit the piece


Song Choice

Student chooses a song appropriate for the assignment

Student chooses a song that is acceptable for school

Student chooses a song that’s appropriateness is debatable

Student does not choose an appropriate song


Total 50pts

Lesson 4: Webquest

Tara Roby

October 14, 2009

Lesson Plan

Subject Area: English

Grade Level: 11


Students interpret, analyze, and evaluate text in order to extend understanding and appreciation

Students recognize how literary devices and conventions engage the reader

NETS for Students 2007

Aplan strategies to guide inquiry.

Blocate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

Cevaluate and select information sources and digital tools based on the appropriateness to specific tasks.

Dprocess data and report results.

Materials

Internet resources for Webquest


The learning objectives of this lesson are that students will come to understand how literary devices are used in poetry to enhance the author's work. Students will be able to identify literary terms such as metaphor, simile and personification and be able to explain what meaning these devices provide the poem with. Students will also be able to recognize which devices the poet uses to engage the reader and why. By picking their own poems for application to the AP English exam, students will be able to find poetry that interests them but also displays devises which enable to reader to analyze and understand the poem. After we examine a poem together to identify the importance of various literary devices and the overall meaning of the poem, you will begin to see how you will be examining a work in order to make a recommendation to the AP Board.

Students Activities

Direct students to the webquest which has this activity:

1. Select a poet from the list of poets below. You cannot use poems that we have already discussed in class.

2. Explain the meaning of the poem and the themes in the poem

3. Illustrate the poet's use of literary devices such as metaphor, personification, hyperbole, alliteration, diction etc.

4. Explain how the use of these devices enhances the poem's meaning and the understanding of the reader

5. Decide if the poem would be appropriate to use for inclusion on the AP Exam

6. Present your poem, the poety, and your interpretation of the poem to the class. You can use PowerPoint, a poster-board, an overhead projector, or whatever creative means you choose to if you clear it with me.

Internet Resources

For definitions of literary terms:

All American: Glossary of Literary Terms http://www.uncp.edu/home/canada/work/allam/general/glossary.htm

Virtual Salt : A Handbook of Rhetoric Devices

http://www.virtualsalt.com/rhetoric.htm

For Poems

American Poetry to 1900

http://lib.virginia.edu/digital/collections/text/ch_am_poetry.html

English Literature Poetry

http://library.scsu.ctstateu.edu/litbibEngLitPoetry.html

The Poetry and Literature Center of the Library of Congress http://www.loc.gov/poetry

Information about your poet/literary criticism

http://www.ipl.org/div/litcrit/guide.html - Internet Public Library Online Literary Criticism

Evaluation

Questions for rubric

Did you correctly understand and explain the theme and ideas of your poem?

Did you correctly understand and explain the poetic devices of your poem?

Did you create a well-organized, attractive presentation about your poem?

Did your presentation help your classmates to understand your poem?

Did you present your poem well - in a clear, loud voice, easily understandable?

Did you demonstrate that you knew your poem during your presentation or did you read verbatim from notes?

Did you follow directions?

Evaluation of the lesson

I will evaluate the effectiveness of my lesson by the students understanding of literary terms during their presentations and after the presentations are over. There will be a rubric for the assignment. After the lesson I will have another group discussion about a poem and hopefully the lesson on poetic devises from myself and from the students will help all students to effectively analyze poetry

Poetry Choice A WebQuest for 11th Grade

Introduction

Congratulations! You have been accepted to help choose the poem for the Advanced Placement Literature and Composition Test Writing Committee. You are now an official member of the College Board's Educational Testing Service. Your job as a committee member will be to help write the A.P. Literature and Composition Examination poetry essay question for this year's test.

Your input will help select the poem that will be analyzed by hundreds of thousands of our nation's top students on the A.P. Lit examination. These high school students deserve the best effort we can provide, and we believe that you will be able to contribute significantly to that goal.

Introduction | Task | Process | Resources | Evaluation | Conclusion | Credits

The Task

Your task is to select the poem that will be used for the essay question. You will need to persuade the other members of your committee that your poem is an excellent choice. You will make a presentation about the poem you choose to the other members of your committee. Your presentation should do the following:

1. explain the message of the poem

2. illustrate the poet's use of poetic devices, such as metaphor, personification, hyperbole, alliteration, rhyme, etc...

3. indicate the high regard in which the poet is held by the literary community,

4. and acknowledge the poet's impressive grasp of vocabulary.

 The Process

Day 1 – Research poets and poems. Look up unknown words. Get started generally.

Day 2

1. Select from the list of poets. Each group of four people will have to examine poems by three of the five poets assigned to their group. Below is a list of suggested poets. This list was compiled based on their fame, their recognized literary merit, the frequency with which their works are anthologized, and the abundance of available resources for reference. From the three poets that the group chooses to investigate, the group must decide which poem and poet is most suitable for the AP exam.

Suggested Poets

Maya Angelou

Matthew Arnold

W.H. Auden

Elizabeth Bishop

Group 1

William Blake

Robert Bly

Joseph Brodsky

Gwendolyn Brooks

Elizabeth Barrett Browning

Group 2

Robert Browning

George Gordon, Lord Byron

Samuel Taylor Coleridge

Countee Cullen

E.E. Cummings

Emily Dickinson

Group 3

John Donne

Paul Laurence Dunbar

George Eliot

Robert Frost

Thomas Hardy

Seamus Heaney

Group 4

Robert Herrick

A.E. Housman

Langston Hughes

Ben Jonson

John Keats

Galway Kinnell

Yusef Komunyakaa

Group 5

Andrew Marvell

Edna St. Vincent Millay

Pablo Neruda

Sylvia Plath

Edgar Allan Poe

Group 6

Alexander Pope

Christina Georgina Rossetti

Percy Bysshe Shelle

Alfred, Lord Tennyson

Walt Whitman

Richard Wilbur

Group 7

William Carlos Williams

William Wordsworth

William Butler Yeats

2. Use the poetry resources listed below to learn about the life and influences of your poet. Prepare a section of your presentation that will help you to explain this information to the committee members. You will want to provide the committee with information that will impart the importance of the poet and justify his or her selection as the poet featured on the A.P. Literature and Composition Examination. Pay particular attention to references to the poet's most significant works. (See #3 under Task). Examine the life of the poet as well. What life experiences impacted his or her poetry? How did the time period affect their work? How are their life experiences reflected in the poems? Each group member should research a poet and be prepared to report to your group on the merits of your poet.

3. Review the poems of each poet. Look at three different poems by your poet. Look specifically for poems that are frequently anthologized or referenced by literary critics. Choose carefully because this poem will be your recommendation for the poem analysis essay portion of next year's A.P. Literature and Composition Examination.

4. As a group, choose a poem and a poet. Read through that poem multiple times. Begin your analysis by identifying all unfamiliar or easily confused words and providing links to their definitions.

VOCABULARY RESOURCE

Dictionary.com http://www.dictionary.com/

5. Utilize the plethora of poetry resources provided below to learn everything possible about your poem. Use the poetry terminology notes you've collected to identify the poetic devices (figurative language, rhythm, rhyme scheme, etc.) the poet employs in the poem.

POETRY TERMINOLOGY RESOURCES

All American: Glossary of Literary Terms http://www.uncp.edu/home/canada/work/allam/general/glossary.htm

Virtual Salt: A Handbook of Rhetorical Devices http://www.virtualsalt.com/rhetoric.htm

c. Look to see if there are any allusions to other works of literature in the poem. For example, there may be Biblical allusions. Identify these allusions in your poem and link them to explanations of the allusions.

d. Through your reading of the poem and research of the literary criticism, determine the theme or themes of the poem you've selected. Provide links from key details in the poem that are clues to the themes to explanations of these themes.

POETRY RESOURCES

American Literature--Poetry http://library.scsu.ctstateu.edu/litbib.html#ampoetry

English Literature--Poetry http://library.scsu.ctstateu.edu/litbib.html#enpoetry

HomeworkSpot High School English http://homeworkspot.com/high/english/

HomeworkSpot High School English Poetry http://www.homeworkspot.com/high/english/poetry.htm

The Poetry and Literature Center of the Library of Congress http://www.loc.gov/poetry

Introduction to Representative Poetry On-Line http://rpo.library.utoronto.ca/display/

An Online Journal and Multimedia Companion to Anthology of Modern American Poetry http://www.english.uiuc.edu/maps/

Poetic Devices - Added 11/12

https://owl.writingcenter.tamu.edu/index.php?_m=knowledgebase&_a=viewarticle&kbarticleid=70 – Texas A&M University

http://projects.uwc.utexas.edu/handouts/?q=node/40 - University of Texas

http://highered.mcgraw-hill.com/sites/0072405228/student_view0/poetic_glossary.html - McGraw-Hill

Information about your poet/literary criticism - Added 11/12

http://www.Nytimes.com - New York Times Newspaper (has some information about poets)

http://www.ipl.org/div/litcrit/guide.html - Internet Public Library Online Literary Criticism

http://www.victorianweb.org/authors/index.html - Victorian Web Authors (example – Christina Rossetti and others)

6. Check your presentation for style, usage, and mechanics issues.

7. Rehearse your presentation until you are familiar with the organization of your analysis. Practice until you feel comfortable presenting without notes and without reading your text verbatim from the screen. Remember, the ease with which you present will influence the other committee members as to the strength of your poem as a potential essay subject, so you will want to be able to discuss it clearly and intelligently.

Presentation:

1. Present your poem and poet to the class

2. Explain the choices you made. Each group member should explain the choices made regarding the tone of the poem, the images used and the literary terms seen in the poem.

3. Each group needs to hand in a one page summary of their presentation explaining the choices that were made.

4. Each person needs to hand in a one page summary reflecting on the work of the group and their individual efforts.

5. Audience members are responsible for paying attention and coming up with critical thinking questions for the presenters.

6. Remember that you will be presenting and it is only fair to pay attention to the groups before and after you.

Evaluation

Your evaluation will include such things as the following:

How well you used the class time allotted to this assignment?

How well did you work as a group?

Did you correctly understand and explain the theme and ideas of your poem?

Did you correctly understand and explain the poetic devices of your poem?

Did you create a well-organized, attractive presentation about your poem?

Did your presentation help your classmates to understand your poem?

Did you present your poem well - in a clear, loud voice, easily understandable?

Did you demonstrate that you knew your poem during your presentation or did you read verbatim from notes?

Did you follow directions?

Webquest Group Project Rubric

5

4

3

2

1

Group Work

15pts

Students communicate effectively with one another and work well together as a group. All students must be knowledgeable of the choices made by the group

Students communicate well with each other and seem to collaborate as a group.

Most students understand the choices made by the group.

Student do not communicate well with one another but present as a group. Only some students understand the choices made by the group

Students do not communicate well with one another and do not present collaboratively.

Few students understand the choices made by the group

It is clear that students have not worked together and are not all knowledgeable about the choices made by the group

Organization

20pts

Student organizes the presentation clearly, effectively, and attractively for the audience including information on the poem, the poet and the meaning

Student organizes the presentation, clearly and effectively for the audience including information on the poem, the poet and the meaning

Student presentation is organized but the literary devices and the merit of the poem is unclear including information on the poem, the poet and the meaning

The presentation is unorganized but student does acknowledge the use of literary devices including information about the poem the poet and the meaning

The presentation is unclear and the student does not achieve the goal of convincing the class of the merit of the poem/ Student does not include information about the poem the poet and the meaning

Presentation

30 pts







20pts






Individual Work

15pts

Presentation and written work makes it clear that the student contributed effectively and completed their assigned task

Presentation and written work suggests that student contributed to group work and completed their assigned task.

Presentation and written work suggests that the student completed their task but did not contribute to group work

Presentation and written work suggests that student did not contribute to the group and did not effectively complete their assigned task.

Student did not complete assigned task or contribute to the group work.

Total Points

100

 

Conclusion

By the time you have presented your defense of your poem, you will be a recognized authority on that poem. You will know more about the poem you selected than anyone on the committee; therefore, questions regarding that poem will be automatically referred to you. Expertise on one poem will naturally result in a prejudice in favor of that poem's selection for the A.P. Exam; however, we strongly encourage you to be open to the poems put forth by the other members of the sub-committee. They are equally qualified as experts on their poems and have legitimate arguments in favor of their poems' selection. Make the most of the opportunity their presentations offer to learn as much as possible about their poems. Be as educated about the entire selection of poems as you possibly can. When the time arrives for you to vote, it is the expectation of the College Board that you will put aside your prejudices to choose the poem that will best serve the needs of this year's A.P. Literature students.

Last updated on November 12, 2008. Based on a template from The WebQuest Page

Modified from a webquest by Terri A. Tauser

Based on a template from The WebQuest Page

http://icsenglish.net/poetry.html#credits accessed October 14, 2009

Lesson 5 Photostory of a Poem

Standards

NETS

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology

Students use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.

Students demonstrate a sound understanding of technology concepts, systems, and operations.


Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences

Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

Materials

Copies of the possible poems for all students in the class

Access to a computer lab with photostory


At the end of this lesson, students will be able to understand and use the program photostory. Students will be able to appreciate the value of literature and poetry to inspire the imagination. By choosing pictures that the students feel represent the poem, students will have to develop their own understanding of the poem in question and use their imagination. Students will also learn the importance of voice in reading a poem for others as they record the poem in their photostory. In this lesson, students will learn about a technological tool as well as the importance of tone in reading poetry and the importance of selecting images that accurately reflect the theme of the poem.

Day 1:

The class will begin by telling the students which poet and poem was chosen as a result of the webquest. The students have previously voted on which poems and poets they thought were most suitable to be included on the AP English Exam. Then I will introduce the photostory project. If students are unfamiliar with the program I will briefly describe the software.

Students will work individually to create a webquest using a poem or poet that they were most interested during the webquest project. The poem that they choose does not have to be from the list of poets the group was assigned. Students need to examine the poems and the images and emotions that the poems call to mind.

Depending on the time left in class, students will be able to research what kinds of photographs and images they feel accurately reflect the mood, tone and imagery of the poem they have chosen.

Day 2:

Students will continue collecting resources for their photostory. But at the beginning of the class, I will introduce the directions for the program. Each student will have a copy of the directions, but at the beginning of the class, I will guide them through thee procedure. The computer lab assistant and myself will be available for questions regarding the program.

A photostory about using photostory is also available for students

http://www.youtube.com/watch?v=dVZFqNIUeTY

Procedure for Photostory

Opening Photo Story

To begin a new story, open Photo Story from the Start menu.

To open Photo Story

1. Click Start, point to All Programs, and then click Photo Story 3 for Windows.

2. On the Welcome page, click Begin a new story, and then click Next.

Importing and arranging your pictures

First, add the pictures that you want to use in the story, and then arrange them in the order that they will be viewed.

To add pictures to your photo story

1. Find photos on the Internet and save them to your computer by creating a folder for the photostory

2. On the Import and arrange your pictures page, click Import Pictures.

3. In the File Browser dialog box, browse to My Documents\My Pictures\The folder you created.

4. Add all of the pictures listed in the folder.

To add more than one picture at a time, press and hold the CTRL key and click on the pictures you want to add, and then click OK.

All of your pictures should now be present in the filmstrip, as shown in the following screen shot.

The filmstrip in Photo Story is a great place to quickly make changes to your pictures and story. For example, you can drag a picture in the filmstrip to change the sequence. You can click a picture in the filmstrip and click Edit to change the appearance of the picture by rotating it, adjusting the color, fixing red eye or adding effects. You can also right-click a picture in the filmstrip to perform these actions. Try adding an effect to one of the pictures to see what they look like.

5.When you are finished making changes to your pictures, click Next to continue.

Adding a title to your pictures

With Photo Story 3 you can add text to a picture to create a title for your story.

To add text to your pictures

1. On the Add a title to your pictures page, click the first picture, and then type your title in the text box to the right of the picture.

2. Click the Select Font button.

3. In the Font dialog box, under Font style, click Bold, and then click OK.

Repeat steps 1 and 2 to add text to other pictures if you need to, feel free to experiment with different text styles, sizes, and alignments, using different formatting buttons.

5.When you are finished adding text to your pictures, click Next.

Narrating your pictures

You can add narration and custom pan and zoom effects to your photo story to make it more unique and personal.

To add narration to your story you need to have a working microphone attached to your computer and set up correctly. A wizard will help you set up your microphone to record narration. There is also a text input area to create cue cards which can be a helpful memory aid when narrating your pictures.

To add narration to your story

1. On the Narrate your pictures and customize motion page, click the Microphone button.

2. Click a picture in the filmstrip.

3. Add any desired text in the cue card area.

4. Click the Record Narration Record Narration button to start recording narration.

The red dot in the record button will flash indicating recording is taking place. A timer is provided to help you keep track of your narration length.

5. When you have finished narrating the picture, click the Stop Recording Stop Recording button.

6. Repeat steps 2 thru 4 for each picture for which you want to add narration.

Note Narration for each picture can not exceed 5 minutes.

7. Once you have added narration, click the first picture in the filmstrip, and then click Preview to see how your story looks and sounds.

8. Close the preview window, and click Next to continue to the next step.

Saving your story

When you save your photo story, all the pictures, narrations, and music are compiled into a video file that you can view in Windows Media Player. Since you will play this photo story on your computer, you can use the default options when saving your photo story.

To save your photo story for playback on your computer

1. On the Save your story page, verify that Save your story for playback on your computer is selected in the activities list.

2. Click Browse to specify the location and file name of your story.

3. On the Save As dialog box, browse to My Documents\My Videos.

4. In the Filename text box, type My First Story.wmv or whatever you would like to save your story as.

5. Click Save, and then click Next.

Viewing your story

When your story is built and saved, the Completing Photo Story 3 for Windows page will appear. You can view your newly created story or begin a new story from here. To see what you have created, click View your story. Windows Media Player will open and your story will begin to play.

If students need another day to work on their photostory, they may have another day because they presumably do not have this technology at home.

Day 3 or Final Day

1. Present your photostory to the class

2. Explain the choices you made regarding the tone of the poem, the images used and the literary terms seen in the poem.

3. Audience members are responsible for paying attention and coming up with critical thinking questions for the presenters.

4. Remember that you will be presenting and it is only fair to pay attention to the groups before and after you.

Evaluation Rubric to follow

Photostory Rubric

5

4

3

2

1

Mechanics

10pts

Student communicates effectively with no mechanical errors

Student communicates effectively with few grammatical errors

Student communicates their ideas with several mechanical errors

Mechanical errors obscure the meaning of the students writing

Writing is unclear due to mechanical errors

Organization

30pts

Student organizes the presentation clearly, effectively, and attractively for the audience including information on the poem, the poet and the meaning

Student organizes the presentation, clearly and effectively for the audience including information on the poem, the poet and the meaning

Student presentation is organized but the literary devices and the merit of the poem is unclear including information on the poem, the poet and the meaning

The presentation is unorganized but student does acknowledge the use of literary devices including information about the poem the poet and the meaning

Presentation is unclear. Student does not convince the class of the merit of the poem Student does not include information about the poem the poet and the meaning

Presentation

30 pts







30pts






Total

100pts

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