Thursday, May 2, 2013

Challenge 10


Hey Alliteration!
Author:Julie Powell
System:Elmore County
School:Elmore County High School


Lesson Plan ID:30898
Title:Producing Poetic Podcasts (Hey, That's Alliteration!)
Overview/Annotation:In this culminating lesson for a poetry unit, students will create a video podcast that summarizes a specific poem, analyzes the poet's use of literary elements, and infers the meaning of the poem (theme). The podcast must use a talk show format to discuss the literary elements and theme. The talk show may feature the students or animated characters using xtranormal.com.
Content Standard(s):
ELA(9)1. Identify genre, tone, and plot in short stories, drama, and poetry and identify organizational structure in essays and other nonfiction text to comprehend recreational reading materials.
ELA(9)2. Compare the use of language and literary elements and devices, including rhythm, rhyme scheme, tone, and plot, in various selections, cultures, and genres.
TC2(9-12) Computer Applications12. Use digital tools to publish curriculum-related content.
BMA(9-12) Business Technology Applications9. Utilize digital tools to deliver commerce and information technology curriculum-related content to an audience.
ELA2010(9)1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]
ELA2010(9)2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]
ELA2010(9)3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. [RL.9-10.3]
ELA2010(9)8. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). [RL.9-10.9]
ELA2010(9)11. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RI.9-10.2]
ELA2010(9)12. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. [RI.9-10.3]
ELA2010(9)34. 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. [SL.9-10.5]
Local/National Standards:NCTE (National Council of Teachers of English) Standards:
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Common Core State Standards (Reading Standards for Literature 6-12):
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and analyze in detail its developments over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices or meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal or informal tone).
Primary Learning Objective(s):(English Primary Learning Objective) Students will be able to summarize a poem, analyze the use of literary elements, and infer the poem's theme.
(Technology Primary Learning Objective) Students will be able to create a podcast to present their findings to their classmates and others.
[Objectives are also stated as essential questions. See unit question and content (lesson) questions below.]
Unit Question: What are the distinguishing characteristics and elements of the poetry genre?
Content Questions:
(English) How do we identify, understand, and analyze literary elements and figures of speech in a poem in order to infer the theme?
(Technology) How can we use technology to present our ideas to a global community?
Additional Learning Objective(s):
Approximate Duration of the Lesson:Greater than 120 Minutes
Materials and Equipment:1. Copies of poems or poetry books -- The teacher may pre-select the poems for the podcast, or the teacher may allow the students to select their own poems from poetry anthologies or collections.
2. Producing Poetry Podcasts Assignment Sheet - attached
3. Poetry Analysis Graphic Organizer - attached
4. Storyboard Planning Form & Sample Form- attached
5. Script Form - attached
6. Poetry Podcast Assessment Rubric - attached
7. Student notes from poetry unit - Because this is the final poetry unit project, students should have notes from previous guided poem analyses. The format of the notes (PowerPoint handouts, graphic organizers, hand-written, etc.) is dependent upon the instructional strategies employed by the teacher throughout the unit.
8. Pens, pencils, & paper
NOTE: All resources marked ATTACHED are in one Word file titled Producing Poetry Podcast.doc (File contains 9 pages).
Technology Resources Needed:1. Computers and/or Laptops
2. Podcasting Equipment (software such as iMovie or Movie Maker, digital camera, video/flip camera)
3. Suggested websites: xtranormal.com & wordle.net; websites with free and public domain images and music
4. Sample Podcast ("American Hero" Podcast) - available at following link: http://www.mediafire.com/?2nhrylm761ikl2w
5. Podcast Viewing Tools (iPods, iPads, laptops/computers, or projector/interactive white board)
Background/Preparation:Prerequisite learning material: This lesson is designed as a culminating project for a poetry unit. Therefore, students should already be familiar with poetry literary elements such as alliteration, assonance, onomatopoeia, rhyme, rhyme scheme, setting, stanza, speaker, theme, personification, hyperbole, connotation, metaphor, simile, conflict, point-of-view, mood, tone, imagery, etc. By this point in the unit, students should be prepared to summarize a poem, analyze the literary elements, and infer the theme.
***Suggested poems for study in poetry unit as preparation for this project:

  • "I Wandered Lonely as a Cloud" by William Wordsworth
  • "My Papa's Waltz" by Theodore Roethke
  • "'Hope' is the thing with feathers" by Emily Dickinson
  • "Harlem" by Langston Hughes
  • "American Hero" by Essex Hemphill
  • "Fifteen" by William Stafford
  • "Seven Ages of Man" by William Shakespeare (from As You Like It)
  • "The Road Not Taken" by Robert Frost
  • "Fire and Ice" by Robert Frost

Before beginning this project, the teacher should be familiar with creating podcasts and podcast tools as well as with the suggested websites xtranormal.com and wordle.net.
Procedures/Activities:Step 1
Project Introduction/Group Assignments - During this class session, the teacher should introduce the project to his/her students by showing an example podcast, distributing the project assignment sheet, and assigning cooperative groups. The number of cooperative groups will vary according to class size, student ability, and availability of technological resources.
If students are not familiar with the term "podcast," then the teacher will need to provide an explanation along with the project introduction.
NOTE: The sample podcast includes an animated talk show clip created on xtranormal.com. The podcasts created by the students may utilize this web resource, other web sources for animating (ex. blabberize.com) or the students may video their own talk show clip.

Estimated Duration: One 50 minute class period

Lesson Materials to be attached:
Title: "American Hero" Podcast
Annotation: This teacher created podcast analyzes the theme and the literary elements used in Essex Hemphill's "American Hero." After watching this podcast, students should have a clearer idea of the project expectations and format.
Title: Producing Poetry Podcasts
Annotation: This handout outlines the project requirements and expectations. It is in a word format and may be edited to meet individual classroom needs.

Web Links:

Title xtranormal.com, wordle.net
URL http://www.xtranormal.com/
http://www.wordle.net/
Annotation xtranormal.com is an animated movie-making site. The site requires registration and assigns each user with 300 points to publish movies. Most movies can be created for under 300 points. Students should use the Plagoz sets for maximum choices in sets and characters. xtranormal.com may include some posted videos that are inappropriate for school viewing. [In the account settings, videos rated 18+ can be blocked.] Because students are working in groups, only one account will be needed per group, not student.
wordle.net is a site that creates word collages based on the text that you input. Users can then alter the color scheme, layout, and font. Using the screen shot feature, students can capture their word collages for use in their podcast.
[The example podcast uses an xtranormal.com video; however, the podcast can be created using video featuring students instead.]
Step 2
Poem Analysis - During this class session, students will analyze their group's poem.
Estimated duration: One 50 minute class period
Lesson Materials to be attached:
Title:Poetry Analysis Graphic Organizer
Annotation: This handout guides students in the analysis of literary elements and inference of the theme. It is helpful if the students are familiar with the analysis graphic organizer. Therefore, incorporating the use of the graphic organizer during the poetry unit is advised, but not required.

Step 3
Podcast Planning - During this class session, students will plan their podcast using their completed Poetry Analysis Graphic Organizer, the Storyboard Planning Form, and the Script Form.
Estimated duration: One 50 minute class period and time outside of class
Lesson Materials to be attached:

Title: Storyboard Planning Sheet
Annotation: This handout will allow students to plan the visual and auditory aspects of their podcast.

Title: Talk Show Script
Annotation: This handout will aid students in writing the talk show portion of their podcast.
Step 4
Podcast Creation - Students will create their podcast using xtranormal.com or by videoing themselves in a talk show format. This may take several days depending on the technological abilities of the students and the amount of time spent on the project outside of the regular class time. The podcast should include a tittle slide, related images/pictures, poetry talk show segment, and credits. Transitions, music, sound effects, and other features may be added as time and ability allow.
Estimated duration: Two 50 minute class period
Web Links:

Title xtranormal.com, wordle.net
URL http://www.xtranormal.com/
http://www.wordle.net/
Annotation xtranormal.com is an animated movie-making site. The site requires registration and assigns each user with 300 points to publish movies. Most movies can be created for under 300 points. Students should use the Plagoz sets for maximum choices in sets and characters. xtranormal.com may include some posted videos that are inappropriate for school viewing. [In the account settings, videos rated 18+ can be blocked.] Because students are working in groups, only one account will be needed per group, not student.
wordle.net is a site that creates word collages based on the text that you input. Users can then alter the color scheme, layout, and font. Using the screen shot feature, students can capture their word collages for use in their podcast.
Step 5
Podcast Presentation Party - Celebrate your students' achievements! Host a Podcast Presentation Party! If i-pods or i-pads are available in the classroom, they can be used for viewing, or laptops/computers can be used for individual viewing. A projector/interactive white board can be used for whole class viewing.
Estimated duration: One 50 minute class period
Lesson Materials to be attached:
Title: Poetry Podcast Assessment Rubric
Annotation: During podcast presentations, the rubric can be used to assess the unit project. The rubric scores students based on content, requirements, originality, workload, and attractiveness. The attached rubric was created at http://rubistar.4teachers.org.
Attachments:Some files will display in a new window. Others will prompt you to download.ProducingPoetryPodcast.doc
Assessment Strategies:The student created podcast is the assessment product. A rubric will be used to determine student grade. Rubric attached.
Extension:Students who have already achieved the primary learning objective may be asked to compare/contrast two assigned poems (e.g. Langston Hughes's "Harlem" and Emily Dickinson's "'Hope' is the thing with feathers.") Or, students may be asked to write their own poem as the subject of the podcast.
Another option for advanced students is the addition of an expository essay that explains how the literary elements in the poem contribute to the theme.
Remediation:**Small group instruction can be used throughout the poetry unit to aid learners who are deficient in making inferences and/or analyzing literary elements. Students who do not demonstrate sound inference and/or analysis skills can be assigned a cooperative group with a peer tutor. After the culminating project, if a student does not exhibit mastery of stated objectives, intensive, individualized instruction may be needed.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.
 
I chose this lesson plan from ALEX to work with.  I think that the author of this lesson has a great plan and I feel that the students will truly enjoy this lesson.  Sounds like lots of fun to me.  I tried to submit it on my wiki page and something is just not working correctly.
 
http://clsmith10.wikispaces.com/Hey+Alliteration here is the link to my wiki page.

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