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Modern American Poetry English Grade 10 integrated Arts Unit Plan

Modern American Poetry an English Grade 10 integrated Arts Unit Plan

Knowledge (Content)

Students will study American poetry written after 1900. Including T.S Elliot - The Hollow men Lawrence Ferling etti - Two Scavengers in a truck, Two beautiful people in a Mercedes !im "arroll - 8 Fragments For Kurt Cobain
Final Assessment # To present a $oem %ot &isually and auditory

O er iew ! "ig Pict#re Students will %etter understand ow poetry as s aped '0t century America. Essential $#estions

1. $oetry and its lin(s to t e world) '. * at are t e s(ills needed to interpret poetry) +. * at are t e essential literary elements of poetry)
%ntentions Students will come to see ow poets utili,e -literary con&entions- suc as imagery - diction. metap or. simile. personification. onomatopoeia. irony. sym%olism and /u0taposition to s ape meaning and furt er e0press t eir &iews. Students will come to see ow1 poems can %e presented &isually and audit-orally to furt er en ance meaning and de&elop understanding. Students will also come to see ow poetry as s aped and %een s aped %y istorical conte0ts. Students will understand ow creation is a process of %uilding upon e0periences %ot internally and e0ternally. cooperation. feed%ac( and editing.

O&'ecti es (()ills) Students will read a &ariety of poems written %y '0t century American poets. Students will engage in literary analysis of poetry. Students will learn &arious literary terms and %e a%le to use t ose terms in written and oral analysis of poetry. Students will %e a%le to present t eir analysis in t e form of a &isually interpreti&e performance. Students will connect poetry to a wider set of uman forms of e0perience and e0pression. Students will connect $oetry to t e wider conte0t of '0t century American Literature

(hanghai American (chool Grade 10 English (tandards * "enchmar)s addressed Language Arts. 2rade 10. *riting $rocess Standard I - 3se t e general s(ills and strategies of t e writing process Incorporate most of t e following in purposefully constructed compositions4 ideas. organi,ation. &oice. sentence structure. word c oice. and con&entional usage 5emonstrate an a%ility to use strategies of t e writing process including re&ision of drafts to write analytical compositions Style67 etorical Tec ni8ue

Standard II - 3se stylistic and r etorical tec ni8ues in a &ariety of written genre

Support generali,ations wit detail. e&idence. or e0amples 3se a &ariety of transitional de&ices 3se accurate diction and introduce &aried sentence structure in compositions

2rammar and 9ec anics Standard III - 3se grammatical and mec anical con&entions in a &ariety of written genre :uild competency wit grammar usage. spelling. and punctuation to effecti&ely participate in t e editing process.

7esearc Standard I; - 3se t e s(ills and strategies of t e researc process -2at er -Analy,e and interpret -7espond 3se and e&aluate t e credi%ility of a &ariety of print and electronic sources to gat er information for researc topics and to draw and support conclusions. 7eading $rocess

Standard ; - 3se t e s(ills and strategies of t e reading process across a &ariety of genre -*ord analysis -Fluency -;oca%ulary de&elopment 7ecogni,e writing tec ni8ues used to influence t e reader and accomplis t e aut or-s purpose <e.g.. organi,ational patterns. figures of speec . auditory de&ices. formal and informal language. point of &iew. c aracteri,ation. irony. and narrator=. Interpret Literature

Standard ;I - 3se reading s(ills and strategies to compre end and interpret a &ariety of genre 7ecogni,e t e relations ips %etween literature and its istorical period. culture and societal period 7ecogni,e stylistic tec ni8ues used in different genre to con&ey &iewpoints or impressions. Listening and Spea(ing S(ills

Standard ;II - 3se listening and spea(ing s(ills and strategies for a &ariety of purposes

E&aluate own and ot ers- effecti&eness in group discussions and formal presentations

(hanghai American (chool Eagles Addressed (norms to &e +romoted along with all #nit,lesson +lans)

Empowered to be life-long learners to take risks, to imagine, and to innovate to interact with the world around them to demonstrate leadership through collaboration and teamwork


resilient, flexible, self-motivated learners problem solvers, negotiators and collaborators Globally Minded

Citizens who act with the past and the future in mind Citizens who engage responsibly in the worlds problems Citizens who embrace diversity with compassion, empathy, and acceptance of others Literate

Individuals who can analyze information to create new knowledge and develop understandings Individuals who can use information and communication technologies effectively Individuals who communicate articulately through reading, writing, speaking, listening, and artistic expression Ethical Skilled In!uirers who reason soundly and critically In!uirers who explore other languages and cultures "poetry in this case# In!uirers who strive for academic excellence$

uman beings who demonstrate integrity and honesty to themselves and others in words and actions

In!uirers who apply content knowledge and skills to authentic situations and broader systems

-eso#rces,materials needed

* ite :oard6Smart :oard. ;isual "lip E0amples # 9arlon :rando # Apocalypse >ow # TS Elliot ?T e @ollow 9enA <BouTu%e= 9usic - E0amples of emoti&e music
:orn to 5ie # Lana 5el 7ey Sonata >o. 1C # :eet o&en Armenia - Einstur,ende >eu%auten $ac(et - Teac er constructed Sufficient space for students to re earse Access to t e Internet

Assessment Literary 5e&ice # formati&e 8ui, $oetry $resentation # summati&e Interpretati&e writing # summati&e Literary 5e&ice integration e0planation # summati&e Final reflection paper # summati&e

%nstr#ctional (trategies

Students to read $oetry pac(et :ot teac er and students read poems aloud. 5irect instruction of literary terms wit an accompanying $oetry pac(et for students. <in class annotation of poems= S ort $oetic de&ice assessment Students to gi&e poetry presentations $eer E&aluation of &isual presentations Students to and in final poetry pro/ect
.esson o er iew All classes at (hanghai American (chool are /0 min#tes .esson 1 Students to read t e T.S EliotAs %iograp y and c ose D significant aspects of is life t at may a&e a %earing on t e type of poetry t at e could write. Ence completed students to go online and researc T.S EliotAs life and find D more points t at could a&e a %earing on is writing. Ence completed students to in a paragrap ma(e a now educated prediction as to w at is poem ?t e @ollow menA could %e a%out. @omewor( To read t roug t e section of poetic terms found in t eir poetry pac(et in preparation for a s ort formati&e 8ui, concerning poetic de&ices to %e gi&en in t e ne0t class. .esson 1

S ort 8ui, gi&en to class ?$oetic 5e&icesA <8ui, 1 # t is 8ui, will %e repeated in a slig tly modified form in later lessons and t e %est of t e %est score of t e two 8ui,,es will %e recorded # falling in line wit S ang ai American Sc ools mo&e towards summati&e assessment tec ni8ues= Fui, to %e mar(ed wit t e class and 8uestions to %e fielded # direct feed%ac(= Students t en to read t roug ?T e @ollow 9enA annotating t e poem for poetic de&ices as t ey read. Ence complete Teac er to read t roug t e poem and point out poetic de&ices. Students t en directed to a @yperte0t &ersion ttp466www.aduni.org6G eat er6occs6 onors6$oem. tm Students as(ed to read t roug yperte0t &ersion # ma(ing poignant notes6annotating t eir own &ersions in t eir pac(ets once again. @omewor( Students to write a %rief reflecti&e paragrap discussing ow t eir original predictions may or may not a&e coincided wit w at t ey a&e now learnt %y reading t e poem in class and reading t roug t e yperlin(. Lesson + < ow sound and &isuals can seriously affect6en ance understanding= Students to listen to t e opening %ars of Lana 5el 7eyAs song ?:orn to dieA T ey t en need to ma(e predictions as to w at t e song may %e a%out. >e0t t ey listen to an e0cerpt from Einstur,ende >eu%autenAs Armenia and once again ma(e a prediction as to w at t e song may %e a%out. Ence completed t e students are gi&en t e actual lyrics and as(ed to c ec( ow close t ey may a&e %een to t e actual meaning of t e music. Finally students watc 9arlon :randoAs ?T e @ollow 9enA from Apocalypse >ow. < ttp466www.youtu%e.com6watc )&H(+F(5"d5wm(= T ey are t en gi&en t e lin( and as(ed to outline ow. t e music and t e &isuals add to6en ance t eir now understanding of t e poem. T e use of and en ancement of poetic de&ices must %e integrated into t e paragrap t at t ey will need to complete for t eir ne0t class. .esson 2 $art I

:egin t e lesson %y e0plaining t at any assumptions t e students may a&e gleamed from t e clip and its en ancement of t e poem now need to %e tempered %y t e reasons w y t e poem was filmed in t is way. ?Marlon %rando was paid &' million in advance$ e threatened to !uit and
keep the advance$ %rando eventually turned up late, drunk, ()kg overweight, and admitted he hadn*t read the script or even + eart of ,arkness+, the book it was based on$ e read Coppola*s script, and refused to do it$ -fter days of arguments over single lines of dialogue, an ad-lib style script was agreed upon, and this was shot according to %rando*s stipulations that he appears in shadows$ "http.//www$imdb$com/title/tt))01011/trivia#

As( t e students to t in( and consider w at you a&e /ust read to t em. - 5oes it c ange ow t ey feel a%out t e poem and t e assumptions t ey a&e already made in t e paragrap s t ey wrote for omewor() As( t em in groups to discuss t is amongst t emsel&es. 2i&e t em time and t en as( eac group to prepare a %rief feed%ac( report. $art II 1. Ieep t e students in t eir groups and read t roug Lawrence Ferling ettiAs poem ?Two Sca&engers in a truc(. Two :eautiful people in a 9ercedesA '. 5i&ide t e stan,as of t e poem e8ually amongst t e groups and as( t em to scan for $oetic 5e&ices and annotate t em. T e ot er groups are not allowed to (now w ic group as w ic stan,a <a /igsaw e0ercise= +. 3sing t e same groupings as( t e students to create a ?Ta%leau0A of t eir assigned stan,a. <T is will elp t e students e0plore and demonstrate t e ways aut ors re&eal imagery in a te0t t roug dramati,ation= C. 2i&e t e students time to prepare and t en run a ?Ta%leau0A @omewor( As( students to write a %rief paragrap reflecting on t eir e0perience wit using t e ?Ta%leau0A to illustrate t e poem and as( t em to ma(e reference to ow t e ?Ta%leau0A as furt er t eir understanding of poetic de&ices. .esson 0,3 5istri%ute t e ?9ulti 9edia $oetry $ro/ectA andout to t e class.

T e "lass is to read t roug t e re8uirements and gi&en t e leeway to form t eir own groups. <As I a&e t ree 2rade 10 classes I myself was not ad&erse to t em forming groups wit in t eir year group. T e reason for t is was to gi&e my students ma0imum creati&e control. %ot in t e casting and t e production.= 2roups t oug I stipulated s ould not %e larger t an t ree. T e reason I ga&e was t at I wanted complete commitment from eac and e&ery one in t e group. Indi&idual students were allowed to wor( t roug t e pro/ect on t eir own if t ey so desired. T is pro/ect is estimated to ta(e t e students at least two full class periods to prepare for.

Multi Media Poetry Project

2his assignment is to present a poem visually and auditory$ 3ou are to choose a poem, which will be presented to the class$ 2o create your presentation you must assign images, clips, and music to enhance the images, tone, atmosphere and message of your chosen poem$ 2he poem you choose must be written by an -merican author/poet$ 3ou may work alone, or with two classmates$ 4roups can be no more than three to a group$ Step 1: You can go to the website or you can try www$poetryoutloud$org/poems or choose a poem from your packet or any other American poet you can find. The one stimulation is that it is an American Poet and the poet was born or writing after 1 !!. Step ": After reading it and interpreting it as best you can# assign images# music or $isual clips to the $erses. Step %: You need to make a $oice o$er & the poem has to be presented 'read & think carefully how you are going to do this & depending how your poem is read will determine the impact that your reading will achie$e( Step ): create your presentation. Your presentation can be done using $arious formats & Powerpoint# *mo$ie# Pages# or e$en an actual performance to the class. '+emember your presentation must include# sound# $isuals and a $oice o$er( Step ,: Present your work to the class

Each multimedia presentation must be at least 5 minutes long (any less or more than 5-7 minutes will incur a penalty) With the above in mind choose your poem wisely.

If your poem seems to short consider adding an introduction and perhaps a biographical introduction or epilogue concerning the poet into your presentation our images! clips and music must relate to your interpretation of the poem. "ry and include all members of your group within your presentation.

Handing it in
5ach member of your group must '$ ,igital copy of your presentation$ "6ust one copy is sufficient# 2hen individually each member of your group must hand in 7$ An Interpretative Paragraph which has to be not less than 7)) words$ "-n example of which is attached below 8 each member of the group must write their own interpretive paragraph# 9$ An additional paragraph of no less than 7)) words that explains how your images, music, clips contribute to the overall tone, atmosphere and message of the poem you have chosen ($ And finally a reflective paragraph explaining "a# how you feel the process went for you$ "b# :hat you feel you have learnt from the process$ ,o you think that you now have a better understanding of poetry now and why or why not; "<ot less that 7)) words#

All together the written aspect should be ore or less a page! "his wor# has to be font $%& single' spaced& Ariel or "i es (ew )o an!
An E*a ple of an Interpretative Paragraph+

The poem -othing .old /an Stay by +obert 0rost is a meditation on the blessing of things that are beautiful# but this idea is tempered with the knowledge that such beautiful things are only temporary1 0rost uses nature to demonstrate this concept within the poem. 0rost uses lea$es as an e2tended metaphor1 the lea$es are initially green and then turn to gold# signifying the metamorphosis of the seasons from spring to autumn. 3e complements this metaphor with a comparison of the lea$es to the fall of 4an 'the connotation in$ol$ed with 5den( and how day turns into night. The central message of the poem# as demonstrated through the e2tended metaphor of lea$es and the connotations of 5den and night is that we recei$e blessings in our li$es that are beautiful# but these blessings ultimately e2pire1 and# 6ust as nature is part of life# so is the e2piration of blessings in human e2istence.

<otice that the example above mentions poetic devices, your example must make mention of at least three poetic devices$ "2his is imperative#

"ips to consider when choosing your ethod of presentation and the supporting aterial you will use!

'$ :hat is the form/structure of the poem; ,oes this have an impact on the meaning; If so, in what way "s#; 7$ Consider the title of the poem$ 9$ :hat is the tone of the poem and how is it achieved; :hat words "diction# and images contribute to the tone; ($ Consider the rhyme scheme and rhythm of the poem$ =$ 5xamine the poem in a more detailed way > look for figurative language "metaphor, simile, personification, apostrophe, hyperbole, irony, symbolism, imagery, paradox, oxymoron, allusion, pun, euphemism#$ :hat are the effects of these devices;

-ssessment '$ Interpretive ?aragraph and explanation paragraph. 7) points "standard writing rubric# 7$ ?oem presentation. () points
Act#al r#&rics will &e attached with this assignment4 .esson 5 Per6ormance

T e pro/ects t emsel&es will %e s own to t e class &ia t e * ite :oard6smart :oard. Eptional # allowing students to self assess t e performance using t e ru%ric. or restricting t e assessment to only t e teac er. Assessment of t e $erformance and t e writing component is %ased on t e %elow ru%rics. T e performance 7u%ric is self designed. T e *riting 7u%ric is a modified ?Language and LiteratureA I:E writing ru%ric.

Poetry Performance Assessment Rubric

Level of Achievement 12 A - Ability to captivate the Viewer B - Voice and Articulation C - Dramatic Appropriateness D Nuts and bolts

Unfocused; the Project lacks direction

Inaudible; slow; distracting rhythm; singsong; hurried; mispronunciations

Poem is overshadowed by significant distracting inflections or accents; acting out of poem; singing; over emoting; inappropriate tone! inappropriate visual and auditory support"

Project visuals have little to do with the topic" Project is not organi#ed and does not catch the eye of the audience


&ome focus! but lacks continuity

'udible! but (uiet; too loud; monotone; paced unevenly; affected tone

Poem is secondary to style of delivery; vocal inflections; inappropriate tone! inappropriate visual and auditory support"

Project contains less than the re(uired items" Project was somewhat organi#ed but does not catch the eye of the audience

)* +he Project was well focused and maintained the interest of the listeners throughout" +he Project was delivered with a !ood de!ree of imagination" ,lear! ade(uate intonation! effective use of volume! intonation! rhythm and even pacing Poem is neither overwhelmed nor enhanced by all visual and auditory support"

Project contains the re(uired items Project is attractive and most items catch the eye of the audience

-. +he Project itself involves the listeners deeply" +he project was delivered with a hi!h de!ree of imagination and sensitivity /ery clear! crisp! effective use of volume! intonation! rhythm! and pacing Poem is enhanced by style of delivery; all visual and auditory support felt appropriate to poem Project contains the re(uired items well set out" Project is attractive and most items catch the eye of the audience

0 11

+he Project itself involves the listener deeply; +he Project was delivered with a very hi!h de!ree of imagination and sensitivity"

/ery clear! crisp! mastery of rhythm and pace! skilful use of volume and intonation

&tyle of delivery reflects internali#ation of poem; all visual and auditory support felt essential to poem2s success" /isual and auditory support is e3ceptional

Project goes beyond re(uirements Project is organi#ed! neat and catches the eye of the audience"

"ritin! Rubric Criterion A( )nderstandin! and interpretation 4ow well does the student2s interpretation reveal understanding of the thought and feeling of the (uestion5 4ow well are ideas supported by references to the te3t5

% +ome *nowled!e of wor* +here is some understanding of the (uestion but little attempt at interpretation" &uperficial understanding"

& Ade,uate understandin! of wor*s 'de(uate understanding of the (uestion demonstrated by interpretation that is mostly supported by references to the poem"


Little *nowled!e of wor* +he candidat +here is very basic e has not understanding of the reached (uestion! with mainly irrelevant and6or level 1 insignificant interpretation"

-ood understandin! of w

Criterion B( Appreciation of the writer.s choices +o what e3tent does the analysis show appreciation of how the Poets choices of language! structure! techni(ue and style shape meaning5 Is the candidate aware of the presence of the poetic features! such as diction5 Imagery" +one" &tructure! style and techni(ue5 4as the candidate supported claims5

+he candidat e has not reached level 1

Little awareness of the literary features of the wor*s /sta!e directions 0 lan!ua!e - word choice1 diction2 +here is virtually no reference to the ways in which language! structure! techni(ue and style shape meaning of the poem"

+ome awareness or appreciation of the literary features of the wor*s +here is some reference to! but no analysis of! the ways in which language! structure! techni(ue and style shape meaning of the poem" &uperficial analysis of the poetic features mentioned 5deas have some or!ani4ation1 but coherence is often lac*in!

Ade,uate appreciation of the literary features of the wor*s 'de(uate reference to and some analysis and appreciation of the ways in which language! structure! techni(ue and style shape meaning" +he analysis is appropriately illustrated by relevant e3amples"

7ood understanding the (uestion demonstrated by convincing interpreta fully supported by references" Understanding some the subtleties of mea -ood appreciation of the literary features of the w

+here is good analys and appreciation of t ways in which langu structure! techni(ue style shape the mean of the poem" +he analysis is well illustrated by careful chosen e3amples

Criterion C( 3r!ani4ation 4ow well has the candidate organi#ed his6her writing5 4ave the candidate8s ideas been presented effectively5 're supporting e3amples integrated into the body of the commentary5 Criterion D( Lan!ua!e 4ow accurate! clear and varied is the language" 4ow appropriate is the candidate2s choice of register! style and terminology

+he candidat e has not reached level 1

5deas have little or!ani4ation and virtually no coherence

5deas are ade,uately or!ani4ed1 with some coherence

5deas are well or!ani4ed coherent

&upporting e3amples appropriately integra into the body of the writing"

+he candidat e has not reached level 1

6he lan!ua!e is rarely clear or coherent +he use of language is not readily comprehensible 9any lapses in grammar! spelling and sentence construction /ocabulary is rarely accurate or appropriate

6he lan!ua!e is only sometimes clear and coherent &ome degree of clarity and coherence in the use of language &ome degree of accuracy in grammar" spelling and sentence construction :egister is sometimes appropriate to the task"

6he lan!ua!e is clear and carefully chosen 'de(uately clear and coherent use of language 'de(uate degree of accuracy in grammar! spelling and sentence construction &ome lapses in grammar! spelling and sentence construction +he register is mostly appropriate for the task"

6he lan!ua!e is clear1 va and carefully chosen

;anguage is clear an carefully chosen! wit good degree of accur in grammar! vocabul and sentence construction; registe style are consistently appropriate to the tas

Additional -eso#rce 7a&lea#8 E8+lantation

.esson 2 9 Use o6 7a&lea#8 (t#dents will:

E0plore and demonstrate t e ways poets re&eal meaning t roug dramatic ta%leau0. Analysis of poetic features. focusing on insig t gained from t e ta%leau0 e0perience.

7a&lea#8 #sage e8+ectations:

5ramatic representation. of assigned stan,a E&entual student reflection on t e acti&ity and t eir analysis of t eir own learning gained from participation in dramatic ta%leau0. E0amining ow it en anced t eir own learning and understanding of t e $oem

%nstr#ctional (trategies:

"olla%orati&e learning 5ramatic ta%leau0 Independent writing6reflection

7a&lea#8 Proced#re

Introduce t e acti&ity Ta%leau0 Tell students <groups= t at t ey will %e creating fro,en scenes from t eir assigned stan,as As( students to form a se8uence of fro,en scenes <+ per group= representing t e e&ents from t eir stan,a. Encourage t e students to prepare t eir scenes in a corner of t e classroom Allow students t ree to fi&e minutes to formulate t eir scenes. Ence all groups are ready to present c ose a group at random to present As( students after eac performance to identify t e stan,a. @omewor(

@omewor( As( students to write a %rief paragrap reflecting on t eir e0perience wit using t e ?Ta%leau0A to illustrate t e poem and as( t em to ma(e reference to ow t e ?Ta%leau0A as furt er t eir understanding of poetic de&ices. Unit -e6lection

#re teaching $nit %ssumptions T is unit compre ensi&ely e0poses students to t e application and use of poetic de&ices as stylistic de&ices employed to influence t oug t and feeling.

T e use of music and images %e t ey still or mo&ing guides t e students to reali,e t at music and &isual effects influences and steers us and elps us to interpret t e world around us. Students will t roug t is unit learn to apply music and &isual images. still. mo&ing or stage performance to create a representation of t e poems t at t ey a&e c osen t emsel&es. T e arts are not /ust window dressing upon sc ool curriculums1 in t is unit t e arts are &ery muc %eing used as educational tools. :y utili,ing music and &isual imagery t e students in t is unit will create for t emsel&es a greater understanding and dept of (nowledge concerning ow imagery is created and can %e en anced. T is unit also %y using t e arts will not /ust reac out to t e students creati&ely %ut analytically. critically and as t e final pro/ect as to %e presented and t en anded in digitally it will furt er t e students tec nological s(ills and learning.

#ost $nit &eflection @a&ing now taug t t is unit I can onestly say t at I was 8uite ta(en %ac( %y my students ent usiasm %ot in researc ing poems to utilise for t eir pro/ect and t eir ent usiasm during t e construction p ase - putting toget er of t e pro/ect itself. T e true /oy t oug was t e presentation of t e poems %y my students t emsel&es. I was o&erw elmed %y t eir productions. t e care to detail %e it %y aligning &isuals. adding music or creating performances to ma(e t eir c osen poems come ali&e. 9y students truly e0celled and I %elie&e t at wit out a dou%t t ey a&e learnt more t an I could a&e %egun to a&e e0pressed to t em %y merely teac ing poetry in t e con&entional manner t at I a&e %een in t e past. I a&e included at t e end of t is 3nit $lan reflections from my students t emsel&es. as t eir words are truly t e only words t at I feel can do t is 3nit /ustice.

(t#dent -e6lections on this Unit,Pro'ect Ene of t e important aspects I noted w en reading t is poem and seeing t e aut or present it at a poetry slam is t e situational irony t atAs often used. * en I did t e &oiceo&er. I made sure to ea&ily e0aggerate t e wordplay used in t is poem. T is is one of t e crucial parts t at elps create t e poemAs satirical 8uality of t e way people implement tec nology in t eir li&es. >e0t. t e tone of t e recording was intentionally made to %e more informati&e and critical or ars .

especially in t e middle progression of t e poem in order to %ring lig t upon t e message of us %ecoming less uman as tec nology is used e&eryw ere. I planned it t is way since t is is a current issue so I t oug t t at %y doing so. t e audience would %e informed and reflect upon ow %ig of an impact tec nology is a&ing on t eir li&es. T e song used in t e introduction of t e &ideo is !orld in Front of Me" b# Kina $rannis% It was used in a 2oogleJ &ideo and I t oug t wit its c eerful. up%eat. and positi&e feeling. it would portray t e %eneficial side of tec nology. ow it connects people toget er and creates unlimited possi%ilities and opportunities. T e second song used is &uiet" b# This !ill 'estro# (ou and itAs &ery different from t e pre&ious song. It as a more solemn. nostalgic tone t at will ma(e t e audience reflect upon t e effects of tec nology li(e ow people sometimes are isolated from society %ecause of it. ence fitting t e message of !onesA poem. T e &ideo clips in t e %eginning are from t ree different &ideos4 one t at imagines t e futuristic worldAs tec nology in society. anot er one is an introduction of 2oogleJ <social networ(=. and t e last one is a &ideo of a ro%otic car factory. T ese clips fores adow t e li(ely outcome of w at society will loo( li(e due to tec nology. T e images used in t e poem recital are a &isual representation of t e words and t is met od elps readerAs picture !onesA message a%out tec nology. T ese &isuals also elp recreate t e emotions I saw t roug !onesA presentation. Loo(ing %ac( on t is pro/ect. t e process went well for me. T e poem I c ose. KTouc screenL %y 9ars al !ones. was 8uite easy for me to interpret %ecause it was written in t e present day and was written a%out a modern issue t at I am a part of considering t e influence of tec nology on my life. IA&e learnt a lot from t is process. one %eing t e way to interpret a poem and two %eing t e moral or message of a poem. I learnt t at w en interpreting a poem. itAs not a%out forcing t e words to s ow you a specific meaning. Interpreting a poem as a lot to do wit your personal t oug ts of w at you read from it. $oetry is &ery e0pressi&e and eac indi&idual can a&e is or er own uni8ue interpretation. * en I was trying to understand t is poem. I loo(ed %ac( into my life a%out tec nology in t e world. ow wonderful it is and at t e same time it ma(es us less umane and more li(e androids. :y learning t is. I feel I a&e a %etter understanding of poetry now t an %efore since now I carefully loo( at ow writers write t eir pieces of literature. ta(ing note of certain literary de&ices %eing used. T ereAs a reason w y t eyAre %eing used and often itAs used to elp e0press t e message of t e poem. >ot ing appens in a &acuum . $larence )hao For t e poem Hero %y $aul Engle. %ecause t e poem is a%out Engle reali,ing t e reality e is in and disco&ering t at e can only %e a ero e wants to %ecome in

is dreams. I wanted my &ideo to a&e a somew at gloomy and a dar( tone. 9any of t e images I used a&e a dar( tone and t e o&erall dar(ness of t e images gi&es t e &ideo a depressing atmosp ere. For e0ample. w en Engle says. KLo&e open to meL. e&en t oug I could a&e used an image of a %rig t pin( eart or a picture t at is more closely related to appiness and /oy. I used a %lac( and w ite image of an e0pressionless person. T is image emp asi,es t e point t at t e lo&e Engle mentions in is poem is not at all related to t e con&entional definition of lo&e %etween a lo&ing couple. Instead. t e image representing Klo&eL as a gloomy feel to it. it is easy to see t at t e lo&e Engle tal(s a%out is neit er real nor sweet. In addition to dar(er images. I used t e song 3nt in(a%le. w ic is a slow and a sad song composed %y Alicia Ieys. E&en t oug t e music used in t e &ideo does not a&e lyrics t at directly e0press sadness or gloominess. %ecause it is played in a low (ey. grimness is con&eyed. T roug out t e poem. Engle constantly dreams of %eing a ero and repeatedly reali,es t at e is not a ero in is real life. T is reali,ation disappoints Engle and t e opelessness and despair e e0periences are con&eyed to t e audience t roug literary tec ni8ues in t e poem. In order to con&ey t e e0act same message in my &ideo. I used pictures t at ad a dar( tone and music wit a depressing touc . For t is pro/ect. %ecause I ad to record myself reading t e poem out loud. I found myself analy,ing t e poem wit more dept and trying to find out w at $aul Engle was attempting to con&ey in eac and e&ery line of Hero. * en I first found t e poem. I t oug t it was a simple poem a%out a man w o wanted to %ecome a ero. %ut as I read it o&er and o&er again. trying to decip er w at t e main t em of t e poem was. I came to reali,e t at Engle was displaying disappointment. opelessness. and gloominess %y emp asi,ing t at is dreams and is reality were &ery different. *or(ing on t is pro/ect. I learned t at e&en if a poem seems simple and s allow in meaning. if you dig for more. you can come across a &ariety of different emotions and t emes t e poet is trying to put on display. * at I reali,ed t roug t is pro/ect was t at in order to %etter understand poetry. rote analysis is only one of t e many ways one can compre end a poem. Ene significant way readers can decip er w at t e poet is trying to con&ey is reading repeatedly and disco&ering different emotions and t emes in&ol&ed. E&erall. I found t is poetry pro/ect fun to wor( on %ecause I en/oy ma(ing &ideos wit i9o&ie a lot. (e *in (eoum In t e &ideo Lisa and I made. we ad &ideo clips of us tal(ing a%out t e poems. pictures of trees. nature. 7o%ert FrostAs life. and we slow music t at complemented t e %ac(ground. *e c oose to add slow music %ecause t e poem itself was presented in a negati&e way in addition to Frost wondering a%out t e trees gi&ing us t e o&erall feeling of uncertainty. *e decided to put instrumental

music in t e %ac(ground wit piano and &iolin %ecause t ey ma(e people calm and gi&e t e audience a sense of peacefulness. T e %eginning of t e &ideo we included a little %ac(ground information a%out Frost. *e also used a clip of Lisa sitting under a tree surrounded %y ot er trees and grasses. *e wanted to put a strong emp asis on nature and t e poem was read rat er slowly. Bou could ear %irds c irping. lea&es falling down from t e tree. and wind %lowing across LisaAs air. T ose were all effects t at were added. I ad to stand %e ind t e tree wit a uge note%oo( to create wind and also t row t e lea&es since t ey were parts of 9ot er >ature. T e &ideo was ta(en from an angle. not directly facing Lisa. T e reason for t is was %ecause we wanted t e audience to get t e feeling t at t e trees are secretly watc ing er write in er note%oo( and finally. t e pictures of trees and tree %ranc es were used to furt ermore emp asi,e nature. T e process of ma(ing t e &ideo was far more difficult t en I imagined it to %e. *e didnAt (now w at to include in t e &ideo to fill up t e D-M minutes re8uirement so we added an introduction of 7o%ert Frost in t e %eginning and an epilogue. Lisa and I spent a lot of time planning w at t e &ideo will %e li(e. t e angle we wanted t e &ideo s ot. t e lig tings. and t e if we were to stand or sit w en we were tal(ing. *e made sure t at our &oices were clear and t e speed we read t e poem complemented e&eryt ing else. It too( D ours to complete a D-minute &ideo. w ic was e0tremely ridiculous. and finding t e rig t %ac(ground music was pretty c allenging too since not all music fitted t e poem itself. *e ad to ad/ust t e %ac(ground &olume so t at our &oices can %e eard t roug t e music. From t e process of ma(ing a poetry %ased &ideo. I learned t at itAs not ow many pictures and &ideo clips you add. itAs ow you read t e poem and ow your %ody mo&es in t e &ideo w ile youAre tal(ing. I definitely a&e a %etter understanding of poetry %ecause %eneat t e words of a poem. t ereAs a w ole new story. Bou a&e to find poetic terms and understand t e deep meaning of t e poem to fully appreciate it. >ot only do you a&e to loo( %eneat t e words. you also a&e to relate it to ot er t ings. possi%ly yourself. +ikki Chang