4. Your task is to create a video that includes the following components: (1) recitation (2) explication (3) explanation of why poem is meaningful to you Length: 3-7 minutes Minimum length of poem: 10 lines
5. Sample Timeline • Explication: Thursday, April 2 • Recitation (to class): Tuesday, April 7 • Storyboard: Monday, April 13 • FPVP & process paper: Monday, April 27
17. Please attach a copy of your poem to your responses. 1. Any new vocabulary in your poem? If so, list the words with the definitions that best apply given the context. Be sure to consider how the poet might be applying multiple connotations as you select definitions. 2. Paraphrase each line, or stanza, of your poem. That is, restate the poet's words in your own words as best you can. Feel free to offer multiple versions in places in order to capture a double meaning. 3. (a) What is your poem's occasion? (b) Characterize your poem’s speaker as precisely as you can. 4. What are the sound devices in the poem? If there’s rhyme at the end of lines, what is the rhyme scheme? 5. Consider the poet’s use of punctuation. Account for at least one punctuation choice: how does it add to the poet’s meaning? (continued next page)
18. 6. What is the poem's tone? Is the speaker ever ironic? 7. Does your poet employ figurative language? If so, how does such language add to the poet’s meaning? What are some images that would bring out, in your video, the poem's metaphors? (Keep in my mind you will be expected to come up with your own visual metaphors too.) 8. If there is a title, consider how it enhances the meaning of your poem. 9. Think about the last line, or lines, of your poem. What question/s do they pose? 10. Given your answers to these questions, what does your poem mean to you? How do you personally relate to it? What personal story can you tell that illustrates your connection to the poem?
21. • Posture/body language—in “confident stance” (stand tall, legs uncrossed, arms still at side) • Eye contact—a good way to engage your audience A. Physical Presence
22. • Volume—be sure you can be heard in back of room • Speed—be aware of speaking too fast/too slow; decide if each line break requires a pause, a full stop, or no stop at all • Articulation—enuncieate word-endings; be aware of sound devices (e.g., consonance, onomatopoeia, rhyme) & emphasize as appropriate (note: with rhymed poems, make sure not to recite them in a sing-song manner) • Tone/Inflection—Is your narrator’s tone mournful? Joyful? Are there parts of your poem that require you to raise your voice? Lower it? • Pronunciation—make sure you know the proper pronunciation of every word in your poem B. Voice
23. Assessment of Recitation Your recitation should engage your audience and reveal your understanding in the following ways: A. Physical Presence Posture : 1 - 2 - 3 - 4 - 5 Eye Contact: 1 - 2 - 3 - 4 – 5 B. Voice Volume: 1 - 2 - 3 - 4 – 5 Speed: 1 - 2 - 3 - 4 – 5 Articulation: 1 - 2 - 3 - 4 – 5 Tone/Inflection: 1 - 2 - 3 - 4 – 5 Pronunciation: 1 - 2 - 3 - 4 - 5
26. Technology Skills In addition to basic iMovie skills, students should also be able to … • work with still images: import still images to iMovie & create still images from video clips • use online sites to convert a YouTube video • video-record: use the Flip video camera & the internal web cam to record video • import songs into iMovie: obey copyright rules, gain iTunes strategies, & search for music online • work with sound within iMovie: extract audio, adjust volume, & lock an audio clip at a playhead • use titles: adjust the duration of a clip to incorporate text & use the scrolling block feature • export iMovie to Quicktime: compress the file • save correctly
27. Materials (for 60 students, 2 sections) • 15 laptops (with recording feature) & locked truck—for school use • 17 cameras & locked truck—for school and home use • iMovie (version HD06) • Perian, free software that will allow the Flip videos to be viewed and edited: http:// perian .org/
29. NCTE Updated Fair Use Information: http://wwwdev.ncte.org/positions/statements/fairusemedialiteracy Guidelines: 1. Students can use no more than 30 seconds (10%) of a song (but they can loop that 30 seconds). 2. Some songs are public domain, and students can find them by googling "songs public domain” or “GarageBand” (music tracks, free software from Apple). 3. “Creative commons. org” is a search engine for copyyright-friendly visual images and music. 4. Most clips on YouTube are embeddable.
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34. Mara Taylor Chair, US English Department The Chapin School [email_address]
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