Created by Julie Powell Last Updated January 22, 2011

Producing Poetic PodcastsIncorporating Technology in the ELA Classroom

This document contains handouts needed for Producing Poetic Podcasts in the ELA Classroom. Although the lesson was created with ninth-graders in mind, it can be adapted for use with different

ages.

ContentsPages 2-

3State and National Standards

Page 4 Producing Poetic Podcast – Assignment Sheet for StudentsPage 5 Poetry Analysis Graphic Organizer

Pages 6-7

Storyboard Planning Form and Talk Show Script

Page 8 Sample Storyboard Planning Form

All materials in this packet may be edited for individual classroom use.

Overview:This lesson was designed as the culminating project of a ninth-grade poetry unit. Therefore, students should have a strong foundation in analyzing literary elements applicable to the poetry genre such as theme, mood, tone, connotation, rhyme/rhyme scheme, simile, metaphor, personification, onomatopoeia, hyperbole, alliteration, assonance, conflict, speaker, point-of-view, stanza, setting, and imagery. By this point in the unit, students should be prepared to summarize a poem, analyze its literary elements, and infer its theme.Suggested poems for use in this project or as preparation for this project:

“I Wandered Lonely as a Cloud” by William Wordsworth

“My Papa’s Waltz” by Theodore Roethke “American Hero” by Essex Hemphill “Fifteen” by William Stafford “Fire and Ice” & “The Road Not Taken” by Robert

Frost “ ‘Hope’ is the thing with feathers” by Emily

Dickinson “Seven Ages of Man” by William Shakespeare

(from As You Like It) “Harlem” by Langston Hughes

Page 9 Poetry Podcast Assessment Rubric

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Created by Julie Powell Last Updated January 22, 2011

State Standards:AL ELA COS 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. Examples: plot-exposition, conflict, rising action, climax, falling action, denouement

Reading predominately world literatureAL ELA COS 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.Examples: language – Standard English usage versus dialect, length and complexity of sentences, dictionliterary elements and devices – flashback, personification

Interpreting symbolism and other figurative languageRecognizing foreshadowing to anticipate eventsMaking inferences about characters and their motivesDetermining effectiveness of dictionRecognizing use of analogy

AL Business, Management, & Administration COS Business Technology Applications 9: Utilize digital tools to deliver commerce and information technology curriculum-related content to an audience.

Determining effective digital tools for publishing projects.Examples: Web page authoring software, coding, wikis, blogs, and podcasts

NCTE (National Council of Teachers of English) Standards:

1. Students read a wide range of print and non-print texts to build anunderstanding of texts, of themselves, and of the cultures of theUnited States and the world; to acquire new information; to respondto the needs and demands of society and the workplace; and forpersonal fulfillment. Among these texts are fiction and nonfiction,classic and contemporary works.

2.Students read a wide range of literature from many periods inmany 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 fromthe 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 objectivesummary 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).

National Standards:

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Created by Julie Powell Last Updated January 22, 2011

Producing Poetic Objective: To create a podcast about a poem’s literary elements and theme. Due Date:____________________________________________Details: In groups, you will choose a poem for the subject of the podcast. Yourpoem must be a minimum of 8 lines.You will complete the Poetry Analysis Graphic Organizer in your group.Using the Poetry Analysis Graphic Organizer and the Storyboard Planning Sheet, you will plan your podcast and write the talk show script. Your podcast must contain the following:Title of podcast (Ex.: “American Hero” Podcast) and talk show (Ex. Sport Talk’s Literature Link) – Be creative with the talk show!Names of group membersA word collage (wordle.net) with the text of the poem or of literary elements that are incorporated in your talk show segment.Two photos related to your poem (Either you take these yourself, or you locate photos/images in the public domain – copyright free.)Talk show segment about the poem’s literary elements and theme – You must discuss at least three literary elements in addition to the theme. The poet must be identified. For your talk show script, you will use two characters: the host and the guest. Your guest can be the speaker, the poet, or another individual discussing the poem. It’s up to you! (Either you video yourselves in a talk show format, or you create an animated talk show on xtranormal.com.)Credits Transitions, music, and effects may be added as desired. (Remember, sometimes too much of a good thing is TOO MUCH!)After your planning is complete, you will create the talk show segment on the web or with the flip camera.Once the talk show segment is created online or recorded on video, you will use the podcasting software to create your podcast.On the due date, you will present your podcast to the class for peer review and teacher assessment.

Literary Elements

AlliterationAssonance

ConnotationConflictThemeSettingSimile

MetaphorPersonificationOnomatopoeia

HyperboleMoodTone

ImageryRhyme

Rhyme SchemeStanza

SpeakerPoint-of-View

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Created by Julie Powell Last Updated January 22, 2011

Poetry Analysis Graphic OrganizerFigures of Speech – Identify and explain figures of speech used by poet (simile, metaphor, personification, & hyperbole).

Sound Devices – Identify sound devices used by the poet (rhyme scheme, onomatopoeia, alliteration, assonance, etc.).

START HERE!Title of Poem:Author:Speaker:

Imagery – What imagery does the poet use? To which of the five senses does the poet appeal?

Connotation – What connotative meanings can be found in the poem?

What is the poem’s tone (the writer’s attitude)?

How does the connotation and tone make you feel when you read the poem (mood)?

Theme – What universal truth(s)is the author trying to conveythrough this poem?

What is the meaning of the poem’s title?

Briefly summarize the poem.

If you are analyzing a narrative poem, draw the plot diagram on the back of this organizer.

Identify the five parts of the plot. Also, indentify the characters, their traits, and their motives.

Then, identify the conflicts and classify them as external or internal.

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Created by Julie Powell Last Updated January 22, 2011

Storyboard Planning Form: Poetry Title of Podcast:

Group Members:

Visual AudioNotes

(Transitions,

Music, Effects,

Etc.)Title Slide Graphics/Text: Title Slide Audio (if

applicable):

Title Slide Notes:

Word Collage (Text, Colors,

Etc.)

Word Collage Audio (if

applicable):

Word Collage Notes:

Poem Images: Audio During Images (if

applicable):

Images Notes:

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Created by Julie Powell Last Updated January 22, 2011

Talk Show Script: Poetry Podcast

Character

Speaking:

Host or

Guest

(circle one)

Lines: Stage Directions

& Notes:

Host Guest

Host Guest

Host Guest

Host Guest

Host Guest

Host Guest

Host Guest

Host Guest

Host Guest

Host Guest

Host Guest

Host Guest

Host Guest

Group Members:Host: Guest: Name of Show:

Visual AudioNotes

(Transitions,

Music, Effects,

Etc.)Title Slide Graphics/Text:

Sport Talk’s

Literature Link

Title Slide Audio (if

applicable):

Broadcast News Jingle

Title Slide Notes:

Word Collage (Text, Colors,

Etc.)

Basketball, theme,

alliteration, discrimination,

onomatopoeia, slap, slam,

Word Collage Audio (if

applicable):

Broadcast News Jingle

Word Collage Notes:

Storyboard Planning Form: Poetry Title of Podcast: “American Hero” Podcast

Group Members: Julie PowellSAMPLESAMPLE

Student Name:     ________________________________________

CATEGORY4321ContentCovers topic in-depth with details and examples. Subject knowledge is excellent.Includes essential knowledge about the topic. Subject knowledge appears to be good.Includes essential information about the

topic but there are 1-2 factual errors.Content is minimal OR there are several factual errors.RequirementsAll requirements are met and exceeded.All requirements are met.One requirement was not completely met.More than one requirement was not completely met.AttractivenessMakes excellent use of font, color, graphics, effects, etc. to enhance the presentation.Makes good use of font, color, graphics, effects, etc. to enhance to presentation.Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.Use of font, color, graphics, effects etc. but these often distract from the presentaion content.WorkloadThe workload is divided and

shared equally by all team members.The workload is divided and shared fairly by all team members, though workloads may vary from person to person.The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.OriginalityProduct shows a large amount of original thought. Ideas are creative and inventive.Product shows some original thought. Work shows new ideas and insights.Uses other people's ideas (giving them credit), but there is little evidence of original thinking.Uses other people's ideas, but does not give them credit.

Rubric Made Using:RubiStar ( http://rubistar.4teachers.org )

Poetry Podcast Assessment Rubric