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A Poetry Podcast Lesson Plan
= = = Overview =


 * ** Language Arts, Grades 9-12 **
 * ** Duration: 4-5 class periods **
 * ** This lesson is guaranteed to resuscitate Shakepeare's sonnets from ye olde musty textbooks! Collaborative groups will browse through Shakespeare's 154 sonnets and Flickr's 6 billion images to bring The Bard's imagery to life. Watch Patti Seidel's students' original podcast! **

=  Objectives = = =

** Students will be able to: **

 * identify and analyze poetic devices
 * develop their own interpretations of a sonnet’s imagery, tone, and theme
 * visualize poetry as a series of images
 * select visual images (photos, drawings) evoked by a Shakespearean sonnet
 * read poetry aloud emphasizing important diction, line breaks, metrical structure, and appropriate vocal inflections
 * utilize technology to create a podcast
 * publish a podcast in order to build literacy and share poetry with a wider audience

= Essential Question =

How do imagery, structure and sound convey tone and theme?
=  Materials = = =
 * Primary source: [|Shakespeare's Sonnets]
 * Computers with internet access, microphones, and Windows Movie Maker, iMovie or other video production program
 * ====== The Nuts and Bolts of Podcasts: [|Podcasts.pdf]======
 * For inspiration: [|Example of Poetry Podcast]
 * For celebration: Share completed videos!

= Instructional Procedure = = = ** Steps: **

1. Poetry Selection and Analysis

 * Teacher will introduce the project as a culminating activity that demonstrates knowledge and skills in reading, writing, listening, speaking, and technology.
 * For inspiration: [|Example of Poetry Podcast]
 * Teacher will assign collaborative groups of three or four and launch project by directing groups to search [|Shakespeare's Sonnets] for their podcast choice. (Use a signup sheet so topics are not duplicated.)
 * Groups should read, mark up, and analyze their selected poems based on process modeled in class. Circulate around the room and formatively assess students' understanding of their poems. Differentiate based on students' strengths and needs.
 * Guide students in developing an understanding of how the poetic devices and structure convey tone and theme.


 * 2. Creating Visuals **
 * Groups should return to their marked copy of the sonnet and highlight prominent imagery in the poem.
 * By jotting down ideas or sketching visuals in the margins of the poem, they can plan for the visuals they will need to include in their podcasts.
 * Students should use original photos or browse Creative Commons images to select the visuals to accompany the poem.

** 3. Practice Reading Poetry Aloud **

 * Using an unmarked copy of the poem, students will mark the poem again, this time to indicate pauses, volume, vocal inflection, and the words and phrases they will emphasize.
 * Model this process as needed and make connections between the poem’s tone, structure (line breaks, punctuation, rhyme, meter) and the way you communicate it in your voice. Encourage them to do the same.
 * Provide time in class for students to practice reading their poems aloud, experimenting with the various effects they achieve.

4. Creating the Podcast

 * Now that students have analyzed their poems, selected visuals, and practiced reading the poems aloud, they are ready to create their podcasts.
 * Provide students with microphones. They should utilize the tool in Window's Movie Maker or imovie that allows them to record their voices and read the text as the movie plays.
 * Alternatively, students could record their poems using Audacity or other voice recording program. See [|Podcast.pdf]

5. Publishing the Poetry Podcast

 * Encourage students to preview their podcasts and proofread any text for errors in punctuation, spelling, etc.
 * Ask students to ensure that the text, visuals and sound are properly synchronized. They should make adjustments as necessary.
 * When students are ready to publish, remind students to click “**Publish** **Movie**.”
 * Utilize a variety of programs to publish the video, including Youtube, Schooltube and podomatic.com: Education K-12 to publish the students podcasts: []

= **Final Project: Student Sample**  = = = = = media type="youtube" key="3f2aB4l99ZM" height="377" width="504" align="center"

[|Shakespeare Story.m4v - YouTube]

Video created by South Central students in Mrs. Seidel's class - Danyelle Osko, Levi Oney and Morgan Bradberry

**Assessments**


 * Formative Assessment **
 * The teacher will formatively assess students' understanding of their poems throughout the process by providing feedback and clarification as needed.


 * Poetry Podcast Rubric
 * || 4 || 3 || 2 || 1 || 0 ||
 * Presentation || Students presented on assigned due date. || Students presented one day late. || Students presented two days late. || Students presented three days late. || Students presented four or more days late or did not present at all. ||
 * Podcast || Group has title slide, including the sonnet they completed, and end slide, including their names. Students read podcast in a clear distinct voice. || Group is missing title slide or end slide. Students read in a clear voice but laugh at different times throughout the presentation which makes it difficult to understand the poem. || Group is missing title slide or end slide. Students read podcast in low voice which makes it hard to hear. || Group is missing title and end slide. Students read podcast in a mumble which makes it extremely difficult to understand. || Students do not complete a podcast. ||
 * Analysis of poem || Students’ rough copies of poem are handed into the teacher. Student group mark up the poem line by line to gain a better understanding of what the poem is about. || Students’ rough copies of poem are handed into the teacher a day late. Student group marked up the poem every other line. Students need teacher input to understand the poem. || Students’ rough copies of poem are handed into the teacher two days late. Student group marked half of the poem. Students need questioning and answers from the teacher for understanding of the poem. || Students’ rough copies of poem are handed into the teacher three days late. Student group marks one quarter of the poem. Students need the teacher to remediate the poem and reteach the topic to them for better understanding. || Students’ do not turn in the rough copies of the poem or are more than three days late handing them in. Student group does not mark up the poem for analysis. ||
 * Visual representation || All pictures correspond with lines of poems. Twenty or more photos represent the poem. || All pictures correspond with lines of poem. Fifteen to nineteen photos represent the poem. || Six to eight pictures correspond with lines of poem. Ten to fourteen photos represent the poem. || Four to five pictures correspond with lines of poem. Five to nine photos represent the poem. || Zero to four pictures correspond with lines of poem. Zero to four pictures represent the poem. ||
 * Group participation || Students participated and worked together on project. Group members had specific assignments and completed their assigned work. Group members checked each other’s work for a seamless project. || Teacher needed to guide in decision making of project. Once teacher served as a guide the student group was able to create assignments for each member. Teacher needed to prompt back to task one time each day. || Students participated in group project. Member assignments not clearly defined. One to two students did more work than the others. || Students were off task during class time. Teacher needed to prompt back to task three to four times each day. Group members did not have specific assignments. Work was choppy and did not flow. || Students did not work together to complete the project. Group members argued causing the teacher to intervene in the project more than four times each day. ||
 * Resources || All sources cited correctly according to APA guidelines. || One source lacked correct APA citation. || Two sources lacked correct APA citation. || Three sources lacked correct APA citation. || More than three sources lacked correct APA citation or no resource page was supplied. ||

= Resources =

BRCC Drama Department. (2007, November 11). "William Shakespeare's Sonnet 18 Animated." //YouTube.// Retrieved February 15, 2012 from [].

"Imagery and Sound: Poetry Podcasts." (2011, May 31). //Pennsylvania Department of Education Standards Aligned System.// Commonwealth of Pennsylvania. Retrieved February 15, 2012 from [].

"Podcasts: The Nuts and Bolts of Creating Podcasts." (2009). Pdf file. //ReadWriteThink//. IRA/NCTE. Retrieved February 15, 2012 from [].

//Shakespeare's Sonnets.com.// (2012). Oxquarry Books Ltd. Retrieved February 15, 2012 from [].