Sample Lesson Plan

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Choose and Describe Your Project. View description and teacher made examples of this project.You will be assigned to teams of three. Each student choose a poem and pitch your initial idea to your team. Discuss the potential of each idea and choose one to develop. Consider how you are going to be evaluated. (Check-out the rubric.) Present your project idea to the teacher.

Make a Storyboard. Research your topic using books, the Internet, CD's etc. Save images and information in a folder on Ms. Martin's Net. Organize your information and lay-out your movie on a storyboard; plan the placement of titles, text, photos, music, voice, video, credits, etc.

Create a Script. Continue with your research and formulate this into a working script. Check for spelling, grammar and content. Prepare to "shoot" your movie. Consider any props and locations needed. Remember you need a credits screen with a bibliography of sources used. You need a graphic and short biography of the author and you need to point out and explain poetic devices he/she used. Refine your storyboard with any added changes.

"Film" your project. Use your storyboard, and script to imagine and then capture video images you need to "express" your poem.

Build Your Movie. Use all the resources you have gathered to construct and edit your "Express A Poem" project.

Present Your Project. Introduce your movie explaining the effect you were trying to create. Conclude your presentation by responding to reactions and answering questions.



Click the Rubric Button to see how this lesson will be scored.
Sample Lesson Plan *Express A Poem* Project Description Poets use language in special ways to appeal to the reader's senses and emotions. They carefully choose each word, phrase, the rhythm and/or rhyme to create vivid images, or pictures, in the reader's mind. After studying various forms of poetry, analyzing figurative language and identifying metaphors, similes, personification etc. students choose a poem that moves them and create a movie which expresses their interpretation of the poem. Milestones (What students and I will do.) Choose and Describe Your Project. View description and teacher made examples of this project.You will be assigned to teams of three. Each student choose a poem and pitch your initial idea to your team. Discuss the potential of each idea and choose one to develop. Consider how you are going to be evaluated. (Check-out the rubric.) Present your project idea to the teacher. Make a Storyboard. Research your topic using books, the Internet, CD's etc. Save images and information in a folder on Ms. Martin's Net. Organize your information and lay-out your movie on a storyboard; plan the placement of titles, text, photos, music, voice, video, credits, etc. Create a Script. Continue with your research and formulate this into a working script. Check for spelling, grammar and content. Prepare to "shoot" your movie. Consider any props and locations needed. Remember you need a credits screen with a bibliography of sources used. You need a graphic and short biography of the author and you need to point out and explain poetic devices he/she used. Refine your storyboard with any added changes. "Film" your project. Use your storyboard, and script to imagine and then capture video images you need to "express" your poem. Build Your Movie. Use all the resources you have gathered to construct and edit your "Express A Poem" project. Present Your Project. Introduce your movie explaining the effect you were trying to create. Conclude your presentation by responding to reactions and answering questions. The curriculum objectives are: 1)to enable students to interpret, relate to, and extend a work of literature by transforming it from one medium to another and to deepen personal understanding of the text by discussing, writing, visualizing, and sharing. 2)to integrate cooperative learning strategies, language arts, critical thinking skills and technology into everyday curriculum. Benefits to Students: While creating their film students cultivate "real-world" skills such as concept development, pitching an idea, research, technical and creative writing, communicating with images, problem solving, preparing for the unexpected, division of responsibilities, analysis of information, and evaluating what was created and what was learned.In addition they will be participants in the "democratization" of film making which is now taking place. Evaluation: The student learning that results from this unit will be measured using a four point rubric with the following criteria: Multimedia: 4 points-Students have used multimedia in creative and effective ways. The sounds,images, video, text, voice, music and transitions are relevant and purposeful. There are few technical problems. Collaboration: 4 points -Students were a very effective team. Division of responsibilities capitalized on the strengths of each team member. The final product was shaped by all members and represents something that could not have been accomplished alone. Quality of Information and Ideas: 4 points -The project shows insight into the mood and emotions of the poem. Shows notable understanding of poetic devices used in the poem and includes a biography and graphic of the poet and a bibliography of sources used. The content compels the audience's attention. Presentation: 4 points -The presentation has a highly effective introduction and conclusion. The students convincingly take on the role of filmmakers with voice, body language and eye-contact. Description of Student Standards English Language Arts Content Standards for California Public Schools Grade 8. Literary Response and Analysis 3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer's style and use those elements to interpret the work. Speaking Applications (Genres and Their Characteristics) 2.2 a) Interpret a reading and provide insight b.) Connect the students' own responses to the writer's techniques and to specific textual references. National Educational Technology Standards Gr. 6-8 3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. 6. Design, develop, and present products (e.g., Webpages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. The learning elements inherent in these standards are built into the requirements of and rubric for this project. Students must present their interpretation of a poem and identify specific poetic devices and techniques used by the writer. They must cite any sources used including those derived from the Internet. They are designing and developing movies which communicate curriculum concepts to peers and community.