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Multimedia Poetry Assignment

Multimedia Poetry Assignment Throughout Lesson 1, you have explored the many ways in which authors use elements of poetry to communicate the meaning of a poem. Now, you have an opportunity to share what you know and do so in a multimedia format. You may choose any multimedia presentation tool you would like. Here are some possibilities: Powerpoint Prezi.com SlideDog.com Sway Animoto.com Slideful.com Powtoon.com YouTube.com HOW you present the information is up to you! WHAT you need to present is as follows: 1. Choose a poem from either the poems assigned in this course or one from a well-known author (i.e. Robert Frost, Gwendolyn Brooks, Alice Walker, Emily Dickinson. NOT a poem by a friend or yourself). You may also consider choosing the lyrics of a song you like (again, by a famous/well-known artist). 2. Use the chart below as a planning guide to help you identify specific elements of poetry within your chosen piece. Then, present this information in whatever multimedia format you choose. 3. Refer to the Poetry Presentation Scoring Rubric. Use it as a checklist to ensure you fulfill all assignment requirements before submitting your work for grading. You can sign up for a session with a JMHS writing coach to receive one-on-one support. Click on the link or type it into your URL: https://jmhs-writing-coach.youcanbook.me/ Which of the following sound devices do you see in your poem? You may not see them all, but if your poem doesn’t at least have two, you need to pick a different poem. Example from Poem Explanation of the Meaning the Author is Trying to Convey Alliteration – repetition of consonant letter at the beginning of adjacent or nearby words Example: Peter Piper picked a peck of pickled peppers. Example: By repeating the “p” sound, the author is attempting to remind the reader of a riddle. The repetition indicates playfulness. Assonance – repetition of vowel sounds within adjacent or nearby words. Example: “So old it is that no man knows how and why the first poems came.” -Carl Sandburg, Early Moon Example: In this line, Sandburg uses the letter “o” to emphasize the long passage of time. The “o” is a soothing sound, and so the mood is pleasant despite the fact that Sandburg also uses words with negative connotations such as “old” and “no.” Consonance – repetition of consonant sound with adjacent or nearby words. Example: Pitter and patter/chuckle, fickle, kick Example: In the first example, the repetition of the “t” sound reminds the reader of a constant, almost irritating sound like the tapping of raindrops on a pane of glass. Onomatopoeia – words that imitate a natural sound Example: “He saw nothing and heard nothing but he could feel his heart pounding and then he heard the clack on stone and the leaping, dropping clicks of a small rock falling.” For Whom the Bell Tolls by Ernest Hemingway Example: The words “clack” and “click” have a harsh tone that creates feelings of fear and shock—particularly in relation to a pounding heart. It’s almost as if the “click” and “clack are mirroring the sound of the pounding heart. Rhyme – words that agree with one another in sound. Internal rhyme occurs within the lines of poetry, and end rhyme occurs at the end of the line. Example: Internal = “Once upon a midnight dreary, while I pondered, weak and weary,” The Raven by Edgar Allen Poe External = “A word is dead When it is said,” A Word is Dead by Emily Dickinson Example: The heavy sound of “d” in dreary coupled with the weaker sound of the whispery “w” combine to create a feeling of dread and helplessness. Which of the following sound devices do you see in your poem? You may not see them all, but if your poem doesn’t at least have two, you need to pick a different poem. Example from Poem Explanation of the Meaning the Author is Trying to Convey Alliteration – repetition of consonant letter at the beginning of adjacent or nearby words Assonance – repetition of vowel sounds within adjacent or nearby words. Consonance – repetition of consonant sound with adjacent or nearby words. Onomatopoeia – words that imitate a natural sound Rhyme – words that agree with one another in sound. Internal rhyme occurs within the lines of poetry, and end rhyme occurs at the end of the line. Types of FIGURATIVE LANGUAGE used. Example from Poem Explanation of the Meaning the Author is Trying to Convey Metaphor – comparison between two unrelated items that share common characteristics. Example: “Shall I compare thee to a summer’s day?” Sonnet 18 by Shakespeare Explanation: By comparing his lover to a summer’s day, the author is trying to showcase the sunny, lovely, and carefree nature of his beloved. Simile – comparison between two different things using “like” or “as” Example: “I would have given anything for the power to soothe her frail soul, tormenting itself in its invincible ignorance like a small bird beating about the cruel wires of a cage.” Lord Jim by Joseph Conrad Explanation: Conrad compares the soul to a bird trapped in a cage. Pairing the simile with words like “torment,” “ignorance,” and “cruel,” manages to emphasize the futility of the soul’s desire for freedom. Although the soul fervently desires to be free, it will never be—no matter how much it beats against the obstacles binding it. Personification – giving an idea, thing, or animal human characteristics Example: “Pearl Button swung on the little gate in front of the House of Boxes. It was the early afternoon of a sunshiny day with little winds playing hide-and-seek in it.” How Pearl Button Was Kidnapped by Katherine Mansfield Explanation: By personifying the wind as a small child playing a game, Mansfield conjures an image of carefree entertainment with the wind joining serving as a playmate to Pearl. Sensory details – details that reflect the 5 senses (visual, auditory, oral, touch, smell) Example: “Her eyes were turquoise pools.” “The air was dense with un-poured rain.” Explanation: The dense air example reflects two sense: touch and sight. The word “dense” reminds the reader of a heavy, non-porous item making it easy to imagine a dark, heavy sky overhead prior to a storm. Hyperbole – exaggeration for effect Example: “This suitcase weighs a ton.” Explanation: Since the word “ton” is used in conjunction with large, cumbersome loads too heavy for humans to lift, it emphasizes the near impossibility of a mere mortal being capable of picking up the case. Types of FIGURATIVE LANGUAGE used. Example from Poem Explanation of the Meaning the Author is Trying to Convey Metaphor – comparison between two unrelated items that share common characteristics. Simile – comparison between two different things using “like” or “as” Personification – giving an idea, thing, or animal human characteristics Sensory details – details that reflect the 5 senses (visual, auditory, oral, touch, smell) Hyperbole – exaggeration for effect What FORM of poetry is it? Evidence from Poem How does this form help the author communicate his/her point? CIRCLE which form the author used: Narrative – poem that tells a story Epic Poem – long, narrative poem about heroic deeds Ballad – a song with a plot oftentimes about love Lyric – no plot; rather just the speaker’s feelings on a topic Ode – commemorative in nature; a poem often written to something or someone ex. Ode to a Grecian Urn Elegy – somber toned poem, lament for the dead Sonnet – very specific formed poem that has 14 lines and focuses on a central idea **DO NOT choose a haiku or tanka. They are too brief. Poetry Presentation Scoring Guide Item Title and Author (Spelled correctly with proper punctuation) Theme (accurately stated in a complete sentence) Form (correctly identified, with an example to show the form) Sound Device 1 (accurately identified) Sound Device 1 (quote from poem provided) Sound Device 1 (explained how this device helped communicate the theme) Sound Device 2 (accurately identified) Sound Device 2 (quote from poem provided) Sound Device 2 (explained how this device helped communicate the theme) Figurative Language 1 (accurately identified) Figurative Language 1 (quote from poem that shows it) Figurative Language 1 (Explained the meaning and how it helped communicate the theme) Figurative Language 2 (accurately identified) Figurative Language 2 (quote from poem that shows it) Figurative Language 2 (explained the meaning and how it helped communicate the theme) Visual Appeal Presentation is colorful, contains images that fit with the poem’s theme. Whole poem or brief sections should be written on the screen so that the audience can read along with the points you’re making. Sound is incorporated—either voiceover or music. The information from the three charts (sound device, figurative language, and form) should also be incorporated. Correct Grammar, spelling, punctuation TOTAL SCORE Visual Examples: Note that these examples do not include information from the chart. You need to incorporate the information from your chart into your presentation (ex. on the last slide). Feel free to take a snip of your chart and try posting it in as a picture as long as it’s readable on the screen. Powerpoint https://youtu.be/OapCnwbnggI and https://www.youtube.com/watch?v=VBw2LVG55zc https://youtu.be/7zEKoSpEi4A Own artwork Powtoon https://youtu.be/XcmW5VEZiEo Prezi https://youtu.be/oQK4Iq_9-gg HOW TO ADD AUDIO TO POWERPOINT PRESENTATION: CATEGORY 4 3 2 1-0 Title, Author, Theme & Form Title and author are included. Theme is accurately stated in a complete sentence. Form is correctly identified with an example to show the form. Title and author are included. Theme is stated in a complete sentence (may not be quite accurate, but it’s close). Form is identified with an example, but the example does not quite show the form. Title and author are included. Theme is present but may not be in a complete sentence or may not accurately encompass the poem. Form is identified, but no example. Title and author may not be included. Theme is missing or inaccurate/doesn’t fit the poem. Form is either missing or incorrectly identified. Sound Device 1 & 2 Both sound devices are accurately identified and a well-chosen quote is provided as evidence for each sound device. The explanation for each example is in-depth and thoroughly explains the effect of the sound device on the reader. The explanations reveal a personal connection with the text as well as how the theme is communicated through the sound device. Both sound devices are accurately identified. A quote is provided as evidence for each sound device although perhaps there were better examples that could have been chosen. The explanations are clear, but may be a bit vague or general. It is evident that the student understands the effect of the sound device overall and its connection to the theme. At least one sound device is accurately identified. At least one quote is listed in support. The explanation is present, but does not adequately explain the effect of the sound device. The answer is general and does not demonstrate understanding of the author’s use of the sound device. At least one sound device may be identified. One quote may be present, but it may not be an accurate example of the sound device. The answers overall do not demonstrate understanding of how the sound device is used. Figurative Language 1 & 2 Two examples of figurative language are correctly identified. There is one well-chosen quote for each example that shows the figurative language used in the poem. An explanation for each example is given on how the figurative language contributes to the overall meaning and theme of the poem. The explanation demonstrates thorough understanding of the author’s use of figurative language and its significance within the poem. Two examples of figurative language are identified although they may not be the most significant ones in the poem. Each example is supported by a quote from the poem, and an explanation is given for each example. Although the explanation is correct, it may lack depth and/or detail. It attempts to show how the theme is communicated via the figurative language. At least one example of figurative language is identified. One quote from the poem is present to support. The student attempts an explanation, but it is too vague/general to demonstrate understanding of the author’s use of figurative language within the poem. There may be at least one example of figurative language identified. At least one quote may be present, but the explanation is either missing or incorrect. Grammar, spelling, and punctuation Writer makes no errors in grammar, spelling, and punctuation that distract the reader from the content. Writer makes 1-2 errors in grammar, spelling, and punctuation that distract the reader from the content. Writer makes 3-4 errors in grammar, spelling, and punctuation that distract the reader from the content. Writer makes more than 4 errors in grammar, spelling, and punctuation that distract the reader from the content. Visual appeal Presentation is colorful and contains images that portray the poem’s theme. The poem or brief quotes from the poem are written on screen. Sound is incorporated—either a voiceover or music (or both). All of the relevant information from the three charts (sound device, figurative language, and form) is incorporated into the presentation. Overall, the presentation demonstrates effort, creativity, and understanding of the poem’s theme and the author’s use of figurative language, form, and sound device. Presentation is colorful and contains images that portray the poem’s theme. The poem or brief quotes from the poem are written on screen. Sound is incorporated—either a voiceover or music (or both). Most of the relevant information from the three charts (sound devices, figurative language, and form) is incorporated. Overall, the project is appealing, but may lack depth in some areas. Presentation is colorful and images portray the theme. The poem or brief quotes from the poem are written on screen. Sound may be incorporated but it does not serve to further understanding of the poem. Some of the information from the three charts (sound devices, figurative language, and form) is incorporated. The project may lack visual appeal and does not demonstrate much effort or creativity. Presentation is not visually appealing. The poem may not be written on screen, and sound may or may not be present. An attempt has been made to incorporate information from the three charts (sound devices, figurative language, and form), but the information may be inaccurate. Overall, the project demonstrates lack of effort and understanding.
Multimedia Poetry Assignment Throughout Lesson 1, you have explored the many ways in which authors use elements of poetry to communicate the meaning of a poem. Now, you have an opportunity to share what you know and do so in a multimedia format. You may choose any multimedia presentation tool you would like.
Assignment ID
371722
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CREATED ON
22 January 2018
COMPLETED ON
23 January 2018
Price
$30
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