Digital Poetry Coffee House

 Coffee Image

 Outline for the Project and the week of April 23:

• Monday

• Tuesday and Wednesday

• Thursday and Friday

• Places to find a poem

• NJCCCS

• Storyboard template: Storyboard download

• Lessons on creating a movie: tutorials

Welcome to the wonderful world of poetry!  Love, hate, sorrow, joy, beauty, the natural world - these are just a few of the themes that poets have written about since the beginning of time. Poems come in all shapes and sizes. They can be full of music and wonderful images that create clear pictures in our mind or they can be dark and bleak and explore the seamier side of the souls of men.

We are all poets. Whenever we describe the sights, sounds, tastes, smells and emotions that we have experienced, we are using the language of poetry.

The main purpose of this assignment is to help you develop an appreciation of poetry through reading the work of a specific poet.   It is also intended to  familiarize you with some of the poetry resources available on the Internet, and to encourage you to connect with the poetry by creating a personal presentation using MovieMaker, iMovie, or PowerPoint.  

At the Favorite Poem Project site are some examples to give you a working idea of what you will be completing (Your assignments do not need as lengthy an introduction as many of these.).  Use our first day in the lab to explore these examples and to find a few poems for your project.
 

Keep a Poem in your Pocket Day--April 27, 2006

On April 27, we ask you to keep a poem in your pocket and share it with a teacher, friend or family member.

April is National Poetry Month. To celebrate this occasion, we will be exploring poems in class, writing our own, and publishing them on the web. To complete this task, we are going to need poets, illustrators, editors, and geeks.

• Monday: Poetry Hunt
  
  

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• Tuesday and Wednesday 
  

  • Create a 30 second movie about Poe's life.  Use pictures of Poe, symbols, images,  etc. and create a quick movie.  Or you can work on creating the story of Cinderella.  
    

  • Choose poem, make sure poem is unique in the classroom, start thinking about putting together your digital reading.
    
    Because some will work better at home on their digital reading/movie assignment and others will work better in school because of the availability of resources, students are allowed to choose how they will complete their assignments.

• Thursday and Friday

Work on poem project.  You should have chosen a poem at this point and started to work on:

• Dramatic reading (Remember you can use Ms. Vitale's suggestions for creating prompts for reading poetry.

• laying out storyboard

• searching for sounds/graphics to augment your assignment.

 

To find text of poems, you can either Google them or check out the following sites. Poetseers Poetry 180  Poetry Hunter  Representative Poetry The Academy of American Poets PoetryFoundation.org If you really get stuck, try our library! Need to find a poem? Having a problem deciding on a poet or a poem?  Try one of these.  Listed below is an eclectic list of several poems.  All are written by recognized poets from the Romantics to the sarcastic. How to Eat a Poem--Eve Merriam Stopping by Wood on a Snow Evening--Robert Frost The Red Wheelbarrow--William C. Williams Because I Could Not Stop for Death--Emily Dickinson Spring--Edna St. Vincent Too Blue--Langeston Hughes The Road Not Taken--Robert Frost Lady Lazarus--Sylvia Plath Conqueror Worm-- Edgar Allan Poe Ducle Et Decorum Est--Wilfred Owen War is Kind--Stephen Crane my sweet old etcetera--ee cummings Chicago--Carl Sandburg Naming of Parts (From Lessons of War)--Henry Reed The Unknown Citizen--W.H. Auden Death Be Not Proud--John Donne Shall I Compare Thee to a Summer's Day--William Shakespeare The Hangman—Maurice Ogden Mad Girl’s Love Song—Sylvia Plath Richard Cory—Edward Arlington Robinson Do Not Go Gently into that Good Night—Dylan Thomas My Mistress’s Eyes Are Nothing Like the Sun—William Shakespeare The Raven—Edgar Allen Poe The Highway Man—Alfred Noyes Rhyme of the Ancient Mariner—Samuel Taylor Coleridge Cremation of Sam McGee—Robert Service Captain, My Captain—Walt Whitman Birches—Robert Frost I Know Why the Caged Bird Sings—Maya Angelou Sympathy (I Know Why the Caged Bird Sings)—Paul Dunbar The Seven Sorrow—Ted Hughes my sweet old etcetera—ee cummings Sadie and Maud—Gwendolyn Brooks To a Mouse—Robert Burns Get Up and Bar the Door—traditional ballad Casey at the Bat—Ernest Lawrence Thayer Constantly Risking Absurdity—Lawrence Ferlinghetti The Prophet (any of the sections)—Kahlil Gibran The History of the Airplane-Lawrence Ferlinghetti Ode on a Grecian Urn—John Keats The Psalm of Life—Henry Wadsworth Longfellow The Highwayman—Alfred Noyes The Unknown Citizen—W.H. Auden Ars Poetica—Archibald MacLeish  No Man Is an Island—John Donne  Sick Rose—William Blake  Spring—Edna St. Vincent Millay  Rumpelstilskin—Anne Sexton  Adrienne Rich—Power  Maya Angelou—Still I Rise  How do I Love Thee--Elizabeth Barrett Browning  On Turning Ten—Billy Collins  Love Song—T. S. Elliot  A Thing of Beauty—John Keats She Walks in Beauty--Lord Byron My Last Duchess--Robert Browning The Rebel--Mari E. Evans Unfolding Bud--Naoshi Koriyama

NJ Core Content Curriculum Standards

Reading:

• Practice visualizing techniques before, during, and after reading to aid in comprehension.

• Interpret how literary devices affect reading emotions and understanding.
• Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox).
• Read, comprehend, and be able to follow information gained from technical and instructional manuals

Writing:

• Employ the most effective writing formats and strategies for the purpose and audience.
• Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
• Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.

Speaking:

• Modulate tone and clarify thoughts through word choice.
• Use a rubric to self-assess and improve oral presentations.

Media:

• Recognize that creators of media and performances use a number of forms, techniques, and technologies to convey their messages.