Standards
for Poetry Videos
English
Language Arts>Communication: Oral and Visual>Select
and use effective speaking strategies for a variety of audiences,
situations and purposes.>Grades 11-12.
English
Language Arts>Communication: Oral and Visual>Give
presentations using a variety of delivery methods, visual
displays and technology.>Grades 11-12.
English
Language Arts>Reading>Analyze how an author uses figurative
language and literary techniques to shape plot and set meaning.>Grades
11-12.
English
Language Arts>Writing>Write responses to literature
that provide an interpretation recognizer ambiguities, nuances
and complexities and that understand the author's use of
stylistic devices and effects created.>Grades 11-12.
(Students had to do this benchmark before creating the
video; what they learned was applied in their choices in
creating the video.)
Technology>Standard 4: Technology and Communication Applications>Benchmark
A: Apply appropriate communication design principles in
published and presented projects.> Facilitate message
intent by incorporating design elements that contribute
to the effectiveness of a specific communication medium
into student-generated products (e.g., black and white footage
to imply documented truth; set design that suggests cultural
context)>Grade 12.
Technology>Standard 4: Technology and Communication Applications>Benchmark
B: Create, publish and present information, utilizing formats
appropriate to the content and audience.>Grades 9-12.
In
addition the following indicators were instrumental in creating
the poetry videos
English
Language Arts>Communication: Oral and Visual>Adjust
volume, tempo, phrasing, enunciation, voice modulation and
inflection to stress important ideas and impact audience
response.>Grade 12. (indicator) (Most
of the students' grades for this project were on this indicator.)
English
Language Arts>Reading Applications: Literary Text>
Evaluate ways authors develop point of view and style to
achieve specific rhetorical and aesthetic purposes (e.g.,
through use of figurative language, irony, tone, diction,
imagery, symbolism, sounds of language), citing specific
examples from text to support analysis.>Grade 12 (indicator)
(One of the main reasons I have students do the poetry
video is to establish the connection between CHOICE and
EFFECT. The choices they make in the visual domain
are often easier to understand than the literary choices
an author makes, but the principle is the same. These
AP students need to learn how to analyze such choices and
the resulting impacts.)
English
Language Arts>Writing Applications> Write responses
to literature that:
-----a.
advance a judgment that it is interpretative, analytical,
evaluative or reflective;
-----b. support key ideas and viewpoints with accurate and
detailed references to the text or to other works and authors;
-----c. analyze the author's use of stylistic devices and
express an appreciation of the effects the devices create;
-----d. identify and assess the impact of possible ambiguities,
nuances and complexities within text;
-----e. anticipate and answer a reader's questions, counterclaims
or divergent interpretations; an
-----f. provide a sense of closure to the writing. (indicator)
(Again, these are skills that preceded the creation of
the video. The video then will help them write future
analyses.)
