Poetry, Movies, and Critical Thought
The purpose of this project was to analyze and create poetry based on previous analysis of two distinctly different genres, to understand, evaluate, and apply grammatical techniques with specific focus on dependent clauses and phrases, to implement poetic elements and structure to create meaning while maintaining the theme and tone, and to utilize iMovie or Windows Movie Maker as a tool to enhance the meaning of their poetic creation.
Upon completion of scenario 2 of my thematic relevant and innovative learning scenario, students will Raise Rigor and Meet 21st Century Standards. Upon completion of Poetry Analysis of “A Long Walk” by Robert Frost utilizing TPCASTT, student partnerships or groups of no more than 3 will create poetry that matches the theme and tone from scenario 1 “OMP-Oh My Popplet” and students will follow the grammatical format/structure of Robert Frost’s poem, “ A Late Walk.”.
Students will create stanzas to create an insightful and meaningful poem. After the revision and collaboration, students will script out their poem and create a visual production of their poetry with music, images, and narration (unless only Movie Maker is available-if this occurs, students must choose between narration or music.) Students will then load to You Tube and imbed their video in our class Prezis for peer analysis.
Movies are a creative means for students to become actively engaged and invested in critical thought, organization, creating transitions, solidifying transitions, evaluating purpose, theme and tone. Movies generate an avenue for students to practice publication and understand the significance of creating connections within poetry that reflects critical thought.
As you can see in the pictures and video, the students were actively engaged and invested into the analysis and the creation of their poetry. The pictures indicate that students continued to revise and edit their poetry to meet the requirements and ensure that their purpose, tone, and theme were not lost in their video translation.
Due to limitations of access to iMovie, some students used Windows Movie Maker for their productions, consequently, their productions are not as engaging as those that were able to utilize iMovie. Students that used Movie Maker had to choose to either narrate or include music; however, those that were able to utilize iMovie were able to incorporate more transitions, more sounds, narration, and music-their productions were more powerful. Due to the inability to provide access to iMovie for all students, the rubric had to be adjusted so that students were not penalized for not including all aspects of the initial requirements.
I can see each of you scrambling around, opening windows, scrolling through assignments, panic stricken-going-WHAT?!? ANOTHER ONE!?! You know those little angel guys and devil guys that hang out around on our shoulders-well, devilish won out this morning. LOL I just couldn’t resist the urge to create havoc, so all could run ‘amuck’ in chaos with me this morning. EG
So, calm down-NO! You can’t fly or drive to Texas and shoot me-IT IS ILLEGAL-just in case you didn’t know. LOL Take a deep breath, don’t hold it too long or you may pass out, then let it go, turn on the music, strip down to what you were born with (NO-don’t video tape it-my stomach is already feeling queasy-so we really don’t need that iMovie shared-G) and dance around like Tom Cruise in Risky Business-or I think that was the movie, or you can pretend to be in Flash Dance–and yes, PUN intended-hehehehe. Anyway, just celebrate that we survived-we made it-we didn’t give up-we conquered ETC together! YES! And-we gained a wealth of ideas, techno tools, lessons, and skills necessary to engage anyone in any setting. We are the Skywalkers of education-maybe we don’t look as peaceful and secure within the havoc as Luke Skywalker does in Star Wars, but HEY-looks aren’t everything-the end result and confidence beats out make-up and clothes any day of the week!
Don’t celebrate too long-Capstone is due on Monday, and, well-if you were to show up to your campus/school naked, you would get fired, arrested, and who knows what else, so celebrate a little bit, then get dressed-stop scaring your cats and dogs-finish your Capstone paper, and let’s dive into our next course together-with the force of determination with us, success blowing through our hair, and ideas flowing like Mozart-ready or not Training and Motivational Development-here we come-we sure hope you are ready! 🙂 MUhahahahahahaha–dang-I’m going to have to shoot that little devil guy!
DECISIONS, DECISIONS, DECISIONS!
WOW! I mentioned the power of this three little word earlier, but WOW! I have to say it again! Viewing the plethora of RILS, it has been VERY hard to even choose which ones to provide comments to and about, so I have decided that this week, I will introduce a couple that I am planning on implementing into my own classroom within the next couple of months, but then I plan on providing additional connections to some RILS and technology that I plan on implementing later this year in some additional posts, to allow readers to experience the amazing technology and ideas that are exploding on Full Sail’s Educator Studio from Grad students. So, keep checking back-I promise to provide you with some new ideas and platforms to engage students in your classrooms and your children at home-amazing stuff coming your way!
SCHOOLOGY AND POPPLET-THE RECESS PEANUT BUTTER CUP OF CRITICAL THINKING: Hebrews: On the Journey with Schoology
I relate to the video and lesson posted on Education Studio at http://educatorstudio.com/lessons/hebrews-journey-schoology-popplet by Stuart Greaves because raising the rigor of critical thinking and providing relevant and insightful rationales has been a major focus and concern within my own classroom and across all districts that I enter into to train for Laying the Foundation. We all want to create a learning environment where our students can think for themselves and analyze the world around them in meaningful ways, and because of that I really liked how Stuart emphasized this aspect within the lesson. The title of my blog site is Phontistery-where thoughts explode, and if you are looking for something to help you help our future leaders and societal contributors, you should go check out Stuart’s post and lesson. It is a journey well worth taking.
If the link doesn’t work-try this URL:
TIME TO END HIBERNATION-AWAKE THE TECHNOLOGY!
Linda Eiler’s Blog Post: Wow! I Can Do THAT with Mimio! will light a fire under your-your-well, back side, and convince you to dust off that technology you haven’t known how to utilize and eagerly pull it out and practice! If you have Educator Studio access, you access the entire lesson plan with attachments and materials that you may need on her lesson plan. Click on Educator Studio, and it will take you to her post. You all know we are guilty-we throw a huge fit and beg and beg and beg that we HAVE to have this newest techno device to engage our kids, but we get it…and…unknown to the powers that be-we hurriedly throw it under a table in the box, or we actually take the initiative and unpack it, then ever so gently, toss into the treasured teacher closet that has become the metaphorical closet of wishes and meant to’s. Don’t worry-I am ONE OF those teachers-and my closest has so many meant to’s sitting in it that it is sad-like my own little grave yard of technology. It has become so depressing to look in there and see all of the reminders of what I should do or need to do, that I just quit opening the dang thing. BUT-NOW-on Monday, I am finally going to pull out that Mimio and start practicing with it! Why? I know the anticipation of what has lit the fire under my ‘you know what’ is KILLING you, so-the motivator, the reason, the goddess of kicking Jackson out of making excuse mode to actual implementation is Linda Eiler! She has created this amazing lesson teaching teachers on how to utilize Mimio-you know one of those USEFUL trainings where a teacher actually creates it, guides it, and makes sure that it applies to what educators need! I want to say THANK YOU Linda–because I needed that, my closet needed that, and my students definitely needed me to quit making excuses-this is really awesome! Y’all have to go check it out! And-Linda, I have requested that you make more-as soon as I get into my closet at school, I’ll let you know what else you need to create-LOL
In case the links do not work, here is the actual URL:
I learned a plethora of concepts throughout the initial implementation, and found that I needed to make adjustments while implementing. One thing right off the bat was student confusion with the expected layout of the Popples. I wanted students to create webs to demonstrate connections, and my instructions were too teacher oriented to make reasonable sense to my students. Consequently, I revised their instructions into Comic Life and provided examples of what each section of their Popple should look like. In addition, I guided them through establishing the layout. See below:
As you can see, this is more student related in comparison to my original instructions. Remember, I also provided specific examples of expectations related to creating commentary as well. This guided students to creating valid and insightful commentary instead of superficial explanations of just restating quotes.
Another change I implemented during the implementation phase was limiting the number of themes and tones each student partnership had to determine. In addition, I decreased the forms of literary element from utilizing all five primary forms of elements-diction, imagery, detail, figurative language, and syntax-to just diction, imagery, and syntax because during our guided questioning and discussion phase, students commented on the kinds of literary elements that would be typically found within a non-fiction document-literary or not-and the result was a community assertion that there would not be an extensive amount of figurative language and that locating details would be too simplistic. Consequently, students voted and the five forms of literary elements shortened to three: diction, imagery, and syntax.
I have already adjusted many of these on the fly changes into my RILS plan prior to submission to Educator Studio. If you would like to review the plan, please access the following link:
You can’t access the handouts from my blog post, but you can get the gist of the information and the project objectives, material list, and etc-right here—just a click away. 🙂 Enjoy!
NOTE: I will continue this RILS into some other RILS that I am implementing into my classroom this six weeks. This is the first step in a list of 5 emerging technologies and skills that I am implementing. Keep checking back. I’ll update as I have the processes completed and implementation analyzed! 🙂
|Name: Catherine Jackson||Thematic RILS-Scenario 1|
|RILS Scenarios||1: Utilizing Popplet|
|Brief Overview||In order to enhance critical analysis and understanding, students will read a literary non-fiction text. After reading, student groups will utilize Popplet to mind map a minimum of 3 themes and 3 tones in the text. Popplet must include visual representations of themes and tones, quotes from text representing themes and tones, and explanations representing how the textual evidence demonstrates the indicated themes and tones.|
|Target Audience||Middle and High School|
|Emerging Technology||Popplet is a mind mapping program that includes visuals, sounds, and movie imbedding.|
|Objectives||After completing the lesson students will demonstrate relative mastery in regards to the ability to:|
- Analyze the effect of literary elements: diction, imagery, detail, figurative language, syntax
- Analyze author’s purpose to create universal connection.
- Analyze organization and purpose through creating complex inferences about text.
- Determine and analyze stylistic elements and the figurative meaning of phrases to establish purpose and form
- Analyze how an author’s use of language creates imagery, mood, tone, theme, and universal statements.
- Create visual representations of themes, literary elements, and connections while mind mapping
ProcedureProcess to follow:
- Flexible Grouping: Utilize formal and informal assessments to establish groups-be sure to partner students up to achieve maximum learning. Try to partner up based on skill ability to ensure students are actively participating and acquiring the necessary skills to be successful.
- Choose a piece of literature-in this case Literary Non-fiction is an area of weakness for most students and tends to create a lack of interest with students-utilizing technology helps students become more engaged.
- Establish Popplets to share with students-if you use the five free, demonstrate as whole class how to establish a popplet and share collaboration.
- Utilize discussion to emphasize the necessity of questioning what is relevant and how evidence creates a connection to tone, theme, and purpose.
- See Theme Sheets attachment to utilize for theme selection-each student selects own theme.
- See Tone Sheets attachment to utilize for tone selection-each student selects own tone.
- Guide students via whole group to establish parameters and layout of Popplet for analysis. See attached student instructions and modeling handout.
- Provide demonstration and modeling handout detailing requirements and samples of expectations.
- Provide mind-mapping rubric for peer critiques. Review and model critiquing work.
- Students present analysis and mind-maps created on Popplet.
- Review the teacher specific directions in attachments.
- Review the student specific directions/instructions in attachments.
Social ParticipationFlexible Groupings-Small Groups-analysis of a literary non-fiction Small Groups or Partnerships to collaboratively create:
- the mind map
- textual evidence, literary elements
- visual representations.
Small Group-critiques and reviews of peer’s Popplets. Whole Group and small group: Popplet presenations.
Making ConnectionThe Learners will make connections with:
- Previous Knowledge: students will connect with what they have previously learned via any literature or non-fiction piece read within this school year in order to create an understanding about various tones and themes. Students will also connect to a previous analysis assignment titled “Three Levels of Reading.” Another connection students will make is to a theme mind mapping activity completed the first six weeks of school. Students will refer to their own student samples of poster/bulletin board mind maps created this school year, and refer back to the personal visual representations created this year representing themes and tones.
- Relevancy: Learners will gain a better understanding of utilizing reading strategies to establish connections and make inference. Learners will create connections between assertions, textual evidence, and commentary. Learners will understand the significance of creating valid and relevant connections between ideas and language in order to become better communicators and increase critical thinking. The increase of understanding, analysis, and critical thought creates opportunities for learners to be successful in life because they become effective communicators.
- Audience: Middle School and High School Students-specifically 6th/7th ELA
- Guided Question Responses
- Poplett design, purpose, accuracy, validity RUBRIC
- Popplet Media presentations RUBRIC
Student ReflectionStudents will provide reflections on each group’s Popplets. Students will reflect on Popplet presentations, and students will self-relfect regarding their Popplet after receiving peer critques/evaluations. Students will also self evaluate their comfort level each day of this project. After completion, students will evaluate their understanding of the process, point of the project, and assess level of mastery via a questionnaire.Teacher ReflectionAfter completion of project, teacher will evaluate the rubric scores, areas of strength and weakness, student questionnaires, presentation of project, the direction and instruction of project, and length of time utilized. Teachers will evaluate the data and make appropriate adjustments after reflection.Additional NotesThis is scenario 1 in a thematic unit utilizing a multitude of emerging technology and providing rigor and relevance for students.
Now that you are somewhat familiar with the layout and functionality of the toolbars, imports, and general layout of iMovie, it is time to dig in and start creating. iMovie makes it easy to tweek what we import and add effects to give our personal video clips a professional appearance, and iMovie provides an anvenue to make those previously boring trips, award programs, and first moments not such a snooze fest. Yes, I know-abhorrent of me to infer that we aren’t all as excited as you are about your kids first nose blow or sneeze, but well-we aren’t, but if you can start adding some video edits and create some intensity and build-up, instead of yawns and glazed eyes, you might actually captivate us and help us see the connection and significance that had been previously lost. How do you manage that? It is easy in iMovie!
First you have to remember that if you edit a clip in the event window then you change it forever, so unless you want to adjust the color, size, or enhance the image permanently, make adjustments in the project pane. When you move clips into the project pane, just select the clips you want to move by clicking on the clip. A yellow frame appears. Drag the yellow frame to include the clips you wish to move to your project window. Then drag the entire frame into the project area. If you want to select all of the clips, select command A on your keyboard and you can move everything at once. You can use this feature in conjunction with any tool or adjustment. When you move any clip into the project pane, remember to select the appropriate settings-US films are typically recorded in 30 second frame ratios-if this is not what the video was recorded at, adjust when you drop the clips into the project pane. This window opens above the viewing pane when you drag and drop your clips.
You can select the amount/time of the clips you wish to use in the event pane or you can adjust and trim clips after you drop into the project pane. Here is all you have to do to shorten or lengthen clips: remember the yellow frame mentioned earlier? Just adjust that frame by shortening it or lengthening it-voila! When the yellow frame is present, you can also just use your right arrow and left arrow on your keyboard to adjust the length of clips. If you want to keep the time the same to not change the length of video, you can also utilize the slip editing. This option allows you to slide the yellow frame back and forth to keep the timing as you had initially intended. Great feature-especially if you have already incorporated music into your production.
If you want to create precise cuts, you can utilize the precision editor by clicking on the action icon in the clips. Here is where you can also access clip trimmer, audio, clip, and video adjustments options. You can also use the action icon to crop and rotate clips. If you would like to split a clip so that you can enhance a specific action in one clip, you position the mouse where you want to split and then click on shift command S-this will split the clip. To identify a split clip, look for straight lines around the clip. Clips normally have round edges, but if it is split the edges will be straight corners. If you want to join a clip back together, just place them side by side and then select join clip by clicking on one of the clips. The option immediately appears. For those that are used to the traditional time line, you have the option to activate this feature in iMovie. Look in the top left corner of the project pane, and you will see a line of three dots/boxes that are grey. Click on this feature and you can utilize iMovie like you do Roxio or Windows Movie-in a time sequence.
In addition, iMovie allows you to easily add effects to clips and still photos. You can even create a still photo from within a video clip. Set the clip to where that image is centered. Click and it automatically becomes a still photo within your video production. Here you can apply the Ken Burns zoom effect to that image by clicking on the image in the project pane. In the viewer the image will appear with a red and green box. The green box can be resized to indicate this is where you want the photo to begin-then the red box indicates where you want the photo to end. This is the same feature you use when you are cropping, but the red lines allow the photo to be zoomed in and out-creating action within the still shot. You can also incorporate photos from iPhoto or your media browser or even an external drive by just clicking, dragging, and placing the images wherever you want into the video project pane. And—if you get some videos or even photos that are blurry, color is distorted-no worries. You can easily adjust by double clicking on the clip and access the video tab. This allows you to adjust to brightness, contrast, saturation, change color range, or even manually use the color wheel to adjust the amount of primary colors you enhance in that clip.
To apply transitions between clips, you can drag a transition between two clips or even apply the same transition to all. How do you apply transitions? Look on the tool bar and locate the box on the middle right between the viewing pane and the event pane. Click on the icon that has two trapezoids connected together. This opens the transition options. In this same location, you can add titles and text to your clips. You just select, click, drag, and place. Then the text opens up in the viewing window and you change the text to what you want. Another AMAZING iMovie feature is the blue and green screen option! This allows you to imbed video on top of video-like the weathermen on news stations. You can put your self or your clips right in the scene-even if you weren’t there originally! All you need is some green paint or blue paint, a wall, and some creative ideas. Make sure advanced preferences and tools are clicked. Then you can add a scene clip or even add a map or world feature. Apply a clip with the blue or green background right to the clip your want to be superimposed into. It is an amazing feature! I can’t wait to try this one out!
Last, but definitely not least, is the Movie Trailer feature! I LOVE, LOVE this option! Here you just go to themes on the main task bar-go to file and project themes. Select the one that best fits, and follow the process. Go to outline, input the text information that fits your clips. Then go to the storyboard so that you can easily move clips that match the frames! Once you enter in what you want-voila! A movie trailer worthy of production-and the music is already added for you!
So, I imagine you have been anxiously wondering where I have been. I know you have been worried and stressing over my momentary disappearance, and you must have been pining away for my ever so ungraceful thoughts to meander back into my blog. No worries-I’m back. I was momentarily kidnapped by the powers that be-teenagers and education, but I have broken free from their grasp to become schooled-Yes, I said it-as grammatically incorrect as it is-I have been schooled. What a schooling it has been too! Since beginning the EDMT program at Full Sail University, I have been immersed into the Apple World-a world as unfathomable as understanding teenage girls. I have been exposed, pushed, questioned, motivated to become quite quaint with Apple-specifically the Macbook Pro.
Through this shove into Apple land, I have had to utilize new programs and establish connections and projects-build relationships with the various components available on my Macbook Pro. Has it been super easy? Not exactly, but the new operating system and programs that I utilize on my Macbook Pro have really made this interactive and budding relationship almost a walk in the park. Have I had hiccups along the way? Yes. Have I wanted to throw the computer on occasions? Yes, but we all know great relationships integrate the struggle and discourse into a bonding and sincere connection. So, my Macbook Pro and its programs-children-have developed a sincere appreciation for one another. You know we aren’t supposed to have favorites when children are involved, but I have to confess that I have developed some Apple program favorites-Garageband, Comic Life, Pages, and iMovie. My current eye candy of programs is iMovie, and thanks to Lynda.com and presenter/trainer Garrick Chow, I feel like iMovie and I have become best friends.
Step 1: Let’s Connect!
In this particular training, iMovie is divided into eight primary sections; however, I have divided the original eight into three sections in order to provide you with basic summaries and capabilities housed within iMovie. We shall call this a lesson in synopsis and easy integration-this is what you need to know to create entertaining and engaging videos-exposed, revealed here by one who has developed an intrinsic relationship with iMovie.
To get started-first thing, as with any movie program whether it is Roxio or even Windows Movie Maker, you have to import a video/movie to even begin creating a cinema masterpiece. Essentially, here is what you need to know-you connect the camera via a firewire, usb cord, SDHC Card, or even live action capture-but the connection is simple. Plug whatever your video camera came with into the pc BEFORE turning on the camera-if you are connecting to any camera, make sure it is in playback mode prior to turning it on-the rest is easy. Follow the instructions on the screen in iMovie. Click on import, create new event, and VOILA! You now have video footage to work with! Clips galore! But wait…so, you have all of these videos at your fingertips, you can watch them, but what do you do with them now that you have imported them to iMovie? You can’t do ANYTHING until you figure out the interface-this is the HOW behind the what-the creation behind the movie. The interface is broken into 4 primary components: The project window, the viewer, the event browser, and the event viewer. See below:
Understanding the function within each pane helps creating an actual movie easy. Know that whatever you do in the event viewer changes that event, but if you move clips from the event viewer into the project pane, then you are only making changes to the clips in the project pane and your original event stays as you imported it. You can switch the location of the project pane and the event viewer and event browser by clicking on the swirled arrows-if you need your project area size to increase. You can scan in your event viewer and mark footage as favorites or potential discards by utilizing the advanced tools. To activate these you go to the iMovie title at the top left of screen, click on preferences and you can activate the advanced editing tools. This will allow you quick access to identify and edit various clips from searching for favorites, people, various attributes such as one person, two people, nature, and etc. With advanced tools right at your fingertips, you can also tag clips to make the search easier and quicker. You will find the advanced edit tools between the project pane and the event viewer pane. See below:
Understanding the toolbar and organizing video clips creates an easy, quick, and stress free work environment when creating movies-these tools are the ticket to creation in iMovie.