Digital Video Lesson

Poem Film: Creating documentaries that include visual connections to poems.
Author: Kelly A. Clunie
Grades: 5-8
Content Area: Language Arts and Media Studies
Overview of lesson plan: In this learning experience students will propose and develop a documentary film that connects visuals to a poems meaning.
Time Frame: 3-4 sixty minute class periods.
Objectives:
Students will be able to discuss and list various poems shared in class.
Students will be able to discuss visuals that are implied in different poems.
Students will be able to write a list of possible poems to propose for the development of the documentary.
Students will be able to develop a documentary film connecting visuals to a poem.
Resources/Materials: Paper, pencils, various poem books, film equipments (video cameras, computers with editing software, etc.)
Anticipatory Set: Students will work in groups to write a list of poems they think are striking, interesting, unique, or send a special message. Students will work in groups of three to four.
Engagement: The teacher will share some of her favorite poems. The teacher will clarify confusing quotes or stanzas through visuals that are running through the teachers mind while reading the poem. The teacher will then share a documentary developed about a poem called Lines by Martha Collins.
(http://www.teachertube.com/view_video.php?viewkey=e52005b8a21d538aaee2)
After viewing the documentary the teacher will discuss various visuals in the documentary that made connections to the poem. The teacher will discuss how visuals/footage in film can accelerate understanding of poems. The teacher will ask the students to share some possible ideas for their documentaries. Students will work in groups of three to four to develop a proposal for a poem to use in their documentary. Students should complete their proposals prior to the end of the first class period to the teacher. The teacher will screen all proposals to ensure students poems are appropriate and will lend various opportunities to collect footage to film the documentary. The next class period will include student’s story boarding their ideas for the different clips of the film. When students are ready they may begin filming. The third class will provide time for final filming and editing.
Closure: On the last day students will view their classmates’ films. While viewing the documentaries students will be asked to write down what visuals/footage were used in the film to connect to the written poem.
Appraisal Strategy: Students will be appraised based on their group participation in developing the documentary, participation in group discussions/assessments, and ability to develop a documentary that incorporates appropriate visuals that connect to a poem.