EXPERIENCE OVERVIEW
Name of Project:
Recontextualizing Poetry for the 21st Century
Subject/Course:
AP Literature and
Composition
Teacher(s): Blake Jessup
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Duration:
3 – 5 days
Grade Level: 12
Other Subject Areas:
Unit Goal for Student:
Summary of the issue,
challenge, investigation,
scenario, or problem:
How can a text be adapted to reflect and establish 21st century literacies using Multimedia tools while still
adhering to the thematic and universal meanings of the original text?
Enduring Understanding(s)
Authors use patterns of imagery, literary allusions, and conceits to reveal theme, set tone, and create
meaning in literary works.
Being able to remix media content (and knowing when doing so is appropriate) can facilitate the
understanding of literary works, music, and art; it can also help lead to a deeper understanding of copyright
and cultural clashes.
Multitasking is required in the new media landscape – and that includes learning when it isn’t good to
multitask.
Collective Intelligence and Distributed Cognition (the ability to pool knowledge and meaningfully interact with
Digital tools to expand mental capacity) are essential skills in participatory culture.
Writing is more effective when coupled with the ability to circulate it to the communities where it will matter.
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Essential Question(s)
How can New Media Literacies enhance, refine, and enrich the reading of a text?
How do texts evolve and communicate meaning across multiple modalities?
Curriculum Standards Bundle (Stage 1)
Content and Process
Standards (TEKS) to be
taught and assessed:
Highlight those targeted for
depth.
ELAIV.3A Evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary
time periods.
ELAIV.7A Analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create
meaning in metaphors, passages, and literary works.
ELAIV fig. 19A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing,
making connections, creating sensory images);
ELAIV fig. 19B make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support
understanding.
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Other Required Standards
to be taught and assessed:
(i.e. CCRS, Graduate
Expectations, Local
Objectives, etc.)
MacArthur / JenkinsNew Media Literacies Assessed:
Appropriation: the ability to meaningfully sample and remix media content.
Multitasking: the ability to scan one’s environment and shift focus as needed to salient details..
Distributed Cognition: the ability to interact meaningfully with tools that expand mental capacities.
Collective Intelligence: the ability to pool knowledge and compare notes with others toward a common goal. This
ability is key to open source projects. Being able to pool knowledge with others can allow us to solve challenges far
more complex than the individual mind can process.
Judgment: the ability to evaluate the reliability and credibility of different information sources.
Transmedia Navigation: the ability to follow the flow of stories and information across multiple media.
Networking – the ability to search for, synthesize, and disseminate information. Writing something isn’t enough
without the ability to circulate it to the communities where it will matter.
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Authentic Learning
Provide authentic context that reflects
Elements to be integrated: the way the knowledge will be used in
Check all that are targeted in real-life
this unit.
Provide authentic activities
Provide access to expert
performances and the modeling of
processes
Provide multiple roles and
perspectives
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Promote articulation
x
x
Support collaborative construction of
knowledge
x
Provide coaching and scaffolding
x
x
Promote reflection
x
Provide for authentic assessment of
learning within the tasks
x
21st Century Skills/NETS to Creativity and Innovation (NETS 1)
be taught and assessed:
Communication and Collaboration (NETS 2)
Critical Thinking/Problem Solving (NETS 4)
Major Products &
Performances
Group:
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Individual:
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Information, Media, or ICT Literacy (NETS 3)
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Life and Career Skills
Digital Citizenship, Technology Operations and
Concepts (NETS 5and 6)
Student will create meta-textual digital poems from previously published texts and
evaluate how digital resources expanded their understanding of the text.
Students will create Blog for meta-textual digital poem.
Students will create non linguistic video interpretation of poem to post on participatory
platform.
Student will appropriate media, evaluate media sources, and collaborate to produce
above products.
ASSESSMENT (STAGE 2)
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Entry Event to
launch inquiry,
engage students:
Teacher will present a physicalized text of a poem AS VIDEO and ask the students to explain how the varieties of imagery
facilitated the communication of theme the poem. Poems: “Stealing” by Carol Ann Duffy. “We Real Cool” by Gwendolyn
Brooks.
Students will use “pollseverywhere.com” to determine which was more engaging/stimulating
Students will critically evaluate their choices.
Ask: How can we make a poetic text more engaging for the average reader?
Assessments
Formative
Assessments
(During Project)
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Students will be informally assessed as they implement and adapt to new media literacies.
Student collaboration will be informally assessed using deadline stamps.
Student negotiation and transmedia navigation will be assessed using quick writes/exit tickets
Summative
Assessments
(End of Project)
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Student meta-textual digital poems will be posted and evaluated by peers for evidence of New
Media Literacy.
Students will post comments and evaluations of other group poems in comments section of Blog.
Students will post critical responses to student videos on participatory platform (VoiceThread or
YouTube)
Student groups may post a video response or meta-textual digital response to projects.
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Resources Needed Materials:
1. Copies of 7 (different) contemporary poems in 7 different packets for students
Example: “Here Bullet” by Brian Turner, “Little Cosmic Dust Poem” by John Haines, “The
Preacher” by Louis Jenkins, “Boy At the Window” by Richard Wilbur, “iPoem” George
Bilgere, “Kearney Park” by Gary Soto, “Quilts” by Nikki Giovanni
2. Markers, craftpaper, props
3. Video camera, camera, Smartphones, tripod
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Resources:
Reflection Methods
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(Individual,
Group, and/or
Whole Class)
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Thinglink.com student accounts
Blogger/ Wordpress accounts
Youtube channel
VoiceThread educator account/channel
Vine App
Twitter Account
1:1 or 2:1 computer ratio
Multimedia project rubric
Critical Discourse Rubric
Commentary Guidelines
Whole-Class Discussion
x
Small group discussion/individual:
Commentary and critique
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Survey: Pollseverywhere.com
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Focus Group
Fishbowl Discussion: Students participate in
backchannel discussion using Today’s Meet
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Blog: Students post critique on blog.
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LEARNING EXPERIENCES(STAGE3)
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Phase I: Motivation Actitvity (approximately 10 mins)
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Learners will view two different methods of contextualizing poetry on video.
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Learners will decide with polls everywhere which was more stimulating?
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Teacher will ask students to critically evaluate choices.
Phase II : Input (Teacher Driven) Activity
Learners will be presented with the formal lesson:
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“This week we are going to create meta-textual digital poems from contemporary texts and evaluate how digital resources expand the
understanding of the text.”
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Learners will view video clips of previous poetry assignments.
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Learners will be asked how previous projects could be made more relevant to a 21st century audience.
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Learning groups will brainstorm ideas for how media tools can converge to create new meaning to an existing text.
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Teacher will present assignment on slide and with a link to youtube video that also explains the project in a series of screenshots.
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Teacher will present models of new media platforms
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Teacher will have students locate possible multimedia media modalities on teacher blog
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Phase III : Output (Learner Driven) Activity
Students will begin two/three day multimedia poetry annotation project
I. Physicalized context production
Learners will collaborate to select poem from packet. Students will paraphrase poem using Modified TPCASTT method.
a. Collaborate to identify and connect speaker, occasion, audience, purpose, and tone of text
b. Collaborate to support connections with text evidence.
c. Collaborate to identify all physical imagery.
d. Hypothesize how images could be more effectively communicated if they were physicalized with the action of sight, sound, touch,
and movement.
e. Students will create, collect, and coordinate the presentation of “new” artifacts in the context of a multimedia presentation. Students
may use photos, gifs, film, video, sound effects, dance, movement, and any other relevant NON VERBAL representations in their
presentations.
f. Students will perform/present physicalized poems and post video to http://www.youtube.com/user/jessupsenglish
II. Recontextualized Digital Meta-Poem project
a. students will create recontextualized versions of poem using thinglink pins to visual, auditory, kinetic, and kinesthetic imagery (video,
static image, gif, flash,and mp3) to establish and elaborate the connotative value of words and text.
b. students will critique how thinglink poem establishes new value and new meaning to a contemporary text while adhering to the
thematic unity and sensibility of the original text.
c. students will post hypertext and analytical text as web pages on afterschoolpoetry.Blogspot.com
d. Students will link Blogs/metatexts to Vine app that is fused with Twitter account
d. Students will evaluate each other’s meta-texts and leave constructed responses using formal response guide.
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