Modern American Poetry English Grade 10 integrated Arts Unit Plan

Modern American Poetry an English Grade 10 integrated Arts Unit Plan

Knowledge (Content)

Students will study American poetry written after 1900. Including T.S Elliot - The Hollow men Lawrence Ferlinghetti - Two Scavengers in a truck, Two beautiful people in a Mercedes Jim Carroll - 8 Fragments For Kurt Cobain
Final Assessment To present a Poem both visually and auditory

Overview Big Picture Students will better understand how poetry has shaped 20th century America. Essential Questions

1. Poetry and its links to the world? 2. What are the skills needed to interpret poetry? 3. What are the essential literary elements of poetry?
Intentions Students will come to see how poets utilize 'literary conventions' such as imagery - diction, metaphor, simile, personification, onomatopoeia, irony, symbolism and juxtaposition to shape meaning and further express their views. Students will come to see how; poems can be presented visually and audit-orally to further enhance meaning and develop understanding. Students will also come to see how poetry has shaped and been shaped by historical contexts. Students will understand how creation is a process of building upon experiences both internally and externally, cooperation, feedback and editing.

Objectives (Skills) Students will read a variety of poems written by 20th century American poets. Students will engage in literary analysis of poetry. Students will learn various literary terms and be able to use those terms in written and oral analysis of poetry. Students will be able to present their analysis in the form of a visually interpretive performance. Students will connect poetry to a wider set of human forms of experience and expression. Students will connect Poetry to the wider context of 20th century American Literature

Shanghai American School Grade 10 English Standards & Benchmarks addressed Language Arts, Grade 10, Writing Process Standard I - Use the general skills and strategies of the writing process Incorporate most of the following in purposefully constructed compositions: ideas, organization, voice, sentence structure, word choice, and conventional usage Demonstrate an ability to use strategies of the writing process including revision of drafts to write analytical compositions Style/Rhetorical Technique

Standard II - Use stylistic and rhetorical techniques in a variety of written genre

Support generalizations with detail, evidence, or examples Use a variety of transitional devices Use accurate diction and introduce varied sentence structure in compositions

Grammar and Mechanics Standard III - Use grammatical and mechanical conventions in a variety of written genre Build competency with grammar usage, spelling, and punctuation to effectively participate in the editing process.

Research Standard IV - Use the skills and strategies of the research process -Gather -Analyze and interpret -Respond Use and evaluate the credibility of a variety of print and electronic sources to gather information for research topics and to draw and support conclusions. Reading Process

Standard V - Use the skills and strategies of the reading process across a variety of genre -Word analysis -Fluency -Vocabulary development Recognize writing techniques used to influence the reader and accomplish the author's purpose (e.g., organizational patterns, figures of speech, auditory devices, formal and informal language, point of view, characterization, irony, and narrator). Interpret Literature

Standard VI - Use reading skills and strategies to comprehend and interpret a variety of genre Recognize the relationships between literature and its historical period, culture and societal period Recognize stylistic techniques used in different genre to convey viewpoints or impressions. Listening and Speaking Skills

Standard VII - Use listening and speaking skills and strategies for a variety of purposes

Evaluate own and others' effectiveness in group discussions and formal presentations

Shanghai American School Eagles Addressed (norms to be promoted along with all unit/lesson plans)

Empowered to be life-long learners to take risks, to imagine, and to innovate to interact with the world around them to demonstrate leadership through collaboration and teamwork

Adaptable

resilient, flexible, self-motivated learners problem solvers, negotiators and collaborators Globally Minded

Citizens who act with the past and the future in mind Citizens who engage responsibly in the worlds problems Citizens who embrace diversity with compassion, empathy, and acceptance of others Literate

Individuals who can analyze information to create new knowledge and develop understandings Individuals who can use information and communication technologies effectively Individuals who communicate articulately through reading, writing, speaking, listening, and artistic expression Ethical Skilled Inquirers who reason soundly and critically Inquirers who explore other languages and cultures (poetry in this case) Inquirers who strive for academic excellence.

Human beings who demonstrate integrity and honesty to themselves and others in words and actions

Inquirers who apply content knowledge and skills to authentic situations and broader systems

Resources/materials needed

White Board/Smart Board. Visual Clip Examples Marlon Brando Apocalypse Now TS Elliot The Hollow Men (YouTube) Music - Examples of emotive music
Born to Die Lana Del Rey Sonata No. 14 Beethoven Armenia - Einsturzende Neubauten Packet - Teacher constructed Sufficient space for students to rehearse Access to the Internet

Assessment Literary Device formative quiz Poetry Presentation summative Interpretative writing summative Literary Device integration explanation summative Final reflection paper summative

Instructional Strategies

Students to read Poetry packet Both teacher and students read poems aloud. Direct instruction of literary terms with an accompanying Poetry packet for students. (in class annotation of poems) Short Poetic device assessment Students to give poetry presentations Peer Evaluation of visual presentations Students to hand in final poetry project
Lesson overview All classes at Shanghai American School are 85 minutes Lesson 1 Students to read the T.S Eliots biography and chose 5 significant aspects of his life that may have a bearing on the type of poetry that he could write. Once completed students to go online and research T.S Eliots life and find 5 more points that could have a bearing on his writing. Once completed students to in a paragraph make a now educated prediction as to what his poem the Hollow men could be about. Homework To read through the section of poetic terms found in their poetry packet in preparation for a short formative quiz concerning poetic devices to be given in the next class. Lesson 2

Short quiz given to class Poetic Devices (quiz 1 this quiz will be repeated in a slightly modified form in later lessons and the best of the best score of the two quizzes will be recorded falling in line with Shanghai American Schools move towards summative assessment techniques) Quiz to be marked with the class and questions to be fielded direct feedback) Students then to read through The Hollow Men annotating the poem for poetic devices as they read. Once complete Teacher to read through the poem and point out poetic devices. Students then directed to a Hypertext version http://www.aduni.org/~heather/occs/honors/Poem.htm Students asked to read through hypertext version making poignant notes/annotating their own versions in their packets once again. Homework Students to write a brief reflective paragraph discussing how their original predictions may or may not have coincided with what they have now learnt by reading the poem in class and reading through the hyperlink. Lesson 3 (how sound and visuals can seriously affect/enhance understanding) Students to listen to the opening bars of Lana Del Reys song Born to die They then need to make predictions as to what the song may be about. Next they listen to an excerpt from Einsturzende Neubautens Armenia and once again make a prediction as to what the song may be about. Once completed the students are given the actual lyrics and asked to check how close they may have been to the actual meaning of the music. Finally students watch Marlon Brandos The Hollow Men from Apocalypse Now. (http://www.youtube.com/watch?v=k3QkDCdDwmk) They are then given the link and asked to outline how, the music and the visuals add to/enhance their now understanding of the poem. The use of and enhancement of poetic devices must be integrated into the paragraph that they will need to complete for their next class. Lesson 4 Part I

Begin the lesson by explaining that any assumptions the students may have gleamed from the clip and its enhancement of the poem now need to be tempered by the reasons why the poem was filmed in this way. Marlon Brando was paid $1 million in advance. He threatened to quit and
keep the advance. Brando eventually turned up late, drunk, 40kg overweight, and admitted he hadn't read the script or even "Heart of Darkness", the book it was based on. He read Coppola's script, and refused to do it. After days of arguments over single lines of dialogue, an ad-lib style script was agreed upon, and this was shot according to Brando's stipulations that he appears in shadows. (http://www.imdb.com/title/tt0078788/trivia)

Ask the students to think and consider what you have just read to them. - Does it change how they feel about the poem and the assumptions they have already made in the paragraphs they wrote for homework? Ask them in groups to discuss this amongst themselves. Give them time and then ask each group to prepare a brief feedback report. Part II 1. Keep the students in their groups and read through Lawrence Ferlinghettis poem Two Scavengers in a truck, Two Beautiful people in a Mercedes 2. Divide the stanzas of the poem equally amongst the groups and ask them to scan for Poetic Devices and annotate them. The other groups are not allowed to know which group has which stanza (a jigsaw exercise) 3. Using the same groupings ask the students to create a Tableaux of their assigned stanza. (This will help the students explore and demonstrate the ways authors reveal imagery in a text through dramatization) 4. Give the students time to prepare and then run a Tableaux Homework Ask students to write a brief paragraph reflecting on their experience with using the Tableaux to illustrate the poem and ask them to make reference to how the Tableaux has further their understanding of poetic devices. Lesson 5/6 Distribute the Multi Media Poetry Project handout to the class.

The Class is to read through the requirements and given the leeway to form their own groups. (As I have three Grade 10 classes I myself was not adverse to them forming groups within their year group. The reason for this was to give my students maximum creative control, both in the casting and the production.) Groups though I stipulated should not be larger than three. The reason I gave was that I wanted complete commitment from each and every one in the group. Individual students were allowed to work through the project on their own if they so desired. This project is estimated to take the students at least two full class periods to prepare for.

Multi Media Poetry Project

This assignment is to present a poem visually and auditory. You are to choose a poem, which will be presented to the class. To create your presentation you must assign images, clips, and music to enhance the images, tone, atmosphere and message of your chosen poem. The poem you choose must be written by an American author/poet. You may work alone, or with two classmates. Groups can be no more than three to a group. Step 1: You can go to the website http://www.americanpoems.com/ or you can try www.poetryoutloud.org/poems or choose a poem from your packet or any other American poet you can find. The one stimulation is that it is an American Poet and the poet was born or writing after 1900. Step 2: After reading it and interpreting it as best you can, assign images, music or visual clips to the verses. Step 3: You need to make a voice over the poem has to be presented (read think carefully how you are going to do this depending how your poem is read will determine the impact that your reading will achieve) Step 4: create your presentation. Your presentation can be done using various formats Powerpoint, Imovie, Pages, or even an actual performance to the class. (Remember your presentation must include, sound, visuals and a voice over) Step 5: Present your work to the class

Each multimedia presentation must be at least 5 minutes long (any less or more than 5-7 minutes will incur a penalty) With the above in mind choose your poem wisely.

If your poem seems to short consider adding an introduction and perhaps a biographical introduction or epilogue concerning the poet into your presentation Your images, clips and music must relate to your interpretation of the poem. Try and include all members of your group within your presentation.

Handing it in
Each member of your group must 1. Digital copy of your presentation. (Just one copy is sufficient) Then individually each member of your group must hand in 2. An Interpretative Paragraph which has to be not less than 200 words. (An example of which is attached below each member of the group must write their own interpretive paragraph) 3. An additional paragraph of no less than 200 words that explains how your images, music, clips contribute to the overall tone, atmosphere and message of the poem you have chosen 4. And finally a reflective paragraph explaining (a) how you feel the process went for you. (b) What you feel you have learnt from the process. Do you think that you now have a better understanding of poetry now and why or why not? (Not less that 200 words)

All together the written aspect should be more or less a page. This work has to be font 12, singlespaced, Ariel or Times New Roman.
An Example of an Interpretative Paragraph: The poem Nothing Gold Can Stay by Robert Frost is a meditation on the blessing of things that are beautiful, but this idea is tempered with the knowledge that such beautiful things are only temporary; Frost uses nature to demonstrate this concept within the poem. Frost uses leaves as an extended metaphor; the leaves are initially green and then turn to gold, signifying the metamorphosis of the seasons from spring to autumn. He complements this metaphor with a comparison of the leaves to the fall of Man (the connotation involved with Eden) and how day turns into night. The central message of the poem, as demonstrated through the extended metaphor of leaves and the connotations of Eden and night is that we receive blessings in our lives that are beautiful, but these blessings ultimately expire; and, just as nature is part of life, so is the expiration of blessings in human existence.

Notice that the example above mentions poetic devices, your example must make mention of at least three poetic devices. (This is imperative)

Tips to consider when choosing your method of presentation and the supporting material you will use.

1. What is the form/structure of the poem? Does this have an impact on the meaning? If so, in what way (s)? 2. Consider the title of the poem. 3. What is the tone of the poem and how is it achieved? What words (diction) and images contribute to the tone? 4. Consider the rhyme scheme and rhythm of the poem. 5. Examine the poem in a more detailed way look for figurative language (metaphor, simile, personification, apostrophe, hyperbole, irony, symbolism, imagery, paradox, oxymoron, allusion, pun, euphemism). What are the effects of these devices?

Assessment 1. Interpretive Paragraph and explanation paragraph: 20 points (standard writing rubric) 2. Poem presentation: 40 points
Actual rubrics will be attached with this assignment. Lesson 7 Performance

The projects themselves will be shown to the class via the White Board/smart Board. Optional allowing students to self assess the performance using the rubric, or restricting the assessment to only the teacher. Assessment of the Performance and the writing component is based on the below rubrics. The performance Rubric is self designed. The Writing Rubric is a modified Language and Literature IBO writing rubric.

Poetry Performance Assessment Rubric

Level of Achievement 12 A - Ability to captivate the Viewer B - Voice and Articulation C - Dramatic Appropriateness D Nuts and bolts.

Unfocused; the Project lacks direction

Inaudible; slow; distracting rhythm; singsong; hurried; mispronunciations

Poem is overshadowed by significant distracting inflections or accents; acting out of poem; singing; over-emoting; inappropriate tone, inappropriate visual and auditory support.

Project visuals have little to do with the topic. Project is not organized and does not catch the eye of the audience

34

Some focus, but lacks continuity

Audible, but quiet; too loud; monotone; paced unevenly; affected tone

Poem is secondary to style of delivery; vocal inflections; inappropriate tone, inappropriate visual and auditory support.

Project contains less than the required items. Project was somewhat organized but does not catch the eye of the audience

56 The Project was well focused and maintained the interest of the listeners throughout. The Project was delivered with a good degree of imagination. Clear, adequate intonation, effective use of volume, intonation, rhythm and even pacing Poem is neither overwhelmed nor enhanced by all visual and auditory support.

Project contains the required items Project is attractive and most items catch the eye of the audience

78 The Project itself involves the listeners deeply. The project was delivered with a high degree of imagination and sensitivity Very clear, crisp, effective use of volume, intonation, rhythm, and pacing Poem is enhanced by style of delivery; all visual and auditory support felt appropriate to poem Project contains the required items well set out. Project is attractive and most items catch the eye of the audience

9-10

The Project itself involves the listener deeply; The Project was delivered with a very high degree of imagination and sensitivity.

Very clear, crisp, mastery of rhythm and pace, skilful use of volume and intonation

Style of delivery reflects internalization of poem; all visual and auditory support felt essential to poems success. Visual and auditory support is exceptional

Project goes beyond requirements Project is organized, neat and catches the eye of the audience.

Writing Rubric Criterion A: Understanding and interpretation How well does the students interpretation reveal understanding of the thought and feeling of the question? How well are ideas supported by references to the text?

2 Some knowledge of work There is some understanding of the question but little attempt at interpretation. Superficial understanding.

3 Adequate understanding of works. Adequate understanding of the question demonstrated by interpretation that is mostly supported by references to the poem.

Little knowledge of work The candidat There is very basic e has not understanding of the reached question, with mainly irrelevant and/or level 1 insignificant interpretation.

Good understanding of w

Criterion B: Appreciation of the writers choices To what extent does the analysis show appreciation of how the Poets choices of language, structure, technique and style shape meaning? Is the candidate aware of the presence of the poetic features, such as diction? Imagery. Tone. Structure, style and technique? Has the candidate supported claims?

The candidat e has not reached level 1

Little awareness of the literary features of the works (stage directions + language - word choice, diction) There is virtually no reference to the ways in which language, structure, technique and style shape meaning of the poem.

Some awareness or appreciation of the literary features of the works There is some reference to, but no analysis of, the ways in which language, structure, technique and style shape meaning of the poem. Superficial analysis of the poetic features mentioned Ideas have some organization, but coherence is often lacking

Adequate appreciation of the literary features of the works Adequate reference to and some analysis and appreciation of the ways in which language, structure, technique and style shape meaning. The analysis is appropriately illustrated by relevant examples.

Good understanding the question demonstrated by convincing interpreta fully supported by references. Understanding some the subtleties of mea Good appreciation of the literary features of the w

There is good analys and appreciation of t ways in which langu structure, technique style shape the mean of the poem. The analysis is well illustrated by careful chosen examples.

Criterion C: Organization How well has the candidate organized his/her writing? Have the candidate's ideas been presented effectively? Are supporting examples integrated into the body of the commentary? Criterion D: Language How accurate, clear and varied is the language. How appropriate is the candidates choice of register, style and terminology

The candidat e has not reached level 1

Ideas have little organization and virtually no coherence

Ideas are adequately organized, with some coherence.

Ideas are well organized coherent

Supporting examples appropriately integra into the body of the writing.

The candidat e has not reached level 1

The language is rarely clear or coherent The use of language is not readily comprehensible Many lapses in grammar, spelling and sentence construction Vocabulary is rarely accurate or appropriate

The language is only sometimes clear and coherent Some degree of clarity and coherence in the use of language Some degree of accuracy in grammar. spelling and sentence construction Register is sometimes appropriate to the task.

The language is clear and carefully chosen. Adequately clear and coherent use of language Adequate degree of accuracy in grammar, spelling and sentence construction Some lapses in grammar, spelling and sentence construction The register is mostly appropriate for the task.

The language is clear, va and carefully chosen.

Language is clear an carefully chosen, wit good degree of accur in grammar, vocabul and sentence construction; registe style are consistently appropriate to the tas

Additional Resource Tableaux Explantation

Lesson 4 - Use of Tableaux Students will:

Explore and demonstrate the ways poets reveal meaning through dramatic tableaux. Analysis of poetic features, focusing on insight gained from the tableaux experience.

Tableaux usage expectations:

Dramatic representation, of assigned stanza Eventual student reflection on the activity and their analysis of their own learning gained from participation in dramatic tableaux. Examining how it enhanced their own learning and understanding of the Poem

Instructional Strategies:

Collaborative learning Dramatic tableaux Independent writing/reflection

Tableaux Procedure

Introduce the activity Tableaux Tell students (groups) that they will be creating frozen scenes from their assigned stanzas Ask students to form a sequence of frozen scenes (3 per group) representing the events from their stanza. Encourage the students to prepare their scenes in a corner of the classroom Allow students three to five minutes to formulate their scenes. Once all groups are ready to present chose a group at random to present Ask students after each performance to identify the stanza. Homework

Homework Ask students to write a brief paragraph reflecting on their experience with using the Tableaux to illustrate the poem and ask them to make reference to how the Tableaux has further their understanding of poetic devices. Unit Reflection

Pre teaching Unit Assumptions This unit comprehensively exposes students to the application and use of poetic devices as stylistic devices employed to influence thought and feeling.

The use of music and images be they still or moving guides the students to realize that music and visual effects influences and steers us and helps us to interpret the world around us. Students will through this unit learn to apply music and visual images, still, moving or stage performance to create a representation of the poems that they have chosen themselves. The arts are not just window dressing upon school curriculums; in this unit the arts are very much being used as educational tools. By utilizing music and visual imagery the students in this unit will create for themselves a greater understanding and depth of knowledge concerning how imagery is created and can be enhanced. This unit also by using the arts will not just reach out to the students creatively but analytically, critically and as the final project has to be presented and then handed in digitally it will further the students technological skills and learning.

Post Unit Reflection Having now taught this unit I can honestly say that I was quite taken back by my students enthusiasm both in researching poems to utilise for their project and their enthusiasm during the construction phase - putting together of the project itself. The true joy though was the presentation of the poems by my students themselves, I was overwhelmed by their productions, the care to detail be it by aligning visuals, adding music or creating performances to make their chosen poems come alive. My students truly excelled and I believe that without a doubt they have learnt more than I could have begun to have expressed to them by merely teaching poetry in the conventional manner that I have been in the past. I have included at the end of this Unit Plan reflections from my students themselves, as their words are truly the only words that I feel can do this Unit justice.

Student Reflections on this Unit/Project One of the important aspects I noted when reading this poem and seeing the author present it at a poetry slam is the situational irony thats often used. When I did the voiceover, I made sure to heavily exaggerate the wordplay used in this poem. This is one of the crucial parts that helps create the poems satirical quality of the way people implement technology in their lives. Next, the tone of the recording was intentionally made to be more informative and critical or harsh,

especially in the middle progression of the poem in order to bring light upon the message of us becoming less human as technology is used everywhere. I planned it this way since this is a current issue so I thought that by doing so, the audience would be informed and reflect upon how big of an impact technology is having on their lives. The song used in the introduction of the video is World in Front of Me by Kina Grannis. It was used in a Google+ video and I thought with its cheerful, upbeat, and positive feeling, it would portray the beneficial side of technology, how it connects people together and creates unlimited possibilities and opportunities. The second song used is Quiet by This Will Destroy You and its very different from the previous song. It has a more solemn, nostalgic tone that will make the audience reflect upon the effects of technology like how people sometimes are isolated from society because of it, hence fitting the message of Jones poem. The video clips in the beginning are from three different videos: one that imagines the futuristic worlds technology in society, another one is an introduction of Google+ (social network), and the last one is a video of a robotic car factory. These clips foreshadow the likely outcome of what society will look like due to technology. The images used in the poem recital are a visual representation of the words and this method helps readers picture Jones message about technology. These visuals also help recreate the emotions I saw through Jones presentation. Looking back on this project, the process went well for me. The poem I chose, Touchscreen by Marshal Jones, was quite easy for me to interpret because it was written in the present day and was written about a modern issue that I am a part of considering the influence of technology on my life. Ive learnt a lot from this process, one being the way to interpret a poem and two being the moral or message of a poem. I learnt that when interpreting a poem, its not about forcing the words to show you a specific meaning. Interpreting a poem has a lot to do with your personal thoughts of what you read from it. Poetry is very expressive and each individual can have his or her own unique interpretation. When I was trying to understand this poem, I looked back into my life about technology in the world, how wonderful it is and at the same time it makes us less humane and more like androids. By learning this, I feel I have a better understanding of poetry now than before since now I carefully look at how writers write their pieces of literature, taking note of certain literary devices being used. Theres a reason why theyre being used and often its used to help express the message of the poem. Nothing happens in a vacuum . Glarence Zhao For the poem Hero by Paul Engle, because the poem is about Engle realizing the reality he is in and discovering that he can only be a hero he wants to become in

his dreams, I wanted my video to have a somewhat gloomy and a dark tone. Many of the images I used have a dark tone and the overall darkness of the images gives the video a depressing atmosphere. For example, when Engle says, Love open to me, even though I could have used an image of a bright pink heart or a picture that is more closely related to happiness and joy, I used a black and white image of an expressionless person. This image emphasizes the point that the love Engle mentions in his poem is not at all related to the conventional definition of love between a loving couple. Instead, the image representing love has a gloomy feel to it, it is easy to see that the love Engle talks about is neither real nor sweet. In addition to darker images, I used the song Unthinkable, which is a slow and a sad song composed by Alicia Keys. Even though the music used in the video does not have lyrics that directly express sadness or gloominess, because it is played in a low key, grimness is conveyed. Throughout the poem, Engle constantly dreams of being a hero and repeatedly realizes that he is not a hero in his real life. This realization disappoints Engle and the hopelessness and despair he experiences are conveyed to the audience through literary techniques in the poem. In order to convey the exact same message in my video, I used pictures that had a dark tone and music with a depressing touch. For this project, because I had to record myself reading the poem out loud, I found myself analyzing the poem with more depth and trying to find out what Paul Engle was attempting to convey in each and every line of Hero. When I first found the poem, I thought it was a simple poem about a man who wanted to become a hero, but as I read it over and over again, trying to decipher what the main them of the poem was, I came to realize that Engle was displaying disappointment, hopelessness, and gloominess by emphasizing that his dreams and his reality were very different. Working on this project, I learned that even if a poem seems simple and shallow in meaning, if you dig for more, you can come across a variety of different emotions and themes the poet is trying to put on display. What I realized through this project was that in order to better understand poetry, rote analysis is only one of the many ways one can comprehend a poem. One significant way readers can decipher what the poet is trying to convey is reading repeatedly and discovering different emotions and themes involved. Overall, I found this poetry project fun to work on because I enjoy making videos with iMovie a lot. Ye Jin Yeoum In the video Lisa and I made, we had video clips of us talking about the poems, pictures of trees, nature, Robert Frosts life, and we slow music that complemented the background. We choose to add slow music because the poem itself was presented in a negative way in addition to Frost wondering about the trees giving us the overall feeling of uncertainty. We decided to put instrumental

music in the background with piano and violin because they make people calm and give the audience a sense of peacefulness. The beginning of the video we included a little background information about Frost. We also used a clip of Lisa sitting under a tree surrounded by other trees and grasses. We wanted to put a strong emphasis on nature and the poem was read rather slowly. You could hear birds chirping, leaves falling down from the tree, and wind blowing across Lisas hair. Those were all effects that were added. I had to stand behind the tree with a huge notebook to create wind and also throw the leaves since they were parts of Mother Nature. The video was taken from an angle, not directly facing Lisa. The reason for this was because we wanted the audience to get the feeling that the trees are secretly watching her write in her notebook and finally, the pictures of trees and tree branches were used to furthermore emphasize nature. The process of making the video was far more difficult then I imagined it to be. We didnt know what to include in the video to fill up the 5-7 minutes requirement so we added an introduction of Robert Frost in the beginning and an epilogue. Lisa and I spent a lot of time planning what the video will be like, the angle we wanted the video shot, the lightings, and the if we were to stand or sit when we were talking. We made sure that our voices were clear and the speed we read the poem complemented everything else. It took 5 hours to complete a 5-minute video, which was extremely ridiculous, and finding the right background music was pretty challenging too since not all music fitted the poem itself. We had to adjust the background volume so that our voices can be heard through the music. From the process of making a poetry based video, I learned that its not how many pictures and video clips you add, its how you read the poem and how your body moves in the video while youre talking. I definitely have a better understanding of poetry because beneath the words of a poem, theres a whole new story. You have to find poetic terms and understand the deep meaning of the poem to fully appreciate it. Not only do you have to look beneath the words, you also have to relate it to other things, possibly yourself. Nikki Chang