Great Teaching Ideas
lesson & unit viewer
Hyper Students: Hyper Poetry
published on: 2/28/2003
Contributing Teacher(s): Diane Tinucci
Subject Area: Technology Use/WebQuests, Communication Arts/Reading/literature
Grade Range: High School (9-12)
Materials Needed:
- Assigned Poem (List to be generated. Poem will be provided on disk)
- Student Instruction Sheet
- Access to Computers
Objective:
- Students will identify basic stylistic devices present in an assigned poem.
- Students will comment on possible author intention in including stylistic devices in an assigned poem.
- Students will predict which poetry components, like word and stylistic device definitions, will need explanation and definition and will provide those aids to understanding.
- Students will improve Internet search skills as they locate relevant and not distracting enrichment information.
- Students will improve Internet evaluation skills as they locate the most worthwhile sites to provide for enrichment and explanation.
- Students will enhance personal understanding through peer collaboration.
- Students will demonstrate understanding of concept of "hypertext"
- Students will gain facility in basic Web page construction using Microsoft Word ''97.
Instructional Strategy: Prior Knowledge & Connections
Process Standards:
- Goal 2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
- Goal 2.7 use technological tools to exchange information and ideas
Content Standards:
- Communication Arts 2. Reading and evaluating fiction, poetry and drama
- Communication Arts 6. Participating in formal and informal presentations and discussions of issues and ideas
G.L.E.:
- CA - Re - 2 - A - 09
(Reading, Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times, Text features, Grade 9-12.)
Time Allowance: (Possibly) 6 man hours per student
Description: Students create a Web page containing a poem with links.
Classroom Component: Overview: The Advanced Placement Literature and Composition course focuses on the analysis of how method supports message. How the engineering of the literature contributes to its intended purpose(s) and effect(s) is the subject of discussion and essay throughout the course. In Hyper Students: Hyper Poetry, AP students do what they have been doing all year; they identify and highlight, either for presentation and discussion or for preparation for writing the various stylistic devices and how they function within a poem to create and support its author''s attitude, but in an engaging, higher-tech way. To engage and offer students a study medium more suited to their interest and preference, demonstration of poetry analysis is accomplished through the creation of a Web page containing links to relevant enrichment information as well as to student generated commentary on student-highlighted passages. Procedure: NOTE: You will be using both Interlinks and Intralinks. Interlinks take you out of this Web site into a totally different Web address. Intralinks connect from one part of the document to another. See student handout below. Student Handout Hyper Students: Hyper Poetry You have experienced "Hypermandias" and now appreciate the power of hypertext to analyze and enrich poetry study. Now it is your turn to choose a poem, immerse yourself in it (aka live it and love it!) and create a hypertext version of it to share with your classmates. WHO: For this assignment, choose to work in a group of from two to five people. The number of people in the group will determine the length of the poem you must choose to explore. Roughly, each person "costs out" at "eightish" lines. Yes, two people may do a sonnet. I will approve the poem your group works with, but this will help you decide how you want to work. WHAT: You will study your chosen poem and address the following required and flexible issues listed below. (**And, they are flexible; if the assigned components do not fit your poem, talk to me with your proposal for modification.) Using Web page coding or (much easier) Microsoft Word ''97 saved as HTML, you will produce a Web page containing your poem with links leading to the information you have found or produced clarifying it. Of course, I will teach you the computer skills you will need to know. Use "Hypermandias" as a guide. WHAT2: Links within and surrounding your poem must lead to the information listed below. Issues in bold type must be created by you rather than found out on the Internet and linked to. The number following each category represents the number of links that must relate to that category, yet that number is flexible according to the analysis of your specific poem. (See above**) The quality fulfillment of this link quantity will yield your group a 90% grade. (See the Grading Guidelines for information on how to earn a higher A.) Some of the links will connect to Internet sites containing relevant information; some of the links will connect to commentary you will write. REQUIRED: Biographical information on author (2/group = life and works) Stylistic devices
-
Diction (2/person=denotation; 2/person=connotation/commentary)
- Definitions of unusual words
Commentary related to significant words or phrases
Commentary related to title significance
Figurative language
- Definition
Clarification/commentary of significant figures
(Don''t forget examples of allusions!)
- Commentary related to significant images
- Commentary related to significant details
- Commentary (more extensive, possibly a paragraph per person) noting at least two complementary tones.
-
Point of View
Syntax
Organization
- Definition
Commentary (may be combined with syntax and/or organization commentary)
- Definition
Commentary
- CA - Re - 2 - A - 09
- Select a poem to analyze. Make sure it is rich in figurative language. It helps to locate a poem with allusions and images, so you can link out to information and pictures on the Internet.
- Open Microsoft Word and create a two-column table. Do this by clicking on the "Insert Table" icon. (It looks like a small calendar.)
- Either "Copy, Paste" the text of the poem in Microsoft Word or type the poem into one column of the table. The other column will contain additional terms and information you want to include.
- Save this file in a special way. Below "Save," and "Save As," you will find "Save as HTML." Click on this and save this to your student number. You have just saved your document as a Web page.
- Determine what aspects of the poem you want to analyze and clarify. Such items might include:
- Information about the author
Definitions of literary terms
Definitions of unusual words
Personal commentary on various words and figures of speech contained.
Questions you have about information and interpretation
Explanations of allusions
Visual representations of images described
(http://www.ditto.com is a search engine just for images)
- Open Netscape and start collecting information clarifying the above items. When you find something worthwhile, "Copy, Paste" the URL (Internet address) below the poem outside of the table. In addition to copying the URL, type a short description of what is contained there.
- If some of what you want to analyze is information you will write, type your commentary and an appropriate title below the poem outside of the table.
- Now, you must create links between your poem and the information you want to associate with it. Two kinds of links exist:
- Interlinks. You are familiar with these. An interlink takes you away from one file or Web site to another. You click on an underlined portion of the text and you are transported to a totally different Web address (URL)
- Intralinks. An intralink connects information from part of one file or, in this case, from one part of an Microsoft HTML document to another. You will click on one underlined word and jump to another part of the same file, like below it, to where you have stored information.
- Now, you must create one or the other of these types of links depending on where the information is that you want to connect to. For example, if you want to link to author information, you could remember the URL of the author''s Web site and make an interlink to it. If, instead, you want to connect to some commentary you wrote below about a particular part of the poem, you will need to make an intralink.
- Making an intralink involves two operations:
- You need to make a destination point (or anchor) in the file.
- Locate the place in the file that you want to be a destination point.
- Highlight that word or location.
- Click "Insert, Bookmark."
- In the screen that appears type the name you want to assign to that destination point. Make the name short and logical.
- Click "OK;" a destination point has been set.
- You need to create an instruction to move to that destination point from some point in that file.
- Locate the place in the file from which you want to send viewers to that newly created destination point.
- Highlight that word or location.
- Click on the "Insert Hyperlink" icon, which is a world with two chain links. (You can also click on "Insert Hyperlink.")
- When a box comes up, type the name you assigned to the destination bookmark in the second blank line.
- Click "OK." You have created a "hot" link which will take the viewer to the destination point.
- Now that you know how to make an Intralink, you need to make a very important Intralink, the one which will take the viewer back up to the poem from the information below it.
- Set a destination point by using "Insert Bookmark" to name a destination at the poem''s title.
- Type "Return to Poem" under one segment of information below the poem. For example, if you have a short paragraph about a simile typed below the poem, right under it, type "Return to Poem."
- Highlight "Return to Poem." Click "Insert Hyperlink" and type the name you just gave to the bookmark you placed at the poem''s title into the second blank line. Click "OK."
- It probably has occurred to you that you will need to create a "Return to Poem" instruction at the end of each information segment you place below the poem. You are probably getting tired thinking of doing this a thousand times. But, fret not. For ALL the other places you need a "Return to Poem" instruction, just "Copy, Paste" the original "Return to Poem" instruction wherever you need it.
- If you want to send a viewer out to an Internet site, you need to create an Interlink.
- Locate the URL to which you want to send the viewer. The best situation is to open the desired site and highlight and copy the Internet address (URL) but not paste it.
- Locate the place in the file from which you want to send viewers to that URL. Highlight that word or location.
- Click on the "Insert Hyperlink" icon, which is a world with two chain links. (You can also click on "Insert Hyperlink.")
- In the box that comes up, you are asked to type in the URL or Internet address to which you want to link. The easiest way to handle this is to position the cursor and press the "Control" and "V" keys together. This will paste the URL that you earlier copied into this space.
- Click "OK." You have created an Interlink.
- To polish the file, you can create a colored background using "Format, Background."
- The Real Ozymandias and information about his tomb on which a similar inscription is written http://www.savagenet.com/oz/Oz/real.htm
- A picture of Ozymandias'' tomb: http://www.savagenet.com/oz/
- Picture of Ramses statue http://library.thinkquest.org/3187/ozymandias.html
- From the PBS Nova series—A virtual tour of the Luxor Temple Yet, the viewer needs a plug- in to view. http://www.pbs.org/wgbh/nova/egypt/explore/ramses.html
- Ramses temple Viewer needs Quick Time to view. http://www.pbs.org/wgbh/nova/egypt/explore/
- Related archaeological resources http://www.pbs.org/wgbh/nova/egypt/resources.html
- Information and pictures http://www.powerup.com.au/~ancient/luxor.htm
- Why does the narrator report what someone else has told him? Who is that traveler and why didn''t the narrator report his first hand experience?
- In line 1, why is the land described as "antique?"
- Why is "King of Kings" capitalized in line 10? Why is "Mighty" capitalized in line 11?
Hypermandias
|
What inspired
If you loved "Ozymandias" you will enjoy - ...the poem that possibly inspired him. ...something else Shelley wrote. ...another poem about Ozymandias. ...humorous poem with similar subject
|
I met a traveler from an antique land Who said: Two vast and trunkless legs of stone Stand in the desert. Near them, on the sand, Half sunk, a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command, 5 Tell that its sculptor well those passions read, Which yet survive, stamped on these lifeless things, The hand that mocked them, and the heart that fed, And on the pedestal these words appear: "My name is Ozymandias, King of Kings: 10 Look upon my works, ye Mighty, and despair!" Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare The lone and level sands stretch far away. |
|
An Allusion!
The language device definitions can be found at:
www.uky.edu/ArtsSciences/Classics/rhetoric.html
www.virtualsalt.com/rhetoric.htm
www.virtualsalt.com/litterms.htm
Clarification
***
Detail
A detail is a piece of information communicated by the author.
Commentary: The detail "half sunk," describes the broken statue''s face which is slowly being "absorbed" into the desert. Nature is at work, taking back man''s creation, in this case, Ozymandias'' empire. As the statue is crumbling back into its ingredients, this detail foreshadows the ending irony where nature has already completely reclaimed Ozymandias'' grand works. Also ironically, Ozy''s statue has outlived that which the statue was supposed to announce.
***
Imagery is the use of images, which are descriptions rich in sense details, which hope to closely approximate a real life experience.
Look at how
"The lone and level sands stretch far away."
http://www.civilization.ca/civil/egypt/egypt_e.html
http://www.photo.net/photo/pcd0738/great-sand-dune-hills-light-15
http://www.photo.net/photo/pcd0738/great-sand-dune-hills-dark-16
http://www.photo.net/photo/pcd0738/great-sand-dune-sweep-6
http://www.photo.net/photo/pcd0738/great-sand-dune-ridge-7
Commentary:
A desert is endless nothing. Poor Oxymandias envisioned quite a different setting for his monument; he expected his conquests to stretch as far as the eye could see. What the eye could see was what had become of his life work. Return to poem
***
"Oz" and Percy would enjoy the double irony that the "Ozymandias Effect" lives on in...
Corporate Planning
http://www.hcgnet.com/succession-summary.asp
****
...lived an interesting life (he was married to the author of Frankenstein!)
...wrote lots of other poems and essays
...had a life and works that others wanted to comment on
***
"Boundless and bare" (line 13) and "lone and level" (line 14) are both alliterations, as is "cold command" (line 5.)
Commentary:
Alliteration is sound repeated over and over. The repetition in the adjectives describing the sandy scene surrounding the fallen statue suggests the visual environment. All there is, over and over, is sand.
With "cold command," Shelley possibly wanted to mirror the harshness of Ozymandias'' management style with the harshness of the hard "c" sound.
***
"Colossal wreck" (line 13) is an oxymoron.
Commentary:
Understanding of this poem depends on understanding the irony of the last two lines. An oxymoron is "self-contained" irony and this one suggests the larger irony to come. As the stone representation of the giant who erected it in his honor has fallen, so later will the reader see that the "advertised" accomplishments of that giant will soon be shown to be no longer existent.
Use of the word colossal is deliberate as it is derived from mythology. Ozymandias'' self-view is colossal, or larger than life like Colossus.
***
Irony
The last two lines constitute the central irony of the poem.
Commentary:
http://www.savagenet.com/oz/Oz
http://library.thinkquest.org/3187/ozymandiasinterp.html
***
Syntax
Syntax is the arrangement of words in a sentence, encompassing sentence length, type, word order, and grammatical correctness.
Commentary:
Notice the contrast between the statue''s inscription and the phrase redescribing what the inscription refers to. In a pretentiously long proclamation, Ozymandias charges all future generations to marvel at all he accomplished. The length of the pronouncement underscores its intended grandeur and importance. The illusion of that importance is dispelled by the short, sweet statement of the real situation, that "nothing remains" to prove the importance that was announced.
With line 6, which ends in "read," the normal word order of the sentence has been modified primarily to make the rhyme with "fed."
***
Tone
Commentary: Several tones coexist in this poem; they include pomposity and irony. The once larger than life statue and proud boast in its inscription support pomposity. The discrepancy between that inscription and the surroundings creates the irony that encourages the reader to consider the author''s intention. Diction: visage (noun) Connotation/Commentary: Instead of using the word "face," Shelley uses a word for "face" based on the root for seeing or looking. This face, the visage, proudly surveyed its holdings as it perched on its grand shoulders. As it toppled, so did the conquests it so proudly kept watch over. *** Diction: trunkless (adjective) trunk + less less=lacking, without Denotation: Connotation/Commentary: A "trunk" is the central support of a tree--no trunk, no structure. Word choice here supports the idea of decay. Everything is crumbling--the statue in a significant way and the acquisitions of its honoree. *** Denotation: Connotation/Commentary - Place for student comment *** Diction: shattered (participle, adjective) Denotation: Connotation/Commentary - Place for student comment *** Diction: sneer (noun derived from verb, to sneer) Denotation: Connotation/Commentary: Who got the last laugh? *** Denotation: Connotation/Commentary: Place for student comment *** Denotation: Connotation/Commentary: Should one put oneself on a pedestal? *** Denotation: Connotation/Commentary: Place for student comment *** Study Questions and worthwhile links: http://www.rc.umd.edu/rchs/ozstudy.htm Hyper Poetry: The Negro Speaks of Rivers I''ve known rivers: R I''ve known rivers R ancient as the world and older than the flow of human blood in human veins. My soul has grown deep like the rivers. R I bathed P in the Euphrates A when dawns were young. I built P my hut near the Congo A and it lulled me PR to sleep. I looked P upon the Nile A and raised the pyramids A above it. I heard P the singing PR of the Mississippi A when Abe Lincoln A went down to New Orleans, and I''ve seen its muddy bosom PR turn all golden in the sunset. I''ve known rivers: R Ancient, dusky rivers. My soul has grown deep like the rivers. R Poem source
Link to Hughes reading
of the poem at above site Language Use Repetition R Allusion A Personification PR Parallel Structure P Who was he, when, where, and what did he write? Rivers of the World http://www.slco.lib.ut.us/kidriver.htm Articles on the Euphrates River http://www.encyclopedia.com/articles/04270.html http://encarta.msn.com/find/Concise.asp?ti=00EE5000 Map of the Euphrates and the lands it divides Biblical prophesies relating to the Euphrates River http://www.midnightcall.com/1997/f071997.htm http://unmuseum.mus.pa.us/bldpyram.htm How To Build A Pyramid- Circa 1970 http://www.ldolphin.org/pyramid.html Rivers of the World http://www.slco.lib.ut.us/kidriver.htm Informational Articles http://school.discovery.com/homeworkhelp/worldbook/atozgeography/c/129360.html http://www.factmonster.com/ce6/world/A0813216.html http://encarta.msn.com/find/Concise.asp?ti=0061F000 Voyage up the Congo http://www.theatlantic.com/issues/96sep/congo/congo.htm Encarta Article http://encarta.msn.com/find/Concise.asp?ti=01AB8000 Basic Information http://trackstar.hprtec.org/main/display.php3?option=text&track_id=2085 http://www.encyclopedia.com/articles/08564.html Mississippi River Country http://www.mississippi-river.com/mrc/ Encarta Article http://encarta.msn.com/find/MediaMax.asp?pg=3&ti=1741500822&idx=461561208 Lincoln''s brief career as a longboatman Scroll down to "1828" entry http://www.historyplace.com/lincoln/ Just mention of Lincoln''s trip down Mississippi http://www.encyclopedia.com/articles/07490EarlyLife.html From Lincoln''s, "A Boys Life." Use "Edit," "Find (on this page)" and search the phrase "sugar-coast" to find
information about Abraham Lincoln''s flatboat trip down the
Mississippi. http://www.ibiblio.org/gutenberg/etext99/bloal10.txt Why are the rivers mentioned in the order they are mentioned? Why is the third line repeated as the very last line? Why does Hughes personify the rivers? In what sense does Hughes mean the term, "soul"? Literal Meaning and Pronunciation Figurative Implications Literal Meaning and Pronunciation Figurative Implications Literal Meaning and Pronunciation Figurative Implications Dusky Literal Meaning and pronunciation Figurative Implications Figurative Implications Definition - The label says it all. Repetition is when words, phrases, or sentences are repeated within a work. Such repetition can be created for the music of it, as in poetry, or, most often, for the emphasis that stating the same idea several times would offer. In this poem, whole lines are repeated in significant locations, the beginning and ends of the work. Figurative Implications Definition http://www.uky.edu/cgi-bin/cgiwrap/~scaife/terms?file=1ahrd.html&isindex=Parallelism Figurative Implications Figurative Implications - Click on each of the concepts preceding the "A", for they are allusions, and you will be linked to relevant description. What do you think of this lesson? SuccessLink needs to know. Click here to tell us.
Point Value
Assignment Fulfillment
Content Quality
Aesthetics and Organization
User Friendliness
50
Ten percent more links to quality information than assigned exist. At least half of those links must be original student commentary.
(11)
Support information (explanation, definition, commentary) is specific, thoughtful, thorough, varied, and reliable. Extremely thorough or especially insightful commentary is provided.
(29)
Web page is colorful, clearly readable, attractive, logically laid out and accessible. Font and color choices and graphics and do not detract.
(4)
All links work and lead to clearly displayed relevant information. Links return reader to poem from hyper-information where possible. No mechanical or usage errors detract from communication.
(6)
45
Assigned quantity of links to quality information exist.
(9)
All support information (explanation, definition, commentary) is specific, thorough, thoughtful, varied, and reliable.
(26)
Web page is colorful, clearly readable, attractive, logically laid out and accessible. Font and color choices and graphics and do not detract.
(4)
All links work and lead to clearly displayed relevant information. Links return reader to poem from hyper-information where possible. No mechanical or usage errors detract from communication.
(6)
40
Ten percent less links to quality information than assigned exist.
(8)
Most of the support information (explanation, definition, commentary) is specific, thorough, and reliable.
(24)
Web page organization is sometimes difficult to interact with. Clutter or font or color choices interfere somewhat with accessibility.
(3)
All links work. The few mechanical or usage errors present do not detract from communication.
(5)
35
More than ten percent less links to quality information than assigned exist.
(7)
Much of the support information (explanation, definition, commentary) is specific, thorough, and reliable.
(21)
Web page organization is sometimes difficult to interact with. Clutter or font or color choices interfere somewhat with accessibility.
(3)
Links occasionally do not work or do not return to poem from hyper information. A few mechanical or usage errors detract from communication.
(4)
Diane Tinucci
Lafayette Sr. High
Rockwood R-VI
(636) 458-7200
EMAIL: tinuccidiane@rockwood.k12.mo.us
