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VERSES: The Project Support Guide   Tags: literary criticism, poetry, verse, visual literacy  

Last Updated: Feb 18, 2014 URL: Print Guide RSS UpdatesEmail Alerts

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Project Showcase



Reading good poetry is like solving an equation in math; it makes you think, but there is a great sense of accomplishment when you complete the task. Good poetry uses sounds, rhythms and images to provide the reader with an experience that is unlike reading anything else. Vivid poetry doesn’t try to obscure its meaning, but rather delights in the intrigue of bringing the reading to a new perception. Poetry is nothing more than a series of images to create a larger impression on the reader. Poets create beauty with their words!<

This project will show the student’s understanding of the following learning targets:

 Cite strong and thorough textual evidence to support analysis of what the poem says explicitly as well as inferences drawn from the text.

 Determine the central idea of a poem and analyze its development within the text.

 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone.

 Analyze how an author’s choices concerning how to structure specific parts of a poem contribute to its overall structure and meaning as a whole.


The Project

The final outcome will be a professional video project that is rendered in a digital computer format.

Students will choose a poem from the Norton Anthology to ensure quality poems that may be encountered on an advanced placement test. Students cannot select the following poems as they will be discussed in class:  Those Winter Sundays” by Robert Hayden, “My Papa’s Waltz” by Theodore Roethke “Because I could not stop for Death” by Emily Dickenson, “I hear America Singing” by Walt Whitman, My Mistress Eyes are Nothing Like the Sun” by William Shakespeare, “The Red Wheelbarrow” by William Carlos Williams, “The Nymph’s Reply to the Shepherd” by Sir Walter Ralegh, “The Passionate Shepherd to his Love” by Christopher Marlow, “To his Coy Mistress” by Andrew Marvell, “God’s Grandeur” by Gerard Manley Hopkins, “The Road Not Taken & Stopping by a Woods on a Snowing Evening” by Robert Frost, “Harlem” by Langston Hughes

**Once a poem is selected by a student from any of the classes, it is no longer available for any other students.



Chapter One – Poet Biography
It is important to understand the experiences that have shaped the various poets. Students must provide a brief biography of the poet’s life which includes information about education and poetic influences. A student should also discuss the poet’s most famous works and awards. These poets lived fascinating lives, so the biographies should be captivating

Chapter Two – Oral and Visual Interpretation of the Poem
Poetry is nothing more that “word paintings.” The student will present an appropriate interpretation of the poem that will focus on strong elocution (articulation, emotions, pacing and volume) and visually stimulating by using images that are invoked by the language in the poem.

Chapter Three – Analysis of the Poem
Readers analyze poems to find meaning in the work. One must look at the fragments to understand the whole. Poems are often deconstructed to find the hidden gems that await the patience reader. Readers should examine the form and structure, symbols and images, syntax, historical context, and language choices to create a greater understanding of the poem.

Chapter Four – Credits
A student cannot do this alone. There are various references and sources that a student uses. This chapter will contain all the bibliographic information to ensure that plagiarism isn’t occurring in this educational endeavor.

The student will provide both a text bibilography (in digital format such as .pdf) in MLA style and rolling credits within the project that recognizes contributors to this project.


Keep in Mind

 Poetry is an experience, so the images that are chosen to express the poem can alter a viewer’s interpretation.  Students should be sure that there images do not contradict their analysis.  Images must be copyright free or part of the creative commons. 
 The emotions that emanate from the reading can alter the viewer’s interpretation, so students should make sure that their reading is appropriate to the analysis of the poem.
 Music can help convey mood – so use it, but use it carefully. Instrumental music is best, as lyrics often distract from or drive the the interpretation.  Music must be copyright free or part of the creative commons. 
 Remember to be creative!  Poetry and its representation is an art form, so make your presentation provocative and enthralling.


Contributor Guidelines

1.  It is important that Verses guide names remain uniform to allow for proper indexing of the projects. Name your guide using the following protocol 

VERSES:  Name of the Poem by the Poet

2.  When you graduate, your rights as an editor will be removed from the system and your guide ownership transfered to a general school profile.  Create a simple guide box rather than using your profile.  This will insure that your credits remain intact.

3.  Do not publish your guide until it is ready for review!  Once live, the guide will appear in the index here and is viewable by the larger libguides community.  Remember, LibGuides is a common platform for university and college libraries and even used by some institutions for their campus wide sites.  Your published guide puts your work out among academics.

Library Media Specialist

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Lora Cowell
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