VCR - VOCALIZE COMMENT REPEAT: Using VoiceThread to Improve Vocal Reading and Speaking Skills - English 10th Grade
Margaret Roth, August 14, 2011 - #jhusmed
Objective: Students will use VoiceThread to record both video and audio presentations of themselves reading poetry aloud in order to improve their vocal reading and public speaking skills. Additionally, through repetition they will become comfortable with their spoken voice, will memorize important passage of poetry, and will develop an understanding of the auditory aesthetics of poetry.
Essential Question: How does hearing poetry aloud change the listener’s understanding of the poem and how does an author’s use of literary sound devices affect the poem?
Social Media: VoiceThread, Google Blogger
Robert Frost’s “The Pasture”
VoiceThread for Robert Frost’s “The Pasture” titled “Lesson Plan_VCR”
Additional Information on Sound Devices in Robert Frost’s poetry
Robert Frost reading his poem “The Pasture” on YouTube
Robert Frost discussing his own poetry on YouTube
- Have the students watch the YouTube video of Robert Frost reading his poem “The Pasture.” Ask the class to describe what they heard, what they felt, what they noticed about the reading.
- The teacher will set up an assignment with their VoiceThread account by uploading a photograph or document of the selected poem. In this plan, the poem “The Pasture” by Robert Frost has been uploaded to the VoiceThread. On each slide of the VoiceThread the teacher will record the slide’s corresponding instructions.
- Students will create a VoiceThread account at http://voicethread.com/.
- The teacher will then share the VoiceThread with the students and instruct them to log into their accounts and leave a recorded comment of themselves reading the poem aloud on the first slide of the class VoiceThread.
- On the second slide, leave a comment of instructions asking the students to type out any segments of the poem that they had difficulty with.
- On the third slide, leave a comment of instructions asking the students to re-record themselves reading the poem aloud, now that they have had time to practice.
- On the fourth slide, leave a comment of instructions asking the students to leave a comment describing the auditory effects of hearing the poem read aloud and to describe what literary devices (assonance, consonance, etc.) the author has used in the poem.
- On the fifth slide, ask the students to leave their very best voice recorded presentation of the poem.
- The following is the link to the VoiceThread slide presentation using Robert Frost’s “The Pasture.” http://voicethread.com/share/2179806/
- This material can then be used during class, repeated again to improve the readings, etc. Most importantly, this material should be saved so that the students can access it throughout the year in order to see how their reading and speaking skills have improved. The teacher should post the final version of the VoiceThread to the class blog.
- Note that this should be done over the course of an entire day, or assigned as homework over a few nights. This is to prevent the students from rushing through the assignment.
- All aspects must be written or spoken in complete sentences with attention to structure and grammar. Additionally, the recordings of the poem must be true to the poem, and the recordings must improve in quality over the course of the assignment.
- 5 points for participation on slide 1
- 5 points for leaving a constructive comment on slide 2
- 5 points for participation on slide 3
- 5 points for leaving a textually supported comment on slide 4
- 5 points for participation on slide 5
Standards: from MD Core English Goals - http://mdk12.org/instruction/clg/english/goal1.html
- 1.1.5 The student will identify specific structural elements of particular literary forms: poetry, short story, novel, drama, essay, biography, autobiography, journalistic writing, and film.
- 1.2.3 The student will explain the effectiveness of stylistic elements in a text that communicate an author's purpose.
- 3.1.5 The student will incorporate subjects, predicates, and modifiers when composing original sentences.
- 3.2 The student will identify how language choices in writing and speaking affect thoughts and feelings.
- 4.1 The student will describe the effect that a given text, heard or read, has on a listener or reader.