The hyper-poetry project involves students writing poems, creating web pages, and deciding how the class’ poems are connected. They will have several options to choose from in regards to how their poems will be constructed. This unit will take at least six class periods and cover ideas such as concrete poetry, the difference between linear and nonlinear poetry, writing, and how to use the technology in conjunction with their projects. The goal is for students to realize that poetry can be nonlinear, and that poems themselves can be “written” using visuals, digital recordings, and the traditional stanza format. The technology and creative aspects of the lesson will hopefully interest students who are more resistant to learning poetry. The assignment will also require the entire class to collaborate and det ermine where the poems should link. It allows for individual creativity to be connectedand form a group (class) product.

Background Information: This idea first came to me when I was reading a hyper-narrative (a story with no clear beginning, middle, or end). I realized how the internet has revolutionized writing. I think adapting this concept to use with poetry not only makes more sense (because poems are easier to manipulate than prose), but is a more realistic assignment to implement with high school students. Many modern ideas are left out of text books either because they are outdated or because there is not enough room. I think this can and should be amended by showing students examples of nonlinear poetry and allowing them to create it themselves.

Origin of Unit: This unit originated through the combination of how I have taught poetry in the past, and technology lessons I found on the internet. I have always taught concrete poetry, but never realized how this can be modernized via technology resources such as imovie. The idea of nonlinear poetry is something new that I would like my students to experience. I feel that technology has revolutionized writing by creating this possibility.

Purpose of Unit: To teach traditional poetic concepts with modern media. To force students to think about poetry in a different way (nonlinear as opposed to linear). I also want students to feel comfortable using technology (imovie or digital video, creating web pages and links, adding music and photos or pictures) to express their feelings. Often students think of technology as something used to complete an assignment; I want to show them that technology can help them create personal, artistic, and meaningful products as well.

Target Audience: The lesson is designed for my 9th graders and will be viewed by other teachers in my department and their students. Since my class is creating a piece of art (as far as I’m concerned), I think the audience would include anyone that enjoys modern poetry. This product will be appropriate for high school students, parents, and teachers to view and enjoy.

Teaching Techniques and Tools Used: I will first teach the concepts of concrete poetry, traditional poetry, and nonlinear poetry. Students will then explore examples of poems on the web that have been illustrated with pictures, movie, and sound. Students will be given a topic (home/a safe place, vivid memory) and allowed class time to begin writing. They will peer edit and work in groups to fine-tune their poems. The tools used will be Microsoft Word, dreamweaver, fireworks, music technology, and internet exploration.

LoTi: I believe this unit would be at a LoTi level of 4b because students are using multimedia to transform and connect their artwork for a broad audience. Students are differentiating between the different types of media available, deciding how things (poems) are connected, and interpreting how various meanings and topics should and can be displayed.