Digital Video Sample 1

Digital Video - Sample 1
This document contains two sample activities from Chapter 8
of Digital Video. These are two of the 22 Video creation
activities contained in the complete book.
The complete book deals with a wide range of video related
areas as well as containing more than 40 step by step lesson
plans guiding you through video based classroom activities.
For more information or to buy the complete book go to:
https://itunes.apple.com/us/book/digital-video/id1025275485
These sample materials are the copyright property of Nik
Peachey and permission is hereby granted to print, store,
share and redistribute them freely.

1

POEM READING

Introduction

Language focus

In this activity students listen to and reconstruct a poem. They
then make a video recording of themselves reciting the poem
using images as prompts.

The primary aim of this activity is to get students to develop their
pronunciation by confidently reciting a poem.

Rationale
This activity can help to enhance students enjoyment and
understanding of poetry and also help them to read and speak
in a more expressive way.
Reciting poetry can also help students to develop their
pronunciation.
Using the images of some of the words also helps them to
remember the poem and helps to make the video more visual.
Context

Preparation
Find a short poem that you think your students will like and
which is rich in visual metaphors.
Find or make a recording of the poem.
Make a copy of the text of the poem and mix up the lines.
I have included an Example worksheet based around
Shakespeare’s Sonnet 130.
You can find recordings of many popular poems on YouTube or
other video sharing sites.

This activity works best in the classroom, though the students
can do their recordings at home and upload them online.
You can also get online students recording themselves reading
and illustrating poems based on your own examples, but they
won’t have the in-classroom support.
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Procedure

each line of the poem they should show their image to the
camera to illustrate it.

• Start by giving students some of the key imagery words from
the text. Ideally there should be at least one word from each
line. In the case of our Shakespeare poem these could be;
heaven, lips, sun, roses, eyes, hair, cheeks, music, coral, etc.

• If students are working in groups they could do this as a group
reading so that they only memorize a few lines rather than the
entire poem.

• Check the students understand the words and give them some
paper.

• If you really want each student to remember the poem, ask
them to do the recording at home where they can practice and
where there is less distraction and background noise.

• Ask them to draw pictures of the words on each sheet of
paper. They could work in small groups to do this as it may
save time and paper.
• Once the students have their pictures, either read or play a
recording of the poem and ask the students to listen and put
the images into the order they hear them in the poem.
• Once they have had time to listen and order the pictures, give
the students the lines from the poem and ask them to use their
images to help them put the lines in the correct order.

Follow up
Look more closely at possible meanings of the poem.
Get the students to choose their own favorite poems and
illustrate and record them in the same way.
Collect together the poem recordings and put them onto a
school blog or website.

• Give the students time to order the lines and then let them
listen to the recording again and check their order.
• Now that they have the lines in the correct order, ask them to
practice reading the poem.
• Ask the students to try to memorize the lines that go with each
of the images.
• They can practice by gradually taking the lines away and just
using the images to help them remember.
• Now ask the students to use either the webcam or video
camera to record themselves reciting the poem. As they say
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Related links

Example worksheet

Here are some links that may help with this lesson.

Sonnet 130 by William Shakespeare

•Video recording of the poem: http://youtu.be/
xP06F0yynic

Listen and arrange the lines into the correct order.

•The poem text: http://www.poets.org/poetsorg/poem/
my-mistress-eyes-are-nothing-sun-sonnet-130

• I love to hear her speak, yet well I know

You can find more poems on these sites.

• I have seen roses damasked, red and white,

•PoemHunter: http://www.poemhunter.com/

• And yet, by heaven, I think my love as rare As any she
belied with false compare.

•Poetry Archive: http://www.poetryarchive.org/
You can use this site to quickly mix up the lines of a
poem.
•Paragraphy: http://www.byrdseed.com/paragraphy/
index.php

• If snow be white, why then her breasts are dun;

• If hairs be wires, black wires grow on her head.

• My mistress’ eyes are nothing like the sun;
• My mistress when she walks treads on the ground.
• I grant I never saw a goddess go;
• Coral is far more red than her lips’ red;
• And in some perfumes is there more delight Than in the
breath that from my mistress reeks
• That music hath a far more pleasing sound;
• But no such roses see I in her cheeks;

4

INTRODUCTIONS

Introduction

Language focus

In this activity students introduce themselves to the rest of the
class by recording a short video clip.

The primary aim of this activity is to help students get to know
each other a bit better and to give the teacher the opportunity to
asses their speaking ability.

Rationale
Particularly in online classes, it can be difficult to get a sense of
who the tutor is and what the other participants are like as
people just through text based interaction.
Getting students to record their own introduction at the
beginning of the course can help to develop a better sense of
rapport and a more positive dynamic within the class.
Using this activity can also give you an example of your
students’ speaking to listen to and so help you to assess their
ability and their needs.
Context
This activity is best suited to online classes, though there is no
reason why you can’t get students in physical classrooms to do
it too and share their introduction clips online.

The linguistic aim of the activity is to enable students to talk
about themselves.
Preparation
Record your own introduction to share with the students. This
generally acts as a model on which students base their own
introductions.
You could also give a short bullet point list of things you want
your students to include in their introduction. The Example
worksheet has a list, but you may need to edit it for appropriacy
and the level of your students.

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Procedure
• Tell the students to watch your introductory video and then
post any questions they would like to ask you about the things
you mention in your video.
• Once you have the questions, answer them and then ask the
students to post a similar video introducing themselves.

Follow up
You could keep the questions and answers going for some
time using an asynchronous video tool.
Watch the videos and make notes about the strengths and
weaknesses of their language production.
Example worksheet

• Give them the list of points to include if you think it will help.
• Get the students to post and share their videos online.
• Ask them to watch each others’ videos and send at least one
question to each of the people in the group to find out more
about them.

Record your introduction. Tell other students:
• Who you are.
• What you do.
• How long you have been studying English and why
you study.
• What you like doing in your free time.
• Some of your favorite things.
• A little about your family.
• Some of the things you do and don’t like.
• Something that not many people know about you.
• A special place you like.
• Your favorite, books, films and music.
• A person you admire.
• Your hopes for the future.

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