M2 Video Talk

Hello everyone, and welcome to my text. Talk assignment.

So

the poem I chose was out out by robert Frost.

And because it's so short, I have enough time to read it to you.

Out out.

The buzz saw snarled and rattled in the yard,

and made dust and dropped stove length sticks of wood,

sweet scented stuff when the breeze drew across it,

and from there those that lifted eyes could count five mountain ranges,

one behind the other,

under the sunset, far into Vermont,

and the sauce snarled and rattled, snarled and rattled

as it ran light, or had to bear a load,

and nothing happened.

Day was all but done.

Call it a day. I wish they might have said

to please the boy by giving him the half hour

that a boy counts so much when saved from work

his sister stood beside him in her apron to tell them supper

at the word he saw, as if to prove. Saws knew what supper meant.

Left out at the boy's hand, or seemed to leap.

He must have given the hand,

however, it was neither refused the meeting

but the hand.

The boy's first outcry was a rueful laugh as he swung towards them,

holding up the hand half an appeal,

but half as if to keep the life from spilling.

Then the boys saw all,

since he was old enough to know big boy doing a man's work,

though a child at heart he saw all

spoiled.

Don't let him cut my hand off the doctor when he comes. Don't let him sister

so, but the hand was gone already.

The doctor put him in the dark of ether.

He lay and puffed his lips out with his breath.

And then the watcher at his pulse took Fright.

No one believed

they listened at his heart little

less

nothing.

And that ended it

no more to build on their and they since they were not the one dead

turned to their affairs.

Okay, that is my poem.

And

And I will give you a quick overview of the text.

So I chose the poem out out by the American poet, Robert Frost.

Um this poem was written in 1916 and it's part of a larger

collection called mountain interval and it's actually based on a true story.

So this happened to the son of a friend of Robert Frost.

It features a single stanza and as you heard,

it doesn't follow a strict rhyming pattern or form and it's written in blank verse,

the poems a narrative and it tells the story of a young boy,

his tragic abrupt death and his family's cold response.

So this is the setting.

It is an idyllic mountain range in Vermont, as I said,

and this is a picture of actual Vermont.

If you ever get the chance, you should go. It's beautiful

and these are buzz sauce

In 1916.

So just for some context,

this is what the boy would have been using in the poem when his sister came outside.

So

the plot, his setting as we know,

we're in Vermont and the story begins with the buzz saw,

its snarling and rattling in the hands of the boy who's doing his chores outside.

The scenery is beautiful farmland,

there's mountains in view and the boys excited because

his work day is coming to a close,

his sister comes outside, lets him know supper is ready and distracted.

The boy loses control of the buzzsaw, letting it come into contact with his hand.

In that moment of shock,

he holds up his severed hand with a rueful

laugh before looking to his family for help.

A doctor arrives and gives him ether.

Um Ether is a chemical that was used as a common anesthetic in the 1960s.

And despite the treatment and the doctor's attention, the boy bleeds out and dies.

The poem ends with an emotionless statement that his family since

they're not the ones dead will go on with their affairs.

So, some of the themes in this poem include the fragility of life, sympathy, death,

the dangers of technology,

What life was like for the working class and World War One perspectives

because this would have taken place during World War One.

So, I want to look at the suitability of this poem in addressing curriculum,

document expectations and I've chosen to specific expectations to look at both

are from the reading strand for grade 11 english university prep.

So E. N. G. Three U.

So under reading for meaning I have the first specific expectation of

making inferences because the shift from grade 9 10 to 11,

12 in making inferences is looking more and more at the subtle subtext.

Um And I want to see the students supporting

their explanations and really reading into what they're seeing.

So in the classroom,

the inaction part of my slide here in the classroom that might

look like me prompting them with explain how the poems introduction,

foreshadows, what will happen in the poem?

So in the beginning of the poem, we hear,

you know, the author says, oh if only they'd called it a day.

There's some clear foreshadowing there.

Um What does the physical presentation of this poem the way

it's laid out on the page contribute to its meaning?

So there is n jam mint, it has unusual typography.

You know, the sentences don't neatly end in each row, they continue on to the next.

What could we um

assume um based on Frost use of that style.

And then finally,

a more collaborative way to incorporate that as a jigsaw activity.

So similar to the Karen's house activity from module to content.

We have the jigsaw activity of reading

from different perspectives for different purposes.

So read from the purpose of um the life as the boy,

the sister and the family, the doctor.

And finally reading it as the saw itself because it is so

personified in this text.

My next expectation was form in style.

I couldn't resist I had to include looking at

stylistic elements in the poem because it's a poem.

Um,

again, the subtlety in the change from grade 9 10 to 11,

12 is we're looking at can you not just not

only identify the form and style in the poem,

but can you really explain their effectiveness and how they're enhancing the poem?

So in class in action,

I might prompt the students with how does the personification

of the buzzsaw enhance the effectiveness of this poem?

And then what's the final result? How does the addiction?

So the authors, you know, emotionless,

straightforward word choice present the working classes attitude towards death.

I looked at the text suitability outside of ministry expectations.

And I went for a more personal angle on this. So, if I were using this poem to teach

um

for personal reasons, I would use it as a collaborator,

a collection or an anthology on multiple

perspectives of death throughout several centuries.

So, as a greater collection, um,

to help tackle that topic of death with adolescence.

Um, I would also maybe use it as a part of a unit on war.

And I would use it as a cross curricular poem. And

I would also use this poem as a debate point because life is depicted so

differently and it can be interpreted differently in this poem when a child dies.

Is life more valuable or less because he's so young.

Um, and then finally, I think the larger message of this text,

and I actually got this idea from another um, author online is that

there is a warning of the use of technology.

So the larger message could be the buzzsaw represents our society's

reliance on technology and we take for granted its power.

And if we become overly reliant on this

technology and comfortable in our usage of it,

it could cause irreparable damage to our well being,

just like the sauce so quickly removes the boy's hand.

So these are my references. Um, and thank you for listening.

I hope that you got something from this.

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