Multigenre Poetry Webquest Assignment

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Multigenre Poetry Webquest Assignment

  1. 1. Discovering Poetry Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8 th and 9 th Grade (Multi-Genre Poetry Assignment) Designed by: Ms. Welsh and Ms. Moore Ms. Lindsey Welsh and Ms. Mackenzie Moore [email_address] or [email_address] Based on a template from The WebQuest Page Uploaded on February 13, 2005 by surrealmuse
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are an aspiring poet. You want to take a crack at as many different types of poetry before you decide which type of poetry is the best fit for you. This assignment will allow you to write in six or more poetic forms before deciding which form you like the best. Along with poetic formats, you will also research different famous poets who have influenced poetry in general throughout the years. They may help you discover your inner poet. Everyone can be a poet…so…WHAT KIND OF POET ARE YOU? Uploaded on October 2, 2006 by Stephanie Town
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>“ A poet is, before anything else, a person who is passionately in love with language.” W. H. Auden </li></ul><ul><li>Once you have completed the assignment, you should be able to: </li></ul><ul><ul><li>Identify different poetic forms </li></ul></ul><ul><ul><li>Understand the different conventions of poetry </li></ul></ul><ul><ul><li>Create a knowledge of different famous poets and their works </li></ul></ul><ul><ul><li>Write at least six different poems in at least six different genres </li></ul></ul><ul><ul><li>Submit your favorite poem to an online poetry contest </li></ul></ul><ul><ul><li>Provide a brief summary explaining your submission selection </li></ul></ul>Title
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Using the internet websites provided (see Credits page), explore different poets and poetic forms. </li></ul><ul><li>Fill on the “Poets” worksheet, giving specific examples about each poet and their particular genre of expertise. </li></ul><ul><li>Fill out the “Poetry” worksheet. Make sure to provide an example of each type of poem you have chosen to research and their individual characteristics. </li></ul><ul><li>Begin crafting poems. Use lined paper to draft your poems before you turn in your completed work. Remember you have to complete at least six different poems in six different poetic poems for full credit. </li></ul><ul><li>Write your final drafts of at least six different poems. Your final drafts should be typed, with your name and class period in the top right hand corner. </li></ul><ul><li>Research the different submission websites provided and choose the one that you like the best. </li></ul><ul><li>Submit your favorite poem from your folder and print out the submission form and verification of submission. </li></ul><ul><li>Write a summary of why your choose that specific poem and its importance to you. </li></ul><ul><li>Compile a folder of your completed poems. In your folder, you should include: </li></ul><ul><ul><li>At least six different final drafts of your poems </li></ul></ul><ul><ul><li>Any drafts used to get to your final draft </li></ul></ul><ul><ul><li>Your completed “Poets” worksheets </li></ul></ul><ul><ul><li>Your completed “Poetry” worksheet </li></ul></ul><ul><ul><li>Submission information, printed from the website of your choice </li></ul></ul><ul><ul><li>Summary of submission choice. </li></ul></ul><ul><li>Turn in folder. Due date: </li></ul>
  5. 5. Rubric Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
  6. 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! Do you feel more like a poet? Well, you should! You have completed at least six different types of poems and you have the chance to win on your online poetry contest. Uploaded on April 12, 2005 by M3Li55@
  7. 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] www.poets.org www.world-class-poetry.com http://www.poetryzone.ndirect.co.uk/index2.htm www.poetry.org www.poetry-online.org/writing-poetry.htm www.poetrysoup.com/poetry_forms.asp www.types-of-poetry.org.uk www.shadowpoetry.com www.emule.com/poetry/   Submission Websites www.poetryamerica.com www.speakuppress.com For the latest version of this template and training materials, go to: The WebQuest Page and The WebQuest Slideshare Group Uploaded on October 1, 2007 by The Blackbird
  8. 8. Discovering Poetry (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8 th and 9 th Grade (Language Arts) Designed by Lindsey Welsh and Mackenzie Moore Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion [email_address] or [email_address] Uploaded on February 13, 2005 by surrealmuse
  9. 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page You are an aspiring poet. You want to take a crack at as many different types of poetry before you decide which type of poetry is the best fit for you. This assignment will allow you to write in six or more poetic forms before deciding which form you like the best. Along with poetic formats, you will also research different famous poets who have influenced poetry in general throughout the years. They may help you discover your inner poet. Everyone can be a poet…so…WHAT KIND OF POET ARE YOU? Evaluation Teacher Script Conclusion Uploaded on October 2, 2006 by Stephanie Town
  10. 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is for 8 th and 9 th grade language arts students. This lesson is exclusively for the language arts concentration so no prior components from other subjects will be needed for the student to be successful. This will act as the student’s first introduction to poetry therefore expectations and prior knowledge will vary depending on the student. Evaluation Teacher Script Conclusion Uploaded on November 11, 2007 by Nikka Melt
  11. 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion STANDARD 1: Students read and understand a variety of materials. GRADES 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes • using a full range of strategies to comprehend essays, speeches, autobiographies, and firstperson historical documents in addition to the types of literature mentioned above. STANDARD 2: Students write and speak for a variety of purposes and audiences. GRADES 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes • using fictional, dramatic, and poetic techniques in writing; STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. GRADES 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes • recognizing an author's point of view, purpose, and historical and cultural context; • using reading, writing, listening, articulate speaking, and viewing to solve problems; • knowing what constitutes literary quality based on elements such as the author's point of view, the author’s selection of significant details, theme development, and the author's reflection of events and ideas of his or her lifetime STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. GRADES 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes using strategies to gain information from journals, research studies, and technical documents; and • using available technology to access information, conduct research, and produce a carefully documented product. STANDARD 6: Students read and recognize literature as a record of human experience. GRADES 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes reading, responding to, and discussing novels, poetry, short stories, non-fiction, content-area and technical material, plays, essays, and speeches; using literary terminology accurately, such as theme, mood, diction, idiom, perspective, style, and point of view; developing and supporting a thesis about the craft and significance of particular works of literature, both classic and contemporary, from a variety of ethnic writers.
  12. 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Using the internet websites provided, explore different poets and poetic forms. </li></ul><ul><li>Fill on the “Poets” worksheet, giving specific examples about each poet and their particular genre of expertise. </li></ul><ul><li>Fill out the “Poetry” worksheet. Make sure to provide an example of each type of poem you have chosen to research and their individual characteristics. </li></ul><ul><li>Begin crafting poems. Use lined paper to draft your poems before you turn in your completed work. Remember you have to complete at least six different poems in six different poetic poems for full credit. </li></ul><ul><li>Write your final drafts of at least six different poems. Your final drafts should be typed, with your name and class period in the top right hand corner. </li></ul><ul><li>Research the different submission websites provided and choose the one that you like the best. </li></ul><ul><li>Submit your favorite poem from your folder and print out the submission form and verification of submission. </li></ul><ul><li>Write a summary of why your choose that specific poem and its importance to you. </li></ul><ul><li>Compile a folder of your completed poems. In your folder, you should include: </li></ul><ul><ul><li>At least six different final drafts of your poems </li></ul></ul><ul><ul><li>Any drafts used to get to your final draft </li></ul></ul><ul><ul><li>Your completed “Poets” worksheets </li></ul></ul><ul><ul><li>Your completed “Poetry” worksheet </li></ul></ul><ul><ul><li>Submission information, printed from the website of your choice </li></ul></ul><ul><ul><li>Summary of submission choice. </li></ul></ul><ul><li>Turn in folder. Due date: </li></ul><ul><li>Variations: If computers are not available for some reason or you would like them to do some work in class as opposed to in a computer lab, here are a few books that the students may use as an alternative method of getting the information they need. </li></ul><ul><li>The Oxford Book of American Poetry: David Lehman </li></ul><ul><li>The Everything Writing Poetry Book : Tina D Eliopulos & Todd Scott Moffett </li></ul>Evaluation Teacher Script Conclusion
  13. 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>For this lesson, the list of resources needed includes: </li></ul><ul><ul><li>One computer per student </li></ul></ul><ul><ul><li>Access to the internet </li></ul></ul><ul><ul><li>Microsoft Word </li></ul></ul><ul><ul><li>Parental Consent to have their child submit to an internet contest </li></ul></ul><ul><ul><li>Specific reference material in the classroom or school library </li></ul></ul><ul><ul><li>Worksheets for the both poetry and poets </li></ul></ul><ul><ul><li>(Folders will be provided by the students) </li></ul></ul><ul><li>For the complete list of all the websites needed, go to the Credits Page. This will also have a listing of the possible submission websites. If a student would like to use a different submission website, make sure they run it by you first. </li></ul><ul><li>It is only necessary to have one teacher for the lesson. If another teacher wants to help out for the computer days where the students will be searching the internet, it could be helpful but by no means is it required. </li></ul>Evaluation Teacher Script Conclusion
  14. 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page If a student can successfully produce six different types of poetry than the lesson will be a success. Since this is a sort of self taught activity, some students will choose the safe route while others will try out their creative side. Just as is the case for all creative writing, some students may really excel while others fall flat. As long as the students do their best and you can tell that they have tried on each poem, it is important to reward them for their achievement. Evaluation Teacher Script Conclusion Rubric
  15. 15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things. </li></ul><ul><li>Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest. </li></ul><ul><li>This page will include step by step directions to the facilitator, including: </li></ul><ul><ul><li>Each page in the process is pretty self explanatory. </li></ul></ul><ul><ul><li>Each page has at least one “hyperlink” that is highlighted in teal. These links are intended to be tools for both the teacher and the students for exploration of the World Wide Web concerning this project. </li></ul></ul><ul><ul><li>You might have some confusion with your students concerning the basics of poetry to begin. Perhaps a small lesson before this projects introduction will be in order. It all depends on the students. </li></ul></ul><ul><ul><li>The process will take longer at the points where students have to compile their favorite poets and explain why. It will also take a longer time for the students to compile their own works. </li></ul></ul><ul><ul><li>Make sure your students are separating themselves from technology when their own works are being compiled. You want your students to use their own creativity at that point in the process. </li></ul></ul><ul><li>This page is linked to the Process segment off of the Teacher Page </li></ul>Evaluation Teacher Script Conclusion
  16. 16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is a fantastic lesson for students who are just starting out with their exploration into the world of poetry. It gives them a good run down of many different poetic forms and the influential poets who made each method of poetry famous. If a student has acquired prior knowledge about poetry from another class, this lesson also acts as a follow up or extensive study of particular poets and their poetry. It is also allows for many different types of learning styles. This lesson reaches the research based learners as well as the creative learners who respond best to hands-on learning. Evaluation Teacher Script Conclusion Uploaded on April 12, 2005 by M3Li55@
  17. 17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page www.poets.org www.world-class-poetry.com http://www.poetryzone.ndirect.co.uk/index2.htm www.poetry.org www.poetry-online.org/writing-poetry.htm www.poetrysoup.com/poetry_forms.asp www.types-of-poetry.org.uk www.shadowpoetry.com www.emule.com/poetry/   Submission Websites www.poetryamerica.com www.speakuppress.com For the latest version of this template and training materials, go to: The WebQuest Page and The WebQuest Slideshare Group Evaluation Teacher Script Conclusion Uploaded on October 1, 2007 by The Blackbird

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