Beat Poet Webquest Pdf

Student Page [Teacher Page] Finding a New Rhythm: Title The Beat Movement Poets Introduction A 9th Grade Language Arts WebQuest Task Process by •Step 1 Kathryn Hulings •Step 2 hulings@comcast.net •Step 3 •Step 4 •Step 5 •Step 6 A Note About Grading Evaluation •Individual Rubric •Individual Rubric (cont) •Group Rubric Conclusion Photograph Attribution: Flicker / Wadem WebQuest Based on a template from The WebQuest Page Credits & References

Student Page [Teacher Page] Introduction Title The website www.poets.org tells us that ― [The] poets [who] Introduction would become known as the Beat generation, [were] a group of writers interested in changing consciousness and defying Task conventional writing . . .The battle against social conformity and Process literary tradition was central to the work of the Beats. Among this group of poets, hallucinogenic drugs were used to achieve •Step 1 higher consciousness, as was meditation and Eastern religion. •Step 2 Buddhism especially was important to many of the Beat poets . . •Step 3 .‖ (http://poets.org/) •Step 4 •Step 5 •Step 6 A Note About Grading Evaluation •Individual Rubric •Individual Rubric (cont) This sounds intriguing, don’t you think? This titillating teaser •Group Rubric may have left you wondering just exactly who these maverick writers were, when they lived, what they wrote, and the impact Conclusion they have left on the literary world. Aching to find out? Well, you’re in luck! Your group of five students has selected to study the Beat Movement as your contribution to our class investigation of literary movements throughout time. Credits & References Let’s get going!

Student Page [Teacher Page] The Task Literature and language have not remained stagnant over the course of Title history. Not at all! As society changes, so too do our artistic Introduction expressions that comment and reflect upon the world around us. Task Your task is to research the Beat poets and find out when, why, where, and how they created an entire literary movement and way of thinking. Process •Step 1 •Step 2 •Step 3 •Step 4 •Step 5 •Step 6 A Note About Grading Evaluation This is not just any old research project, though! No way Daddy-O! •Individual Rubric Each of you will actually become a Beat poet, a Beat commentator, and •Individual Rubric (cont) entertain the whole class with your findings. •Group Rubric I can hear you all thinking: ―Did you just say Daddy-O, Mrs. Hulings? Conclusion And, you want us to become a Beat poet? And, a Beat commentator? And, entertain the class? Right, Mrs. Hulings. . . just how, exactly, are we going to pull that off? Those are good questions! The next five pages will lay out the five steps of the whole shebang for you. Credits & References

Student Page [Teacher Page] The Process Title Step 1 Introduction Task Your group will be doing research on the internet. The Process sites you should access are these: •Step 1 •Step 2 •Step 3 http://poets.org/ •Step 4 http://www.poetry.com/ •Step 5 http://www.poetrymagazine.org/ •Step 6 http://www.loc.gov/poetry/ A Note About Grading http://www.emptymirrorbooks.com/resources.html http://www.poetspath.com/ Evaluation •Individual Rubric http://www2.lib.virginia.edu/small/exhibits/sixties/ind •Individual Rubric (cont) ex.html •Group Rubric http://www.bbc.co.uk/dna/h2g2/A721199 Conclusion http://www.denvergov.org/AboutDenver/today_drivi ng_beat_introduction.asp http://www.pbs.org/wnet/americannovel/timeline/be atgeneration.html Credits & References Keep Going to Step 2!

Student Page Step 2 [Teacher Page] Each of you will individually conduct biographical research on one of the Beat poets named below. Each of you should Title pick a different poet. Introduction Task • Diane di Prima Who is this? Process •Step 1 • Anne Waldman •Step 2 •Step 3 •Step 4 • Allen Ginsberg •Step 5 •Step 6 • Gary Snyder A Note About Grading • Jack Kerouac Who is this? Evaluation •Individual Rubric •Individual Rubric (cont) • Lawrence Ferlinghetti •Group Rubric Conclusion • Gregory Corso • William S. Burroughs Keep Going to Step 3! Credits & References Photographic Attribution: Flicker mountain man ny 2

Student Page Step 3 [Teacher Page] Your individual poet research should include four, brief paragraphs (5-7 sentences) about: Title Introduction Task The poet’s background: birthplace, Process education, significant life events •Step 1 •Step 2 •Step 3 The ―story‖ behind the poet’s writing •Step 4 •Step 5 •Step 6 The poet’s style: Explain why she / he used A Note About Grading poetry as her/ his form of expression? Evaluation •Individual Rubric •Individual Rubric (cont) Major works: What are your poet’s most •Group Rubric famous poems? Why are these so well Conclusion known? What was their literary impact? What is your favorite poem? Keep Going to Step 4! Credits & References

Student Page Step 4 [Teacher Page] All of you will split up the following historical topics to Title individually research. Each of you should pick a different topic. You must provide three facts, in three paragraphs, about: Introduction Task The time frame of the Beat Movement Process •Step 1 Fashions and traditions of the Beat Movement •Step 2 •Step 3 •Step 4 The literary style of the Beat Movement •Step 5 •Step 6 A brief history of the Beat Movement A Note About Grading Evaluation Components of Beat Movement poetry readings and poetry •Individual Rubric cafes. •Individual Rubric (cont) •Group Rubric Conclusion Keep going to Step 5! Photograph Attribution: Flicker unstoppabot Credits & References

Student Page Step 5 [Teacher Page] When your research is compete, your group will create a poetry cafe and present a poetry reading ala the Beat poets for the class. Title As a group, you will: Introduction Task • Create a simulation of a Beat poetry reading / cafe in our classroom Process •Step 1 • Perform in the café as the poet you researched •Step 2 • Present the historical information you researched •Step 3 • Check the rubric for specifics on how to organize your reading! •Step 4 •Step 5 • Think about and implement, for example: •Step 6 A Note About Grading – What objects might be in the room Evaluation •Individual Rubric •Individual Rubric (cont) – What the lighting might be like •Group Rubric Conclusion – What food might be served. – Go crazy and be inventive! Photograph Attribution: Flicker / Teach and Learn Credits & References Keep going to Step 6!

Student Page Step 6 [Teacher Page] Title Introduction Before your presentation you will have both an individual and group process conference Task with me to keep everything on track! Process •Step 1 •Step 2 •Step 3 There will be a sign-up sheet in class! •Step 4 •Step 5 •Step 6 A Note About Grading Evaluation •Individual Rubric •Individual Rubric (cont) •Group Rubric Conclusion Credits & References

Student Page [Teacher Page] A Note About Grading If you receive a rubric score on your individual work that Title is in the 15 point range, as always, there is a chance Introduction for you to complete a rewrite to further master the Task process of your learning. The due date for rewrites, Process however, will be firm. •Step 1 •Step 2 •Step 3 •Step 4 •Step 5 •Step 6 A Note About Grading Evaluation •Individual Rubric •Individual Rubric (cont) •Group Rubric Conclusion Credits & References Your learning is more important than a grade.

Student Page Individual Rubric [Teacher Page] See next page for more rubric information Title 5 4 3 Introduction Student will write four The student The student The student Task biography paragraphs (5-7 completely addresses at least addresses at sentences) that address: addresses all four three components least two of the Process •The poet’s background: components of the of the poet’s components of birthplace, education, poet’s biography. biography the poet’s •Step 1 significant life events biography •Step 2 •The ―story‖ behind the •Step 3 poet’s writing •Step 4 •The poet’s style: Why she / he used poetry as her/ his •Step 5 form of expression? •Step 6 •Major works: What are your poet’s most famous poems? A Note About Grading Why are these so well known? What was their Evaluation literary impact? The student includes The student The student •Individual Rubric The student will write three facts, in three paragraphs, three facts in three includes at least includes at least •Individual Rubric (cont) paragraphs. two facts in at least one fact in at least about one of the following: •Group Rubric •The time frame of the Beat two paragraphs. one paragraph. Movement Conclusion •Fashions and traditions of the Beat Movement •The literary style of the Beat Movement •A brief history of the Beat Movement •Components of Beat Movement poetry readings Credits & References and poetry cafes

Individual Rubric (Continued) Student Page See next page for more rubric information [Teacher Page] 5 4 3 Title The student will take a turn as The student provides The student The student an emcee who: three facts and provides at least provides at least Introduction Provides the three facts introduces the next two facts and one fact and gathered from the topics poet reader by the introduces the next introduces the Task you split between your name of the poet she poet reader by the next poet reader group members; and /he is portraying. name of the poet by the name of the Process Introduces the next poet she /he is poet she /he is reader by the name of the portraying. portraying. •Step 1 poet she / he portraying. •Step 2 The student will: The student fulfills all The student fulfills The student fulfills •Step 3 Dress as her / his poet; three presentation at least two at least one •Step 4 Introduce her/himself as expectations. presentation presentation her /his alter ego Beat expectations. expectation. •Step 5 poet by reading the •Step 6 biography he /she created as an autobiography in A Note About Grading first person, as that poet; and, finally Perform a poem written Evaluation the chosen poet, spoken •Individual Rubric in that poet’s style. •Individual Rubric (cont) •Group Rubric The student’s text has: The student’s text is The student’s text The student’s text Used properly formatted free of errors and is almost free of has a number of Conclusion MLA citation uses proper MLA errors and errors and is not Been edited for correct citations sometimes uses using proper MLA grammar, punctuation, proper MLA citations. and spelling The student has had citations. Conferenced with teacher a conference The student has The student has not had a had a conference conference Credits & References

Student Page Group Rubric [Teacher Page] Title 5 4 3 As a group, the students The group pays The group pays The group forgot Introduction Create a simulation of a complete attention to partial attention to to pay attention to Beat poetry reading / cafe creating a Beat creating a Beat creating a Beat Task in our classroom. Think poetry café poetry café oetry café about, for example, what environment. environment. environment, Process objects might be in the •Step 1 room, what the lighting •Step 2 might be like, and what food might be served. Go •Step 3 crazy! •Step 4 As a group, the students will: The group both The group either The group forgets •Step 5 Greet the class and greets the class and greets the class or to greets the class instruct them on how to be gives them gives them and give them •Step 6 a proper poetry reading instructions. instructions. instructions. audience in the tradition of A Note About Grading the Beat Movement (for instance, should they clap Evaluation or snap?). •Individual Rubric •Individual Rubric (cont) The group will: The group The group partially The group forgets •Group Rubric Fill out a chart that completely fills the fills the chart. to fill the chart. outlines each member’s chart. Conclusion responsibilities Conference with me Total Group Points Possible: 15 Total Individual Points Possible: 25 Credits & References Total WebQuest Points Possible: 40

Student Page [Teacher Page] Conclusion Title Cool, man, cool! Introduction You have completed your WebQuest, discovered pertinent, hip Task information about Beat poets, and created an awesome Process simulation of a Beat Movement poetry reading. •Step 1 •Step 2 I have recorded your presentation and will provide each of your •Step 3 •Step 4 group members with a DVD copy to accompany your written •Step 5 texts and to put in your year-long portfolio. •Step 6 Great Job, Beatniks! A Note About Grading Photographic Attribution: Flicker elgin.jessica Evaluation •Individual Rubric •Individual Rubric (cont) •Group Rubric Conclusion Credits & References

Student Page [Teacher Page] Credits & References Title This WebQuest was created by Kathryn Hulings, an English Introduction Education student at Colorado State University. It was completed during fall semester of 2008 for EDUC 331, Task Educational Technology and Assessment, taught by Dr. James Process Folkestad . •Step 1 •Step 2 •Step 3 Photographs from Flickr.com •Step 4 Photograph Attribution: Flicker / Wadem •Step 5 Photographic Attribution: Flicker mountain man ny 2 •Step 6 Photograph Attribution: Flicker unstoppabot A Note About Grading Photograph Attribution: Flicker / Teach and Learn Evaluation Photographic Attribution: Flicker elgin.jessica •Individual Rubric •Individual Rubric (cont) Based on a template from The WebQuest Page •Group Rubric Conclusion Visit the The WebQuest Slideshare Group for more ideas Credits & References

[Student Pages] Teacher Pages Finding a New Rhythm: Title Introduction Learners The Beat Movement Poets Standards Standard 1 Standard 2 A 9th Grade Language Arts WebQuest Standard 4 Standard 5 by Standard 6 Kathryn Hulings Process hulings@comcast.net Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Resources Resources (Cont.) Evaluation Individual Rubric Individual Rubric (Cont.) Group Rubric Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Photograph Attribution: Flicker / Wadem WebQuest Based on a template from The WebQuest Page Credits & References

[Student Pages] Teacher Pages Introduction Title This lesson was developed as part of a class assignment for EDUC 331, Introduction Educational Technology and Assessment, taught by Dr. James Learners Folkestad, at Colorado State University, to explore the use of a Standards WebQuest within our individual content areas. Standard 1 Standard 2 In particular, this WebQuest: Finding a New Rhythm: The Beat Standard 4 Movement Poets, is intended to be used with a 9th grade Language Arts Standard 5 class, but could be adapted for both upper and lower grades. The Standard 6 content is best suited for being part of a larger whole class study on Process literary movements. Step 1 Step 2 During the WebQuest process, students will: Step 3 •Research web sites Step 4 •Discover biographical information about Beat poets Step 5 •Investigate historical facts about the Beat era Step 6 •Write brief essays Resources •Design and implement a poetry café for the class Resources (Cont.) •Perform at the cafe as their respective researched Evaluation poets Individual Rubric Individual Rubric (Cont.) After completing the WebQuest, students will have: Group Rubric •Developed internet skills Teacher Script •Increased research abilities Teacher Script (Cont.) •Learned proper MLA formatting Teacher Script (Cont.) •Worked in a collaborative group Conclusion •Planned a group presentation •Constructed meaning for themselves and the class Credits & References regarding the Beat Movement and its poets

[Student Pages] Teacher Pages Title Learners Introduction Learners Standards This WebQuest was designed to be part of a 9th grade Standard 1 Language Arts class in the Poudre School District in Standard 2 Standard 4 Fort Collins, Colorado. It was written to meet Poudre Standard 5 School District Standards and Benchmarks. Standard 6 Process Step 1 The intent of this specific WebQuest is to be part of a Step 2 larger WebQuest project where students fulfill the Step 3 requirements of a unit that asks them to research and Step 4 create some sort of presentation regarding literary Step 5 Step 6 movements throughout history. Resources Resources (Cont.) Learners should either have, or be provided with, the Evaluation Individual Rubric basic, prior knowledge that language and its expression Individual Rubric (Cont.) is a dynamic process, and that over time, the nature of Group Rubric texts and the techniques of authors’ have changed. Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Credits & References

[Student Pages] Curriculum Standards Teacher Pages Title Introduction This WebQuest has been designed to meet 9th Grade Language Learners Arts Standards of the Poudre School District in Fort Collins, Standards Colorado Standard 1 Standard 2 Standard 4 STANDARD 1: READING: Students read and understand a variety of materials Standard 5 1.1 BENCHMARK: COMPREHENSION SKILLS Standard 6 Use a variety of comprehension skills in reading (e.g., preview, predict, compare and Process contrast, self-monitor, summarize) Step 1 •Practice a full range of strategies (e.g., paraphrasing and summarizing) to comprehend a variety Step 2 of texts Step 3 •Monitor comprehension by rereading a portion of text, using reference aids and using Step 4 contextual information •Make simple inferences based on thematic connections within and between texts Step 5 Step 6 1.3 BENCHMARK: READING PURPOSE Resources Adjust reading strategies for different purposes Resources (Cont.) •Sequence ideas independently from materials they have read or viewed Evaluation •Locate and recall information in texts with different text structures (e.g., cause /effect, Individual Rubric problem/solution, compare/contrast) •Identify key words in prompts to interpret the required responses Individual Rubric (Cont.) Group Rubric Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Credits & References More Standards

[Student Pages] Teacher Pages Curriculum Standards (Cont.) Title Introduction Learners Standards Standard 1 Standard 2 Standard 4 STANDARD 2: WRITING AND SPEAKING: Students write and speak for a variety of purposes and audiences Standard 5 Standard 6 2.2 BENCHMARK: AUDIENCE AND PURPOSE Process Write and speak for a variety of audiences and purposes Step 1 •Use format, style and voice appropriate for audience and purpose to write basic essays Step 2 Step 3 2.5 BENCHMARK: ORGANIZATION Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, Step 4 cause/effect, comparison/contrast) Step 5 •Organize writing to create an engaging introduction, logical and effective development of ideas Step 6 and satisfying conclusion Resources •Use support and explanation for main ideas in writing Resources (Cont.) Evaluation Individual Rubric Individual Rubric (Cont.) Group Rubric Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Credits & References More Standards

[Student Pages] Teacher Pages Curriculum Standards (Cont.) Title Introduction Learners STANDARD 4: THINKING AND VIEWING: Students apply thinking skills to their reading, Standards writing, speaking, listening and viewing Standard 1 Standard 2 4.1 BENCHMARK: THINKING AND ANALYTICAL SKILLS •Use thinking and analytical skills in writing, reading, speaking, listening and viewing Standard 4 •Analyze main ideas in a variety of texts and use relevant details to support the analysis Standard 5 •Practice making predictions, drawing conclusions and analyzing texts Standard 6 Process 4.2 BENCHMARK: PROBLEM SOLVING Step 1 •Use reading, writing, speaking, listening and viewing to define and solve problems Step 2 •Use higher-level and inquiry questioning skills as an approach to understanding texts •Practice collaboration skills to draw conclusions, evaluate, discuss and solve problems Step 3 Step 4 4.4 BENCHMARK: AUTHOR’S POINT OF VIEW Step 5 •Know the purpose, perspective and historical and cultural influences of a speaker, Step 6 author or director Resources •Identify an AUTHOR’S PURPPOSE in a variety of texts Resources (Cont.) •Identify the historical/cultural context from information presented texts Evaluation 4.5 BENCHMARK: EVALUATION Individual Rubric •Use a variety of criteria to evaluate information (e.g., reliability, accuracy, relevancy) Individual Rubric (Cont.) •Analyze information from a variety of texts to formulate conclusions and personal opinions Group Rubric Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Credits & References More Standards

[Student Pages] Teacher Pages Curriculum Standards (Cont.) Title Introduction Learners STANDARD 5: RESEARCH: Students read to locate, select and make use of relevant Standards information from a variety of media, reference and technological sources Standard 1 Standard 2 5.1 BENCHMARK: RESOURCES •Understand the structure, organization and use of resources to gather information for Standard 4 research Standard 5 •Use organizational features of electronic information (e.g., keyword searches, Internet search Standard 6 engines, library and interlibrary catalog databases) to locate relevant information Process Step 1 5.3 BENCHMARK: DOCUMENTATION Step 2 •Document information sources •Continue to define and refrain from plagiarism Step 3 •Practice the use of MLA works cited style to document sources used to create research Step 4 products Step 5 Step 6 5.4 BENCHMARK: RESEARCH PRODUCTS Resources •Communicate the results of research Resources (Cont.) •Produce a documented report and/or media presentation with cited sources Evaluation Individual Rubric Individual Rubric (Cont.) Group Rubric Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Credits & References More Standards

[Student Pages] Teacher Pages Curriculum Standards (Cont.) Title Introduction Learners STANDARD 6: LITERATURE AND CULTURE: Students read and recognize literature as a Standards record of human experience Standard 1 Standard 2 6.1 BENCHMARK: LITERARY TERMINOLOGY •Recognize and use literary terminology Standard 4 •Identify theme, allusion, aside, symbolism, imagery, soliloquy, iambic pentameter, tragedy, Standard 5 irony (dramatic, situational, verbal), paradox and tone accurately and explain how each literary Standard 6 technique adds meaning to texts Process •Apply knowledge of literary terminology including setting, character, conflict, plot, resolution, Step 1 dialect, point of view and metaphor and explain how each literary technique adds meaning to Step 2 texts Step 3 6.2 BENCHMARK: READING GENRES Step 4 •Read a variety of literary and informational texts Step 5 •Read, discuss and analyze a variety of fiction and non-fiction texts Step 6 Resources 6.3 BENCHMARK: CULTURE Resources (Cont.) •Read to learn about culture •Understand different expressions of world literature, including classic and Evaluation Individual Rubric 6.4 BENCHMARK: LITERARY ANALYSIS Individual Rubric (Cont.) •Use a variety of strategies to understand and analyze texts Group Rubric •Read a given text, identify the theme and provide support from the text to support the analysis Teacher Script of theme Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Credits & References

[Student Pages] Teacher Pages The Process Title Introduction Here are five general guidelines for a successful Learners implementation of this WebQuest: Standards Standard 1 Standard 2 1. It is highly recommended that groups be pre-selected by Standard 4 the teacher to ensure an inclusive experience; part of the Standard 5 goal of this assignment is to develop great collaborative Standard 6 skills. Process Step 1 2. The entire project should take a total of two weeks, with the Step 2 Step 3 last day serving as the day for the poetry café. Step 4 Step 5 3. Students should be allowed enough computer lab time Step 6 and in-class time for writing and planning to make this an Resources entirely at-school project. Resources (Cont.) Evaluation 4. Be prepared to brainstorm with the students on how to Individual Rubric Individual Rubric (Cont.) decorate and costume the poetry café using available Group Rubric materials from school and home, if possible. This should Teacher Script not create a financial burden for anyone. Teacher Script (Cont.) Teacher Script (Cont.) 5. Be sure to have some back-up sources for kids with Conclusion learning differences ! Credits & References Go to Next Process Page

[Student Pages] Teacher Pages Title The Process (Cont.) Introduction Learners Standards Step 1 Standard 1 Standard 2 Standard 4 Your group will be doing research on the internet. The Standard 5 sites you should access are these: Standard 6 Process Step 1 http://poets.org/ Step 2 http://www.poetry.com/ Step 3 http://www.poetrymagazine.org/ Step 4 http://www.loc.gov/poetry/ Step 5 Step 6 http://www.emptymirrorbooks.com/resources.html Resources http://www.poetspath.com/ Resources (Cont.) http://www2.lib.virginia.edu/small/exhibits/sixties/ind Evaluation Individual Rubric ex.html Individual Rubric (Cont.) http://www.bbc.co.uk/dna/h2g2/A721199 Group Rubric http://www.denvergov.org/AboutDenver/today_drivi Teacher Script ng_beat_introduction.asp Teacher Script (Cont.) Teacher Script (Cont.) http://www.pbs.org/wnet/americannovel/timeline/be Conclusion atgeneration.html Credits & References Keep Going to Step 2!

[Student Pages] Step 2 Teacher Pages Title Introduction Each of you will individually conduct biographical research Learners on one of the Beat poets named below. Each of you should Standards pick a different poet. Standard 1 Standard 2 • Diane di Prima Who is this? Standard 4 Standard 5 Standard 6 • Anne Waldman Process Step 1 Step 2 • Allen Ginsberg Step 3 Step 4 • Gary Snyder Step 5 Step 6 Resources • Jack Kerouac Who is this? Resources (Cont.) Evaluation Individual Rubric • Lawrence Ferlinghetti Individual Rubric (Cont.) Group Rubric • Gregory Corso Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) • William S. Burroughs Conclusion Keep Going to Step 3! Credits & References Photographic Attribution: Flicker mountain man ny 2

[Student Pages] Teacher Pages Step 3 Title Your individual poet research should include four, brief Introduction paragraphs (5-7 sentences) about: Learners Standards Standard 1 Standard 2 The poet’s background: birthplace, Standard 4 Standard 5 education, significant life events Standard 6 Process Step 1 The ―story‖ behind the poet’s writing Step 2 Step 3 Step 4 Step 5 The poet’s style: Explain why she / he used Step 6 poetry as her/ his form of expression? Resources Resources (Cont.) Evaluation Individual Rubric Major works: What are your poet’s most Individual Rubric (Cont.) famous poems? Why are these so well Group Rubric known? What was their literary impact? Teacher Script Teacher Script (Cont.) What is your favorite poem? Teacher Script (Cont.) Conclusion Keep Going to Step 4! Credits & References

[Student Pages] Teacher Pages Step 4 Title Introduction All of you will split up the following historical topics to Learners individually research. Each of you should pick a different topic. Standards You must provide three facts, in three paragraphs, about: Standard 1 Standard 2 Standard 4 The time frame of the Beat Movement Standard 5 Standard 6 Fashions and traditions of the Beat Movement Process Step 1 Step 2 The literary style of the Beat Movement Step 3 Step 4 Step 5 A brief history of the Beat Movement Step 6 Resources Components of Beat Movement poetry readings and poetry Resources (Cont.) Evaluation cafes. Individual Rubric Individual Rubric (Cont.) Group Rubric Teacher Script Teacher Script (Cont.) Keep going to Step 5! Teacher Script (Cont.) Conclusion Photograph Attribution: Flicker unstoppabot Credits & References

[Student Pages] Teacher Pages Step 5 Title When your research is compete, your group will create a Introduction poetry cafe and present a poetry reading ala the Beat poets for the class. Learners Standards As a group, you will: Standard 1 Standard 2 • Create a simulation of a Beat poetry reading / cafe in our Standard 4 classroom Standard 5 Standard 6 • Perform in the café as the poet you researched Process • Present the historical information you researched Step 1 • Check the rubric for specifics on how to organize your reading! Step 2 Step 3 • Think about and implement, for example: Step 4 Step 5 Step 6 – What objects might be in the Resources room Resources (Cont.) Evaluation Individual Rubric – What the lighting might be like Individual Rubric (Cont.) Group Rubric – What food might be served. Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) – Go crazy and be inventive! Conclusion Photograph Attribution: Flicker / Teach and Learn Credits & References Keep going to Step 6!

[Student Pages] Teacher Pages Step 6 Title Introduction Learners Standards Before your presentation you will have both an individual and Standard 1 Standard 2 group process conference Standard 4 with me to keep everything on track! Standard 5 Standard 6 Process Step 1 There will be a sign-up sheet in class! Step 2 Step 3 Step 4 Step 5 Step 6 Resources Resources (Cont.) Evaluation Individual Rubric Individual Rubric (Cont.) Group Rubric Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Credits & References

[Student Pages] Teacher Pages Title Resources Introduction Learners • Teachers are advised to check out the websites that Standards this WebQuest suggests for student use, to make sure Standard 1 they are appropriate and applicable for your specific Standard 2 Standard 4 teaching context. They are included below: Standard 5 Standard 6 http://poets.org/ Process http://www.poetry.com/ Step 1 http://www.poetrymagazine.org/ Step 2 http://www.loc.gov/poetry/ Step 3 http://www.emptymirrorbooks.com/resources.html Step 4 http://www.poetspath.com/ Step 5 http://www2.lib.virginia.edu/small/exhibits/sixties/index.html Step 6 http://www.bbc.co.uk/dna/h2g2/A721199 Resources http://www.denvergov.org/AboutDenver/today_driving_beat_introd Resources (Cont.) uction.asp Evaluation http://www.pbs.org/wnet/americannovel/timeline/beatgeneration.ht Individual Rubric ml Individual Rubric (Cont.) Group Rubric • Students should also have access to art supplies, Teacher Script Teacher Script (Cont.) drama department props and costumes, and a kitchen Teacher Script (Cont.) for food preparation. Conclusion Go on to more resources Credits & References

[Student Pages] Teacher Pages Title Resources (Cont.) Introduction Learners Standards • It is also ideal to have available hard copies of salient Standard 1 material from print texts. A suggested, albeit hardly Standard 2 Standard 4 exhaustive, list of possible sources follows: Standard 5 Standard 6 Process Charters, Ann, Editor. Beat Down to Your Soul: What was the Step 1 Beat Generation? New York: Penguin Books, 2001 Step 2 Step 3 Charters, Ann. The Portable Beat Reader. New York: Penguin Step 4 Books, 1992 Step 5 Ciuraru, Carmela, Editor. Beat Poets. New York: Alfred A. Step 6 Knopf, 2002 Resources Hemmer, Kurt. Encyclopedia of Beat Literature. Facts on File, Resources (Cont.) 2006 Evaluation Kherdian, David. Beat Voices: An Anthology of Beat Poetry. Individual Rubric Individual Rubric (Cont.) New York: Holt, 1995 Group Rubric Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Credits & References

[Student Pages] Teacher Pages Evaluation Title Introduction Learners •The following rubrics are designed for assessment of Standards Standard 1 this project and has some fairly clear expectations. Standard 2 Standard 4 •Teachers should always assess the rubrics, and add or Standard 5 delete according to their own contextual needs. Standard 6 Process Step 1 •Teachers, of course, will need to monitor the group Step 2 process, and help students keep focused on and aware Step 3 Step 4 of the rubric outlines. Step 5 Step 6 Resources Resources (Cont.) Evaluation Individual Rubric Individual Rubric (Cont.) Group Rubric Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Credits & References

[Student Pages] Teacher Pages Individual Rubric Title See next page for more rubric information Introduction Learners Standards 5 4 3 Standard 1 Student will write four The student The student The student Standard 2 biography paragraphs (5-7 completely addresses at least addresses at Standard 4 sentences) that address: addresses all four three components least two of the Standard 5 •The poet’s background: components of the of the poet’s components of Standard 6 birthplace, education, poet’s biography. biography the poet’s significant life events biography Process •The ―story‖ behind the Step 1 poet’s writing Step 2 •The poet’s style: Why she / he used poetry as her/ his Step 3 form of expression? Step 4 •Major works: What are your Step 5 poet’s most famous poems? Step 6 Why are these so well known? What was their Resources literary impact? Resources (Cont.) The student includes The student The student The student will write three Evaluation facts, in three paragraphs, three facts in three includes at least includes at least Individual Rubric about one of the following: paragraphs. two facts in at least one fact in at least Individual Rubric (Cont.) •The time frame of the Beat two paragraphs. one paragraph. Group Rubric Movement •Fashions and traditions of Teacher Script the Beat Movement Teacher Script (Cont.) •The literary style of the Teacher Script (Cont.) Beat Movement •A brief history of the Beat Conclusion Movement •Components of Beat Credits & References Movement poetry readings and poetry cafes

[Student Pages] Individual Rubric (Continued) Teacher Pages See next page for more rubric information Title Introduction 5 4 3 Learners The student will take a turn as The student provides The student The student Standards an emcee who: three facts and provides at least provides at least Standard 1 Provides the three facts introduces the next two facts and one fact and gathered from the topics poet reader by the introduces the next introduces the Standard 2 you split between your name of the poet she poet reader by the next poet reader Standard 4 group members; and /he is portraying. name of the poet by the name of the Standard 5 Introduces the next poet she /he is poet she /he is reader by the name of the portraying. portraying. Standard 6 poet she / he portraying. Process The student will: The student fulfills all The student fulfills The student fulfills Step 1 Dress as her / his poet; three presentation at least two at least one Step 2 Introduce her/himself as expectations. presentation presentation her /his alter ego Beat expectations. expectation. Step 3 poet by reading the Step 4 biography he /she created Step 5 as an autobiography in Step 6 first person, as that poet; and, finally Resources Perform a poem written Resources (Cont.) the chosen poet, spoken Evaluation in that poet’s style. Individual Rubric The student’s text has: The student’s text is The student’s text The student’s text Individual Rubric (Cont.) Used properly formatted free of errors and is almost free of has a number of Group Rubric MLA citation uses proper MLA errors and errors and is not Teacher Script Been edited for correct citations sometimes uses using proper MLA grammar, punctuation, proper MLA citations. Teacher Script (Cont.) and spelling The student has had citations. Teacher Script (Cont.) Conferenced with teacher a conference The student has Conclusion The student has not had a had a conference conference Credits & References

[Student Pages] Teacher Pages Group Rubric Title Introduction Learners 5 4 3 Standards As a group, the students The group pays The group pays The group forgot Standard 1 Create a simulation of a complete attention to partial attention to to pay attention to Standard 2 Beat poetry reading / cafe creating a Beat creating a Beat creating a Beat in our classroom. Think poetry café poetry café oetry café Standard 4 about, for example, what environment. environment. environment, Standard 5 objects might be in the Standard 6 room, what the lighting Process might be like, and what food might be served. Go Step 1 crazy! Step 2 As a group, the students will: The group both The group either The group forgets Step 3 Greet the class and greets the class and greets the class or to greets the class instruct them on how to be gives them gives them and give them Step 4 a proper poetry reading instructions. instructions. instructions. Step 5 audience in the tradition of Step 6 the Beat Movement (for Resources instance, should they clap or snap?). Resources (Cont.) Evaluation Individual Rubric The group will: The group The group partially The group forgets Individual Rubric (Cont.) Fill out a chart that completely fills the fills the chart. to fill the chart. Group Rubric outlines each member’s chart. responsibilities Teacher Script Conference with me Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Total Group Points Possible: 15 Total Individual Points Possible: 25 Credits & References Total WebQuest Points Possible: 40

[Student Pages] Teacher Pages Teacher Script Title Introduction Learners In the next three pages, teachers can find suggested Standards verbal prompts to help learners navigate the Standard 1 WebQuest Process. Standard 2 Standard 4 Standard 5 •Step 1 involves an initial orientation to the Standard 6 websites students will sue for research. Prepare Process Step 1 for difficulties with opening sites and following the Step 2 site map. Model the process. The teacher might Step 3 Step 4 say: ―Let’s practice opening up these websites and Step 5 navigating the sites for information.‖ Step 6 Resources Resources (Cont.) •Step 2 requires students to pick their poet. Be Evaluation ready to reiterate that each student needs to Individual Rubric Individual Rubric (Cont.) select a different poet. The teacher might say: Group Rubric ―Talk to each other, and make sure you all have a Teacher Script Teacher Script (Cont.) different poet. This is the person you will be Teacher Script (Cont.) researching on the website we just looked at a Conclusion moment ago.‖ Credits & References Go to Process Pages

[Student Pages] Teacher Pages Teacher Script (Cont.) Title Introduction Learners Standards Standard 1 •Step 3 is where the research begins. The Standard 2 teacher might say: ―Check to make sure you cover Standard 4 Standard 5 all the facets of the poet. Use the list on the Standard 6 WebQuest and check off points as you complete Process them Step 1 Step 2 Step 3 •Step 4 involves students putting together a Step 4 Step 5 complete picture of the Beat era by each of them Step 6 completing a brief study of a particular Resources Resources (Cont.) components. The teacher might say: ―It would be Evaluation a good idea to make sure each of you is Individual Rubric researching a different part of the Beat history. Individual Rubric (Cont.) Group Rubric Also make sure that you put all of your work in a Teacher Script historically chronological order.‖ Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Go to Process Pages Credits & References

[Student Pages] Teacher Pages Teacher Script (Cont.) Title Introduction Learners Standards Standard 1 •Step 5 is where students plan their poetry café. Standard 2 Along with making sure the students have access Standard 4 Standard 5 to available resources, the teacher might say: ―Be Standard 6 sure to keep track of your plans. Maybe you could Process make some drawings of how you want things to Step 1 Step 2 look, and make a list of materials you need.‖ Step 3 Step 4 Step 5 •Step 6 involves reminding students that they Step 6 need to have both an individual and group Resources Resources (Cont.) conference with the teacher. The teacher might Evaluation say: ―Remember to sign up for conferences on the Individual Rubric sheet next to the door. This is part of your project Individual Rubric (Cont.) Group Rubric grade, so don’t forget! Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) Go to Process Pages Conclusion Credits & References

[Student Pages] Teacher Pages Title Conclusion Introduction Learners Standards Finding a New Rhythm: The Beat Movement Poets, has the Standard 1 potential to be an engaging and significant learning adventure. Standard 2 For those students who find Language Arts to be a colossal Standard 4 bore, participating in a WebQuest may liven things up a bit. Standard 5 Likewise, the project may also appeal to learners who need Standard 6 movement and have a flair for the dramatic. The project offers Process Step 1 a little something for everyone and makes for a nice Step 2 collaborative experience. Step 3 Step 4 In an academic sense, this WebQuest leads learners to the Step 5 realization that literature is an evolving entity and may excite Step 6 them to pursue further investigations of texts pat, present, and Resources future. The act of researching a topic with a relevant, fun Resources (Cont.) Evaluation activity attached—in this case a poetry café and Individual Rubric performance—can often be the spoonful of sugar that helps Individual Rubric (Cont.) learning correct MLA formatting, grammar, thesis and topic Group Rubric sentences, all go down smoothly and sweetly! Teacher Script Teacher Script (Cont.) Have fun with this, and please send feedback on the success Teacher Script (Cont.) and/or challenges you encounter! Conclusion Credits & References

[Student Pages] Title Teacher Pages Credits & References Introduction Learners This WebQuest was created by Kathryn Hulings, an English Standards Education student at Colorado State University. It was Standard 1 Standard 2 completed during fall semester of 2008 for EDUC 331, Standard 4 Educational Technology and Assessment, taught by Dr. James Standard 5 Folkestad . Standard 6 Process Step 1 Photographs from Flickr.com Step 2 Photograph Attribution: Flicker / Wadem Step 3 Photographic Attribution: Flicker mountain man ny 2 Step 4 Step 5 Photograph Attribution: Flicker unstoppabot Step 6 Photograph Attribution: Flicker / Teach and Learn Resources Photographic Attribution: Flicker elgin.jessica Resources (Cont.) Evaluation Individual Rubric Based on a template from The WebQuest Page Individual Rubric (Cont.) Group Rubric Visit the The WebQuest Slideshare Group for more ideas Teacher Script Teacher Script (Cont.) Teacher Script (Cont.) Conclusion Credits & References

Beat Poet Webquest Pdf

by khulings on Nov 12, 2008

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Beat Poet Webquest Pdf — Presentation Transcript