Beat Poets Movement

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

Evaluation
•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

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.

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
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
• Jack Kerouac Who is this?
Evaluation
•Individual Rubric (cont) • Lawrence Ferlinghetti
•Group Rubric
Conclusion • Gregory Corso

• William S. Burroughs
Keep Going to Step 3!
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 (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?


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
Evaluation Components of Beat Movement poetry readings and poetry
•Individual Rubric cafes.
•Group Rubric
Conclusion
Keep going to Step 5!

Photograph Attribution: Flicker
unstoppabot

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 (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

Evaluation
•Group Rubric
Conclusion


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

Evaluation
•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.
•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


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?).
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!
Photographic Attribution: Flicker elgin.jessica
Evaluation
•Group Rubric
Conclusion


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 (cont) Based on a template from The WebQuest Page
•Group Rubric
Conclusion Visit the The WebQuest Slideshare Group for more ideas


[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.)
Conclusion Photograph Attribution: Flicker / Wadem
WebQuest Based on a template from The WebQuest Page

[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
Conclusion


[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
Group Rubric
Teacher Script
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
Group Rubric
Teacher Script
Conclusion


[Student Pages]
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
Conclusion


[Student Pages]
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
Group Rubric
Teacher Script
Conclusion


[Student Pages]
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
Conclusion


[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.) 5. Be sure to have some back-up sources for kids with
Conclusion learning differences !
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.) http://www.pbs.org/wnet/americannovel/timeline/be
Conclusion atgeneration.html

[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
Group Rubric • Gregory Corso
Teacher Script
Teacher Script (Cont.) • William S. Burroughs
Conclusion

[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?
Conclusion

[Student Pages]
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
Group Rubric
Teacher Script
Conclusion Photograph Attribution: Flicker
unstoppabot

[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
Group Rubric – What food might be served.
Teacher Script
Teacher Script (Cont.) – Go crazy and be inventive!
Conclusion Photograph Attribution: Flicker / Teach and
Learn

[Student Pages]
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
Group Rubric
Teacher Script
Conclusion


[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
Group Rubric • Students should also have access to art supplies,
Teacher Script
drama department props and costumes, and a kitchen
Teacher Script (Cont.) for food preparation.
Conclusion
Go on to more resources

[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
New York: Holt, 1995
Group Rubric
Teacher Script
Conclusion


[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
Group Rubric
Teacher Script
Conclusion


[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

[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
Conclusion
Total Group Points Possible: 15
Total Individual Points Possible: 25
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.
Group Rubric Also make sure that you put all of your work in a
Teacher Script historically chronological order.‖
Conclusion Go to Process Pages

[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
Group Rubric grade, so don’t forget!
Teacher Script
Teacher Script (Cont.) Go to Process Pages
Conclusion


[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
and/or challenges you encounter!
Conclusion


[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
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
Group Rubric
Visit the The WebQuest Slideshare Group for more ideas
Teacher Script
Conclusion


Beat Poets Movement

Recommended

Recommended

More Related Content

Similar to Beat Poets Movement

Similar to Beat Poets Movement (20)

Recently uploaded

Recently uploaded (20)

Beat Poets Movement