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An Introduction to the Beat Poetry Movement

An Introduction to the Beat Poetry Movement

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Beat Poet Webquest Vista Powerpoint Beat Poet Webquest Vista Powerpoint Presentation Transcript

  • Photograph Attribution: Flicker / Wadem WebQuest Based on a template from The WebQuest Page Find a pdf version of this WebQuest here Finding a New Rhythm: The Beat Movement Poets A 9 th Grade Language Arts WebQuest by Kathryn Hulings [email_address] Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • Introduction The website www.poets.org tells us that “ [The] poets [who] would become known as the Beat generation, [were] a group of writers interested in changing consciousness and defying conventional writing . . .The battle against social conformity and literary tradition was central to the work of the Beats. Among this group of poets, hallucinogenic drugs were used to achieve higher consciousness, as was meditation and Eastern religion. Buddhism especially was important to many of the Beat poets . . .” ( http://poets.org/ ) This sounds intriguing, don’t you think? This titillating teaser may have left you wondering just exactly who these maverick writers were, when they lived, what they wrote, and the impact 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. Let’s get going! Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • The Task Literature and language have not remained stagnant over the course of history. Not at all! As society changes, so too do our artistic expressions that comment and reflect upon the world around us.   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.   This is not just any old research project, though! No way Daddy-O! Each of you will actually become a Beat poet, a Beat commentator, and e ntertain the whole class with your findings.   I can hear you all thinking: “Did you just say Daddy-O , Mrs. Hulings? 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 Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • The Process
    • Step 1
    • Your group will be doing research on the internet. The sites you should access are these:
      • http://poets.org/
      • http://www.poetry.com/
      • http://www.poetrymagazine.org/
      • http://www.loc.gov/poetry/
      • http://www.emptymirrorbooks.com/resources.html
      • http://www.poetspath.com/
      • http://www2.lib.virginia.edu/small/exhibits/sixties/index.html
      • http://www.bbc.co.uk/dna/h2g2/A721199
      • http://www.denvergov.org/AboutDenver/today_driving_beat_introduction.asp
      • http://www.pbs.org/wnet/americannovel/timeline/beatgeneration.html
      • Keep Going to Step 2!
    •  
    Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • Step 2 Each of you will individually conduct biographical research on one of the Beat poets named below. Each of you should pick a different poet. Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • Step 3 Your individual poet research should include four, brief paragraphs (5-7 sentences) about:
      • The poet’s background: birthplace, education, significant life events
      • The “story” behind the poet’s writing
      • The poet’s style: Explain why she / he used poetry as her/ his form of expression?
      • Major works: What are your poet’s most famous poems? Why are these so well known? What was their literary impact? What is your favorite poem?
      • Keep Going to Step 4!
    Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • Step 4 All of you will split up the following historical topics to individually research. Each of you should pick a different topic. You must provide three facts, in three paragraphs, about:
      • The time frame of the Beat Movement
      • 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 and poetry cafes.
    • Keep going to Step 5!
    • Photograph Attribution: Flicker
    • unstoppabot
    Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • Step 5 When your research is compete, your group will create a poetry cafe and present a poetry reading ala the Beat poets for the class . As a group, you will: Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • Step 6 Before your presentation you will have both an individual and group process conference with me to keep everything on track! There will be a sign-up sheet in class! Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • A Note About Grading If you receive a rubric score on your individual work that is in the 15 point range, as always, there is a chance for you to complete a rewrite to further master the process of your learning. The due date for rewrites, however, will be firm. Your learning is more important than a grade . Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • Individual Rubric See next page for more rubric information 5 4 3
    • Student will write four biography paragraphs (5-7 sentences) that address:
      • The poet’s background: birthplace, education, significant life events
      • The “story” behind the poet’s writing
      • The poet’s style: Why she / he used poetry as her/ his form of expression?
      • Major works: What are your poet’s most famous poems? Why are these so well known? What was their literary impact?
    The student completely addresses all four components of the poet’s biography. The student addresses at least three components of the poet’s biography The student addresses at least two of the components of the poet’s biography
    • The student will write three facts, in three paragraphs, about one of the following:
    • The time frame of the Beat Movement
    • 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 and poetry cafes
    The student includes three facts in three paragraphs. The student includes at least two facts in at least two paragraphs. The student includes at least one fact in at least one paragraph. Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • Individual Rubric (Continued) See next page for more rubric information 5 4 3
    • The student will take a turn as an emcee who:
    • Provides the three facts gathered from the topics you split between your group members; and
    • Introduces the next poet reader by the name of the poet she / he portraying.
    The student provides three facts and introduces the next poet reader by the name of the poet she /he is portraying. The student provides at least two facts and introduces the next poet reader by the name of the poet she /he is portraying. The student provides at least one fact and introduces the next poet reader by the name of the poet she /he is portraying.
    • The student will:
    • Dress as her / his poet;
    • Introduce her/himself as her /his alter ego Beat poet by reading the biography he /she created as an autobiography in first person, as that poet; and, finally
    • Perform a poem written the chosen poet, spoken in that poet’s style.
    The student fulfills all three presentation expectations. The student fulfills at least two presentation expectations. The student fulfills at least one presentation expectation.
    • The student’s text has:
    • Used properly formatted MLA citation
    • Been edited for correct grammar, punctuation, and spelling
    • Conferenced with teacher
    The student’s text is free of errors and uses proper MLA citations The student has had a conference The student’s text is almost free of errors and sometimes uses proper MLA citations. The student has had a conference The student’s text has a number of errors and is not using proper MLA citations. The student has not had a conference Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • Group Rubric Total Group Points Possible: 15 Total Individual Points Possible: 25 Total WebQuest Points Possible: 40 5 4 3
    • As a group, the students
    • Create a simulation of a Beat poetry reading / cafe in our classroom. Think about, for example, what objects might be in the room, what the lighting might be like, and what food might be served. Go crazy!
    The group pays complete attention to creating a Beat poetry café environment. The group pays partial attention to creating a Beat poetry café environment. The group forgot to pay attention to creating a Beat oetry café environment,
    • As a group, the students will:
    • Greet the class and instruct them on how to be a proper poetry reading audience in the tradition of the Beat Movement (for instance, should they clap or snap?).
    The group both greets the class and gives them instructions. The group either greets the class or gives them instructions. The group forgets to greets the class and give them instructions.
    • The group will:
    • Fill out a chart that outlines each member’s responsibilities
    • Conference with me
    The group completely fills the chart. The group partially fills the chart. The group forgets to fill the chart. Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • Conclusion Cool, man, cool! You have completed your WebQuest, discovered pertinent, hip information about Beat poets, and created an awesome simulation of a Beat Movement poetry reading.   I have recorded your presentation and will provide each of your group members with a DVD copy to accompany your written texts and to put in your year-long portfolio.   Great Job, Beatniks! Photographic Attribution: Flicker elgin.jessica Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • Credits & References This WebQuest was created by Kathryn Hulings, an English Education student at Colorado State University. It was completed during fall semester of 2008 for EDUC 331, Educational Technology and Assessment, taught by Dr. James Folkestad . Photographs from Flickr.com Photograph Attribution: Flicker / Wadem Photographic Attribution: Flicker mountain man ny 2 Photograph Attribution: Flicker unstoppabot Photograph Attribution: Flicker / Teach and Learn Photographic Attribution: Flicker elgin.jessica Based on a template from The WebQuest Page Visit the The WebQuest Slideshare Group for more ideas Student Page Introduction Task
    • Process
      • 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 [ Teacher Page ] Title
  • Photograph Attribution: Flicker / Wadem WebQuest Based on a template from The WebQuest Page Finding a New Rhythm: The Beat Movement Poets A 9 th Grade Language Arts WebQuest by Kathryn Hulings [email_address]
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Introduction
    • This lesson was developed as part of a class assignment for EDUC 331, Educational Technology and Assessment, taught by Dr. James Folkestad, at Colorado State University, to explore the use of a WebQuest within our individual content areas.
    • In particular, this WebQuest: Finding a New Rhythm: The Beat Movement Poets , is intended to be used with a 9 th grade Language Arts class, but could be adapted for both upper and lower grades. The content is best suited for being part of a larger whole class study on literary movements.
    • During the WebQuest process, students will:
          • Research web sites
          • Discover biographical information about Beat poets
          • Investigate historical facts about the Beat era
          • Write brief essays
          • Design and implement a poetry café for the class
          • Perform at the cafe as their respective researched poets
    • After completing the WebQuest, students will have:
          • Developed internet skills
          • Increased research abilities
          • Learned proper MLA formatting
          • Worked in a collaborative group
          • Planned a group presentation
          • Constructed meaning for themselves and the class regarding the Beat Movement and its poets
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Learners   This WebQuest was designed to be part of a 9 th grade Language Arts class in the Poudre School District in Fort Collins, Colorado. It was written to meet Poudre School District Standards and Benchmarks.   The intent of this specific WebQuest is to be part of a larger WebQuest project where students fulfill the requirements of a unit that asks them to research and create some sort of presentation regarding literary movements throughout history. Learners should either have, or be provided with, the basic, prior knowledge that language and its expression is a dynamic process, and that over time, the nature of texts and the techniques of authors’ have changed.
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Curriculum Standards This WebQuest has been designed to meet 9 th Grade Language Arts Standards of the Poudre School District in Fort Collins, Colorado
    •  
    • STANDARD 1: READING: Students read and understand a variety of materials
    •  
    • 1.1 BENCHMARK: COMPREHENSION SKILLS
    • Use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize)
    • Practice a full range of strategies (e.g., paraphrasing and summarizing) to comprehend a variety of text s
    • Monitor comprehension by rereading a portion of text , using reference aids and using contextual information
    • Make simple inferences based on thematic connections within and between text s
    •  
    • 1.3 BENCHMARK: READING PURPOSE
    • Adjust reading strategies for different purposes
    • Sequence ideas independently from materials they have read or viewed
    • Locate and recall information in text s with different text structures (e.g., cause /effect, problem/solution, compare/contrast)
    • Identify key words in prompts to interpret the required responses
    •  
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
    More Standards
  • Curriculum Standards (Cont.)
    • STANDARD 2: WRITING AND SPEAKING: Students write and speak for a variety of purposes and audiences
    •  
    • 2.2 BENCHMARK: AUDIENCE AND PURPOSE
    • Write and speak for a variety of audiences and purposes
    • Use format, style and voice appropriate for audience and purpose to write basic essays
    •  
    • 2.5 BENCHMARK: ORGANIZATION
    • Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast)
    • Organize writing to create an engaging introduction, logical and effective development of ideas and satisfying conclusion
    • Use support and explanation for main ideas in writing
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
    More Standards
  • Curriculum Standards (Cont.)
    • STANDARD 4: THINKING AND VIEWING: Students apply thinking skills to their reading, writing, speaking, listening and viewing
    •  
    • 4.1 BENCHMARK: THINKING AND ANALYTICAL SKILLS
    • Use thinking and analytical skills in writing, reading, speaking, listening and viewing
    • Analyze main ideas in a variety of text s and use relevant details to support the analysis
    • Practice making predictions, drawing conclusions and analyzing text s
    •  
    • 4.2 BENCHMARK: PROBLEM SOLVING
    • Use reading, writing, speaking, listening and viewing to define and solve problems
    • Use higher-level and inquiry questioning skills as an approach to understanding text s
    • Practice collaboration skills to draw conclusions, evaluate, discuss and solve problems
    •  
    • 4.4 BENCHMARK: AUTHOR’S POINT OF VIEW
    • Know the purpose, perspective and historical and cultural influences of a speaker, author or director
    • Identify an AUTHOR’S PURPPOSE in a variety of text s
    • Identify the historical/cultural context from information presented text s
    •  
    • 4.5 BENCHMARK: EVALUATION
    • Use a variety of criteria to evaluate information (e.g., reliability, accuracy, relevancy)
    • Analyze information from a variety of text s to formulate conclusions and personal opinions
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
    More Standards
  • Curriculum Standards (Cont.)
    • STANDARD 5: RESEARCH: Students read to locate, select and make use of relevant information from a variety of media, reference and technological sources
    •  
    • 5.1 BENCHMARK: RESOURCES
    • Understand the structure, organization and use of resources to gather information for research
    • Use organizational features of electronic information (e.g., keyword searches, Internet search engines, library and interlibrary catalog databases) to locate relevant information
    • 5.3 BENCHMARK: DOCUMENTATION
    • Document information sources
    • Continue to define and refrain from plagiarism
    • Practice the use of MLA works cited style to document sources used to create research product s
    •  
    • 5.4 BENCHMARK: RESEARCH PRODUCTS
    • Communicate the results of research
    • Produce a documented report and/or media presentation with cited sources
    •  
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
    More Standards
  • Curriculum Standards (Cont.)
    • STANDARD 6: LITERATURE AND CULTURE: Students read and recognize literature as a record of human experience
    •  
    • 6.1 BENCHMARK: LITERARY TERMINOLOGY
    • Recognize and use literary terminology
    • Identify theme, allusion, aside, symbolism, imagery, soliloquy, iambic pentameter , tragedy, irony (dramatic, situational, verbal), paradox and tone accurately and explain how each literary technique adds meaning to text s
    • Apply knowledge of literary terminology including setting, character, conflict, plot , resolution, dialect, point of view and metaphor and explain how each literary technique adds meaning to text s
    • 6.2 BENCHMARK: READING GENRES
    • Read a variety of literary and informational texts
    • Read, discuss and analyze a variety of fiction and non-fiction text s
    •  
    • 6.3 BENCHMARK: CULTURE
    • Read to learn about culture
    • Understand different expressions of world literature, including classic and
    •  
    • 6.4 BENCHMARK: LITERARY ANALYSIS
    • Use a variety of strategies to understand and analyze texts
    • Read a given text , identify the theme and provide support from the text to support the analysis of theme
    •  
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • The Process
    • Here are five general guidelines for a successful implementation of this WebQuest:
    • It is highly recommended that groups be pre-selected by the teacher to ensure an inclusive experience; part of the goal of this assignment is to develop great collaborative skills.
    • The entire project should take a total of two weeks, with the last day serving as the day for the poetry café.
    • Students should be allowed enough computer lab time and in-class time for writing and planning to make this an entirely at-school project.
    • Be prepared to brainstorm with the students on how to decorate and costume the poetry café using available materials from school and home, if possible. This should not create a financial burden for anyone.
    • Be sure to have some back-up sources for kids with learning differences !
    • Go to Next Process Page
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
    • Step 1
    • Your group will be doing research on the internet. The sites you should access are these:
      • http://poets.org/
      • http://www.poetry.com/
      • http://www.poetrymagazine.org/
      • http://www.loc.gov/poetry/
      • http://www.emptymirrorbooks.com/resources.html
      • http://www.poetspath.com/
      • http://www2.lib.virginia.edu/small/exhibits/sixties/index.html
      • http://www.bbc.co.uk/dna/h2g2/A721199
      • http://www.denvergov.org/AboutDenver/today_driving_beat_introduction.asp
      • http://www.pbs.org/wnet/americannovel/timeline/beatgeneration.html
      • Keep Going to Step 2!
    •  
    The Process (Cont.)
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Step 2 Each of you will individually conduct biographical research on one of the Beat poets named below. Each of you should pick a different poet.
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Step 3 Your individual poet research should include four, brief paragraphs (5-7 sentences) about:
      • The poet’s background: birthplace, education, significant life events
      • The “story” behind the poet’s writing
      • The poet’s style: Explain why she / he used poetry as her/ his form of expression?
      • Major works: What are your poet’s most famous poems? Why are these so well known? What was their literary impact? What is your favorite poem?
      • Keep Going to Step 4!
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Step 4 All of you will split up the following historical topics to individually research. Each of you should pick a different topic. You must provide three facts, in three paragraphs, about:
      • The time frame of the Beat Movement
      • 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 and poetry cafes.
    • Keep going to Step 5!
    • Photograph Attribution: Flicker
    • unstoppabot
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Step 5 When your research is compete, your group will create a poetry cafe and present a poetry reading ala the Beat poets for the class . As a group, you will:
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Step 6 Before your presentation you will have both an individual and group process conference with me to keep everything on track! There will be a sign-up sheet in class!
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Resources
    • Teachers are advised to check out the websites that this WebQuest suggests for student use, to make sure they are appropriate and applicable for your specific teaching context. They are included below:
      • http://poets.org/
      • http://www.poetry.com/
      • http://www.poetrymagazine.org/
      • http://www.loc.gov/poetry/
      • http://www.emptymirrorbooks.com/resources.html
      • http://www.poetspath.com/
      • http://www2.lib.virginia.edu/small/exhibits/sixties/index.html
      • http://www.bbc.co.uk/dna/h2g2/A721199
      • http://www.denvergov.org/AboutDenver/today_driving_beat_introduction.asp
      • http://www.pbs.org/wnet/americannovel/timeline/beatgeneration.html
    • Students should also have access to art supplies, drama department props and costumes, and a kitchen for food preparation.
    • Go on to more resources
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Resources (Cont.)
    • It is also ideal to have available hard copies of salient material from print texts. A suggested, albeit hardly exhaustive, list of possible sources follows:
    • Charters, Ann, Editor . Beat Down to Your Soul: What was the Beat Generation? New York: Penguin Books, 2001
    • Charters, Ann. The Portable Beat Reader. New York: Penguin Books, 1992
    • Ciuraru, Carmela, Editor. Beat Poets . New York: Alfred A. Knopf, 2002
    • Hemmer, Kurt. Encyclopedia of Beat Literature . Facts on File, 2006
    • Kherdian, David. Beat Voices: An Anthology of Beat Poetry. New York: Holt, 1995
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Evaluation
    • The following rubrics are designed for assessment of this project and has some fairly clear expectations.
    • Teachers should always assess the rubrics, and add or delete according to their own contextual needs.
    • Teachers, of course, will need to monitor the group process, and help students keep focused on and aware of the rubric outlines.
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Individual Rubric See next page for more rubric information
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
    5 4 3
    • Student will write four biography paragraphs (5-7 sentences) that address:
      • The poet’s background: birthplace, education, significant life events
      • The “story” behind the poet’s writing
      • The poet’s style: Why she / he used poetry as her/ his form of expression?
      • Major works: What are your poet’s most famous poems? Why are these so well known? What was their literary impact?
    The student completely addresses all four components of the poet’s biography. The student addresses at least three components of the poet’s biography The student addresses at least two of the components of the poet’s biography
    • The student will write three facts, in three paragraphs, about one of the following:
    • The time frame of the Beat Movement
    • 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 and poetry cafes
    The student includes three facts in three paragraphs. The student includes at least two facts in at least two paragraphs. The student includes at least one fact in at least one paragraph.
  • Individual Rubric (Continued) See next page for more rubric information
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
    5 4 3
    • The student will take a turn as an emcee who:
    • Provides the three facts gathered from the topics you split between your group members; and
    • Introduces the next poet reader by the name of the poet she / he portraying.
    The student provides three facts and introduces the next poet reader by the name of the poet she /he is portraying. The student provides at least two facts and introduces the next poet reader by the name of the poet she /he is portraying. The student provides at least one fact and introduces the next poet reader by the name of the poet she /he is portraying.
    • The student will:
    • Dress as her / his poet;
    • Introduce her/himself as her /his alter ego Beat poet by reading the biography he /she created as an autobiography in first person, as that poet; and, finally
    • Perform a poem written the chosen poet, spoken in that poet’s style.
    The student fulfills all three presentation expectations. The student fulfills at least two presentation expectations. The student fulfills at least one presentation expectation.
    • The student’s text has:
    • Used properly formatted MLA citation
    • Been edited for correct grammar, punctuation, and spelling
    • Conferenced with teacher
    The student’s text is free of errors and uses proper MLA citations The student has had a conference The student’s text is almost free of errors and sometimes uses proper MLA citations. The student has had a conference The student’s text has a number of errors and is not using proper MLA citations. The student has not had a conference
  • Group Rubric Total Group Points Possible: 15 Total Individual Points Possible: 25 Total WebQuest Points Possible: 40
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
    5 4 3
    • As a group, the students
    • Create a simulation of a Beat poetry reading / cafe in our classroom. Think about, for example, what objects might be in the room, what the lighting might be like, and what food might be served. Go crazy!
    The group pays complete attention to creating a Beat poetry café environment. The group pays partial attention to creating a Beat poetry café environment. The group forgot to pay attention to creating a Beat oetry café environment,
    • As a group, the students will:
    • Greet the class and instruct them on how to be a proper poetry reading audience in the tradition of the Beat Movement (for instance, should they clap or snap?).
    The group both greets the class and gives them instructions. The group either greets the class or gives them instructions. The group forgets to greets the class and give them instructions.
    • The group will:
    • Fill out a chart that outlines each member’s responsibilities
    • Conference with me
    The group completely fills the chart. The group partially fills the chart. The group forgets to fill the chart.
  • Teacher Script In the next three pages, teachers can find suggested verbal prompts to help learners navigate the WebQuest Process .
    • Step 1 involves an initial orientation to the websites students will sue for research. Prepare for difficulties with opening sites and following the site map. Model the process. The teacher might say: “Let’s practice opening up these websites and navigating the sites for information.”
    • Step 2 requires students to pick their poet. Be ready to reiterate that each student needs to select a different poet. The teacher might say: “Talk to each other, and make sure you all have a different poet. This is the person you will be researching on the website we just looked at a moment ago.”
    • Go to Process Pages
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Teacher Script (Cont.)
    • Step 3 is where the research begins. The teacher might say: “Check to make sure you cover all the facets of the poet. Use the list on the WebQuest and check off points as you complete them
    • Step 4 involves students putting together a complete picture of the Beat era by each of them completing a brief study of a particular components. The teacher might say: “It would be a good idea to make sure each of you is researching a different part of the Beat history. Also make sure that you put all of your work in a historically chronological order.”
    • Go to Process Pages
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Teacher Script (Cont.)
    • Step 5 is where students plan their poetry café. Along with making sure the students have access to available resources, the teacher might say: “Be sure to keep track of your plans. Maybe you could make some drawings of how you want things to look, and make a list of materials you need.”
    • Step 6 involves reminding students that they need to have both an individual and group conference with the teacher. The teacher might say: “Remember to sign up for conferences on the sheet next to the door. This is part of your project grade, so don’t forget!
    • Go to Process Pages
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
  • Conclusion Finding a New Rhythm: The Beat Movement Poets , has the potential to be an engaging and significant learning adventure. For those students who find Language Arts to be a colossal bore, participating in a WebQuest may liven things up a bit. Likewise, the project may also appeal to learners who need movement and have a flair for the dramatic. The project offers a little something for everyone and makes for a nice collaborative experience. In an academic sense, this WebQuest leads learners to the realization that literature is an evolving entity and may excite them to pursue further investigations of texts pat, present, and future. The act of researching a topic with a relevant, fun activity attached—in this case a poetry café and performance—can often be the spoonful of sugar that helps learning correct MLA formatting, grammar, thesis and topic sentences, all go down smoothly and sweetly! Have fun with this, and please send feedback on the success and/or challenges you encounter!
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
    • [ Student Pages ]
    • Teacher Pages
    • Title
    • Introduction
    • Learners
    • Standards
      • Standard 1
      • Standard 2
      • Standard 4
      • Standard 5
      • Standard 6
    • Process
      • 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
    • Credits & References
    This WebQuest was created by Kathryn Hulings, an English Education student at Colorado State University. It was completed during fall semester of 2008 for EDUC 331, Educational Technology and Assessment, taught by Dr. James Folkestad . Photographs from Flickr.com Photograph Attribution: Flicker / Wadem Photographic Attribution: Flicker mountain man ny 2 Photograph Attribution: Flicker unstoppabot Photograph Attribution: Flicker / Teach and Learn Photographic Attribution: Flicker elgin.jessica Based on a template from The WebQuest Page Visit the The WebQuest Slideshare Group for more ideas Credits & References