Revolutionary War Poetry Final
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Revolutionary War Poetry Final

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Revolutionary War Poetry Final Revolutionary War Poetry Final Presentation Transcript

  • Revolutionary Poetry WebQuest Team D Maureen Adkins, Darryl Baker, Rebecca Martin, Sarah Merrill, Wendy Wise
  • Revolutionary Poetry
    • Introduction
    • Task
    • Process
    • Resources
    • Evaluation
    • Conclusion
    • Standards
    • Reference
  • Introduction
    • Imagine being a soldier during the Revolutionary War. How would your voice be heard? Many soldiers and civilians used poetry to express their opinions and beliefs about life and war. You will learn to use poetry to articulate facts about the war and emotions and opinions that were felt during that time.
  • Task
    • You will be working with a partner for this task.
    • First, you will research different styles and forms of poetry. You will also read a variety of poetry. While reading and searching, you will complete a Search Worksheet to record the different styles and forms. Next, you will decide on a style of poetry and write you own poem. Your poem will be about a specific event, person or place related to our Revolutionary War Unit. You will have the opportunity to recite your poem at our "Poetry Slam".
  • Process
    • Step 1:
      • Review important information about the American Revolution .
      • You can also read a timeline of important events.
      • Test your knowledge of the Revolutionary War.
  • Process
    • Step 2:
      • Research the different types of poems .
      • Complete the poetry search worksheet while you explore various poems.
    • Step 3:
      • Read about the elements of poetry .
      • Write your own definitions for ten poetic terms.
  • Process
    • Step 4:
      • Read the “Midnight Ride of Paul Revere” and “On Independence.”
      • Complete the Triple A assignment with a partner.
    • Step 5:
      • Decide which style of poem you’d like to compose. Review these sample poems if you need help making a choice.
      • Begin to compose your poem. Use these sites for help:
      • Writing Poetry , Rhyming Zone , or Giggle Poetry .
  • Process
    • Step 6:
      • Use the PAM strategy to revise your poem with a partner.
      • Have a partner check spelling and punctuation.
      • Publish your poem .
  • Resources
    • Poetry Sites
      • http://www.shadowpoetry.com/resources/wip/types.html
      • http://www.americanrevolution.org/warsongs/warsongs38.html
      • http://www.benybont.co.uk/triolet/terms.htm
      • http://depts.gallaudet.edu/englishworks/literature/poetry.html
      • http://www.gigglepoetry.com/poemcategories.aspx
      • http://www.kathimitchell.com/poemtypes.html
      • http://rhymezone.com/
  • Resources
    • American Revolution Sites
      • http://www.kidinfo.com/American_History/American_Revolution.html
      • http://library.thinkquest.org/TQ0312848/poems.htm
      • http://www.pbs.org/ktca/liberty/
  • Evaluation
    • ____ / 10 Completed Revolutionary War test
    • ____ / 15 Poetry Search Worksheet
    • ____ / 10 Ten definitions of poetry terms
    • ____ / 15 Triple A Assignment
    • ____ / 10 Rough Draft of Poem
    • ____ / 10 Revisions of Poem
    • ____ / 30 Publication of Poem
    • ____ / 100 TOTAL POINTS
  • Conclusion
    • Since you have an idea of what the poets of the Revolutionary War experienced, you may understand why they wrote the poems they did.
    • Now try writing poetry about your own life. Who knows? Maybe someday people will look back at your life and admire your accomplishments too!
  • Standards
    • Vermont State Standards
      • 1.4 Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes
      • 1. 23 In writing poetry, students use a variety of forms.
      • 1.18 Students use computers, telecommunications, and other tools of technology to research, to gather information and ideas, and to represent information and ideas accurately and appropriately.
      • 3.10 Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions
      • 6.3 Students analyze knowledge as a collection of selected facts and interpretations based on a particular historical or social setting.
        • investigate the political, social and economic causes of the American Revolution
        • analyze the ideas and institutions in the Declaration of Independence, the Constitution, and the Bill of Rights
  • Reference
    • Vermont Department of Education. 2000. Framework of Standards . Retrieved on March 20, 2008 from http://education.vermont.gov/new/html/pubs/framework.html .