Beat Poet Webquest Pdf

Photograph Attribution: Flicker / WademWebQuest Based on a template from The WebQuest Page

Finding a New Rhythm:

The Beat Movement Poets

A 9th Grade Language Arts WebQuest

by

Kathryn Hulings

[email protected]

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

http://webquest.org/index.php

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




Conclusion


[Teacher Page]

Title

http://poets.org/

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

entertain 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.

The TaskStudent Page

Introduction

Task




Conclusion


[Teacher Page]

Title

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/ind

ex.html

http://www.bbc.co.uk/dna/h2g2/A721199

http://www.denvergov.org/AboutDenver/today_drivi

ng_beat_introduction.asp

http://www.pbs.org/wnet/americannovel/timeline/be

atgeneration.html

Keep Going to Step 2!

The ProcessStudent Page

Introduction

Task




Conclusion


[Teacher Page]

Title

http://poets.org/






http://www2.lib.virginia.edu/small/exhibits/sixties/index.html



http://www.denvergov.org/AboutDenver/today_driving_beat_introduction.asp


http://www.pbs.org/wnet/americannovel/timeline/beatgeneration.html


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.

• Diane di Prima Who is this?

• Anne Waldman

• Allen Ginsberg

• Gary Snyder

• Jack Kerouac Who is this?

• Lawrence Ferlinghetti

• Gregory Corso

• William S. Burroughs


Photographic Attribution: Flicker mountain man ny 2

Student Page

Introduction

Task




Conclusion


[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?


Student Page

Introduction

Task




Conclusion


[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




Conclusion


[Teacher Page]

Title

Step 5When 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:

• Create a simulation of a Beat poetry reading / cafe in our

classroom

• Perform in the café as the poet you researched

• Present the historical information you researched

• Check the rubric for specifics on how to organize your reading!

• Think about and implement, for example:

– What objects might be in the

room

– What the lighting might be like

– What food might be served.

– Go crazy and be inventive!Photograph Attribution: Flicker / Teach and

Learn


Student Page

Introduction

Task




Conclusion


[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




Conclusion


[Teacher Page]

Title


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




Conclusion


[Teacher Page]

Title

5 4 3Student 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 See next page for more rubric information

Student Page

Introduction

Task




Conclusion


[Teacher Page]

Title

5 4 3The 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.


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


has a number of

errors and is not

using proper MLA

citations.

The student has

not had a

conference

Individual Rubric (Continued)

See next page for more rubric information Student Page

Introduction

Task




Conclusion


[Teacher Page]

Title

5 4 3As 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.

Group Rubric

Total Group Points Possible: 15

Total Individual Points Possible: 25

Total WebQuest Points Possible: 40

Student Page

Introduction

Task




Conclusion


[Teacher Page]

Title

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

Conclusion Student Page

Introduction

Task




Conclusion


[Teacher Page]

Title

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.comPhotograph Attribution: Flicker / WademPhotographic Attribution: Flicker mountain man ny 2Photograph Attribution: Flicker unstoppabotPhotograph Attribution: Flicker / Teach and LearnPhotographic Attribution: Flicker elgin.jessica

Based on a template from The WebQuest Page

Visit the The WebQuest Slideshare Group for more ideas

Credits & ReferencesStudent Page

Introduction

Task




Conclusion


[Teacher Page]

Title


http://www.slideshare.net/group/webquest

Photograph Attribution: Flicker / WademWebQuest Based on a template from The WebQuest Page

Finding a New Rhythm:

The Beat Movement Poets

A 9th Grade Language Arts WebQuest

by

Kathryn Hulings

[email protected]

[Student Pages]

Teacher PagesTitleIntroductionLearnersStandards

Standard 1Standard 2Standard 4Standard 5Standard 6

ProcessStep 1Step 2Step 3Step 4Step 5Step 6

ResourcesResources (Cont.)Evaluation

Individual RubricIndividual Rubric (Cont.)Group Rubric

Teacher ScriptTeacher Script (Cont.)Teacher Script (Cont.)

Conclusion



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 9th 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

Introduction[Student Pages]







Conclusion


This WebQuest was designed to be part of a 9th 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.

Learners

[Student Pages]







Conclusion


Curriculum Standards

This WebQuest has been designed to meet 9th 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 texts

•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 texts

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 texts with different text structures (e.g., cause /effect,

problem/solution, compare/contrast)

•Identify key words in prompts to interpret the required responses

[Student Pages]







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]







Conclusion



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 texts and use relevant details to support the analysis

•Practice making predictions, drawing conclusions and analyzing texts

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 texts

•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 texts

•Identify the historical/cultural context from information presented texts

4.5 BENCHMARK: EVALUATION

•Use a variety of criteria to evaluate information (e.g., reliability, accuracy, relevancy)

•Analyze information from a variety of texts to formulate conclusions and personal opinions

[Student Pages]







Conclusion



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

products

5.4 BENCHMARK: RESEARCH PRODUCTS

•Communicate the results of research

•Produce a documented report and/or media presentation with cited sources

[Student Pages]







Conclusion



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 texts

•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

texts

6.2 BENCHMARK: READING GENRES

•Read a variety of literary and informational texts

•Read, discuss and analyze a variety of fiction and non-fiction texts

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]







Conclusion


Here are five general guidelines for a successful

implementation of this WebQuest:

1. 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.

2. The entire project should take a total of two weeks, with the

last day serving as the day for the poetry café.

3. Students should be allowed enough computer lab time

and in-class time for writing and planning to make this an

entirely at-school project.

4. 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.

5. Be sure to have some back-up sources for kids with

learning differences !

Go to Next Process Page

The Process[Student Pages]







Conclusion


Step 1

Your group will be doing research on the internet. The

sites you should access are these:

http://poets.org/






http://www2.lib.virginia.edu/small/exhibits/sixties/ind

ex.html


http://www.denvergov.org/AboutDenver/today_drivi

ng_beat_introduction.asp

http://www.pbs.org/wnet/americannovel/timeline/be

atgeneration.html


The Process (Cont.)

[Student Pages]







Conclusion


http://poets.org/













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.

• Diane di Prima Who is this?

• Anne Waldman

• Allen Ginsberg

• Gary Snyder

• Jack Kerouac Who is this?

• Lawrence Ferlinghetti

• Gregory Corso

• William S. Burroughs


Photographic Attribution: Flicker mountain man ny 2

[Student Pages]







Conclusion


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?


[Student Pages]







Conclusion


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.


Photograph Attribution: Flicker

unstoppabot

[Student Pages]







Conclusion


Step 5When 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:

• Create a simulation of a Beat poetry reading / cafe in our

classroom

• Perform in the café as the poet you researched

• Present the historical information you researched

• Check the rubric for specifics on how to organize your reading!

• Think about and implement, for example:

– What objects might be in the

room

– What the lighting might be like

– What food might be served.

– Go crazy and be inventive!Photograph Attribution: Flicker / Teach and

Learn


[Student Pages]







Conclusion


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]







Conclusion


• 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.denvergov.org/AboutDenver/today_driving_beat_introd

uction.asp

http://www.pbs.org/wnet/americannovel/timeline/beatgeneration.ht

ml

• Students should also have access to art supplies,

drama department props and costumes, and a kitchen

for food preparation.

Go on to more resources

Resources

[Student Pages]







Conclusion


http://poets.org/












• 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

Resources (Cont.)

[Student Pages]







Conclusion


•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.

Evaluation

[Student Pages]







Conclusion


5 4 3Student 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 See next page for more rubric information

[Student Pages]







Conclusion


5 4 3The 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.


at least two

presentation

expectations.


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


is almost free of

errors and

sometimes uses

proper MLA

citations.

The student has

had a conference


has a number of

errors and is not

using proper MLA

citations.

The student has

not had a

conference

Individual Rubric (Continued)See next page for more rubric information

[Student Pages]







Conclusion


5 4 3As 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.

Group Rubric

Total Group Points Possible: 15

Total Individual Points Possible: 25

Total WebQuest Points Possible: 40

[Student Pages]







Conclusion


•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

Teacher Script

In the next three pages, teachers can find suggested

verbal prompts to help learners navigate the

WebQuest Process.

[Student Pages]







Conclusion


•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

Teacher Script (Cont.)[Student Pages]







Conclusion


•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

Teacher Script (Cont.)[Student Pages]







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!

Conclusion

[Student Pages]







Conclusion


[Student Pages]







Conclusion


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.comPhotograph Attribution: Flicker / WademPhotographic Attribution: Flicker mountain man ny 2Photograph Attribution: Flicker unstoppabotPhotograph Attribution: Flicker / Teach and LearnPhotographic Attribution: Flicker elgin.jessica

Based on a template from The WebQuest Page

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