Embed Size (px)
DESCRIPTION
Citation preview
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 9-12th Grade English
Designed by
Eric [email protected]
Based on a template from The WebQuest Page
Poetry
Flickr: surrealmuse
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Poetry is often seen as confusing and hard to understand but it is a very misunderstood drama. Poetry captures the moment like no other style or form of writing can and it provides you with a sense of the speaker’s thoughts, feelings and beliefs, using beautiful but sometimes complex language. Through this webquest, you will begin by exploring poetry as a whole, finding an area that interests you, whether a particular poet, type of poem, or even a single poem and then narrowing your exploration so that you can better understand some aspect of poetry that you choose. This webquest will deepen your understanding of poetry and hopefully provide you with a spark of interest as we begin to learn about poetry as a class.
Introduction
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
When you are finished with this webquest, you should be ready to present the topic of your interest in poetry to the class. I will be very accepting and open of ideas for your presentation but some possibilities are a report or summary of your research, a powerpoint about a specific poet, a poem written by you in a particular style that you have taken a liking to (with a description of the rules of that style and why it is unique), the analysis of a particular poem, or any other creative things you might come up with as long as you provide everyone with some knowledge. This webquest will help you to be able to read and understand poetry, use media and technology to effectively research a topic of their choice and recognize poetry as a specific type of literature that serves as a record of human experience.
Title
The Task
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
1) Go to www.poetry.org and look at the main page. Read the definition of poetry that appears on this page and attempt to write, in your own words, what you think this means. Then look at the history, meaning and types of poetry by clicking on the link on the page. Read through the titles of the sections and briefly skim the contents of each section until you find something that sounds interesting. Carefully read that section and write a summary of what you read.2) After you feel like you have some general idea of what poetry can be, go to www.poets.org. Once you are on this site explore the some of the poets and poems under the ‘Poets and Poetry’ tab. Choose one particular poet that captures your attention as well as your favorite poem. Read about that poet and take notes on your thoughts. Also, print out a copy of your favorite poem. Write a short paragraph about the poet that you chose and tell what drew your attention. Also write a paragraph about why the poem that you chose was your favorite and what it means to you.3) Now, go create your own magnetic poem. Make up your own poem using this site and write it down. Feel free to embellish when writing it down, perhaps adding words, changing the style, just make it your own.4) By now you should be getting an idea of what you like about poetry; is it a poem, a poet, the history, the rhyme, or writing it? Choose your topic and narrow your focus. From here you should begin to research your topic further using the sites from above or any other resources you may come across. Feel free to be creative when coming up with ways of presenting to the class, perhaps you want to make up a rap, or share with us some history or a biography of a poet or poem.
The Process
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] EvaluationExample:
CATEGORY 4 3 2 1
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Organization Information is very organized in a creative manner and expresses the students research effectively.
Information is organized in a semi-creative fashion and shows research of topic.
Information is organized, but is not presented in a creative fashion.
The information appears to be disorganized and is not in a creative format.
Notes Notes are recorded and organized in an extremely neat and orderly fashion.
Notes are recorded legibly and are somewhat organized.
Notes are recorded. Notes are recorded only with peer/teacher assistance and reminders.
Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.
Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.
Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.
Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Mechanics No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling, or punctuation errors.
Many grammatical, spelling, or punctuation errors.
Research Report : Poetry WebQuest
Teacher Name: Mr. Anderson
Student Name: ________________________________________
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
After finishing this webquest you should be more familiar with whatever aspect of poetry you might have chosen and you should be prepared to present you new found knowledge with the class in some form or fashion. You should also be aware of the ways in which poetry is shaped by human experience and how much of an impact it has had as a form of literature throughout history.
Conclusion
Joel Harrison, ‘grace 2’ (2005)
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
www.poetry.org
www.poets.org
www.poetrysociety.org
www.magneticpoetry.com/magnet/
www.Flickr.com
Joel Harrison, ‘grace 2’ (2005); http://www.arts.auckland.ac.nz/images/cms/ENGLISH/347/Grace2.jpg
The WebQuest Page ; Laurie Foster
The WebQuest Slideshare Group
Credits & References
Flickr: Nina *'s
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 9th - 12th Grade English
Designed by
Eric [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Poetry
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson was designed as a project for the Education Technology and Assessment class for the education program at Colorado State University.
As I was designing this webquest I had in mind that it would act as an introduction into a poetry unit for a high school level English class. The webquest is rather broad and open ended on purpose. I provide the students with some initial guidance on where to look for information on poetry and gain some general background knowledge. After students look through some sources, it is their job to pick a particular topic of interest and then develop some sort of presentation to share their newfound knowledge with the class. After this assignment is done, hopefully the their interests in poetry, or at least one aspect of it, have been piqued, and then you can move into your poetry lesson. This webquest can also give you an idea of the background knowledge that kids already have in regards to poetry so you can structure your lessons accordingly.
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is geared mainly to high school students, 9th to 12th grades. It covers Poetry so is grounded in English.
There isn’t really much prior knowledge that needs to be in place when completing this webquest because it is meant to build their knowledge before beginning a poetry unit. They will research their own topic though, so a sense of maturity needs to be in place in the classroom because the students have a lot of freedom in the assignment.
Evaluation
Teacher Script
Conclusion
Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Colorado English Standards AddressedSTANDARD 1:Students read and understand a variety of materials.STANDARD 5:Students read to locate, select, and make use of relevantinformation from a variety of media, reference, andtechnological sources.STANDARD 6:Students read and recognize literature as a record of
human experience.
Aside from meeting these standards, students will have to use critical thinking skills, creative production, and they will have to display the ability to evaluate sources as being reliable in order to create their presentation.Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
1) Go to www.poetry.org and look at the main page. Read the definition of poetry that appears on this page and attempt to write, in your own words, what you think this means. Then look at the history, meaning and types of poetry by clicking on the link on the page. Read through the titles of the sections and briefly skim the contents of each section until you find something that sounds interesting. Carefully read that section and write a summary of what you read.2) After you feel like you have some general idea of what poetry can be, go to www.poets.org. Once you are on this site explore the some of the poets and poems under the ‘Poets and Poetry’ tab. Choose one particular poet that captures your attention as well as your favorite poem. Read about that poet and take notes on your thoughts. Also, print out a copy of your favorite poem. Write a short paragraph about the poet that you chose and tell what drew your attention. Also write a paragraph about why the poem that you chose was your favorite and what it means to you.3) Now, go create your own magnetic poem. Make up your own poem using this site and write it down. Feel free to embellish when writing it down, perhaps adding words, changing the style, just make it your own.4) By now you should be getting an idea of what you like about poetry; is it a poem, a poet, the history, the rhyme, or writing it? Choose your topic and narrow your focus. From here you should begin to research your topic further using the sites from above or any other resources you may come across. Feel free to be creative when coming up with ways of presenting to the class, perhaps you want to make up a rap, or share with us some history or a biography of a poet or poem.
This lesson should be carried out in the span of a few class periods so that the students have time to research their chosen topic and create some sort of report. It should prove to be fairly easy to implement in a classroom. The students will need access to computers and media materials in order to further researc h their topic.
Evaluation
Teacher Script
Conclusion
The Process (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
•Media Center; books, computers, etc.•Computers for each student•www.poetrysociety.org•www.poets.orgwww.poetry.org•One teacher can easily facilitate this lessonDescribe what's needed to implement this lesson. Some of the possibilities:
•Class sets of books•E-mail accounts for all students•Specific software (how many copies?)•Specific hardware (what kind? How many?)•Specific reference material in the classroom or school library•Video or audio materials
If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.
Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)
CATEGORY 4 3 2 1
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Organization Information is very organized in a creative manner and expresses the students research effectively.
Information is organized in a semi-creative fashion and shows research of topic.
Information is organized, but is not presented in a creative fashion.
The information appears to be disorganized and is not in a creative format.
Notes Notes are recorded and organized in an extremely neat and orderly fashion.
Notes are recorded legibly and are somewhat organized.
Notes are recorded. Notes are recorded only with peer/teacher assistance and reminders.
Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.
Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.
Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.
Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Mechanics No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling, or punctuation errors.
Many grammatical, spelling, or punctuation errors.
Research Report : Poetry WebQuest
Teacher Name: Mr. Anderson
Student Name: ________________________________________
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson can be very beneficial to both the teacher and the student. It allows students the chance to explore their own area of interest within poetry and get a base of understanding before delving into a poetry unit as a class. It is beneficial to teachers because it allows you to see what areas students show interest in as well as what knowledge they bring to the table before you start your unit. Using the results and evaluation, you can adjust your planning to fit student needs and help them to grasp poetry better when you teach it.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
www.poetry.org
www.poets.org
www.poetrysociety.org
www.magneticpoetry.com/magnet/
www.Flickr.com
Joel Harrison, ‘grace 2’ (2005); http://www.arts.auckland.ac.nz/images/cms/ENGLISH/347/Grace2.jpg
The WebQuest Page ; Laurie Foster
The WebQuest Slideshare Group
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)
