Teacher Page
Title of WebQuest: Influences on American Poetry
Teacher Candidate: Megan Jackson Grade Level: 12
Content Area: Secondary English Ed. Topic: American Poetry
Title of Web Quest: Influences of American Poetry
Description of Web Quest: This Web Quest focuses on the elements that influence American poetry by observing the histories and styles of different American poets.
State Goal 2: Literature
Standard 2a: Understand how literary elements and techniques are used to convey meaning.
Standard 2b: Read and interpret a variety of literary works.
State Goal 5: Research
Standard 5a: Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
Standard 5b: Analyze and evaluate information acquired from various sources.
Standard 5c: Apply acquired information, concepts and ideas to communicate in a variety of formats.
NETS:
1. Creativity and Innovation (a, b, d)
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.
d. Identify trends and forecast possibilities.
2. Communication and Collaboration (a, b, d)
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d. Contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency (b, c, d)
b. Locate, organize, analyze, evaluate , synthesize and ethically use information from a variety of sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making (b, c)
b. plan and manage activities to develop a solution or complete a project.
c. Collect and analyze data to identify solutions and/or make informed decisions.
6. Technology Operations and Concepts (a, b)
a. Understand and use technology systems
b. Select and u applications effectively and productively.
Introduction:
The Smithsonian Museum in Washington D.C. is planning to create a new exhibit dedicated to the lives and poetry of the top four most popular historical American poets (according to poets.org): Langston Hughes, Robert Frost, Emily Dickinson, and Walt Whitman. However, the scholars at the Smithsonian are unsure of what elements of the poets’ lives are most important when considering their poetry, and thus what events or experiences should be emphasized in the exhibit.
The Big Question: What influences American Poetry?
Task:
Your job is to research the poets’ biographies and poetry, as well as the time period in which they lived, using one poem by each writer as guides to help narrow down your research. You will then give a presentation highlighting what you believe have been the most important influences for these poets, as well as an overall conclusion about the influences of American poetry. Using this conclusion, you will included within your presentation a 3-5 minute video collage containing images, music, and quotes that communicate what you believe to be the essence of American poetry.
Process:
Step 1: Arrange yourselves into groups of three.
Step 2: Teacher will randomly assigned four poems to each group, one by each of the four writers that you will study (you MAY switch poems with another group, but make sure you have a poem from each poet and have the permission of the teacher).
Step 3: Pick your role.
Step 4: Research your given topic, using the handout attached below to keep track of your sources.
Step 5: Share you findings with your group members and come to some shared conclusions about the important influences in the poets’ lives, as well as American Poetry overall.
Step 6: Use the conclusions made in Step Five to create a presentation reporting your findings. Include a properly formatted MLA Works Cited page for your teacher. Together, you will create the video collage that communicates what you believe to be the essence of American poetry.
The Roles:
Biographer
Your job is to research the poets’ lives and come up with what kind of events influenced the poems that your group has selected. Use and cite at least three sources. During the final presentation, you will be in charge of presenting your findings to the class.
Historian
Your job is to research the history of the time period in which the poet lived to find events that might have influenced the particular poems your group has selected. Use and cite at least three
sources. During the final presentation, you will be in charge of presenting your findings to the class.
Literary Critic
Your job is to examine and explicate the poems you have selected, making note of frequently used poetic devices, images, etc. You will also read some scholarly criticism on the texts to help you with your interpretations. Use and cite at least three critics/scholars. During the final presentation, you will be in charge of presenting your findings to the class.
Internet Resources
Biographical information:
http://www.poets.org/ (also includes additional references)
http://www.poetryfoundation.org/
http://www.kyrene.org/schools/brisas/sunda/poets/poet.htm
Excellent page on the Harlem Renaissance:
http://www.jcu.edu/harlem/Education/page_1.htm
Everything you ever wanted to know about Emily Dickinson:
http://www.emilydickinson.org/
Everything you ever wanted to know about Walt Whitman:
http://www.whitmanarchive.org/
Poetic Devices Help:
http://projects.uwc.utexas.edu/handouts/?q=node/40
Criticism:
http://www.english.illinois.edu/maps/poets.htm
Evaluation
Each member will have to fill out an individual evaluation (attached below) for their group members, to be turned in the day after your presentation.
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Poetry Presentation Rubric
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Category
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4
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3
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2
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1
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Presentation
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Covers topic in-depth with details and examples. Subject knowledge is excellent. Excellent Works Cited page.
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Includes essential knowledge about the topic. Subject knowledge appears to be good. Works Cited page is improperly formatted or missing sources.
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Includes essential information about the topic but there are 1-2 factual errors. Works Cited is improperly formatted and missing sources.
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Content is minimal OR there are several factual errors. No Works Cited page.
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Organization
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Content is well organized using headings or bulleted lists to group related material.
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Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.
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Content is logically organized for the most part.
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There was no clear or logical organizational structure, just lots of facts.
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Collage
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Collage consists of quotes, images and music used in a creative and effective way that communicates the group's conclusions
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Collage uses media effectively to communicate, but lacks creativity
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Collage shows some but little thought, and somewhat supports the group’s conclusions.
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Collage seems slapped together and does not support the group's conclusions
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Individual Evaluation
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Student cooperated well with group and contributed equally in the groups' effort.
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Student cooperated and contributed somewhat to the groups' effort fairly well, but lacked in some area.
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Student contributed somewhat to the project and cooperated poorly with the group.
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Student did not cooperate with the group and did little to contribute to the project.
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Conclusion:
Congratulations! The Smithsonian loves your presentation, and will be using your findings as the stepping stones to creating their exhibit. And as a bonus, you are now an expert on these four most popular American poets. But don’t stop here! There are still many poets who are part of the American tradition. If you liked this project (or just want to read some more great poetry), feel free to use the resources from your project to expand your knowledge of the American cannon.