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An Introduction to the Beat Poetry Movement
Citation preview
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
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
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
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 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
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.
• Diane di Prima Who is this?
• Anne Waldman
• Allen Ginsberg
• Gary Snyder
• Jack Kerouac Who is this?
• Lawrence Ferlinghetti
• Gregory Corso
• William S. Burroughs
Keep Going to Step 3!
Photographic Attribution: Flicker mountain man ny 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 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 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
Keep going to Step 6!
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
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
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
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.
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
Individual Rubric (Continued)
See next page for more rubric information 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
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
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
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
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
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
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 / 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
[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
Credits & References
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]
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
Credits & References
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]
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
Credits & References
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]
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
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 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
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 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]
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
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
products
5.4 BENCHMARK: RESEARCH PRODUCTS
•Communicate the results of research
•Produce a documented report and/or media presentation with cited sources
[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
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 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]
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
Credits & References
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]
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
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/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 Process (Cont.)
[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
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.
• Diane di Prima Who is this?
• Anne Waldman
• Allen Ginsberg
• Gary Snyder
• Jack Kerouac Who is this?
• Lawrence Ferlinghetti
• Gregory Corso
• William S. Burroughs
Keep Going to Step 3!
Photographic Attribution: Flicker mountain man ny 2
[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
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 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
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 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
Credits & References
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
Keep going to Step 6!
[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
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 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
Credits & References
• 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_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]
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
Credits & References
• 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]
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
Credits & References
•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]
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
Credits & References
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]
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
Credits & References
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.
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
Individual Rubric (Continued)See next page for more rubric information
[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
Credits & References
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]
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
Credits & References
•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]
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
Credits & References
•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]
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
Credits & References
•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]
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
Credits & References
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]
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
Credits & References
[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
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 .
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Credits & References