Poetry Scavenger Hunt by Nancy Molina

Transcription

1 Poetry Scavenger Hunt by Nancy Molina Temple, TX WebQuest Description: Middle students will use the Internet and school library resources to search for poets, poems and poetry information. Grade Level: 6-8 Curriculum: English / Language Arts Keywords: poetry, middle school, library Published On: :53:56 Last Modified: :47:31 WebQuest URL: Poetry is everywhere including the Internet and school library. You are going to be a detective on the trail of some famous poets and their poetry. As you progress through this task, you will search out the information to solve the case. To solve the case, you will need to know the name of an excellent poet, titles to some of his/her poems, and what poetic elements are used in the poems. Your first task is to locate specific information on poetry terms, poets, and poems using the Internet. Then, you will use the information that you found on the Internet along with additional information from school library resources to create and present a multimedia presentation using PowerPoint. Use the internet to define the following terms: 1. Simile 2. Metaphor 3. Rhyme 4. Personification 5. Hyperbole 6. Alliteration 7. Ballad 8. Rhythm 9. Onomatopoeia 10. Haiku 11. Free verse 12. Imagery 2. Go to the web sites below and read the following poems: Use the graphic organizer from the resources of this page to use to record your information.as you read the poems, list all the above poetry terms that apply to the poem along with an explanation of why that term fits with the poem, Also jot down interesting information about each poet: Mother to Son by Langston Where the Sidewalk Ends by Shel Silverstein As Soon as Fred Gets Out of Bed by Jack Prelutsky Catch a Little Rhyme by Eve Merriam Weather by Eve Merriam I Hear America Singing by Walt Whitman Tree by Nikki Grimes The Highwayman by Alfred Noyes Flying Pigeons by Margarita Engle The Road Not Taken by Robert Frost Making a Fist by Naomi Shihab Nye

2 3. Select TWO of the poets above to do further research. Use the Internet and the school library to search for information and poems for the poet you select. Find at least ten poems by your poet. 4. Using PowerPoint, create a multimedia presentation for the poet that you selected and include: biographical information about your poet, some poems by your poet (you must include a recording of you or your poet reading at least one poem), what elements the poems you selected use, and why you selected each poem. Conclude your presentation by explaining why you think this person is an excellent poet.5. Make your presentation to the class.6. Complete reflection activity located on the conclusion page of this WebQuest activity. Use the rubric below to evaluate your work. Please read and follow it carefully. This is the same rubric that I will use to assess your work. Category and Score Beginning Good Well Developed Excellent Score Following Directions Makes a minimal attempt to address each step. For example, incomplete graphic organizer, did not read all poems, did not finish presentation. Completed most steps in the directions including graphic organizer, additional research, and presentation. Completed all steps. Completed all steps thoroughly including reflection activity. Research Visited some of the web sites and recorded some poet information for some of the poets. Visited all of the web sites and recorded some information for all poets. Visited all web sites, recorded at least five interesting facts for some poets. Visited all web sites, recorded at least five interesting facts for all poets, and completed further research using library resources using proper documentation. 28 Overall Presentation. organized and visually appealing. appealing, and has appealing,and has Slides are not merely read, but additional information is given orally. appealing, and has Slides are not merely read, but additional information is given orally and encourages audience participation. Creativity Uses pictures to convey meaning. Uses pictures and audio to convey meaning. Uses pictures and audio to convey meaning in an interesting way. All elements work together to convey meaning and hold audience attention in an interesting or original way. Total Score 100 Once you have solved the case and viewed your classmates presentations, you will know why some poets are considered excellent poets. To conclude this activity, please answer the following reflection questions:1. What was the most difficult part of this project for you?2. What was the most important thing that you learned?3. What did you learn that could have made your project better from view the projects of your classmates?4. Did you feel you had enough time to complete the project? Explain.5. What could have made this project better?thank you for your honest input. This activity is meant to be a collaborative and culminating activity conducted during/after a unit on poetry. The teacher and school librarian should collaborate to reinforce and extend objectives that have been taught in the classroom.below are the Texas classroom standards for ELA/Reading, Texas technology standards, and school library standards (AASL).Standards for Texas (TEKS) English Language Arts and Reading, Grade 6, Beginning with School Year (b) Knowledge and skills. (2) use it when reading and writing. Students are expected to: (E) use a choices, and parts of speech of words.(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.(9)

3 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.(22) develop a plan for answering them. Students are expected to: (B) generate a research plan for gathering relevant information about the major research question.(23) to:(a) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts;(b) differentiate between primary and secondary sources;(c) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;(d) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and(e) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.() to: (B) evaluate the relevance and reliability of sources for the research.(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:(a) compiles important information from multiple sources;(b) develops a topic sentence, summarizes findings, and uses evidence to support conclusions;(c) presents the findings in a consistent format; and(d) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited) English Language Arts and Reading, Grade 7, Beginning with School Year (b) Knowledge and skills.(2) use it when reading and writing. Students are expected to:(e) use a choices, and parts of speech of words.(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem.(9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between the theme of a literary work and the author's purpose in an expository text.(22) develop a plan for answering them. Students are expected to:(b) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.(23) to:(a) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;(b) categorize information thematically in order to see the larger constructs inherent in the information;(c) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and(d) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.() to: (B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful than another.(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:(a) draws conclusions and summarizes or paraphrases the findings in a systematic way;(b) marshals evidence to explain the topic and gives relevant reasons for conclusions;(c) presents the findings in a meaningful format; and(d) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas English Language Arts and Reading, Grade 8, Beginning with School Year (b) Knowledge and skills.(2)

4 use it when reading and writing. Students are expected to:(e) use a choices, and parts of speech of words.(4) Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry).(9) Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (22) develop a plan for answering them. Students are expected to: (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.(23) to:(a) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;(b) categorize information thematically in order to see the larger constructs inherent in the information;(c) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and(d) differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources.() to: (B) utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful and relevant than another.(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:(a) draws conclusions and summarizes or paraphrases the findings in a systematic way;(b) marshals evidence to explain the topic and gives relevant reasons for conclusions;(c) presents the findings in a meaningful format; and(d) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas Technology Applications (Computer Literacy), Grades 6-8.(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:(b) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:(b) design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics; Library Standards (AASL)1.1 Skills Inquire, think critically, and gain knowledge Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life Find, evaluate, and select appropriate sources to answer questions Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.2 Dispositions in Action Demonstrate confidence and self- direction by making independent choices in the selection of resources and information Responsibilities Respect copyright/ intellectual property rights of creators and producers Seek divergent perspectives during information gathering and assessment Follow ethical and legal guidelines in gathering and using information Contribute to the exchange of ideas within the learning community Use information technology responsibly. Demonstrate creativity by using multiple resources and formats.2.1 Skills Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Organize knowledge so that it is useful Use technology and other information tools to analyze and organize information Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.2.4 Self-Assessment Strategies Determine how to act on information (accept, reject, modify) Reflect on systematic process, and assess for completeness of investigation. 3.1 Skills Share knowledge and participate ethically and productively as members of our democratic society Use writing and speaking skills to communicate new understandings effectively Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.3 Responsibilities Respect the principles of intellectual freedom.3.4 Self-Assessment Strategies 3.4.1

5 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future Assess the quality and effectiveness of the learning product. This WebQuest is created and published by Nancy Molina using zwebquest ( Copyright All rights Reserved The WebQuest engine code and templates designed by zunal.com (Zafer Unal, PhD.) All WebQuests published with this tool are property of their creators. However, permission is granted for others to print/distribute,share,use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited.