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Photograph Attribution: Flicker / Wadem WebQuest Based on a template from The WebQuest PageThe WebQuest Page Find a pdf version of this WebQuest herehere.

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Presentation on theme: "Photograph Attribution: Flicker / Wadem WebQuest Based on a template from The WebQuest PageThe WebQuest Page Find a pdf version of this WebQuest herehere."— Presentation transcript:

1 Photograph Attribution: Flicker / Wadem WebQuest Based on a template from The WebQuest PageThe WebQuest Page Find a pdf version of this WebQuest herehere Finding a New Rhythm: The Beat Movement Poets A 12 th Grade Language Arts WebQuest by Mrs. Hulings (adaptation by Ms. Cerrito) 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]Teacher Page Title

2 Introduction The website 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/)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]Teacher Page Title

3 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. Cerrito? And, you want us to become a Beat poet? And, a Beat commentator? And, entertain the class? Right, Mrs. Cerrito... 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 Task 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]Teacher Page Title

4 Step 1 Your group will be doing research on the internet. The sites you should access are these: ex.html ng_beat_introduction.asp atgeneration.html Keep Going to Step 2! The Process 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]Teacher Page Title

5 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 PrimaWho is this? Anne Waldman Allen Ginsberg Gary Snyder Jack KerouacWho is this? Lawrence Ferlinghetti Gregory Corso William S. Burroughs K eep 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]Teacher Page Title

6 Step 3 Your individual poet research should include information about and presented in a brochure format:  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]Teacher Page Title

7 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]Teacher Page Title

8 Step 5 When 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]Teacher Page Title

9 Step 6 Before your presentation you will have an opportunity to sign up to bring in items for our ‘Beatnick’ party on Friday. 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]Teacher Page Title

10 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. 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]Teacher Page Title

11 543 As 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]Student Pages Teacher Pages Title Introduction Learners Standards Standard 1 Standard 2 Standard 4 Standard 5 Standard 6 Process Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Resources Resources (Cont.) Evaluation Individual Rubric Individual Rubric (Cont.) Group Rubric Teacher Script Teacher Script (Cont.) Conclusion Credits & References


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