Created by Maria Megaris , I.S. 126- The Albert Shanker
School of Visual & Performing Arts
(Expresandote
en la poesia)
INTRO
Poetry uses powerful figurative language and
sound devices to create images for its readers to connect to their own lives.
Students will be divided into groups and will choose a poem from a list of
poems that express adolescents developing their self esteem through discovering
something about themselves. This Web Quest will focus on lack of self-esteem
and the role it plays in an adolescent’s life, through poetry.
¿Como te
ves a ti mismo en el espejo?
LOW SELF ESTEEM? ¿Baja autoestima? |
HIGH SELF ESTEEM? ¿Alta autoestima? |
|
|
TASK
Administer a self-esteem
survey: Self Esteem Survey (Translated versions through Google Translator for Eng. Lang. Learners)
Directions: Your group will teach a poem to the
class. Each member of the group is
responsible for his/her part of the assignment.
Students will be graded on their individual contribution to the project,
as well as the group presentation.
1. Read one of the following poems
2. Write a summary of what your poem is about! Cite evidence from the poem that shows that expresses the speaker’s feeling about the topic.
3. Create a graphic organizer for notes for 3 poetic elements present in your poem: simile, metaphor, rhyme, repetition, personification, hyperbole, onamonapeia, or alliteration. You may choose to illustrate some or all of these elements.
4. Illustrate scene/or scenes from your poem using a storyboard
5. Identify one stanza, or lines from the poem that is important and read it to the class. Explain why this is important. [It might explain a character’s behavior, illustrate a conflict, or clarify a theme].
6. Choose a song that represents something (ex: theme, speaker, or conflict) in your poem. Be sure to explain how the song is connected to your story. BRING ME A COPY OF THE LYRICS FOR APPROVAL THE DAY BEFORE YOUR PRESENTATION.
Task Modifications for ELLs(English Language Learners):
2. Write a few sentences or
paragraph on what your poem was about. (You
may use your bilingual dictionary )
5. You may copy one stanza, or any lines from the poem that are important to you and
read or show it to the class. Explain or
show why this is important. [It might
explain a character’s behavior, illustrate a conflict, or clarify a theme].
6. The song can in your
language.
7. Find a poem with a similar
theme/message from your culture, show and read it out loud to the class. Then
explain what it says and how the theme/message is similar.
Choose one of the following poems:
“Oranges”
by Gary Soto (ADD PICS)
“Life Doesn’t Frighten Me” by Maya Angelou
"A Dream Within A
Dream" by Edgar Allan Poe
“The World Is Not a Pleasant Place to Be” by Nikki Giovanni
*Modifications for ELLs: You may use Google Translator to assist you in understanding the poems.
PROCESS/RESOURCES
Each step of the PPA must be included on the poster board.
Focus should be made on the public policy
Step #6. All worksheets must be filled out.
1) Defining the Social Problem
2) Gathering Evidence of the Problems
3) Identifying Causes of the Problems
4) Identify and Evaluate Existing
Pubic Policy
5) Develop Public Policy Solutions
The
worksheets above should be completed using the INTERNET sources found in the
resource section and in hyperlinks.
-Pearson’s Prentice Hall
Literature Anthology
·
http://www.englishforums.com/English/OrangesByGarySoto/zzrpq/post.htm
·
http://www.poemhunter.com/poem/a-dream-within-a-dream/
·
http://poetryforchildren.blogspot.com/2007/04/poems-comfort-and-nikki-giovanni.html
·
http://www.swaraj.org/shikshantar/life_mayaangelou.htm
EVALUATION
Poetry Analysis Rubric
Interpretation
5 –
Insightful, specific and thorough interpretation of the poem
4 –
Clear and specific interpretation of the poem; all major points covered
3 –
Basic interpretation of the poem; some major points included but some major
ideas missing
2 –
Incomplete or unclear interpretation of the poem
0 – Unacceptably vague or
missing most major points
Textual Evidence
5 –
Insightful and specific examples with cited line numbers solidly prove your
interpretation
4 –
Well-chosen examples with cited line numbers support your interpretation
3 –
Examples, cited line numbers, back interpretation, but more or stronger
evidence is available
2 –
Weak examples do not convincingly back interpretation. Line numbers may not be cited.
0 –
Irrelevant or no evidence
Explanation of evidence
5 – Insightful, specific
commentary analyzes how the evidence proves your interpretation
4 –
Commentary explains how the preceding quotation/example supports your
interpretation
3 –
General analysis explains points but does not make specific reference to the
evidence itself
2 –
Unclear or incomplete explanation
0 –
No explanation of how the evidence proves your interpretation
The
presentation grade is composed of the following:
1.
Poem summary and evidence that expresses the topic: 2 4 6 8 10
2.
Graphic organizer: author’s life and evidence of at least 3 poetic elements:
6 12 18 24 30
3.
Presentation of a stanza, or line
from the poem, to the class:
4 8 12 16 20
4.
Important passage and explanation of
its importance:
2 4 6 8 10
5.
Clarity/organization of presentation:
a.
Including voice, eye contact, body
language
6 12 18 24 30
*Modifications for ELLs: Clarity of
voice will depend on how long the student has been in an English Language
school system.
TOTAL:
The
individual grade is composed of the following:
Completion
of task for group position held:
10 20 30 40
Knowledge
of story
10 20 30
Cooperation
with group
10 20 30
TOTAL:
CONCLUSION
In conclusion, this Web Quest should assist you
in identifying, and most of all improving, your level of self-esteem and
confidence in any given situation, through poetry. You will have identified specific situations in
which the speakers of various poems and sense of self worth is low and those in
which it is high. You have now identified
ways in which you can be a problem solver and affect those around you in a
positive way.
A
Quote worth remembering:
❝Language is the road map of a culture. It tells you
where its people come from and where they are going.❞
‒Rita Mae Brown
STANDARDS
CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
CCSS.ELA-Literacy.W.6.2b Develop the topic with relevant facts, definitions, concrete
details, quotations, or other information and examples.
CCSS.ELA-Literacy.W.6.3d Use precise words and phrases, relevant descriptive details,
and sensory language to convey experiences and events.
CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 here for specific expectations.)
CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.