Poetry WEBQUEST 
Regents Prep TIPS Project
Filling the Void in TV Programming
Networks Embark on a New Frontier: Poetry.
Mary Marino
Introduction:
The birth of Reality TV can be traced back to Real World in 1992. MTV never anticipated the resulting success from simply showing the everyday aches and pains of average people’s lives. Then came the mini series reality show, Survivor, sort of a Lord of the Flies competition with the voluntary and monetary aspects. A deluge of reality programming followed and finally usurped everything else.
Now the year is 2050. Television is both entertainment and a source of instruction. Much of this entertainment and instruction is in the form of reality programming. THE WORLD NEEDS YOUR HELP! Networks are experiencing a total breakdown; viewers are not watching! Civilization is at risk! To solve the problem, media executives have decided to experiment with a new form of reality programming. This new programming will infuse humanity back into the lives of the viewers through poetry. You want to help.
Task:
You want to be a contestant on the new reality show! You will be stepping into the role of your favorite poet of all times in the “Be the Poet” contest. For your task, you will become an expert on the life and works of a poet of your choice. You will discuss the biographical information about your selected poet in the first person. You will create a Power Point presentation which you will present to the judges. Use the information from your research and TIPS to analyze poems in a Task 3 Regents Format, a literary comparison in a Power Point presentation. You will present your presentation, comment on slides, show enthusiasm for your topic, and stay in character. Follow the process steps. Good Luck!
Process:
1. Go to the Internet to Representative Poetry On Line at http://eir.library.utoronto.ca/rpo/display/index.cfm You may also go to Every Poet.com at http://www.everypoet.com/ and click on Poet Index to find an alphabetical list of poets. Select a poet, read several poems, and find your favorite poet.
2. Since you will want to become an expert on his or her life, you will read biographical information and research the period in which the poet lived. You will want to discuss the relevant social issues that themes that were important to your poet in the Power Point presentation. You will go to TIPS at http://www.maxwell.syr.edu/plegal/ppac/select.html and www.google.com and to http://www.kyrene.k12.az.us/schools/brisas/sunda/poet.htm and to www.biography.com to research your information.
3. The contest requires you to present the poet’s biographical information such as family, education, influential people and places, but be sure to discuss relevant social problems that will shed a light on issues that the poet had to deal with in his/her time. Go to the TIPS site at http://www.maxwell.syr.edu/plegal/ppac/worksheet1.doc and complete the first worksheet. Remember to narrate this information in the first person point of view of the poet you have chosen.
4. Discuss causes of the poet’s social issue. Go to TIPS site at http://www.maxwell.syr.edu/plegal/ppac/worksheet3.doc , and complete the worksheet on the possible causes of the social issues in the poet’s life.
5. Then go to the TIPS site at http://www.maxwell.syr.edu/plegal/ppac/worksheet4.doc and complete the worksheet to discuss the existing public policy of the poet’s time. This will require that you research the poet’s country and the period in which he or she lived.
6. Then go to the TIPS site at http://www.maxwell.syr.edu/plegal/ppac/worksheet5.doc and complete it.
7. Discuss literary themes that appear in several poems; these may be nature, war, disappointment, love, anger, death, or other issues.
8. Choose two poems in particular and discuss literary devices in each with specific examples. You should compare and/or contrast the thematic elements in these works.
9. In your conclusion, from the poet’s point of view, evaluate the issues, themes, and tell whether you feel your poems have successfully offered insight into these areas.
10. Provide a list of the web sites that helped you to find research information, pictures, and evidence.
Helpful Web Sites
www.maxwell.syr.edu/plegal/tips.html
www.maxwell.syr.edu/plegal/ppac/worksheet1.doc
www.tnellen.com/cybereng/lit_terms
http://eir.library.utoronto.ca/rpo/display/index.cfm
http://www.regentsprep.org/Regents/english.cfm
www.emso.nysed.gov./ciai/ele.html
http://pacer.utm.edu/view_article.php?section+Features&article=1299
http://books.guardian.co.uk/authors/author/0,5917,-22,00.html
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and
understanding. As listeners and readers, students will collect data, facts, and
ideas; discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts.
Standard 2: Language
for Literary Response and Expression
Students will read and listen to oral, written, and electronically
produced texts and performances from American and world literature; relate
texts and performances to their own lives; and develop an understanding of the
diverse social, historical, and cultural dimensions the texts and performances
represent.
Standard 3: Language
for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis
and evaluation.
Standard 4: Language
for Social Interaction
Students will listen, speak, read, and write for social
interaction.
Social Studies
Standard
1: History of the
Students will
use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in the history
Standard 2: World History
Students
will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in world history
and examine the broad sweep of history from a variety of perspectives.
Standard 5: Civics, Citizenship, and
Government
Students
will use a variety of intellectual skills to demonstrate their understanding of
the necessity for…the basic civic values of American constitutional democracy;
and the roles, rights, and responsibilities of citizenship, including avenues
of participation.
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