walt whitman webquest

Download Walt Whitman WebQuest

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  • 1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 11 thand 12 thgrade (American Literature) Designed by Matthew Seckinger [email_address] Based on a template fromThe WebQuest Page http://images.google.com/

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Walt Whitman has been described by critics as the voice of the common man, and he saw himself as a representative in American democracy. Whitmans seminal compilation of poems,Leaves of Grass , was released to widespread audience in 1855. The poet grew up in New York but spent much of his time, and his writing, exploring nature and the physical world he was a contemporaryof Emerson and Thoreau. In his early working years, Whitman was trained as a journalist and learned the value of the written word and the value of brevity. In this assignment we will be looking at the language Whitman uses in order to compare and/or contrast his views on urban life versus country life, the mechanical world with the natural world, life with death, and new ideas versus tradition. Photo by George C. Cox 3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]

  • Students will provide an idea-by-idea interpretation of any of the poems from Song of Myself. Students who do not wish to write an interpretation may write a poem inspired by one of the poems from Song of Myself. If either of those two options do not appeal to those who do not learn through a linguistic style may choose to draw a picture that represents the images written about in a poem from Song of Myself.After completingoneof the three above assignments, write a one-page paper speaking to the following points.
    • What are Whitmans ideas on city life and country life? Defend your claims;
    • Does Whitman favor the mechanical world of advancement and technology over the simple, less-complex, and complicated life? Defend your assertions;
    • What does Whitman think it means to be truly alive? What are his thoughts on death? Explain both;
    • Does Whitman espouse tradition or new ideas? If he likes both, differentiate his arguments. Explain your thought process in analyzing Whitmans thoughts;
    • Choose one of the above three options;
    • Turning in part one of your assignment (interpretation, poem, or drawn picture), as long as it is completed, earns you 20 points toward the 50 possible.
    • The one-page essay will be graded based on the accompanying rubric.
  • Please use Internet sites and pages to support your assertions regarding the aforementioned topics make sure to cite the source. No citation equals plagiarism; plagiarizing equals an F and possible further action. Cites to investigate are --http://www.poets.org ,http://www.classroomelectric.org ,http://www.neh.gov/news/humanities/2005-07/whitman , but do not limit yourself to these three.

Title Photo by Matthew Brady 4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]

  • To accomplish this task, students should schedule a 15-minute office hour appointment with me to discuss a strategy for approaching the assignment. In this face-to-face meeting we will discuss which of the three assignments you would like to complete. Please think about the assignment before we meet, and have some sort of game plan in mind for a proposal. Consider: Do I read and understand poetry well enough to put a poem into my own words? Do I enjoy writing poetry? (If you choose the second assignment option, enjoy writing poetry will make the assignment that much easier; if you hate to write poetry, you will hate this assignment.) Do I like to draw or express myself through a visual medium?
  • Formulate an idea of which of the three assignment options youd like to choose.
  • Schedule your meeting with me.
  • Have fun. Have fun. Have fun. This is meant as an opportunity for you to learn; if you hate the process, odds are you wont learn much other than to hate poetry.

5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Adapted from www.laep.org/humanitas Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Writing is interesting/engaging Writing does not engage reader. Has no sense of writers interest or commitment to the position taken. No voice evident. Opening writing is correct, if pedestrian, not particularly attracting interest. Voice is weak. Writing attracts readers interest. Writers voice indicates engagement with the issue. Engages readers interest in a lively fashion. Writers voice is forceful. Context appropriateLittle or no context provided. Confusing or weak context provided. Provides enough context to assist the reader. Provides appropriate context in an efficient manner. Position supportPosition is unclear, absent, or contradictory to the claims made. Stated position on the issue is somewhat vague or indefinite. States a position on the issue in a clear manner. Formulates a position on the issue in a clearly stated and thought-provoking thesis. Conventions, i.e., grammar, spelling, etc. Conventions and grammar impede understanding. Weak control of conventions and grammar is distracting. Correct use of conventions and grammar, for the most part, exhibited. Command of conventions exhibited. Writers assertions, claimsMakes few and weak claims that are inadequately written, undeveloped, and/or presented in a tone that undermines the writers credibility. Makes few or weak claims resulting from: the general nature of the claims, inadequate writing, failure to develop argument, or weak control of tone undermining credence. Makes claims about meaning that are mostly convincing, if somewhat weak, because of less skilled use of language and/or tone. Makes claims about meaning in a convincing manner that may lend more credence than correctness to the argument. Uses appropriate tone to maintain credence. 6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] As mentioned earlier, this assignment was created to foster fun in the classroom. You may or may not leave this class as a lover of Walt Whitman. You will, however, leave this class having had assignment option that hopefully paved the way toward an appreciation of poetry and Walt Whitman as an American poet. The paper may not have been enjoyable to everyone, but as an accompanying portion of a larger assignment everyone has had the opportunity to make this assignment a learning experience. 7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Drawing not credited -- http://images.google.com/ Photo by GeorgeC. Cox -- upload.wikimedia.org/.../Walt_Whitman_edit_2.jpg Photo by Matthew Brady -- upload.wikimedia.org/wikipedia/commons/e/ea/W Rubric credited to -- www.laep.org/humanitas/ Include a link back toThe WebQuest PageandThe WebQuest Slideshare Groupso that others can acquire the latest version of this template and training materials. 8. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 11 thand 12 thgrades (American Literature) Designed by Matthew Seckinger [email_address] Based on a template fromThe WebQuest Page Evaluation Teacher Script Conclusion http://images.google.com/ 9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson on Walt Whitman is part activator of prior knowledge, part essay. The option of three assignments used for activating prior knowledge opens up a range of possibilities to the student to allow them to: feel as though they have a say in their own education and that they are involved in a democratic learning environment, and it allows students to succeed using their skills and talents. Assessment : --Handing in a completed interpretation, poem, or drawing will automatically earn15 points toward the assignment. --The other 35 points will be earned on the paper. Students need to write an effective persuasive essay addressing the topics listed in the second bullet point of the Objectives section of the assignment. A copy of my persuasive essay rubric will be handed out with the paper copy that outlines the two portions of the assignment. Learning styles addressed in part one of the assignment : Concrete Sequential: The first part of the assignment doesnt really speak to this learning style directly. These students will be addressed and better served for the essay portion of the assignment. The rubric that goes along with the assignment will be helpful to these students. Concrete Random: These students will have their needs met through either doing the poem assignment or the drawing assignment. The poem may be the easiest of the three for this group. The paper should also accommodate these students who are naturally curious. Abstract Random: This group will also benefit from the poem and drawing options. The sensitive and compassionate sides of these students will lend themselves well to be able to express themselves through another means other than just a paper. Abstract Sequential: The students with this learning-style tendency will do well with the option of a poem interpretation. The analytical facets of these students personalities will lend itself to this assignment. The paper should also prove easier for these students. The structure of their learning style, matched with the structure of a rubric, will blend well. Multiple Intelligences Used : Interpersonal students will be able to put their own feel