Teacher Page

Introduction

Task

Process

Conclusion

Teacher Page

Rubric

Welcome to my WebQuest! I hope you find it as useful for you class as I've found it for mine. 

Typically, I teach a poetry unit in the spring, during National Poetry Month in April.  My class consists of 23 lively third-graders. This WebQuest typically takes three Language Arts blocks, plus one for presenting. I encourage all of my students to present both their books and poets.  However, some books can simply be left out as a display if students prefer not to read.

Please let me know if you have any questions about my WebQuest, or if you have any comments or suggestions!  I can be reached at this email address. 

This WebQuest incorporates many different Pennsylvania State standards. Because this WebQuest is writing intensive, the same standards are emphasized across multiple tasks.  The specific PA standards met by the tasks in this assignment are:

Task 1: to help accomplish these goals will be to find a poem that you really like, and learn about the real-life poet that created it.

1.3.3.D Identify the structures in poetry (e.g., pattern books, predictable books, nursery rhymes).

1.4.3.C  Write an opinion and support it with facts.

1.3.5.A  Write with a sharp, distinct focus identifying topic, task and audience.

1.5.3.B Write using well-developed content appropriate for the topic.  Gather and organize information.  Write a series of related sentences or paragraphs with one central idea. Incorporate details relevant and appropriate to the topic.

1.5.3.C Write with controlled and/or subtle organization.  Sustain a logical order.  Include a recognizable beginning, middle and end.

1.5.3.D. Write with an awareness of the stylistic aspects of composition. Use sentences of differing lengths and complexities.  Use descriptive words and action verbs.

1.6.3.C  Speak using skills appropriate to formal speech situations.  Use appropriate volume.  Pronounce most words accurately.  Pace speech so that is understandable. Demonstrate an awareness of audience.

Task 2: to write a persuasive letter to that poet, encouraging him or her to write again and describing what you like about the poem.

1.4.3.B  Write informational pieces (e.g., descriptions, letters, reports, instructions) using illustrations when relevant.

1.4.3.C  Write an opinion and support it with facts.

1.3.5.A  Write with a sharp, distinct focus identifying topic, task and audience.

1.5.3.B Write using well-developed content appropriate for the topic.  Gather and organize information.  Write a series of related sentences or paragraphs with one central idea. Incorporate details relevant and appropriate to the topic.

1.5.3.C Write with controlled and/or subtle organization.  Sustain a logical order.  Include a recognizable beginning, middle and end.

1.5.3.D. Write with an awareness of the stylistic aspects of composition. Use sentences of differing lengths and complexities.  Use descriptive words and action verbs.

Task 3: to work with your assigned classmates to create and edit a new book of poetry that will keep the poem supply until the strike ends. 

1.2.3.C  Produce work in at least one literary genre that follows the conventions of the genre.

1.4.3.A Write narrative pieces (e.g., stories, poems, plays). Include detailed descriptions of people, places and things.  Use relevant illustrations.  Include literary elements.

1.5.3.D. Write with an awareness of the stylistic aspects of composition. Use sentences of differing lengths and complexities.  Use descriptive words and action verbs.

Go back to the Home Page.