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EVALUATION

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DEAD AMERICAN POETS' SOCIETY

 

I would like to thank Colette Marie Bennett, Brookfield High School, Brookfield, Connecticut, for the idea of the Dead Poets' Society writing assignment.  I was able to expand on her original idea that I found in NCTE's Classroom Notes Plus, April 2001, and turn it into the webquest that is found here.

This web quest, Dead American Poets' Society, deals with many specific academic objectives that English teachers are trying to accomplish in their classrooms. The quest lends itself well to an honors English 10 class or an English11. The task is designed for a group of 5-6 students to compile an anthology of dead American poets for the reluctant reader. Three groups could be working on the same task independently; however, this quest can be tweaked by the participating teacher in a variety of ways to suit individual needs.

By setting forth on this task, the students are introduced to a variety of poets and their works. Students arrange their poet  interviews and poetry selections from their group in chronological order and place them into an anthology, giving the group an opportunity to see an overall  picture of how the poets' work might fit together historically. The creative part of this task involves the writing of the imaginary interview.  Not only are students becoming familiar with the individual poet's lives, but they synthesize the research information into a cohesive unit, restructuring it to create a unique voice for the poet. Voice has always been a notoriously difficult element to teach to students. The short four questions in the middle deal with the poem itself helping the student reflect on specific elements of poetry and its structure and form. After selecting representative poems which particularly appeal to the individual student, each then writes an annotation for the selected poem, keeping in mind the reluctant reader, the audience. This allows each student  to react  individually, trying to create meaning from what he/she has read, always cognizant of the audience.

Having the students work in groups to compile this anthology encourages cooperation, but  the task actually puts a lot of emphasis on the value and quality of the individual work. But by having each student, not only responsible for themselves but for a finished product, positive peer pressure will help everyone be responsible for doing his/her own part.

The writing rubric with the following link can help you break down the 6 point scale

http://www.6traits.cyberspaces.net/rubric2.html

                                                    

 

In Indiana, you will be able to address the following academic standards with the Dead American Poets' Society web quest.  

 

Standard Reading Writing Activity
10.2.3 x   Demonstrate ability to work with technology and follow technical directions
10.4.1-3, 10.4.4-7, 10.6.1-2

 

   x By writing the interview, students will demonstrate their ability to use good grammar and mechanics while at the same time concentrating on organization and focus in their writing 
10.4.4-7, 10.5.2, 10.3.6-9 x x By reading a variety of sources, students will be able to compile relevant information, restructuring information into an interview.  Also, the annotation of each poem selected will give evidence as to higher level thinking skills in responding to poems and identifying complex literary devices and using that identification to create meaning
10.3.11 x x After reading, a student must be aware of the style, diction, figurative language on tone, mood, and theme in order to do an annotation.  Also, in writing the interview and creating a persona of the poet, the student writer also must be aware of voice and tone.

 

Created by Stephanie Reinert       last updated 02/27/02