Introduction Learners Standards Resources
Process Evaluation Credits & References Conclusion
ÒAh! well-a-day! what evil looks
Had I from old and
young!
Instead of the cross, the Albatross
About my neck was
hung. (Coleridge, 2005)"
This
is how many teachers feel when faced with the horrendous challenge of teaching
poetry to middle school children. Students respond to this learning adventure
with Òit sucks,Ó Òit is boringÓ and Òdo I have too.Ó As teachers we have all
been there, but things are about to change! Learning Team B from the University
of Phoenix has the answer, relate poetry to the pop culture of today, Rap.
In
this lesson plan, the students are given a choice of three roles: Developer, Art Critic,
and Investigator. The students must research
individual topics write a summary of their research and share their findings
with the group. Then the student must defend poetry as an art form
incorporating support from information on the cultural aspect of art, history
and poetry. This lesson plan is a fun interactive culture/history lesson, and
rewarding for both the teacher and pupil. Because of the nature of some Rap
songs, we have carefully previewed the lyrics the students will use. We have
tried to provide lyrics that tell a story have a theme, but do not contain
violence or language that is inappropriate for middle school students. You
will, however, notice that where that was not possible, certain words have be
blanked out. Review the entire WebQuest before you present it to the kids to
ensure that it is appropriate for your students.
ÒI shall be telling with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I
I took the one less traveled by,
And that has made all the difference. (Frost).
While this WebQuest was originally designed for eighth grade
communication arts students, it could easily be adapted for a high school
audience. It incorporates communication arts, technology, and social studies,
but could also be designed to include music and fine arts. The students should
be familiar with summary writing, and the development of an essay. They should
also be familiar with Timeliner application, however, if this software is
unavailable, it is not essential to creating the timeline. They should know how to navigate through web sites
to find specific information. Learners should have experience working in
cooperative groups. Previous hands-on experience with presentation
software (PowerPoint, iMovie) or simultaneous training for using presentation
software is required.
This WebQuest will take approximately 2
to 3 weeks to complete. With added time for class presentations
¯Individual role activities 3-5 days
¯Collaboration and essay 3-5 days
¯Final project 3-5 days
¯Class presentations 3 days
Information has been provided to students at the end of the
process step on how to write a summary and developing an iMovie, as well as all
the handouts they will need to complete each task both individually and as a
group. It is possible to adapt any and all of the steps to suit your classroom
needs. Below are the procedures given to the students.
To begin your task:
1.
You will be divided into groups of three.
2.
Each team member will choose one of the following roles:
The Developer:
will
be responsible for developing support that Rap is a cultural movement, and
therefore, deserves respect for itÕs contribution to the advancing a new
cultural phenomena. Specific points in the support should address these questions.
Write a one page summary that answers the question below and share to your
finding to the team.
á
What
is a cultural?
á
What
is a cultural movement?
á
What
are examples of other cultural movements?
á
What
other cultural movements that show similarities to the rise in popularity of
Hip Hop
The Art Critic:
will
be responsible for developing support that Rap is an art form highlighting its
poetic contributions by completing and sharing the Elements of Poetry
Chart (see resources) with the rest of the group. Write a
one page summary of how Rap present elements of poetry based on you
understanding of the elements of fiction, and share your findings to the team.
The Investigator: will
be responsible for investigating the three major eras of Rap and develop a
timeline to helps support your defense. Using Timeliner software to illustrate
the eras and provides a one page summary of how this history has influenced
society and the world, and share your finding with the team.
After you have done the
research you will:
As a
group:
1.
Choose
a narrative poem and a Rap songÕs lyrics create a T-Chart showing how they
share elements of poetry.
2.
Print
out the TP-CASTT Poetry Analysis Model and chart to analyze both the poem and
the lyrics, http://www.sdcoe.k12.ca.us/score/things/PDF/TP-CASTT.pdf Make sure you use one TP-CASTT chart
for the poem and one for the lyrics.
3. Write an essay using the
information from the TP-CASTT poetry analysis model. Remember to include in
your analysis answers that relate to these questions:
¯ What was the
message of the song?
¯ How was this
message conveyed?
¯ To whom was
the message directed?
¯ What words
were used to convey the message?
¯ What does the
message say about the everyday lifestyle of people?
¯
How were the messages similar or different?
¯
What elements of poetry were used?
¯
How did the elements of poetry enhance the works?
4.
Use
the narrative poem you analyzed and put it to a beat to present in class as a
Rap.
5.
In
your group, choose one of the project below to present to your parents
(audience) as your defense of Rap (purpose). Check out the process guide for
specific ways to make your defense strong http://webquest.sdsu.edu/processguides/persuasive.html
á
Create
a narrative rap that highlights all your support and provides at least four
elements of poetry and music.
á
Create
a PowerPoint presentation of the cultural and historical aspects of Rap and
shows a comparison between a narrative poem and a Rap lyric you found in your
group analysis. Use the storyboard before creating the slides (see resources)
á
Design
an iMovie documentary on the History of Hip Hop highlighting it as a cultural
phenomenon, and a unique combination of poetry and music. You must create a
story- board before you begin filming (see resources
for storyboard and instruction for working with iMovies).
Remember
when developing your defense, make sure you anticipate the oppositionÕs (your
parents) negative understanding of the genre and be prepared to show how the
positive aspects outweigh them.
Language
Arts Standards
NL-ENG.K-12.1 Reading for Perspective
NL-ENG.K-12.2
Understanding the Human Experience
NL-ENG.K-12.3
Evaluation Strategies
NL-ENG.K-12.4 Communication Skills
NL-ENG.K-12.5 Communication Strategies
NL-ENG.K-12.7
Evaluating Data
NL-ENG.K-12.7
Evaluating Data
NL-ENG.K-12.9
Multicultural Understanding
NL-ENG.K-12.10
Applying Non-English Perspectives
NL-ENG.K-12.11 Participating in Society
NL-ENG.K-12.12
Applying Language Skills
Technology
Standards
NT.K-12.1
Basic Operations and Concepts
NT.K-12.3
Technology as a Productivity Tool
NT.K-12.5
Technology as a Research Tool
¯Computer and Internet Acess
¯TimeLine Software Application
(not essential)
¯Microsoft PowerPoint Application
¯ iMovie Application
¯Student Handouts
á
PowerPoint Storyboard: http://www.teachersnetwork.org/readysettech/olson/storyboardwksht.pdf
á
iMovie
Storyboard: http://www.ocdsb.ca/Teacher_Res/secondary/tecint/storyboard.pdf
á
iMovie
Instructions: http://www.ocdsb.ca/Teacher_Res/secondary/tecint/imoviebegadv.pdf
á TR-CASTT Analysis Model
and Chart: http://www.sdcoe.k12.ca.us/score/things/PDF/TP-CASTT.pdf
á Process Guide: http://webquest.sdsu.edu/processguides/persuasive.html
á Summary Writing:
á http://leo.stcloudstate.edu/acadwrite/summary.html
á http://lsa.colorado.edu/essence/guidelines.html
¯TP-CASTT analysis model
á
Elements of Poetry Chart pdf. file
á
PowerPoint Scoring Guide pdf. file
á
Essay Scoring Guide pdf. file
á
iMovie Scoring Guide pdf. file
á Oral Presentaion Scoring Guide pdf file
á Timeline Rubric http://www.phschool.com/professional_development/rubrics/time_line.pdf
LYRICS
¯
Grandmaster Flash and the Sugar Hill
Gang
¯ Run Dmc
¯ Tupac
¯ Eminem
Students will be evaluated based on their essay, analysis of a
poem, and their group projects. Individual scoring guides for each project
choice are in the form of a pdf. file for ease of printing. We have included
scoring guides for timelines. You may also wish to assess studentÕs ability to
write a summary.
PowerPoint Scoring Guide
iMovie Scoring Guide
Essay Scoring Guide
Presentation Scoring Guide
Oral Presentation Scoring Guide
Timeline Rubric http://www.phschool.com/professional_development/rubrics/time_line.pdf
Thanks to the following sites for supplying this WebQuest with
pictures, videos, and lyrics, and other resources used in the making of this
WebQuest
http://music.yahoo.com/ar-265801---The-Sugarhill-Gang
http://www.youtube.com/watch?v=oXrKIwQ6Its
http://images.google.com/images?q=of+Run+DMC&hl=en&lr=&client=safari&rls=en&sourceid=tipimg
http://www.uwstout.edu/soe/profdev/pptrubric.html
http://www.ochs.orecity.k12.or.us/LITERACY/Wr%20Scoring%20Guide-Abridged.htm
Davey
D: http://www.daveyd.com/raphist1.html
HeadBob:
http://www.headbob.com/hiphop/hiphophistory.shtml
Good
resource for iMovie information http://www.ocdsb.ca/Teacher_Res/secondary/tecint/imovie.htm
Teacher
Net Work PowerPoint storyboard: http://www.teachersnetwork.org/readysettech/olson/storyboardwksht.pdf
This
unit is an interdisciplinary (communication arts, technology, social studies)
constructionist approach to learning. Students participate in group work,
experience navigating the web, learn to read critically and synthesize
information, create multimedia presentations, and analyze elements of poetry in
narrative poems and Rap lyrics. This WebQuest could easily be adapted for older
students, and teachers can adapted the activities to their studentÕs individual
needs.