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Scavenger Hunt: Elements of Poetry

http://astro.temple.edu/%7Etua64191/Scavenger%20Hunt.html

Storyboard for Scavenger Hunt: “Elements of Poetry”

I. Scavenger Hunt Will Use 5 Web Source Materials, four of which employ auditory, visual, and textual approaches to poetry. The fifth resource brings poetry back to the page for a challenging activity in sound and meaning recognition. The activity culminates with an exercise in blogging as the students post their answers and creative writing onto their individual and the classroom blog (http://community.livejournal.com/mrs_mac_class). Students could do this assignment solo or in small groups.


A. Haiku Poem: http://youtube.com/watch?v=wiPLmMqHOeY
I chose this site because it builds up the video the class watched in the Power Point presentation. The Haiku Poem depicts an animation of several Japanese and American style haiku. Some of the haiku are incorrect. They do not use the 5-7-5 syllable pattern. Students will need to be careful when answering question number 3. They cannot assume all are true haiku. They will use listening, reasoning, and comprehension skills.
1. Questions:
a. Please transcribe one haiku poem from this video.
b. What is the syllable pattern? ______________
c. Is your haiku faithful to the Japanese syllable pattern? Explain why or why not.

B. Jack Kerouac Haikus: http://youtube.com/watch?v=xJdxJ5llh5A
Building upon the Power Point and the previous question, this video is a quality presentation of an American legend’s approach to the Japanese form. This is a quick series of haiku by author Jack Keroauc. Students will listen to the American accented 5-7-5 syllable structure. They will use listening and comprehension skills.
1. Questions:
a. Transcribe three of Keroac’s haiku poems:
b
c.
d. What are some themes of Keroac’s haiku? Name three themes.

C. No Room for Mermaids byKatherine E. Davis: http://youtube.com/watch?v=tEZrcDI_Amw
This video is an example of a sestina. It is read by a young author. Students will have to recall the Power Point lesson on sestina formula. They will be able to diagnose the pattern of repetition of the last words of each line, and this detective work of watching and listening and reading the poem will make the students retain lesson.
1. Questions:
a. What form of poetry is this poem?
b. What words does the author use in the pattern of repetition?
c. Using the letters ABCDEF, what is the pattern of the first six stanzas of this poem?
d. What is the pattern of the last stanza (or envoy?)

D. Poet Guru Teaches Villanelle: http://youtube.com/watch?v=IEEOFwAcaFI
This is an excellent short lesson on the form and technique of villanelle creation. We touched on villanelle in the Power Point, but this resource is so excellent in its expansion of the idea. Students will learn by doing, and they will use creative writing skills to produce a final product, a true villanelle. They will upload and post their poems onto their blogs (and at the end of the Scavenger Hunt to the classroom blog.)
1.Questions:
a. What is a villanelle?
b. Explain what is a tercet?
c. What is a quatrain?
d. Follow the instructions in the video. Write your own villanelle. You may use these websites for help: http://www.Rhymezone.com (for help with rhyming) and http://www.Poetguru.com (the video director’s site).
2. Please post your completed villanelle on your blog.

E. Jabberwocky: http://www.jabberwocky.com/carroll/jabber/jabberwocky.html
This resource brings poetry back to the page for a challenging activity in sound and meaning recognition. Students must examine Lewis Carroll’s difficult poem to see if they can relate the lesson from the Power Point presentation to dissecting the poem to understand “onomatopoeia” (words that represent the sound they make.)
1. Questions:
a. Find five examples of onomatopoeia in “Jabberwocky.” You may consult http://dictionary.reference.com/. Describe the sound each word makes.
b.
c.
d.
e.

F. Post your complete Scavenger Hunt poems and answers to our classroom blog:
http://community.livejournal.com/mrs_mac_class/ This activity features technology in an active way and it makes the lesson multi-dimensional. Students are thinkers, authors, and collaborators.

Post Lesson: After the assignment, possibly on the next day, I would also invite the students to post a reaction to the assignment on their blogs or speak it aloud in class discussion:
1. What worked well?
2. What would have been better if taught differently?
3. Did the videos illustrate the concepts well?
4. Which video was your favorite overall?
5. How would you have directed a video?

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