Poetry Scavenger Hunt

This activity is meant to be a collaborative and culminating activity conducted during/after a unit on poetry. The teacher and school librarian should collaborate to reinforce and extend objectives that have been taught in the classroom.

Below are the Texas classroom standards for ELA/Reading, Texas technology standards, and school library standards (AASL).

Standards for Texas (TEKS)

�110.18. English Language Arts and Reading, Grade 6, Beginning with School Year 2009-2010.

(b)  Knowledge and skills.
 (2) 
Reading/Vocabulary Development. Students understand new vocabulary and
use it when reading and writing. Students are expected to:
 (E)  use a
dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word
choices, and parts of speech of words.
(4)  Reading/Comprehension of
Literary Text/Poetry. Students understand, make inferences and draw
conclusions about the structure and elements of poetry and provide
evidence from text to support their understanding. Students are expected
to explain how figurative language (e.g., personification, metaphors,
similes, hyperbole) contributes to the meaning of a poem.
(9) 
Reading/Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the
author's purpose in cultural, historical, and contemporary contexts and
provide evidence from the text to support their understanding.
(22) 
Research/Research Plan. Students ask open-ended research questions and
develop a plan for answering them. Students are expected to:
 (B)  generate a research plan for gathering relevant information about the major research question.
(23) 
Research/Gathering Sources. Students determine, locate, and explore the
full range of relevant sources addressing a research question and
systematically record the information they gather. Students are expected
to:
(A)  follow the research plan to collect data from a range of
print and electronic resources (e.g., reference texts, periodicals, web
pages, online sources) and data from experts;
(B)  differentiate between primary and secondary sources;
(C) 
record data, utilizing available technology (e.g., word processors) in
order to see the relationships between ideas, and convert graphic/visual
data (e.g., charts, diagrams, timelines) into written notes;
(D) 
identify the source of notes (e.g., author, title, page number) and
record bibliographic information concerning those sources according to a
standard format; and
(E)  differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.
(24) 
Research/Synthesizing Information. Students clarify research questions
and evaluate and synthesize collected information. Students are expected
to:
 (B)  evaluate the relevance and reliability of sources for the research.
(25) 
Research/Organizing and Presenting Ideas. Students organize and present
their ideas and information according to the purpose of the research
and their audience. Students are expected to synthesize the research
into a written or an oral presentation that:
(A)  compiles important information from multiple sources;
(B)  develops a topic sentence, summarizes findings, and uses evidence to support conclusions;
(C)  presents the findings in a consistent format; and
(D) 
uses quotations to support ideas and an appropriate form of
documentation to acknowledge sources (e.g., bibliography, works cited).

�110.19. English Language Arts and Reading, Grade 7, Beginning with School Year 2009-2010.

(b)  Knowledge and skills.
(2) 
Reading/Vocabulary Development. Students understand new vocabulary and
use it when reading and writing. Students are expected to:
(E)  use a
dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word
choices, and parts of speech of words.
(4)  Reading/Comprehension of
Literary Text/Poetry. Students understand, make inferences and draw
conclusions about the structure and elements of poetry and provide
evidence from text to support their understanding. Students are expected
to analyze the importance of graphical elements (e.g., capital letters,
line length, word position) on the meaning of a poem.
(9) 
Reading/Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the
author's purpose in cultural, historical, and contemporary contexts and
provide evidence from the text to support their understanding. Students
are expected to explain the difference between the theme of a literary
work and the author's purpose in an expository text.
(22) 
Research/Research Plan. Students ask open-ended research questions and
develop a plan for answering them. Students are expected to:
(B) 
apply steps for obtaining and evaluating information from a wide variety
of sources and create a written plan after preliminary research in
reference works and additional text searches.
(23) 
Research/Gathering Sources. Students determine, locate, and explore the
full range of relevant sources addressing a research question and
systematically record the information they gather. Students are expected
to:
(A)  follow the research plan to gather information from a range
of relevant print and electronic sources using advanced search
strategies;
(B)  categorize information thematically in order to see the larger constructs inherent in the information;
(C) 
record bibliographic information (e.g., author, title, page number) for
all notes and sources according to a standard format; and
(D)  differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.
(24) 
Research/Synthesizing Information. Students clarify research questions
and evaluate and synthesize collected information. Students are expected
to:
 (B)  utilize elements that demonstrate the reliability and
validity of the sources used (e.g., publication date, coverage,
language, point of view) and explain why one source is more useful than
another.
(25)  Research/Organizing and Presenting Ideas. Students
organize and present their ideas and information according to the
purpose of the research and their audience. Students are expected to
synthesize the research into a written or an oral presentation that:
(A)  draws conclusions and summarizes or paraphrases the findings in a systematic way;
(B)  marshals evidence to explain the topic and gives relevant reasons for conclusions;
(C)  presents the findings in a meaningful format; and
(D)  follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.

�110.20. English Language Arts and Reading, Grade 8, Beginning with School Year 2009-2010.

(b)  Knowledge and skills.
(2) 
Reading/Vocabulary Development. Students understand new vocabulary and
use it when reading and writing. Students are expected to:
(E)  use a
dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word
choices, and parts of speech of words.
(4)  Comprehension of Literary
Text/Poetry. Students understand, make inferences and draw conclusions
about the structure and elements of poetry and provide evidence from
text to support their understanding. Students are expected to compare
and contrast the relationship between the purpose and characteristics of
different poetic forms (e.g., epic poetry, lyric poetry).
(9) 
Comprehension of Informational Text/Culture and History. Students
analyze, make inferences and draw conclusions about the author's purpose
in cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding.
(22) 
Research/Research Plan. Students ask open-ended research questions and
develop a plan for answering them. Students are expected to:
 (B) 
apply steps for obtaining and evaluating information from a wide variety
of sources and create a written plan after preliminary research in
reference works and additional text searches.
(23) 
Research/Gathering Sources. Students determine, locate, and explore the
full range of relevant sources addressing a research question and
systematically record the information they gather. Students are expected
to:
(A)  follow the research plan to gather information from a range
of relevant print and electronic sources using advanced search
strategies;
(B)  categorize information thematically in order to see the larger constructs inherent in the information;
(C) 
record bibliographic information (e.g., author, title, page number) for
all notes and sources according to a standard format; and
(D)  differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources.
(24) 
Research/Synthesizing Information. Students clarify research questions
and evaluate and synthesize collected information. Students are expected
to:
 (B)  utilize elements that demonstrate the reliability and
validity of the sources used (e.g., publication date, coverage,
language, point of view) and explain why one source is more useful and
relevant than another.
(25)  Research/Organizing and Presenting
Ideas. Students organize and present their ideas and information
according to the purpose of the research and their audience. Students
are expected to synthesize the research into a written or an oral
presentation that:
(A)  draws conclusions and summarizes or paraphrases the findings in a systematic way;
(B)  marshals evidence to explain the topic and gives relevant reasons for conclusions;
(C)  presents the findings in a meaningful format; and
(D)  follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.

�126.12. Technology Applications (Computer Literacy), Grades 6-8.

(4) 
Information acquisition. The student uses a variety of strategies to
acquire information from electronic resources, with appropriate
supervision. The student is expected to:
(B)  apply appropriate
electronic search strategies in the acquisition of information including
keyword and Boolean search strategies.
(11)  Communication. The
student delivers the product electronically in a variety of media, with
appropriate supervision. The student is expected to:
(B)  design and
create interdisciplinary multimedia presentations for defined audiences
including audio, video, text, and graphics;

Library Standards (AASL)

1.1    Skills  Inquire, think critically, and gain knowledge.
1.2   
1.1.1 Follow an inquiry- based process in seeking knowledge in
curricular subjects, and make the real- world connection for using this
process in own life.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.5
Evaluate information found in selected sources on the basis of
accuracy, validity, appropriateness for needs, importance, and social
and cultural context.
1.1.6 Read, view, and listen for information
presented in any format (e.g., textual, visual, media, digital) in order
to make inferences and gather meaning.
1.1.7 Make sense of
information gathered from diverse sources by identifying misconceptions,
main and supporting ideas, conflicting information, and point of view
or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.2 Dispositions in Action
1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information.
1.2.31.3 Responsibilities
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
 1.3.2 Seek divergent perspectives during information gathering and assessment.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.  Demonstrate creativity by using multiple resources and formats.
2.1 Skills Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.6
Use the writing process, media and visual literacy, and technology
skills to create products that express new understandings.
2.4 Self-Assessment Strategies
2.4.1 Determine how to act on information (accept, reject, modify).
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
3.1 Skills Share knowledge and participate ethically and productively as members of our democratic society.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
 3.1.4
Use technology and other information tools to organize and display
knowledge and understanding in ways that others can view, use, and
assess.
3.3 Responsibilities
3.3.7 Respect the principles of intellectual freedom.
3.4 Self-Assessment Strategies
3.4.1
Assess the processes by which learning was achieved in order to revise
strategies and learn more effectively in the future.
3.4.2 Assess the quality and effectiveness of the learning product.