Cathy Watson-Pittman, Meyzeek Middle School, Louisville, Kentucky


Introduction | Task | Resources | Process | Learning Advice | Evaluation | Conclusion |
Academic Expectations | Teacher Extensions



As a member on a four-person team of writers at a local publishing firm, Po-Etree Inc., you and your working cohorts have written and published many children's books. You have written fairy tales, books about hobbies/crafts, pet-care books, science-fiction novels and novels about sibling-rivalries. Now your editor-in chief is looking to publish a collection of teen poetry.

Teen Poetry??!!! What would a group of writers who have the above writing resume' know about poetry? The "boss" has given you and your cohorts an "assignment" to come up with a collection of "original" poetry that will make the "Top 10" Best-selling List!! What this team knows about poetry you could probably put on the end of a "Pin Point" -- a writing "Pin Point" -- that is. And to make bad matters worse, the "boss" wants this work of art accomplished in a very timely manner. She has a deadline of two weeks, therefore you have an even shorter deadline. She has, however, offered each individual an opportunity for a "Big Bonus" if you meet the deadline AND get at least one internet site willing to publish one of these "Top-Selling" poems. What wonderful advertising promotion for Po-Etree, Inc.!!!


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  • Each individual will choose or be assigned to one of the Po-Etree, Inc. writing teams.
  • In a few days time your writing team will have to gather information about poetry
  • Assimilate the material
  • Write various kinds of poetry for the collection based on any previous knowledge each of you may have, as well as information each person gathers from various sources
  • Group consensus on acceptable poetry from the collection for internet publication
  • Group consensus on relevant internet sites for possible poetry publication
  • Compile this poetry into a collection for presentation to your boss(a.k.a. - teacher)
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American Poetry Hyperbibliography

Poetry Patterns

Grandpa Tucker's Family Fun: A Thyme for Rhyme

Poetry Today Online - Teen Poetry Today

KidzPage! Poetry and verse for children of all ages.

Poetry Types

Poetry for Kids

Semantic Rhyming Dictionary

Poetry Pals Internet Poetry Publishing Project

StoneSoup Magazine

In Your Own Words - A Beginner's Guide to Writing, Rev. Ed. by Sylvia Cassedy

How to Read and Write Poetry by Anna Cosman

How to Read And Write Poems by Margaret Ryan

Lots of Limericks selected by Myra Cohn Livingston

Gonna Bake Me a Rainbow Poem - A Student Guide to Writing Poetry by Peter Sears

The Place My Words Are Looking For selected by Paul B. Janeczko

The Dream Keeper and other poems by Langston Hughes

Cool Salsa - Bilingual Poems on Growing Up Latino in the United States - Lori M. Carlson, ed.

Brown Honey in Broomwheat Tea by Joyce Carol Thomas

Celebrate America: in Poetry and Art - published in association with the National Museum of America Art, Smithsonian Institution

Sad Underwear and other complications by Judith Viorst


American Poetry - the Nineteenth Century. Single-user version. The Voyager Company, S. Burlington, VT: 1994.

Poetry In Motion. Single-user version. The Voyager Company, S. Burlington, VT: 1994.

Floppy disks

Good ideas about favorite topics


Pencils, pens, scratch paper

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These steps may help you accomplish your tasks:
  1. Read some examples of student poetry selecting any two or three internet sites above, at least two or three poetry books, and one of the CD-ROM resources available.
  2. Open a "new" ClarisWorks word-processing document beside your "browser window" to complete Step 3.
  3. Using Poetry Pals and Poetry Types internet sites, CD-ROM's, and poetry books provided, create a list of at least eight poetry types and their descriptions. Don't forget proper citation of all sources!
    • Are there more than eight types of poetry? If so, your working associates may find some poetry types that you did not find. The more the team finds, the more thorough the job. This makes for a superior publication!
    • A glossary would be helpful to include in the publication for those individual readers who may not be familiar with poetry types and descriptions.
  4. Once the list is created, save one copy of your document to the hard drive and one to your floppy disk. Save the copy as file name - "poetry descriptions."
  5. Open a second new "untitled" ClarisWorks document and create at least one example of each poetry style from your "poetry descriptions" list. (Ex. - haiku, limerick, etc.). This would be eight different types of poetry.
  6. Once you have created your poetry, save it with the following criterion: use your last name followed by your first initial. (Example - Wilson, E.)
  7. Save one copy of your poetry to the hard drive and one to your floppy disk that you have already used in Step Number 4.
  8. From your poetry collection, you may create one of the following for a presentation to your boss:
    • A Claris slide show of your poetry
    • Hyperstudio Poetry presentation of your poetry writings
    • Artwork - such as drawing representations of each of your poems
    • A monthly calendar using your poetry and representative drawings
    • Original instrumental music composition to accompany two of your poems
    • In groups of four per writing team, make a pamphlet with the group poetry collections
    • Publish this writing teams' poetry for class and/or school distribution
  9. Have your teacher assist you and your writing team in internet poetry publication


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Remember that poetry can be written about many different things. Some suggested topics are: pets, hobbies, sports, school, emotions, best friends, food, clothes, a family member, the weather. These are just a few suggestions, but you may write about something not on the list. Check with the teacher on an alternative topic before you begin composing your poetry.

It may also be helpful for you to have the internet browser and a ClarisWorks word-processing document open "side by side" on the computer screen as you compose your poetry. This will allow you to use the Semantic Rhyming Dictionary and other resources/sites as needed.


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As you began this project, the idea of writing poetry may not have been appealing. Remember however, we all have something we can write about. Take the time to stop, look, and listen. Take notice of the world around you -- take notice of the things you feel when you see a sunset, hear a favorite song, see a bird in flight. Take notice of what you feel when you smell something you love to eat, hear a loved ones' voice or take a walk in the park. Take a picture, a mental image to help you visualize all the tiniest of details to write about.

Carl Sandburg penned poetry as " 'the synthesis of hyacinths and biscuits,' a blend of the beautiful and the useful."


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Copyright © 1999


Lear Limericks and Literature Unit Study

Mrs. Smith's Poetry Page

Sidewalk Poetry - Lesson Plans

Wind Poems

 How to Search for a Poem

 SPAM Haiku Archive Home Page


Technology Leadership Institute Homepage






Webster's Third New International Dictionary of the English Language Unabridged, G.L.Merriam Co., 1993

(Each link will return to the word in the WebQuest) 

assimilate (v.) - the process of receiving new facts

cohorts (n.) - a group of individuals

collection (n.) - a number of objects or persons; a quantity of a substance that has been collected or has collected often according to some unifying principal or orderly arrangement

compile (v.) - to collect and assemble into a document or volume or a series of documents or volumes

consensus (v.) - a general agreement; collective opinion

criterion (n.) - a standard on which a decision or judgment may be based

descriptions (n.) - statement of the properties of a thing or its relations to other things serving to identify it

glossary (n.) - difficult word(s) requiring explanation

illustrations (n.) - a picture or drawing or diagram or some other sensory aid that helps make something clear or more helpful or attractive

original (n.) - a work composed first hand

publish (v.) - to place before the public and to produce for publication or allow to be issued for distribution or sale

resume' (n.) - brief account of one's education and professional experience

sibling (n.) - one of two or more persons who has the same parents or having one common parent

types (n.) - a particular kind, class, or group











Ryan, Margaret, How to Read and Write Poems. New York: Franklin Watts, 1991.

American Poetry - the Nineteenth Century. Single-user version. The Voyager Company, S. Burlington, VT: 1994.

Classroom Connect - Citing Resources


Return to PROCESS









50 points: Group has completed all tasks/items correctly, addressed all issues correctly in group presentation, one hard copy of project and one disk copy of project.

40 points: Group has completed 80% of all tasks/items correctly, addressed 80% of issues correctly in group presentation, 80% correctly of project's hard copy and 80% correctly on disk copy.

30 points: Group has completed 50% of all tasks/items correctly, addressed 50% of issues correctly in group presentation, 50% correctly of project's hard copy and 50% correctly on disk project.

20 points: Group has completed 50% of all tasks/items correctly without written documentation, no class presentation and no hard copy and/or disk copy.

10 points: Group has completed 50% of all tasks/items correctly each day without written documentation and no class presentation, no hard copy and no disk copy.









50 points: Individual has completed all tasks/items correctly.

40 points: Individual has completed 80% of all tasks/items correctly.

30 points: Individual has completed 50% of all tasks/items correctly.

20 points: Individual has completed 50% of all tasks/items correctly without written documentation.

10 points: Individual has completed less than 50% of all tasks/items correctly without written documentation.









Ten-Point Bonus on individual's grade - can be added to the student's Writing Team Grade or the student's Individual Writer Grade(Student's choice)












1.11 - Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.2 - Students make sense of the variety of materials they read.

1.1 - Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve problems.

1.2 - Students make sense of the variety of materials they read.

1.3 - Students make sense of the various things they observe.

1.11 - Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.16 - Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

1.13 - Students make sense of and communicate ideas with the visual arts.

1.14 - Students made sense of and communicate ideas with music.

2.22 - Students create works of art and make presentations to convey a point of view.

2.33 - Students demonstrate the skills to evaluate and use services and resources available in their community.

2.24 - Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities.

5.1 - Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.

5.2 - Students use creative thinking skills to develop or invent novel, constructive ideas or products.

5.4 - Students use decision-making processes to make informed decisions among options.

6.2 - Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.

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This WebQuest was created with the possibility of interdisciplinary lessons/extensions in mind. Perhaps a team of teachers could adapt the content idea and expand it across multiple curriculums.


Students could use the various styles of poetry to write about science concepts - chemical elements, weather, the human body, space travel, the list is endless.

Math teachers could employ the use of mathematical concepts in assisting students' poetry writing. Math is a natural for writing some styles of poetry.

Social studies would certainly lend itself to several poetry styles - various historical figures and events could be the topic of some student written poetry.

Music is often associated with poetry. Many poetry writings have also been penned to musical settings as well as art recreations of a poem setting.

Language Arts teachers may want to extend the poetry development by having students go on a Scavenger Hunt about poetry. There are also several sites listed under "Conclusion" for further extension of this topic.

Foreign Language teachers could have students create poetry in Spanish, French or other languages and use Kidscribe internet site for possible publication.


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 Copyright © 1999