Beacon Lesson Plan Library
Irish Literature Scavenger Hunt
M. Joy Gorence
Collier County Schools
Students locate and evaluate various books, journals, anthologies, and Internet sources that contain information that may be used in answering the scavenger hunt questions related to Ireland and Irish literature.
The student selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services.
The student selects and uses a variety of electronic media (such as the Internet, information services, and desktop-publishing software programs) to create, revise, retrieve, and verify information.
The student selects and uses appropriate listening strategies according to the intended purpose (such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations).
The student uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others.
The student understands that there are differences among various dialects of English.
The student understands specific ways in which language has shaped the reactions, perceptions, and beliefs of the local, national, and global communities.
Note: Although many of the sources, which may be available in your Media Center, may include at least one of the following texts, most of the information maybe found on the Internet. (Resources should be adjusted to the materials available in your school.)
-Dunne, Sean. [Ireland Anthology]. NY: St Martin's Press, 1997.
-Welch, Robert. [Oxford Companion to Irish Literature]. NY: Claredon Press, 1996.
-____________. [Worldmark Encyclopedia of Cultures and Daily Life]. Detroit: Gale Research Company, 1997.
-____________. [The Story of English] (394 pages Revised edition). Penguin USA (Paper), 1993.
Media Center Databases:
-Gale Student Resource Center Silver
-SIRS Renaissance, Spring 1999 (CD-Rom)
-Oxford English Dictionary (CD-Rom)
-KWL Chart of Ireland and Irish Literature, one per student
-Irish Literature Scavenger Hunt Questions for each student (See Associated File)
-Irish Literature Scavenger Hunt Answer Key for teacher (See Associated File)
-Computer for each group
Prior to Day 1
1. Prepare a KWL Chart of Ireland and Irish Literature.
Prior to Day 2
2. Find the information the students WANT to know as listed on the KWL Chart during Day 1. Note: [The Story of English] is an excellent source for basic information.
3. Prepare a brief lecture to answer as many of their WANT to know questions as possible. If desired, make a copy of the questions and answers to hand out to each student on Day 2.
4. Make arrangements with the Media Center to accommodate the students' scavenger hunt for one hour.
5. Download and copy for each student the Irish Literature Scavenger Hunt Questions. (See Associated File)
DAY 1 (Introduction)
1. Distribute a KWL Chart as an introduction to Ireland and Irish literature.
2. Have students share what they KNOW (K) about Ireland's history, literature, etc. and then ask students what they WANT (W) to know about Ireland.
3. Record their knowledge and questions on the KWL Chart.
Note: Use the student questions to formulate the content for the following day's lecture. (See Preparations)
1. Hand out a copy of the students' WANT to know questions from Day 1 and/or review the questions listed on the KWL Chart from Day 1.
2. Give a brief lecture to provide students with answers to some of the questions they had regarding Ireland, Irish culture, and Irish literature. (Lecture notes may be taken predominantly from [The Story of English].)
3. Tell students that they will soon embark on a scavenger hunt to gather additional information about Irish literature. Hand out a copy of the Irish Literature Scavenger Hunt Questions to each student. (See Associated File)
4. Divide students into groups of three or four. Encourage students to work as a team to discover the answers to the questions.
5. Give students one hour to answer as many questions as possible and to cite the sources where they acquired the information.
6. Gather all students after one hour. Have students share answers within their groups.
7. Check the answers to see if they are correct and cited correctly. (See Answer Key in Associated File)
8. Record the number of correct answers and assign credit to students. (See Assessments)
9. Have students share answers and sources they consulted in their research with the rest of the class.
10. Give the answers for any unanswered questions and the name of the source(s) that could have been used for acquiring the information.
The number of correct answers with each correctly documented source that each student produces, after one hour, may be used as extra credit for the next lesson in the unit.
1. Ask students to identify one contemporary Irish poet they find interesting and share an oral reading of their poetry with the class. In addition, students could also give an overview of the poet's life.
2. Ask students to give the answers and the resources they found to be the most helpful during the scavenger hunt. Students could then share the sources with the class and write a critique of the Internet sites they consulted.
3. Give students more background information on Ireland and the politics of the country that have affected the writings of contemporary authors. Have students listen to a variety of poems by Seamus Heaney, and conduct a discussion of the allusions to politics and culture found in the poems. This discussion could then serve as a springboard to other assignments within the unit.
4. Design Qualities addressed in this lesson:
-Content and Substance
-Clear and Compelling Product Standards
-Organization of Knowledge
-Affirmation of Performance
-Protection from Adverse Consequences for Initial Failures.
5. Technology Standards addressed in this lesson:
a. Basic operations and concepts
-Students demonstrate a sound understanding of the nature and operation of technology systems.
-Students are proficient in the use of technology.
b. Technology research tools
-Students use technology to locate, evaluate, and collect information from a variety of sources.
-Students use technology tools to process data and report results.
-Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.
-Students access databases and other online research materials in doing reports.
Web supplement for Irish Literature Scavenger HuntThe Irish Times