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[Teacher Page]

A WebQuest for 11th Grade English

Designed by

Colleen Murraycemurray@simla.colostate.edu

Based on a template from The WebQuest Page

*Discovering Shakespeare*

Photo From: http://www.alljuliuscaesar.bravehost.com/img/shakespeare.jpg

Student Page

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Introduction

Task

Process

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Credits

[Teacher Page]

Welcome to discovering Shakespeare!!! Throughout this assignment we are going to take a deeper look into one of the most classical authors of all time. We could just sit in the classroom and you can listen to me lecture, or you can do some discovering yourself. This is exactly what you’re going to do! By creating your own WebQuest you will gain a greater understanding of Shakespeare and his works. I can only give you so much information in the class, and the web can provide you with so much more! I want you to explore a few websites and tell me about Shakespeare and your chosen work. I want you to pick one of Shakespeare’s plays (don’t worry...there are PLENTY to choose from) and give me a detailed description of that play.

NOTE: The only play that is off limits is “Romeo and Juliet”

Introduction

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Introduction

Task

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[Teacher Page]

By the end of your WebQuest, you should have completed these elements:

Background of William ShakespeareThe Elizabethan PeriodIdentified the play you choseList of charactersPlot Summary2-3 conflicts within the play2-3 themes of the playMoral of the playAnything else you feel like we should know about Shakespeare or the play

You will be doing all of your research on the internet! You will be able to find the background of Shakespeare online, as well as the play that you will be examining online. I want you to try and figure out the elements of the play on your own, however, if you are unable to do so, you can use the internet to assist you in examining your play.

Once you have completed all of these elements and created the power point presentation, you will be presenting your WebQuest to the rest of the class!

Title

The Task

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[Teacher Page]

Congratulations! You can begin your expedition into the world of William Shakespeare! Before you begin your quest, I will split you into groups of 3, and this will be the group you work with. Make sure you work efficiently and effectively together, so that you can create a great final project!

Here is a little more information to help you along during your expedition! Good Luck!

Process:

You will begin by being assigned into groups of three in order to begin your quest. When you are in your groups you will decide on a play from the List of Shakespearean Plays. After you have decided on a play, you will begin to look at the Biography of Shakespeare to give me, and the rest of the class a look into Shakespeare’s background. There is a lot of information on this website and I want you to sort through this to pick out what you think is most important. Make sure you’re only picking out the most important details about his life (this up to your discretion). I also want you to look at the Elizabethan Era and give us some information about this period in time. After you have given us the general information about Shakespeare and his time period, I want you to begin diving into your texts. Note: This is the most important part of this quest, therefore your biographies and backgrounds should be a total of 3 slide tops!!!

Here are a list of sites to assist you in your quests about your chosen play (Some of these sites have the full texts, MAKE SURE YOU READ YOUR ENTIRE PLAY:Shakespeare Spark Notes Shakespeare GuideShakespearean Plays Complete TextsShakespearean Quotes Drama: ShakespeareThe Plays of William Shakespeare ~ Presented by The Electronic Literature Foundation (ELF)

Here is a dictionary site to use if you need help defining any words: Merriam-Webster's Word Central

The Process

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[Teacher Page] Evaluation : Discovering Shakespeare WebQuest

CATEGORY 4 3 2 1

Clarity and Neatness

Storyboard is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary.

Storyboard is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions.

Storyboard is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions.

Storyboard is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions.

Cooperation Worked cooperatively with partner all the time with no need for adult intervention.

Worked cooperatively with partner most of time but had a few problems that the team resolved themselves.

Worked cooperatively with partner most of the time, but had one problem that required adult intervention.

Worked cooperatively with partners some of the time, but had several problems that required adult intervention.

Spelling & Grammar

No spelling or grammatical mistakes on a storyboard with lots of text.

No spelling or grammatical mistakes on a storyboard with little text.

One spelling or grammatical error on the storyboard.

Several spelling and/or grammatical errors on the storyboard.

Content All content is in the students' own words and is accurate.

Almost all content is in the students' own words and is accurate.

At least half of the content is in the students' own words and is accurate.

Less than half of the content is in the students' own words and/or is accurate.

Required Elements Storyboard included all required elements as well as a few additional elements.

Storyboard included all required elements and one additional element.

Storyboard included all required elements.

One or more required elements was missing from the storyboard.

CATEGORY 4 3 2 1

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Evaluation : Discovering Shakespeare Presentation

Student Page

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Credits

[Teacher Page]

CONGRATULATIONS! At this point you should have completed your WebQuest about William Shakespeare and your chosen work. I hope that you have learned a lot of new information that you can share with the class.

Now that you have completed this WebQuest, I would like you to each write a 1-2 page, double spaced paper including these elements:

-Did everyone in your group participate equally? Who did what? (This can be a list)

-What did you learn or find interesting as you completed this project?

-What did you like about this project?

-What didn’t you like about this project?

Conclusion

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[Teacher Page]

Thank you to all the internet sources that we have used throughout this WebQuest assignment. And thanks you for the use of The WebQuest Page and The WebQuest Slideshare Group for the latest version of this template and training materials.

Credits & References

[Student Page]

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Teacher Page

A WebQuest for 11th Grade English

Designed by

Colleen Murraycemurray@simla.colostate.edu

Based on a template from The WebQuest Page

Evaluation

Teacher Script

Conclusion

Discovering Shakespeare (Teacher)

Photo From: http://www.alljuliuscaesar.bravehost.com/img/shakespeare.jpg

[Student Page]

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Teacher Page

This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant. We learned about this assignment in an Educational Technology course at Colorado State University.

This lesson is designed for students to learn about Shakespeare and his time period on a deeper level. Sometimes it’s difficult to cover all of the things that we want to in class, and this is a way in which we can learn about many of Shakespeare’s plays and learn how to research via the web at the same time.

Students will work in groups to learn more about Shakespeare, the Elizabethan Era, and a Shakespearean play of their choice. They will be able to look at various websites in order to gain a better understanding. They will also be able to learn about other plays as well by listening to what their peers have researched.

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Introduction (Teacher)

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This WebQuest has been designed for an 11 th grade English course covering the Colorado Content Standards. Students will be reading, writing, researching, and creating a final project that addressing everything they’ve learned.

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Learners (Teacher)

[Student Page]

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ISTE National Educational Technology Standards for Students Standard 3: Technology productivity tools Standard 5: Technology research tools

Colorado Content English Standards:

Standard 1: Students read and understand a variety of materials.Standard 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Standard 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.Standard 6: Students read and recognize literature as a record of human experience.

NCTE/IRA Standards:1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Evaluation

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Conclusion

Curriculum Standards (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

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Teacher Page

Process:

You will begin by being assigned into groups of three in order to begin your quest. When you are in your groups you will decide on a play from the List of Shakespearean Plays. After you have decided on a play, you will begin to look at the Biography of Shakespeare to give me, and the rest of the class a look into Shakespeare’s background. There is a lot of information on this website and I want you to sort through this to pick out what you think is most important. Make sure you’re only picking out the most important details about his life (this up to your discretion). I also want you to look at the Elizabethan Era and give us some information about this period in time. After you have given us the general information about Shakespeare and his time period, I want you to begin diving into your texts. Note: This is the most important part of this quest, therefore your biographies and backgrounds should be a total of 3 slide tops!!!

Here are a list of sites to assist you in your quests about your chosen play (Some of these sites have the full texts, MAKE SURE YOU READ YOUR ENTIRE PLAY:Shakespeare Spark Notes Shakespeare GuideShakespearean Plays Complete TextsShakespearean Quotes Drama: ShakespeareThe Plays of William Shakespeare ~ Presented by The Electronic Literature Foundation (ELF)

Here is a dictionary site to use if you need help defining any words: Merriam-Webster's Word Central

Evaluation

Teacher Script

Conclusion

The Process (Teacher)

The Process (Teacher)Before the students begin this WebQuest, they must be divided into groups of three.  Be aware of the strengths and weaknesses of the individuals in the groups that are created, because they will need to work closely together in order to complete the final project. As stated above, allow each student to choose their own play. This project will take approximately 2 class periods (90 minutes in length) to complete (it may be 3 days with presentations).

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Teacher Page

•Computer lab•E-mail accounts for all students (in case they need to get a hold of one another)•Internet•Projector (presentations)

The websites that can be used are in the process section of this assignment.

This lesson can be taught by one teacher, however, it might be beneficial to have an parent or student assistant in the class to help in answering questions if needed.

Evaluation

Teacher Script

Conclusion

Resources (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

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Credits

Teacher Page

After the students have completed the quests and have given their presentations, evaluate them on their power points as well as their ability to present to the class. This project will be successful because it employs so many different learning styles and tool uses. The biggest thing to be aware of is ensuring that all students are staying on task while in the computer lab. Students should be making this as clear as possible since they are conveying so much information to their peers. Here are the two rubrics that will be used to assess them.

Evaluation

Teacher Script

Conclusion

Evaluation (Teacher)

Evaluation : Discovering Shakespeare WebQuest

CATEGORY 4 3 2 1

Clarity and Neatness

Storyboard is easy to read and all

elements are so clearly written,

labeled, or drawn that another

student could create the

presentation if necessary.

Storyboard is easy to read and most

elements are clearly written,

labeled, or drawn. Another person might be able to

create the presentation after asking one or two

questions.

Storyboard is hard to read with rough

drawings and labels. It would be hard for another person to create this presentation

without asking lots of questions.

Storyboard is hard to read and one cannot tell what goes where. It

would be impossible for

another person to create this

presentation without asking lots

of questions.

Cooperation Worked cooperatively with partner all the time

with no need for adult intervention.

Worked cooperatively with

partner most of time but had a few problems that the

team resolved themselves.

Worked cooperatively with partner most of the time, but had one

problem that required adult intervention.

Worked cooperatively with partners some of the time, but had several problems that required adult

intervention.

Spelling & Grammar

No spelling or grammatical

mistakes on a storyboard with

lots of text.

No spelling or grammatical

mistakes on a storyboard with

little text.

One spelling or grammatical error on the storyboard.

Several spelling and/or

grammatical errors on the storyboard.

Content All content is in the students' own words and is

accurate.

Almost all content is in the students' own words and is

accurate.

At least half of the content is in the students' own words and is

accurate.

Less than half of the content is in

the students' own words and/or is

accurate.

Required Elements Storyboard included all

required elements as well as a few

additional elements.

Storyboard included all

required elements and one additional

element.

Storyboard included all

required elements.

One or more required elements was missing from the storyboard.

CATEGORY 4 3 2 1

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Evaluation : Discovering Shakespeare Presentation

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.Step by step directions to the facilitator, including:DAY ONE: Introduction and Beginning of WebQuestBefore Heading to the Computer Lab:10 minutes: Give an introduction to the WebQuest assignment. Tell them what they will be studying, and what they will be doing. During this ten minutes, have them get into their groups of three. 10 minutes: Give them the opportunity to talk in their groups and think about what they already know about Chaucer. Give them a chance to activate their prior knowledge to see what they already know. This way they will have a chance to get ready to dive into this project.5 minutes: Go to the computer lab and log on to the computersWhile in the Computer Lab:25 minutes: Read through all the slides with them and open each link so that they know how to access the sites. When you get to the site that lists the plays, have them pick a play that they will read for the next class. Inform them that the rest of the class today is to be used to work on Shakespeare’s background and the Elizabethan Era. *NOTE: Because this isn’t the major part of the WebQuest, it will be more effective to have them do this part on the first day before diving into the text.Ask them if they have any questions and then set them to work.35 minutes: Work time! Again…today is ONLY for work on Shakespeare’s background and the Elizabethan Era.*NOTE: If they completely finish their research and putting the information onto the slides, then they can begin reading their play.5 minutes: Tell them to save their work, log off their computers, and remind them that they MUST have their play read by the next class period.

Evaluation

Teacher Script

Conclusion

Teacher Script (Teacher)

DAY TWO: Continuing on the WebQuestBefore heading to the computer lab:10 minutes: Tell the student’s that they are to head back to the lab and continue working on their projects. Inform them that today is when they should be looking at the various elements for breaking down the play.

NOTE: They will need the majority of the time finding these elements:

Identify the play you choseList of charactersPlot Summary2-3 conflicts within the play2-3 themes of the playMoral of the playAnything else you feel like we should know about Shakespeare or the play

Every 10 minutes: Each of these things should take them 10 minutes or less (but for some people, it might take longer), make sure to tell them every ten minutes that they should be moving onto the next thing. Make sure that the students keep moving and don’t dwell for too long. DAY THREE: WebQuest PresentationsIn the classroom:Each group will present their projects to the class today. Each project should take 10-15 minutes each. Extra class time will be used to your own discretion.

This page is linked to the Process segment off of the Teacher Page

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This WebQuest project is meant to allow students to dive into one of the most prominent, classical authors of all time. It will give them the opportunity to learn how to research, how to create a power point, and how to present that information to a group of peers. It allows the student to become the teacher for a change, and it gives them a chance to learn on their own. They are also allowed to make a choice in this assignment; the student’s get the opportunity to hold the power on this project. I think it’s important that students learn to work as a team on a major project. I also think that it’s important that they get an opportunity to research their own information instead of me just giving it to them. When they get out of high school they are going to have to do a lot of research on their own, I think this is an important tool for life. This also gives students an opportunity to learn how to research using the internet. It incorporates reading, writing and technology; three very important aspects of life. Evaluation

Teacher Script

Conclusion

Conclusion (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

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Credits

Teacher Page

Thank you to all the internet sources that we have used throughout this WebQuest assignment. And thanks you for the use of The WebQuest Page and The WebQuest Slideshare Group for the latest version of this template and training materials.

Evaluation

Teacher Script

Conclusion

Credits & References (Teacher)