1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 11th Grade English Designed by Jeanne Marri C. Silvestre [email_address] Based on a template from The WebQuest Page Photograph: Earth boy- South America by redlaj on flickr Your South American Ancestry

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Your parents told you not to! They said you might not be ready to take on the responsibility of opening the box. Still, you want to prove them wrong. You climb up the stairs into the attic. The boards of the floor creak as you took each step closer to the unknown room. It is pitch black in there but you feel around until you find a light switch. You don’t find one so your hands fly around through the air until you find a string. The house is old, you see, and before all the new technology in home electrics was developed, one had to turn on lights in their home by pulling on the string attached to the bulb. You yank on it, maybe a little too hard, and the string detaches and dangles in your fist helplessly. But, lucky for you, the light is turned on and now you can see the many boxes covered by what seems to be centuries of dust pilled on each one. You race your finger over one box leaving behind a race track fit for a speedy mouse. It sure is dusty! You let your eyes wander, unsure of what exactly you are looking for. Then, one catches your eyes. It says “For the Children”. You open the box and right on top you find a notebook with its pages barely hanging on to the binder. AND YOUR ADVENTURE BEGINS... In the notebook you discover works by an author. The name of the author you don’t recognize but there are many pieces of work with the same name on it. Who is this person and why do your parents have this box? You find a note addressed to your father from his father which says, “My son, here is the work by our ancestor. Please care for it and pass it to your children.” But, again, who is this person and why is this person important? You decide you must find out. You also want to prove to your parents that you are old enough to handle the responsibility of your family’s ancestry. And so, who is this person??????? Welcome!

4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Now that you know exactly what you will need to do, you need to know who was the author from inside the box and which South American country he/she is from. 1. First you will get 3 of your cousins who just happen to be in your class (wink, wink) to help you unravel your family’s history. 2. You will be given an author’s name that is now your mysterious ancestor. 3. Use the links provided below to gain access to the author, their country of origin, and the Encyclopedia Britannica. You may use these sites and non-electronic sources you may find at the school library. 4. Once you have completed your research, begin putting your findings in your photobook/album. Again, this is where you must include an introduction, a family tree, a timeline, quotes from the author’s work and the other information found under the “Task” tab. 5. Use the following sites to find either information about the country of the author or the author. Click the name of the country your author is from below to begin your search: Argentina Colombia Chile Peru Venezuela Brazil The Process Photograph: Jorge Luis Borges by Zzzzt!Zzzzt! on flickr

5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Argentina http://kirjasto.sci.fi/jlborges.htm http://www.infoplease.com/ipa/A0107288.html Colombia http://www.themodernword.com/gabo/ http://www.infoplease.com/ipa/A0107419.html Chile http://manchester.cervantes.es/en/library_spanish/jorge_edwards_biography.shtm http://www.infoplease.com/ipa/A0107407.html Encyclopedia Britannica http://www.britannica.com/#tab=active~home%2Citems~home&title=Britannica%20Online%20Encyclopedia

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Peru http://kirjasto.sci.fi/vargas.htm http://www.infoplease.com/ipa/A0107883.html Venezuela http://www.fundacionprincipedeasturias.org/ing/04/premiados/trayectorias/trayectoria601.html http://www.infoplease.com/ipa/A0108140.html Brazil http://www.fundacionprincipedeasturias.org/ing/04/premiados/trayectorias/trayectoria801.html http://www.infoplease.com/ipa/A0107357.html Encyclopedia Britannica http://www.britannica.com/#tab=active~home%2Citems~home&title=Britannica%20Online%20Encyclopedia

7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Evaluation Rubric: Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Writing - Organization Less than half of the sections of the album have a clear beginning, middle and end. Most sections of the album have a clear beginning, middle and end. Almost all sections of the album have a clear beginning, middle and end. Each section in the album has a clear beginning, middle, and end. Writing - Grammar There are several grammatical mistakes in the album even after feedback from an adult. There are 1-2 grammatical mistakes in the album even after feedback from an adult. There are no grammatical mistakes in the album after feedback from an adult. There are no grammatical mistakes in the album. Spelling & Proofreading Several spelling errors in the album. No more than 3 spelling errors remain after one person other than the typist reads and corrects the album. No more than 1 spelling error remains after one person other than the typist reads and corrects the album. No spelling errors remain after one person other than the typist reads and corrects the album. Content - Accuracy The album's formatting and organization of material are confusing to the reader. The album has well-organized information. The album has attractive formatting and well-organized information. The album has exceptionally attractive formatting and well-organized information. Graphics/Pictures Graphics do not go with the accompanying text or appear to be randomly chosen. Graphics go well with the text, but there are too few and the album seems "text-heavy". Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text and there is a good mix of text and graphics. Sources Sources are not documented accurately or are not kept on many facts and graphics. Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the album. Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the album. Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the album.

9. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Thanks to Luke who was a wonderful mentor during the creation of this WebQuest. Photographs: Earth boy- South America by redlaj on http://www.flickr.com/ Photographs: Jorge Luis Borges by Zzzzt!Zzzzt! on http://www.flickr.com/ Photograph: Greek Mythology Family Tree by Alan M-A on http://www.flickr.com/ For more information or for the latest version of this template, please go to The WebQuest Page and/or The WebQuest Slideshare Group . Credits & References

10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 11th Grade English Designed by Jeanne Marri C. Silvestre [email_address] Based on a template from The WebQuest Page Photograph: Earth boy- South America by redlaj on flickr Evaluation Teacher Script Conclusion Your South American Ancestry Teacher Page

11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was created during my studies at Colorado State University. It was created with the intention to engage students in their learning through self-motivation and discovery of new ideas and new countries. This WebQuest begins with a story where each student discovers in his home a family secret. The family secret is that a member of their ancestors was a famous author from South America. This author has influenced many people in their native country and, quite possibly, around the world! The students are then asked to research the author, his/her works and the history of the native country. Finally, they must make an album with a timeline, a family tree and other pertinent information about the author and his/her life. Evaluation Teacher Script Conclusion Introduction (Teacher)‏ Photograph: Greek Mythology Family Tree by Alan M-A on flickr

14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page 1. First students will be put in groups of 4. 2. Each group will be given an author’s name that is to be their mysterious ancestor. 3. They will use the links provided below to gain access to the author, their country of origin, and the Encyclopedia Britannica. They may use these sites and non-electronic sources available to them at the school library. 4. Once they have completed their research, they may begin putting their findings in a photobook. This is what they must include: an introduction, a family tree, a timeline, quotes from the author’s work and the other information found under the “Task” tab. 5. Students may click on the links bellow to get to the following sites to find either information about the country of the author or the author. Click the name of the country that the author is from below to be directed to the Student Page. If you do not wish to be redirected to the student page, you will also be allowed to see the websites under the “Resources” tab: Argentina Colombia Chile Peru Venezuela Brazil This lesson is designed for one class for teachers of all levels of experience. It will require that several class periods to complete the assignment. Time management should be something that the teacher should speak to the students about, especially in regards to the research. It may be more appropriate that each member of the group does their own research and then all students collaborate about their findings. My suggestion for assigning students to a group would be to chose students that have different fortes. For instance, pick a creative student, another that is organized, another one that is known to be a good critical thinker, and another that is a good researcher. This WebQuest will go much smoother if students are in a room where each group has access to a computer with the WebQuest on it. If your school library has a computer for each group, I would highly recommend starting the Quest there! Evaluation Teacher Script Conclusion The Process (Teacher)‏

16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Teachers should receive an album from each group that is creatively appealing. Students will have comprehended the written work from each author and related the subjects of the work to places, people, events, and vocabulary, both familiar and unfamiliar from different cultural and ethnic backgrounds. All of these specifications are from the Colorado Department of Education English Standards. On the next page, you will find the rubric that is to be used for the grading of this WebQuest. This WebQuest will most likely take 10-25 minutes for students to read and comprehend, allowing for one to two classroom periods for research and an additional one or two for the creative work. Evaluation Teacher Script Conclusion Evaluation (Teacher)‏

17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page ( Evaluation ) into this space and add any clarifications needed for another teacher to make use of this lesson. How long does it take to do webquest? Rubric should be here. Evaluation Teacher Script Conclusion Evaluation (Teacher)‏ Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Writing - Organization Less than half of the sections of the album have a clear beginning, middle and end. Most sections of the album have a clear beginning, middle and end. Almost all sections of the album have a clear beginning, middle and end. Each section in the album has a clear beginning, middle, and end. Writing - Grammar There are several grammatical mistakes in the album even after feedback from an adult. There are 1-2 grammatical mistakes in the album even after feedback from an adult. There are no grammatical mistakes in the album after feedback from an adult. There are no grammatical mistakes in the album. Spelling & Proofreading Several spelling errors in the album. No more than 3 spelling errors remain after one person other than the typist reads and corrects the album. No more than 1 spelling error remains after one person other than the typist reads and corrects the album. No spelling errors remain after one person other than the typist reads and corrects the album. Content - Accuracy The album's formatting and organization of material are confusing to the reader. The album has well-organized information. The album has attractive formatting and well-organized information. The album has exceptionally attractive formatting and well-organized information. Graphics/Pictures Graphics do not go with the accompanying text or appear to be randomly chosen. Graphics go well with the text, but there are too few and the album seems "text-heavy". Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text and there is a good mix of text and graphics. Sources Sources are not documented accurately or are not kept on many facts and graphics. Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the album. Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the album. Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the album.

18. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest has been created so that students can become self-motivators and self-guided. It requires little teacher facilitation. Students will be able to easily go from one step to another, with each step being explained to them thoroughly. Teachers should ask the class at multiple times during the quest if they have any questions. After 25 minutes that the students have been working on reading the quest, students should be directed to beginning their research if they have not already done so. I recommend that after 45 minutes of Internet research, the teacher should direct the students to library research. Then, after enough library has been completed, I would suggest another 30 minutes be given to Internet research again. This page is linked to the Process segment off of the Teacher Page Evaluation Teacher Script Conclusion Teacher Script (Teacher)‏

20. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Thanks to Luke who was a wonderful mentor during the creation of this WebQuest. Photographs: Earth boy- South America by redlaj on http://www.flickr.com/ Photographs: Jorge Luis Borges by Zzzzt!Zzzzt! on http://www.flickr.com/ Photographs: Greek Mythology Family Tree by Alan M-A on http://www.flickr.com/ For more information or for the latest version of this template, please go to The WebQuest Page and/or The WebQuest Slideshare Group . Evaluation Teacher Script Conclusion Credits & References (Teacher)‏