1. Student Page
[Teacher Page]
Exploring Multigenre
Title
A Webquest for 7th grade Language Arts
Introduction
Designed by
Task Lindsay Koch
Process Linds0108@gmail.com
Process 2
Evaluation
Conclusion
http://www.flickr.com/photos/churl/250235189
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
It’s Time To Webquest!
Welcome to the multigenre unit!
We are going to be exploring some new ways of writing by scouring through the internet for
Title
information of different genres, (or types of writing)! Sounds like fun, doesn’t it? During this
Introduction webquest, you will choose a “role” to fill (listed below), and research that specific genre so
that you can present your findings to the other roles in your group!
Task
*In examining different genres, think about the ways that writing in different genres affects
Process the writing itself.
Process 2 THE ROLES ARE:
Evaluation
Conclusion
Elmer J Fudd – Found Poem Johnny Bravo – Character Sketch
http://www.flickr.com/photos/_plinth_/2295396272/
http://media.photobucket.com/image/johnny%20bravo/cectayl/johnny_bravo.gif?o=1
Spongebob - Monologue
http://www.flickr.com/photos/spongebob-squarepants/2110721846/
Pinky- Stream of Consciousness
Tweety Bird - Dialogue
Credits http://www.flickr.com/photos/friskysuezq/898702235/
http://media.photobucket.com/image/pinky%20and%20the%20brain/gurntham/Pinky%20and%
0the%20Brain/pinky.gif?o=19

3. Student Page
[Teacher Page]
Your Mission (should you choose to
accept it… and you will…)
Title
Introduction
Task
Process
Process 2
Your task is to research your genre, become an expert on it, and teach your classmates
everything that you know so that they can be experts too! In researching your genre, you
Evaluation will use only the websites that are provided on the “procedures” page. Before you teach
Conclusion your group, you will create a colorful visual on a piece of construction paper including all of
the information below.
Make sure that your research can answer the following questions:
1) How is the genre used?
2) What is an example of your genre?
3) Can I see a visual of the format?
**** AND provide a prompt for your group (something that will get them
to write using your researched genre) so that they can practice! This might include
explaining how someone writes your genre, and asking them to attempt writing one
using the information you have provided.
Credits

4. Student Page
[Teacher Page]
So You Wanna Know What To Do
Now?
1. First, you will be placed in groups of five.
Title 2. Once you have picked which role you will play, write a short paragraph about what
you already know about this genre, what you think it is, or what you hope to learn. If
Introduction you want, you can even demonstrate by writing a short example!
Task 3. Then, use the links provided to find information on your topic. Arrange the
information you find on the provided piece of construction paper. Make sure it is
Process colorful, organized, and detailed!
4. Put together a short writing activity(provide a prompt) for your group members.
Process 2 Remember, pretend like they know absolutely NOTHING about your genre – you must
teach them! In your presentation, include
Evaluation - How it looks (is it paragraph form? Does it look like a list? Does
it look like a poem?)
Conclusion - How to write one
- Some examples of your genre
- A few facts you found
* You will arrange your information on a piece of construction paper
– make it look pretty/cool/awesome in every way (ie- use
colors, be neat, organize your information, use the back if you
must.)
*You are going to have your group members write their own! So give
enough details that they are able to do this!
5. Get together with your group and teach your group about your genre. Make sure you use details
and examples. Use your construction paper visual in your presentation!
Credits

5. Student Page
[Teacher Page] YOUR LINKS!
Found Poem:
Title http://www.readwritethink.org/lesson_images/lesson33/found-poem-instructions.pdf
Introduction http://www.readwritethink.org/lesson_images/lesson33/foundparallelpoems.pdf
http://www.readwritethink.org/materials/holes_mover/index.html
Task http://www.poets.org/viewmedia.php/prmMID/5780
Process Monologue:
http://www.vcu.edu/arts/playwriting/monologue.html
Process 2 http://www.blairhurley.com/2007/10/how-to-write--1.html
http://hubpages.com/hub/How_to_write_effective_monologues
Evaluation http://www.artofeurope.com/shakespeare/sha8.htm
Conclusion
Dialogue:
http://fictionwriting.about.com/od/crafttechnique/tp/dialogue.htm
http://artsedge.kennedy-center.org/content/2233/2233_fictionchar_dialogue.pdf
http://www.readwritethink.org/materials/dialogue-tags/
http://www.readwritethink.org/lesson_images/lesson291/summer_excerpt.pdf
Stream of Consciousness
http://www.babylon.com/definition/Stream_of_consciousness_writing/English
http://www.essortment.com/all/streamconscious_rbwd.htm
http://www.writing.com/main/view_item/item_id/1260059
http://ezinearticles.com/?How-to-Write-Stream-of-Conciousness-Articles-For-Fun-
and-Profit&id=1515093
Character Sketch:
http://www.engl.niu.edu/wac/char_sk.html
http://home.hiwaay.net/~warydbom/duesouth/sketches.htm
http://www.cdli.ca/CITE/twisters_character_sketch_help.pdf
Credits

6. Student Page
[Teacher Page] Rubric
Beginning Developing Accomplished Exemplary Score
Title 1 2 3 4
Quality of Provides work that usually Provides work that Provides high quality Provides work of the
Introduction Work needs to be occasionally needs to be work. highest quality.
checked/redone by others checked/redone by other
Task to ensure quality.. group members to ensure
quality.
Process 2
Visual Visual is hard to read, Visual lacks in Visual is somewhat Construction paper
Process information is not organization and organized, could be visual is colorful,
Evaluation sufficient, lacks
organization and neatness
neatness, perhaps
information is left off the
neater, information is
lacking.
organized, neat, and
informational.
entirely. visual entirely.
Conclusion
Use of
Delegation of Little information is
One or more students in Some information
Each student in the group Adequate information
Each student in the group Information in the
Each studentis plentiful
Internet to
Responsibility provided, cannot usage
the group internetclearly provided, still lacks
can, with minimal provided, explain there
can clearlyhowever what and student
group can clearly
find limited. what information
explain Does not information and
prompting from peers, is still room s/he is
information for more. demonstrates
explain what
information demonstrate ability to use
they are responsible for demonstration of ability
clearly explain what Websites were used to
responsible for locating.. appropriate usage of
information is needed
technology
locating. successfully to to use technology to
information s/he is find obtain information, but the internet to find
by the group, what
find information. information.
responsible for locating. not to full ability. information.
information s/he is
responsible for locating,
Focus on the Rarely focuses on the task Focuses on the task and Focuses on the task and and when the
Consistently stays
Task and what needs to be what needs to be done what needs to be done focused on theneeded.
information is task and
done. Lets others do the some of the time. Other most of the time. Other what needs to be done.
Focus on the Rarely focuses on the task
work. Focuses on the task and
group members must Focuses on the task and
group members can count Consistently stays
Very self-directed.
Task and what needs to be sometimes to be done
what needsnag, prod, and what needs to be done
on this person. focused on the task and
done. Lets others do the remind the time. Other
some ofto keep this most of the time. Other what needs to be done.
work. group members must
person on-task. group members can count Very self-directed.
sometimes nag, prod, and on this person.
Internet Use Needs assistance or remind to keep this
Occasionally able to use Usually able to use Successfully uses
supervision to use person on-task.
suggested internet links to suggested internet links to suggested internet links
suggested internet links find information and find information and to find information and
Internet Use Needs assistance or
and/or to navigate within navigates within to use
Occasionally ablethese Usually able to use
navigates within these Successfully usesthese
navigates within
supervision to use
these sites. suggested internet links to
sites easily without suggested internet links to
sites easily without suggested internet links
sites easily without
suggested internet links find information and
assistance. find information and
assistance.. to find information and
assistance.
and/or to navigate within navigates within these navigates within these navigates within these
these sites. sites easily without sites easily without sites easily without
assistance. assistance.. assistance.
Credits

7. Conclusion
Student Page
[Teacher Page]
Title
Introduction
Task
Process So, now you are all experts on these
Process 2
genres! Remember, there are many
Evaluation
Conclusion different genres out there! Do you
think these will be useful in your
writing? Are there some you like more
than others? Are there any of these
that you might want to use in your
final project? Remember, we will
continue to add to our genre toolbox
up until the final project assignment!
Credits

8. Student Page
[Teacher Page]
Credits & References
Thanks to:
Title
www.readwritethink.org
Introduction www.poets.org
Task www.vcu.edu
www.blairhurley.com
Process http://hubpages.com
www.artofeurope.com
http://fictionwriting.about.com
Process 2
http://artsedge.kennedy-center.org
Evaluation www.babylon.com
www.essortment.com
Conclusion www.writing.com
http://ezinearticles.com
http://www.users.muohio.edu/romanots/
List any books and other analog media that you used as information sources as well.
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
others can acquire the latest version of this template and training materials.
Credits

9. [Student Page]
Teacher Page Exploring Multigenre(Lindsay Koch)
Title A WebQuest for 7th Grade (Language Arts)
Introduction Designed by
Learners Lindsay Koch
Standards Linds0108@gmail.com
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

10. [Student Page]
Teacher Page Introduction
Title This lesson was created based on Tom Romano’s study
Introduction of multigenre writing and research, introducing different
styles and types of writing as a mode of expression in
Learners
presenting researched information.
Standards
Process This particular lesson serves as an introductory,
Resources exploratory activity. Throughout the activity, students will
be researching using the provided websites in order to
Evaluation
present an informative lesson on a specific genre to a
Teacher Script small group of students. In participating in the activity,
Conclusion students will learn about a variety of different genres in
writing, providing them with background information that
they will later use on a final end-of-the-year multigenre
writing project.
Credits

11. [Student Page]
Teacher Page Learners
Title This lesson is designed for seventh grade Language
Introduction Arts, but can easily be adjusted to fit grade levels well
beyond middle school as well.
Learners
Standards In beginning this lesson, students will need to know
Process what a genre is (a class or category of artistic endeavor
Resources having a particular form, content, technique, or the like
according to Dictionary.com), and have experience in
Evaluation
reading a variety of genres in order to understand that
Teacher Script there are different ways in which a person can write.
Conclusion
Students should also be aware of the final multigenre
project, which will require them to demonstrate their
knowledge and understanding of genre writing to
present information. Explaining the idea of a multigenre
project may help them to understand the reason for the
webquest.
Credits

12. [Student Page]
Teacher Page Curriculum Standards (Teacher)
Title Language Arts Standards Addressed
Introduction
•Standard 5: locating and selecting relevant information; using available
Learners technology to research and produce an end-product that is accurately
documented…
Standards locating and selecting relevant information; using organizational features of
electronic information; and using available technology to research and produce an
Process end-product that is accurately documented.
Resources
*Along with learning about multigenre writing, students will be using
Evaluation teamwork skills, creative production skills, and observation skills.
Teacher Script *After this lesson, students will be able to explain and write in the researched
Conclusion genres.
Credits

13. [Student Page] The Process (Teacher)
Teacher Page 1. First, students will be placed in groups of five (ideally, the teacher should arrange groups so that student
learning styles, abilities, strengths, and intelligences are mixed).
2. Students will then choose which role they would like to fill. One they have picked which role they will play,
they will each write a short paragraph about what you already know about their assigned genre, what they
Title 3.
think it is, or what they hope to learn. Encourage them to write examples.
Distribute research questions to guide students in their work. Some questions they may address include:
Introduction 1.
2.
Explain the format of the genre (paragraph? Listing?)
How is it used?
3. How would you go about writing it?
Learners 4. Can you find an example?
5. How is it used/ Why would someone choose this genre?
Standards
3. Then, using the links provided, students will explore websites to find information on their topic. Give each
Process student a colored piece of construction paper. After they have taken notes on their topic, they will arrange the
information they find on the provided piece of construction paper making sure it is colorful, organized, and
Resources 4.
detailed!
Students will put together a short writing activity(provide a prompt) for their group members. After they have
put together their visual, students will reunite with their groups to teach each other about their findings.
Evaluation Questions addressed must include
- How it looks (is it paragraph form? Does it look like a list? Does it look like a
Teacher Script poem?)
- How to write one
Conclusion - Some examples of your genre
- A few facts you found
- Why would someone use this genre?
5. Students will teach your group about your genre using details and examples, and using
their visual. Make sure students are aware of the fact that their peers may not know
anything about the other genres, so they need to be very specific.
The class will be conducted over two 45 minute class periods, and can be implemented in a class of any size as
long as materials allow.
Grouping should incorporate a mix of students regarding diversity, intelligences, strengths, skills, etc. Although
there is a lot going on throughout this lesson, the main skills that a teacher needs in order to run their classroom
successfully are management and organization. Because there are frequent changes of location and activity, it is
the teacher’s job to ensure that students remain on-task and understand what it is they are to be doing. The
consistent movement and changing of activities may assist students in harnessing their energy a little more.
Credits Variations
Students may be given packets on genres instead of searching the internet, or a trip to the library may serve as
beneficial also.

14. [Student Page]
Teacher Page Resources (Teacher)
Construction Paper (one for every student – bring extras just in case.
Title Markers/ Colored Pencils/ Crayons
Introduction Computers
Extra Paper/ Pencils for unprepared students
Learners
- One teacher can conduct this lesson in their classroom – although it may be
Standards helpful to have an assistant or teacher aid.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

15. [Student Page]
Teacher Page Evaluation (Teacher)
Beginning Developing Accomplished Exemplary Score
How will you know that this lesson was successful? Describe what student products
Title 1 2 3
or performances you'll be looking at and how they'll be evaluated. This, of course,
4
Quality of
should be tightly related to the standards and objectives you cited Provides work of the
Provides work that usually Provides work that Provides high quality
Introduction Work needs to be occasionally needs to be work.
above.
highest quality.
checked/redone by others checked/redone by other
Learners You group members to ensure
mayto ensure quality.. copy and paste the evaluation
want to just
quality.
section of the student page
(Evaluation) into this space and add any clarifications needed for another teacher to
Standards Visual
make use of this lesson.
Visual is hard to read, Visual lacks in Visual is somewhat Construction paper
information is not organization and organized, could be visual is colorful,
Process sufficient, lacks neatness, perhaps neater, information is organized, neat, and
organization and neatness information is left off the lacking. informational.
entirely. visual entirely.
Resources
Use of Little information is Some information Adequate information Information is plentiful
Evaluation internet to
find
provided, internet usage
limited. Does not
provided, still lacks
information and
provided, however there
is still room for more.
and student
demonstrates
information demonstrate ability to use demonstration of ability Websites were used to appropriate usage of
Teacher Script technology successfully to
find information.
to use technology to find
information.
obtain information, but
not to full ability.
the internet to find
information.
Conclusion Focus on the Rarely focuses on the task Focuses on the task and Focuses on the task and Consistently stays
Task and what needs to be what needs to be done what needs to be done focused on the task and
done. Lets others do the some of the time. Other most of the time. Other what needs to be done.
work. group members must group members can count Very self-directed.
sometimes nag, prod, and on this person.
remind to keep this
person on-task.
Internet Use Needs assistance or Occasionally able to use Usually able to use Successfully uses
supervision to use suggested internet links to suggested internet links to suggested internet links
suggested internet links find information and find information and to find information and
and/or to navigate within navigates within these navigates within these navigates within these
these sites. sites easily without sites easily without sites easily without
assistance. assistance.. assistance.
In evaluating students, it is important to consider their individual process in the given
areas rather than evaluating each student by the same standards.
Credits

16. [Student Page]
Teacher Page Teacher Script (Teacher)
1) (Teacher groups students into groups of 5. If there are un-even groups, choose a
Title genre that will not be covered in that group.
Introduction 2) Every student needs to take out a piece of notebook paper and a pen and write a
short paragraph on what you think this genre is. If you have no idea, just make
Learners something up that sounds like it might work!
3) Okay, click on the Webquest link on the desktop. As you can see, your roles are
Standards listed. If you forget what you are supposed to be doing, just go back to this page
and you can remind yourself. On the Process page, you will see a step- by step
Process guide of what you will be doing (read the list and ask if there are questions).
Copy down the questions on the Process section on a piece of notebook paper–
Resources you will need to answer those. On the next page, you will find a list of links for
each genre. Use these pages to research information on your genre and jot
Evaluation down notes for the questions you copied down.
4) After you think you have every tiny piece of information you could possibly have
Teacher Script on your genre, move away from the computers and make a poster out of
Conclusion construction paper. On these, I am looking for color, organization, and answers
to all of those questions.
5) When you are done with your visuals, get back into your groups. (Give each
genre 5 minutes to explain their genre to each other – then, come back together
as a class to quickly review all of them in case there was something missed).
This page is linked to the Process segment off of the Teacher Page
Credits

17. [Student Page]
Teacher Page Conclusion (Teacher)
This lesson is important for students not only because it examines multiple genres
Title which they will be using later on in the year, but also because it incorporates group
Introduction work and technology, keeps students moving, allows them to be creative in their
presentation, and also allows them to practice research skills.
Learners
Because technology is a skill that is of growing importance in today’s world, it is
Standards important to weave it into lesson plans in order to give students experience with
technological tools.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

18. [Student Page]
Teacher Page Credits & References (Teacher)
List here the sources of any images, music or text that you're using. Provide links back to
Title the original source. Say thanks to anyone who provided resources or help.
Introduction List any books and other analog media that you used as information sources as well.
Learners
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
Standards others can acquire the latest version of this template and training materials.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits