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Student Page Title Introduction Task Process- Day 1  Conclusion Credits [Teacher Page] A WebQuest for 9th Grade English Designed By: Brittany Cross [email_address] Based on a template from  The WebQuest Page Photo Credit: FLICKR by johopo Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
Student Page Credits [ Teacher Page ] Before we begin reading two of Shakespeare’s most famous plays:  Romeo & Juliet  and  Julius Caesar , it is important to understand the contexts from which these plays come from. What was it like when Shakespeare was originally writing his plays? Where did he live? What did he eat for breakfast? How long did it take to write one play? Were the plays famous during his lifetime? What was it like to be in his audience? What did the Queen, the Church, & the government feel about the popularity of the theater? Today you are all actors!  So jump into your role within your acting troupes as either  Shakespeare, Queen Elizabeth, an average actor, a priest, a commoner, or a noble. You will go on a journey back to the late 1500’s to discover what life was like in Renaissance England & be able to answer these questions and much much more! Photo Credit: FLICKR by Elvis_Payne Shakespeare’s House Student Page Title Introduction Task Process- Day 1  Conclusion Credits Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
Student Page Credits [ Teacher Page ] Photo Credit: FLICKR Howard Gees Photo Credit: FLICKR Epiphany In this lesson, you have 4 tasks to complete in order to produce your final project of a ‘Folio’ Photo Credit: FLICKR jrendon3951 ,[object Object],[object Object],[object Object],[object Object],Globe Theater Globe Theater Title Introduction Task Process- Day 1  Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
Student Page Credits [ Teacher Page ] ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Title Introduction Task Process- Day 1  Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
Elizabethan Times/Lifestyles  PowerPoint Requirements: Slide 1- Food Slide2- Occupations Slide 3- The Household- masters and servants Slide 4- Education Slide 5- Fashion and Clothing Slide 6- the City of London Back to Process Day-1 Page Rubric for Powerpoint Photo Credit: Flickr by anneboyelnsite Photo Credit: Flickr by Waxmaster Each slide must be created individually, remember to include at least one graphic (give credit for it) and 5+ facts pertaining to your topic for full credit! Good Luck! Points for color and creativity!
Black Plague Powerpoint Requirements: Slide 1- How did the black plague affect theatre productions Slide 2- Where did the plague originate Slide3- historical fats about the black plague Slide4- what did English citizens do? Slide 5- results, statistics Slide 6- What were the views of the church on the plague? Back to Process Day-1 Page Rubric for Powerpoint Photo Credit: Flickr by Brizzle born and bred Photo Credit: Flickr by crafty1tutu (Ann) Each slide must be created individually, remember to include at least one graphic (give credit for it) and 5+ facts pertaining to your topic for full credit! Good Luck! Points for color and creativity!
Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1  Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
Student Page Credits [ Teacher Page ] ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Title Introduction Task Process- Day 1  Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
Student Page Credits [ Teacher Page ] Today is the final day we will spend dear ol’ England! Your final project will be completed and the next class period will be our presentation day for power points and extra credit journal readings. Your Playbook is due at the end of the period today. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Title Introduction Task Process- Day 1  Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
Student Page Credits [ Teacher Page ] PowerPoint/ Multimedia Rubric Title Introduction Task Process- Day 1  Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout CATEGORY 4 3 2 1 Participation Student has a completed slide in the presentation, worked cooperatively in groups, assignment was completed in a timely manner Student has a completed slide in presentation, worked well within group most of the time, assignment was completed in a timely manner Slide was turned in, but not fully completed. Student had trouble working cooperatively in a group. The assignment was late. Didn't contribute a slide, little to no participation within group. Creativity of Slide Slide is colorful, easy to understand, includes graphics and pictures. Slide is colorful, easy to understand, has no images or graphics Slide lacks eye-catching color, difficult to understand, no images or graphics Slide lacks effort from the student Quality of Research Research is grade-level appropriate, slide has 5+ facts that all pertain to the subject. Research is grade-level appropriate, slide has 3-4 facts that all pertain to the subject area. Research may not be adequate for grade level, slide has fewer than 3 facts, some facts stray from the topic Research is far below grade level standards, only 1-2 facts, all facts stray from the topic Accurate Facts Information is cited correctly with no errors. Information is cited correctly with only 1-2 errors Information for citations is done incorrectly and difficult to find Information was not cited/ or cited with more than 5 mistakes Presentation Student shows obvious mastery of facts, doesn't read from the slide, engages the class Student shows mastery of the facts, relies slightly on the slides, engages the class Student struggles with mastery of the facts, reads from the slides, doesn't engage the class Student shows no mastery of material, relies heavily on the slides, fails to engages the class
Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1  Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Story Writing-  A Journal  Entry by: CATEGORY 4 3 2 1 Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the journal wonderful. Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Student devotes little time and effort to the writing process. Doesn't seem to care. Neatness The final draft of the journal is readable, clean, neat and attractive. It is typed and formatted. It looks like the author took great pride in it. The final draft of the journal is readable, neat and attractive. It may have one or two errors, but they are not distracting. It looks like the author took some pride in it. The final draft of the journal is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care for formatting or proofreading. Focus on Assigned Topic The entire entry is related to the assigned topic and allows the reader to understand much more about the topic. Most of the entry is related to the assigned topic. The journal wanders off at one point, but the reader can still learn something about the topic. Some of the entry is related to the assigned topic, but a reader does not learn much about the topic. No attempt has been made to relate the story to the assigned topic. Spelling and Punctuation There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. There is one spelling or punctuation error in the final draft. There are 2-3 spelling and punctuation errors in the final draft. The final draft has more than 3 spelling and punctuation errors. Accuracy of Facts All facts presented in the story are accurate. Almost all facts presented in the story are accurate. Most facts presented in the story are accurate (at least 70%). There are several factual errors in the story. Requirements All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met. Almost all (about 90%) the written requirements were met. Most (about 75%) of the written requirements were met, but several were not. Many requirements were not met. Creativity The journal contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The journal contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The journal contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the journal. The author does not seem to have used much imagination. Extra Credit Student chooses to dress up for his/her part and read the journal entry allowed and in character's voice. Student chooses to dress up for his/her part and read the journal aloud. Student makes some attempt to dress for his/her part and reads the entry aloud. Student reads the entry aloud to the class.
Student Page Credits [ Teacher Page ] Newspaper Rubric Title Introduction Task Process- Day 1  Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout CATEGORY 4 3 2 1 Layout - Headlines & Captions All articles have headlines that capture the reader's attention and accurately describe the content. All articles and graphics have caption. All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. Contributions of Group Members Each person in the group has contributed at least three articles and one graphic without prompting from teachers or peers. Each person in the group has contributed at least two articles and one graphic with a few reminders from peers. Each person in the group has contributed at least one article with some minimal assistance from peers. One or more students in the group required quite a lot of assistance from peers before contributing one article. Spelling and Proofreading No spelling or grammar errors remain after one or more people read and correct the newspaper. No more than a couple of spelling or grammar errors remain after one or more people read and correct the newspaper. No more than 3 spelling or grammar errors remain after one or more people  read and correct the newspaper. Several spelling or grammar errors remain in the final copy of the newspaper. Knowledge Gained All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper. Articles - Purpose 90-100% of the articles establish a clear purpose  85-89% of the articles establish a clear purpose  75-84% of the articles establish a clear purpose  Less than 75% of the articles establish a clear purpose  Graphics Graphics are in focus, are well-cropped and are clearly related to the articles they accompany. Graphics are in focus and are clearly related to the articles they accompany. 80-100% of the graphics are clearly related to the articles they accompany. More than 20% of the graphics are not clearly related to the articles OR no graphics were used.
Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1  Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Multimedia Project : WebQuest Collaborative Rubric CATEGORY 4 3 2 1 Presentation All pieces of the project were eye-catching, creative, and neatly presented to the teacher. All pieces of the project were eye-catching, most were creative, and neatly presented to the teacher All pieces of the project were turned in, acceptable in presentation. Pieces were missing and activities were disorganized Participation Student was present on the day of the assignment and worked well in groups, did fair share of work Student was present on the day of the assignment, worked ok in group, did fair share of work Student was present on day of assignment, had trouble working cooperatively, did not pull their weight Student was present but did little work and didn't participate in group. Requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met. More than one requirement was not completely met. Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Uses other people's ideas, but does not give them credit.
Student Page Credits [ Teacher Page ] By the end of this activity, your English acting troupe will have discovered the  secrets of the Renaissance times- how people lived, what they did for entertainment, problems in their country, etc. You’re now ready to begin reading Shakespeare’s plays with a better understand of both his comedies and his tragedies. Title Introduction Task Process- Day 1  Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Photo Credit: Flickr by:clasic lasuperlativ Photo Credit: Flickr by Stavros Julius Caesar
Student Page Credits [ Teacher Page ] To create your own version of the template and training materials for a web quest visit:  The WebQuest Page  and  The WebQuest Slideshare  Group 1. General Overview of Shakespeare (more advanced site)  http://shakespeare.palomar.edu/life.htm 2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm 3. Shakespeare’s Biography http://www.bardweb.net/man.html 4. Play synopsis, list of works http://www.bardweb.net/plays/index.html 5. Elizabethan England http://www.bardweb.net/england.html 6. Globe theatre http://www.bardweb.net/globe.html 7.Life in Elizabethan England, plenty of links  http://elizabethan.org/compendium/index.html 8. Black Plague http://www.themiddleages.net/plague.html 9. Globe theatre  http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm 10. About theatre http://www.william-shakespeare.info/elizabethan-theaters.htm 11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm 12.Theatre http://www.folger.edu/template.cfm?cid=2156 13. Church of England http://elizabethan.org/compendium/7.html Photos from Flickr Title Introduction Task Process- Day 1  Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Websites Referenced in this Webquest:
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade (English) Designed by Brittany Cross [email_address] Based on a template from  The WebQuest Page Evaluation Teacher Script Conclusion Photo Credit: Flickr by: johopo
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed after working with my IB 8 th  grade English class at Lesher and participating in the projects they are doing in class now and anticipating projects that will help them next year when they will first be introduced to Shakespeare's work. A lot of the activities I planned are specific to a differentiated classroom model and I tried to do an activity that each type of learner would enjoy, learn from, and be challenged by.  The goal is for them to have a strong understanding of the English culture and background knowledge that they will apply when reading Shakespeare through the rest of their educational careers. It also gives them the chance to be creative and have fun with a subject that's often dreaded. This webquest is designed to stretch over three or more class periods of 90 min. each. It caters to many standards of research, writing, analyzing, and technology as well as allowing the students to do self-learning and hands-on activities outside of lecture. Not many supplemental materials are necessary beyond the internet, but movie clips and books are recommended based on  the time devoted to the lesson.  Evaluation Teacher Script Conclusion
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is designed for 9 th  graders simply because it is the year in which they typically are first introduced to Shakespeare’s plays. It can easily become more advanced or toned down to a slower pace by adjusting the length and number of tasks on the process pages. It is structured for students to have very good time management skills and to hone their research, planning, revising, editing, and publishing skills to a more proficient level. Time limits will be pushed in this activity. So assignments can be shortened or taken home.  Students will need to have had prior experience with Word, Publisher, and PowerPoint in order to do this in a timely fashion, but mastery of these programs is not necessary. Levels of experience with computers will most likely vary within the group, allowing students to help each other discover things while they work. Also, previous instruction in basic writing skills, grammar, syntax, & paragraph structure is helpful; however, the writing assignments are less standardized in format and cater to a more creative, expressive side. Evaluation Teacher Script Conclusion
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. •   select relevant material for reading, writing, and speaking purposes; •   understand the structure, organization, and use of various media, reference, and technological sources as they select information for their reading and writing; •   paraphrase, summarize, organize, and synthesize information; •   give credit for others' ideas, images, or information; and •   use information to produce a quality product.  STANDARD 2: Students write and speak for a variety of purposes and audiences. In order to meet this standard, students will: •   write and speak for a variety of purposes such as telling stories, presenting analytical responses to literature, conveying technical information, explaining concepts and procedures, and persuading; •   write and speak for audiences such as peers, teachers, and the community; •   plan, draft, revise, proofread, and edit written communications; •   use a variety of devices such as figurative language, symbolism, dialect, and precise vocabulary to convey meaning; •   organize written and oral presentations using strategies such as lists, outlining, cause/effect relationships, comparison/contrast, problem/solution, and narration; and •   use handwriting and at the most appropriate time, word processing to produce a product that is legible.  STANDARD 3:Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. In order to meet this standard, students will •   know and use correct grammar in speaking and writing; •   apply correct usage in speaking and writing; •   use correct sentence structure in writing; and •  demonstrate correct punctuation, capitalization, and spelling.
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very much one that students can and should be able to facilitate on their own. Teachers should provide the handout questions printed out for students. Beyond that, the lesson is contained within the technology available. Teachers should facilitate the time management of  the students in each activity, (suggested times for each section are on the student’s process slides) help students to stay on the appropriate websites, and keep them on task.  The only roles not assigned are those at the beginning of ay 1, teachers can organzie this how they wish. Students may also need help with the powerpoint and publisher programse. It would be helpful for the teacher to have a full example fo a completed Playbook for studnets to reference. The last day (#4) should be the day of powerpoint presentations which can be to rthe whole classa nd gradeed by the teahcer or to smaller groups and graded by the students. Full rubrics are provided and should be gone over in detail with the students before they start the bigger progjects Evaluation Teacher Script Conclusion
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very much one that students can and should be able to facilitate on their own. Teachers should provide the handout questions printed out for students. Beyond that, the lesson is contained within the technology available. Teachers should facilitate the time management of  the students in each activity, (suggested times for each section are on the student’s process slides) help students to stay on the appropriate websites, and keep them on task.  The only roles not assigned are those at the beginning of Day 1, teachers can organize this how they wish. Students may also need help with the PowerPoint and Publisher programs. It would be helpful for the teacher to have a full example of a completed Playbook for students to reference. The last day (#4) should be the day of PowerPoint presentations which can be to the whole class and graded by the teacher or within smaller groups and graded by the students. Full rubrics are provided and should be gone over in detail with the students before they start the bigger projects. Evaluation Teacher Script Conclusion
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Resources need to implement this lesson: Students should preferably have access to their own individual computers that have Word, PowerPoint, and Publisher, & plenty of printer paper. Drawing utensils, crayons, markers, etc. are also recommended. Having library books related to the topics that are being researched is a supplement the students can use as well. This activity can be done with only the classroom teacher, but it could help to have computer tech aides or others to help with the programs if necessary. Evaluation Teacher Script Conclusion Websites Used 1.General Overview of Shakespeare (more advanced site)  http://shakespeare.palomar.edu/life.htm 2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm 3. Shakespeare’s Biography http://www.bardweb.net/man.html 4. Play synopsis, list of works http://www.bardweb.net/plays/index.html 5. Elizabethan England http://www.bardweb.net/england.html 6. Globe theatre http://www.bardweb.net/globe.html 7.Life in Elizabethan England, plenty of links  http://elizabethan.org/compendium/index.html 8. Black Plague http://www.themiddleages.net/plague.html 9. Globe theatre  http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm 10. About theatre http://www.william-shakespeare.info/elizabethan-theaters.htm 11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm 12.Theatre http://www.folger.edu/template.cfm?cid=2156 13. Church of England http://elizabethan.org/compendium/7.html
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Based on the expectations you have for your class as a whole, the evaluations will vary. Each student should contribute to produce the playbook which should look professional and mimic the model you present at the beginning of the lesson. A huge part of the evaluation is the PowerPoint presentation in which they are not only evaluated on what they have learned, but also how they present that material to their peers. Extensive rubrics are provided to help guide you. They cater to the planning process as well as the final presentation after extensive revision and editing.  Refer to the rubrics on the student pages: Journal Newspaper PowerPoint Collaborative Evaluation Teacher Script Conclusion
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page ,[object Object],[object Object],[object Object],[object Object],Evaluation Teacher Script Conclusion
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Evaluation Teacher Script Conclusion
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Design your own webquest:  The  WebQuest Page  and share it with others:  The  WebQuest Slideshare  Group . Evaluation Teacher Script Conclusion Websites used for this activity: 1.General Overview of Shakespeare (more advanced site)  http://shakespeare.palomar.edu/life.htm 2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm 3. Shakespeare’s Biography http://www.bardweb.net/man.html 4. Play synopsis, list of works http://www.bardweb.net/plays/index.html 5. Elizabethan England http://www.bardweb.net/england.html 6. Globe theatre http://www.bardweb.net/globe.html 7.Life in Elizabethan England, plenty of links  http://elizabethan.org/compendium/index.html 8. Black Plague http://www.themiddleages.net/plague.html 9. Globe theatre  http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm 10. About theatre http://www.william-shakespeare.info/elizabethan-theaters.htm 11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm 12.Theatre http://www.folger.edu/template.cfm?cid=2156 13. Church of England http://elizabethan.org/compendium/7.html Photos: Compliments of Flickr

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Shakespeare Webquest

  • 1. Student Page Title Introduction Task Process- Day 1 Conclusion Credits [Teacher Page] A WebQuest for 9th Grade English Designed By: Brittany Cross [email_address] Based on a template from The WebQuest Page Photo Credit: FLICKR by johopo Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
  • 2. Student Page Credits [ Teacher Page ] Before we begin reading two of Shakespeare’s most famous plays: Romeo & Juliet and Julius Caesar , it is important to understand the contexts from which these plays come from. What was it like when Shakespeare was originally writing his plays? Where did he live? What did he eat for breakfast? How long did it take to write one play? Were the plays famous during his lifetime? What was it like to be in his audience? What did the Queen, the Church, & the government feel about the popularity of the theater? Today you are all actors! So jump into your role within your acting troupes as either Shakespeare, Queen Elizabeth, an average actor, a priest, a commoner, or a noble. You will go on a journey back to the late 1500’s to discover what life was like in Renaissance England & be able to answer these questions and much much more! Photo Credit: FLICKR by Elvis_Payne Shakespeare’s House Student Page Title Introduction Task Process- Day 1 Conclusion Credits Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
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  • 5. Elizabethan Times/Lifestyles PowerPoint Requirements: Slide 1- Food Slide2- Occupations Slide 3- The Household- masters and servants Slide 4- Education Slide 5- Fashion and Clothing Slide 6- the City of London Back to Process Day-1 Page Rubric for Powerpoint Photo Credit: Flickr by anneboyelnsite Photo Credit: Flickr by Waxmaster Each slide must be created individually, remember to include at least one graphic (give credit for it) and 5+ facts pertaining to your topic for full credit! Good Luck! Points for color and creativity!
  • 6. Black Plague Powerpoint Requirements: Slide 1- How did the black plague affect theatre productions Slide 2- Where did the plague originate Slide3- historical fats about the black plague Slide4- what did English citizens do? Slide 5- results, statistics Slide 6- What were the views of the church on the plague? Back to Process Day-1 Page Rubric for Powerpoint Photo Credit: Flickr by Brizzle born and bred Photo Credit: Flickr by crafty1tutu (Ann) Each slide must be created individually, remember to include at least one graphic (give credit for it) and 5+ facts pertaining to your topic for full credit! Good Luck! Points for color and creativity!
  • 7. Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
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  • 10. Student Page Credits [ Teacher Page ] PowerPoint/ Multimedia Rubric Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout CATEGORY 4 3 2 1 Participation Student has a completed slide in the presentation, worked cooperatively in groups, assignment was completed in a timely manner Student has a completed slide in presentation, worked well within group most of the time, assignment was completed in a timely manner Slide was turned in, but not fully completed. Student had trouble working cooperatively in a group. The assignment was late. Didn't contribute a slide, little to no participation within group. Creativity of Slide Slide is colorful, easy to understand, includes graphics and pictures. Slide is colorful, easy to understand, has no images or graphics Slide lacks eye-catching color, difficult to understand, no images or graphics Slide lacks effort from the student Quality of Research Research is grade-level appropriate, slide has 5+ facts that all pertain to the subject. Research is grade-level appropriate, slide has 3-4 facts that all pertain to the subject area. Research may not be adequate for grade level, slide has fewer than 3 facts, some facts stray from the topic Research is far below grade level standards, only 1-2 facts, all facts stray from the topic Accurate Facts Information is cited correctly with no errors. Information is cited correctly with only 1-2 errors Information for citations is done incorrectly and difficult to find Information was not cited/ or cited with more than 5 mistakes Presentation Student shows obvious mastery of facts, doesn't read from the slide, engages the class Student shows mastery of the facts, relies slightly on the slides, engages the class Student struggles with mastery of the facts, reads from the slides, doesn't engage the class Student shows no mastery of material, relies heavily on the slides, fails to engages the class
  • 11. Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Story Writing- A Journal Entry by: CATEGORY 4 3 2 1 Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the journal wonderful. Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Student devotes little time and effort to the writing process. Doesn't seem to care. Neatness The final draft of the journal is readable, clean, neat and attractive. It is typed and formatted. It looks like the author took great pride in it. The final draft of the journal is readable, neat and attractive. It may have one or two errors, but they are not distracting. It looks like the author took some pride in it. The final draft of the journal is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care for formatting or proofreading. Focus on Assigned Topic The entire entry is related to the assigned topic and allows the reader to understand much more about the topic. Most of the entry is related to the assigned topic. The journal wanders off at one point, but the reader can still learn something about the topic. Some of the entry is related to the assigned topic, but a reader does not learn much about the topic. No attempt has been made to relate the story to the assigned topic. Spelling and Punctuation There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. There is one spelling or punctuation error in the final draft. There are 2-3 spelling and punctuation errors in the final draft. The final draft has more than 3 spelling and punctuation errors. Accuracy of Facts All facts presented in the story are accurate. Almost all facts presented in the story are accurate. Most facts presented in the story are accurate (at least 70%). There are several factual errors in the story. Requirements All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met. Almost all (about 90%) the written requirements were met. Most (about 75%) of the written requirements were met, but several were not. Many requirements were not met. Creativity The journal contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The journal contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The journal contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the journal. The author does not seem to have used much imagination. Extra Credit Student chooses to dress up for his/her part and read the journal entry allowed and in character's voice. Student chooses to dress up for his/her part and read the journal aloud. Student makes some attempt to dress for his/her part and reads the entry aloud. Student reads the entry aloud to the class.
  • 12. Student Page Credits [ Teacher Page ] Newspaper Rubric Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout CATEGORY 4 3 2 1 Layout - Headlines & Captions All articles have headlines that capture the reader's attention and accurately describe the content. All articles and graphics have caption. All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. Contributions of Group Members Each person in the group has contributed at least three articles and one graphic without prompting from teachers or peers. Each person in the group has contributed at least two articles and one graphic with a few reminders from peers. Each person in the group has contributed at least one article with some minimal assistance from peers. One or more students in the group required quite a lot of assistance from peers before contributing one article. Spelling and Proofreading No spelling or grammar errors remain after one or more people read and correct the newspaper. No more than a couple of spelling or grammar errors remain after one or more people read and correct the newspaper. No more than 3 spelling or grammar errors remain after one or more people read and correct the newspaper. Several spelling or grammar errors remain in the final copy of the newspaper. Knowledge Gained All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper. Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper. Articles - Purpose 90-100% of the articles establish a clear purpose 85-89% of the articles establish a clear purpose 75-84% of the articles establish a clear purpose Less than 75% of the articles establish a clear purpose Graphics Graphics are in focus, are well-cropped and are clearly related to the articles they accompany. Graphics are in focus and are clearly related to the articles they accompany. 80-100% of the graphics are clearly related to the articles they accompany. More than 20% of the graphics are not clearly related to the articles OR no graphics were used.
  • 13. Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Multimedia Project : WebQuest Collaborative Rubric CATEGORY 4 3 2 1 Presentation All pieces of the project were eye-catching, creative, and neatly presented to the teacher. All pieces of the project were eye-catching, most were creative, and neatly presented to the teacher All pieces of the project were turned in, acceptable in presentation. Pieces were missing and activities were disorganized Participation Student was present on the day of the assignment and worked well in groups, did fair share of work Student was present on the day of the assignment, worked ok in group, did fair share of work Student was present on day of assignment, had trouble working cooperatively, did not pull their weight Student was present but did little work and didn't participate in group. Requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met. More than one requirement was not completely met. Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people's ideas (giving them credit), but there is little evidence of original thinking. Uses other people's ideas, but does not give them credit.
  • 14. Student Page Credits [ Teacher Page ] By the end of this activity, your English acting troupe will have discovered the secrets of the Renaissance times- how people lived, what they did for entertainment, problems in their country, etc. You’re now ready to begin reading Shakespeare’s plays with a better understand of both his comedies and his tragedies. Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Photo Credit: Flickr by:clasic lasuperlativ Photo Credit: Flickr by Stavros Julius Caesar
  • 15. Student Page Credits [ Teacher Page ] To create your own version of the template and training materials for a web quest visit: The WebQuest Page and The WebQuest Slideshare Group 1. General Overview of Shakespeare (more advanced site) http://shakespeare.palomar.edu/life.htm 2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm 3. Shakespeare’s Biography http://www.bardweb.net/man.html 4. Play synopsis, list of works http://www.bardweb.net/plays/index.html 5. Elizabethan England http://www.bardweb.net/england.html 6. Globe theatre http://www.bardweb.net/globe.html 7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html 8. Black Plague http://www.themiddleages.net/plague.html 9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm 10. About theatre http://www.william-shakespeare.info/elizabethan-theaters.htm 11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm 12.Theatre http://www.folger.edu/template.cfm?cid=2156 13. Church of England http://elizabethan.org/compendium/7.html Photos from Flickr Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Websites Referenced in this Webquest:
  • 16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade (English) Designed by Brittany Cross [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Photo Credit: Flickr by: johopo
  • 17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed after working with my IB 8 th grade English class at Lesher and participating in the projects they are doing in class now and anticipating projects that will help them next year when they will first be introduced to Shakespeare's work. A lot of the activities I planned are specific to a differentiated classroom model and I tried to do an activity that each type of learner would enjoy, learn from, and be challenged by. The goal is for them to have a strong understanding of the English culture and background knowledge that they will apply when reading Shakespeare through the rest of their educational careers. It also gives them the chance to be creative and have fun with a subject that's often dreaded. This webquest is designed to stretch over three or more class periods of 90 min. each. It caters to many standards of research, writing, analyzing, and technology as well as allowing the students to do self-learning and hands-on activities outside of lecture. Not many supplemental materials are necessary beyond the internet, but movie clips and books are recommended based on the time devoted to the lesson. Evaluation Teacher Script Conclusion
  • 18. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is designed for 9 th graders simply because it is the year in which they typically are first introduced to Shakespeare’s plays. It can easily become more advanced or toned down to a slower pace by adjusting the length and number of tasks on the process pages. It is structured for students to have very good time management skills and to hone their research, planning, revising, editing, and publishing skills to a more proficient level. Time limits will be pushed in this activity. So assignments can be shortened or taken home. Students will need to have had prior experience with Word, Publisher, and PowerPoint in order to do this in a timely fashion, but mastery of these programs is not necessary. Levels of experience with computers will most likely vary within the group, allowing students to help each other discover things while they work. Also, previous instruction in basic writing skills, grammar, syntax, & paragraph structure is helpful; however, the writing assignments are less standardized in format and cater to a more creative, expressive side. Evaluation Teacher Script Conclusion
  • 19. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. • select relevant material for reading, writing, and speaking purposes; • understand the structure, organization, and use of various media, reference, and technological sources as they select information for their reading and writing; • paraphrase, summarize, organize, and synthesize information; • give credit for others' ideas, images, or information; and • use information to produce a quality product. STANDARD 2: Students write and speak for a variety of purposes and audiences. In order to meet this standard, students will: • write and speak for a variety of purposes such as telling stories, presenting analytical responses to literature, conveying technical information, explaining concepts and procedures, and persuading; • write and speak for audiences such as peers, teachers, and the community; • plan, draft, revise, proofread, and edit written communications; • use a variety of devices such as figurative language, symbolism, dialect, and precise vocabulary to convey meaning; • organize written and oral presentations using strategies such as lists, outlining, cause/effect relationships, comparison/contrast, problem/solution, and narration; and • use handwriting and at the most appropriate time, word processing to produce a product that is legible. STANDARD 3:Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. In order to meet this standard, students will • know and use correct grammar in speaking and writing; • apply correct usage in speaking and writing; • use correct sentence structure in writing; and • demonstrate correct punctuation, capitalization, and spelling.
  • 20. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very much one that students can and should be able to facilitate on their own. Teachers should provide the handout questions printed out for students. Beyond that, the lesson is contained within the technology available. Teachers should facilitate the time management of the students in each activity, (suggested times for each section are on the student’s process slides) help students to stay on the appropriate websites, and keep them on task. The only roles not assigned are those at the beginning of ay 1, teachers can organzie this how they wish. Students may also need help with the powerpoint and publisher programse. It would be helpful for the teacher to have a full example fo a completed Playbook for studnets to reference. The last day (#4) should be the day of powerpoint presentations which can be to rthe whole classa nd gradeed by the teahcer or to smaller groups and graded by the students. Full rubrics are provided and should be gone over in detail with the students before they start the bigger progjects Evaluation Teacher Script Conclusion
  • 21. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very much one that students can and should be able to facilitate on their own. Teachers should provide the handout questions printed out for students. Beyond that, the lesson is contained within the technology available. Teachers should facilitate the time management of the students in each activity, (suggested times for each section are on the student’s process slides) help students to stay on the appropriate websites, and keep them on task. The only roles not assigned are those at the beginning of Day 1, teachers can organize this how they wish. Students may also need help with the PowerPoint and Publisher programs. It would be helpful for the teacher to have a full example of a completed Playbook for students to reference. The last day (#4) should be the day of PowerPoint presentations which can be to the whole class and graded by the teacher or within smaller groups and graded by the students. Full rubrics are provided and should be gone over in detail with the students before they start the bigger projects. Evaluation Teacher Script Conclusion
  • 22. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Resources need to implement this lesson: Students should preferably have access to their own individual computers that have Word, PowerPoint, and Publisher, & plenty of printer paper. Drawing utensils, crayons, markers, etc. are also recommended. Having library books related to the topics that are being researched is a supplement the students can use as well. This activity can be done with only the classroom teacher, but it could help to have computer tech aides or others to help with the programs if necessary. Evaluation Teacher Script Conclusion Websites Used 1.General Overview of Shakespeare (more advanced site) http://shakespeare.palomar.edu/life.htm 2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm 3. Shakespeare’s Biography http://www.bardweb.net/man.html 4. Play synopsis, list of works http://www.bardweb.net/plays/index.html 5. Elizabethan England http://www.bardweb.net/england.html 6. Globe theatre http://www.bardweb.net/globe.html 7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html 8. Black Plague http://www.themiddleages.net/plague.html 9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm 10. About theatre http://www.william-shakespeare.info/elizabethan-theaters.htm 11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm 12.Theatre http://www.folger.edu/template.cfm?cid=2156 13. Church of England http://elizabethan.org/compendium/7.html
  • 23. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Based on the expectations you have for your class as a whole, the evaluations will vary. Each student should contribute to produce the playbook which should look professional and mimic the model you present at the beginning of the lesson. A huge part of the evaluation is the PowerPoint presentation in which they are not only evaluated on what they have learned, but also how they present that material to their peers. Extensive rubrics are provided to help guide you. They cater to the planning process as well as the final presentation after extensive revision and editing. Refer to the rubrics on the student pages: Journal Newspaper PowerPoint Collaborative Evaluation Teacher Script Conclusion
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  • 26. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Design your own webquest: The WebQuest Page and share it with others: The WebQuest Slideshare Group . Evaluation Teacher Script Conclusion Websites used for this activity: 1.General Overview of Shakespeare (more advanced site) http://shakespeare.palomar.edu/life.htm 2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm 3. Shakespeare’s Biography http://www.bardweb.net/man.html 4. Play synopsis, list of works http://www.bardweb.net/plays/index.html 5. Elizabethan England http://www.bardweb.net/england.html 6. Globe theatre http://www.bardweb.net/globe.html 7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html 8. Black Plague http://www.themiddleages.net/plague.html 9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm 10. About theatre http://www.william-shakespeare.info/elizabethan-theaters.htm 11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm 12.Theatre http://www.folger.edu/template.cfm?cid=2156 13. Church of England http://elizabethan.org/compendium/7.html Photos: Compliments of Flickr