1. Spanish Renaissance Poetry Student Page Title Introduction Task Process: Students Student Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 11 th grade Spanish Designed by: Gina Barringer [email_address] Based on a template from The WebQuest Page © Flickr: wie-wolf 2008 Process: Headmasters Headmaster Evaluation

4. The Process for Students Student Page Title Introduction Task Conclusion Credits [ Teacher Page ] **You are on the correct page if you chose the ‘Student’ role. However, if you want to play the ‘Headmaster’ role, please click this link .** First, you will need to read about the 2 universities and their distinguishing characteristics. Read it thoroughly, as only this information will be used to assist you with your choice of which university to attend. When you are ready to make your decision, go on to: Step 2 Process: Students Process: Headmasters Student Evaluation Headmaster Evaluation

5. Step 2: Students Student Page [ Teacher Page ] Now comes the time to make your decision! Please choose which university you would like to attend: the Salamantine School or the Sevillian School. When you have made your decision, please inform the teacher’s assistant or parent volunteer who is assisting in the computer lab, today. After you know which school you’re attending, please click the appropriate link for further instruction… Salamantine School Sevillian School

6. Salamantine School: Students Student Page [ Teacher Page ] It’s time to dive into the rich culture of our university! We’ve chosen to teach you about one of the most notorious writers to ever attend our school. His name is Luis Ponce de Le ón. Please read this article about his writing. When you have finished reading, go on to the next step .

7. Step 2: Salamantine Student Page [ Teacher Page ] As you have read, Luis Ponce de León was a writer who clearly represented a unique style during the Spanish Renaissance. In order to further grasp his distinct writing style, please read his following works: “La Perfecta Casada ” and “De Los Nombres de Cristo ” You have now gathered a deeper knowledge about the distinguishing characteristics of the poetry produced by our university through notable sample works. When you have finished reading both stories and gathered enough information about our school’s defining style, please proceed to your final page .

8. Writing: Students Student Page [ Teacher Page ] You will now employ those distinguishing characteristics to compose a poem of your own. It may be a good idea to look at the evaluation rubric that your headmasters will be scoring you from in order to guarantee you meet the criteria. You will await the headmaster’s decision to see if you are eligible to graduate. After your evaluation has been returned, please proceed to the conclusion .

9. Sevillian School: Students Student Page [ Teacher Page ] It’s time to dive into the rich culture of our university! We’ve chosen to teach you about one of the most notorious writers to ever attend our school. His name is Fernando de Herrera. Please read this article about his writing. When you have finished reading, go on to the next step .

10. Step 2: Sevillian Student Page [ Teacher Page ] As you have read, Fernando de Herrera was a writer who clearly represented a unique style during the Spanish Renaissance. In order to further grasp his distinct writing style, please read his following works: “ Voy Siguiendo la Fuerza de mi Hado ” and “ Rojo Sol” You have now gathered a deeper knowledge about the distinguishing characteristics of the poetry produced by our university through notable sample works. When you have finished reading both stories and gathered enough information about our school’s defining style, please proceed to your final page .

11. The Process for Headmasters Student Page [ Teacher Page ] **You are on the correct page if you chose the ‘Headmaster’ role. However, if you want to play the ‘Student’ role, please click this link .** First, you will begin by reading of the history of Spanish literature. Please read thoroughly as this information will be useful when you begin to evaluate the accuracy of students’ poems. When you have finished reading, please go on to Step 2 .

12. Step 2: Headmasters Student Page [ Teacher Page ] Next, you will discover the various influences on Spanish literature during the Renaissance. Please read thoroughly as this information will be useful when you begin to evaluate the themes of students’ poems. When you have finished reading, please go on to Step 3 .

13. Step 3: Headmasters Student Page [ Teacher Page ] You will now read a couple of articles specifically devoted to the Spanish Renaissance and Renaissance poetry . Don’t wear out from all the reading, you’re almost done! Your last article to read will help you as you evaluate which university the student writers attended. Please read it carefully as it contains the distinguishing characteristics of the writings of the Salamantine and Sevillian schools. When you have finished reading, you are ready to begin your evaluations .

14. Step 4: Headmasters Student Page [ Teacher Page ] You will determine which university the student attended & evaluate them based on this rubric . You will use your evaluation of the poem in order to determine if the student should be eligible to graduate. If the student scores higher than 15 points, please put a star at the top of their paper. If you receive a sufficient evaluation from the university’s administration towards your grading efforts, you will be exempt from performing these evaluations in the future and receive tenure. After you have received your evaluation, proceed to the conclusion .

15. Evaluation of Students: Student Page Title Introduction Task Conclusion Credits [ Teacher Page ] Student’s Name: ____________________ University: (circle one) Salamantine Sevillian Process: Students Process: Headmasters Student Evaluation Headmaster Evaluation CATEGORY 4 3 2 1 Neatness The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. The final draft of the story 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 what it looked like. Focus on Topic The entire story is related to the assigned topic and allows the reader to understand much more about the topic. Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. Some of the story 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. Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The story 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 story. The author does not seem to have used much imagination. Requirements All of the written requirements for length were met. There are at least 20 lines in the poem. The poem is composed of between 15-19 lines. The poem is composed of between 10-14 lines. The requirements for length were less than adequate. Title Title is creative, sparks interest and is related to the period and topic. Title is related to the period and topic. Title is present, but does not appear to be related to the period and topic. No title.

16. Evaluation of Headmasters: Student Page Title Introduction Task Conclusion Credits [ Teacher Page ] Headmaster’s Name: _____________________ Process: Students Process: Headmasters Student Evaluation Headmaster Evaluation CATEGORY 4 3 2 1 Knowledge of Subject Able to identify relevant themes of the period's literature without use of informational resources. Able to identify relevant themes of the period's literature, but through use of some informational resources. Only able to identify themes of the period's literature through use of informational resources. Unable to identify relevant themes of the period's literature. Distinguish between Schools Able to identify which school the student attended without use of informational resources. Able to identify which school the student attended, but through use of some informational resources. Able to identify which school the student attended, but only through use of informational resources. Unable to identify which school the student attended. Timeliness Able to grade all of the students’ poems within the allotted class period. Able to grade most of the students’ poems within the allotted class period. Only able to grade a few of the poems within the allotted time period. Unable to grade any poems within the allotted time period. Grading Procedures Used a red pen, followed all of the grading procedures, and made all corrections on poems. Used a red pen, mostly followed grading procedures, and made most corrections on poems. Used a red pen, but did not follow all of the grading procedures, or made no corrections. Failed to use a red pen and did not correctly grade poems.

17. Conclusion Student Page Title Introduction Task Conclusion Credits [ Teacher Page ] Congratulations students! You have successfully read poems by Fray Luis de Le ón and Fernando de Herrera and composed a poem that contains the characteristics of the Spanish Renaissance. Once your poem is returned, if you scored above 15 points on your poem will graduate from the university with honors! Congratulations headmasters! You have learned how to identify basic elements of the Spanish Renaissance period and how to distinguish between the poetry of the Salamantine and Sevillian schools. Once your evaluations are returned, if you earned more than 10 points, you will not be asked to evaluate students’ poems again next year and have earned tenure! Process: Students Process: Headmasters Student Evaluation Headmaster Evaluation

18. Credits & References Student Page Title Introduction Task Conclusion Credits [ Teacher Page ] Luis Ponce de León: http://en.wikipedia.org/wiki/Fray_Luis_de_Le%C3%B3n “ La Perfecta Casada” by Luis Ponce de León: http://tinyurl.com/2al4ec “ De Los Nombres de Cristo” by Luis Ponce de León: http://tinyurl.com/29sju7 Fernando de Herrera: http:// en.wikipedia.org/wiki/Fernando_de_Herrera#Poetry “ Voy Siguiendo la Fuerza de mi Hado” by Fernando de Herrera: http:// users.ipfw.edu /JEHLE/POESIA/VOYSIGUI.HTM “ Rojo Sol” by Fernando de Herrera: http:// users.ipfw.edu/JEHLE/poesia/rojosol.htm History of Spanish literature: http:// www.history.com/encyclopedia.do?articleId =222821 Influences on Spanish Renaissance Literature http:// www.dean.sbc.edu/ingber.html Golden Age of Spanish literature: http://www.factmonster.com/ce6/ent/A0861260.html Spanish Renaissance literature: http://en.wikipedia.org/wiki/Spanish_Renaissance_literature#The_Renaissance_poetry Pictures: Wie-wolf. 2 April 2008. http://flickr.com/photos/14868225@N04/2382412925/ Driftwood, Otis B. 30 March 2008. http://flickr.com/photos/obdriftwood/2374809775/ Microsoft Word 2003 Clipart. Process: Headmasters Process: Students Student Evaluation Headmaster Evaluation

19. [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page Designed by: Gina Barringer [email_address] Based on a template from The WebQuest Page Teacher Script Conclusion Spanish Renaissance Poetry A WebQuest for 11 th grade Spanish Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster © Flickr: wie-wolf 2008

20. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page This lesson was developed while I was completing the course requirements for teacher licensure at Colorado State University in Fort Collins, CO. The course was called EDUC331: Educational Technology and Assessment. The course contained a variety of technology-related activities that future teachers could incorporate into their classrooms. After completing the WebQuest, students should be able to identify basic elements of the Spanish Renaissance period and to distinguish between the poetry of the Salamantine and Sevillian schools. They will have read poems by Fray Luis de Le ón and Fernando de Herrera. Some students will compose a poem that contains the characteristics of the Spanish Renaissance, while others will grade these poems using their acquired knowledge. . Teacher Script Conclusion Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster

21. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process: Student Resources Credits Teacher Page This lesson was created for an 11 th grade Spanish class, who will be working on incorporating both their reading and writing skills [CO Foreign Language standards 1.3-1.4] into a unit on Spanish culture. The unit will be covering the Golden Age: the Spanish Renaissance and the literature of the period. As students at the advanced level further extend their knowledge, what they know and are able to do includes analyzing and synthesizing reading materials; recognizing the author's point of view and purpose; expressing personal reactions to reading materials; and interpreting cultural elements found in reading materials. For students extending their foreign language education, what they know and are able to do may include using literary terminology accurately including setting, character, conflict, plot, resolution, and theme; and responding to and discussing a variety of authentic texts. As students at the advanced level further extend their knowledge, what they know and are able to do includes analyzing and drawing conclusions; incorporating information from foreign language resource materials in their writing; selecting and expressing ideas and opinions on topics from various content areas; and using specialized vocabulary and more advanced grammatical structures. For students extending their foreign language education, what they know and are able to do may include: writing business letters and/or advertisements; using writing skills to analyze, persuade and hypothesize with increasing accuracy; and writing creative poetry and short stories. Evaluation: Headmaster Teacher Script Conclusion Evaluation: Student Process: Headmaster

22. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page This WebQuest will be implemented during the cultural unit on literature, and will help meet the course's reading and writing requirements. Colorado Foreign Language Standards: 1.3 READING: Students read and derive meaning from a variety of materials written in a foreign language. 1.4 WRITING: Students write in a foreign language for a variety of purposes and for diverse audiences. As students at the advanced level further extend their knowledge, what they know and are able to do includes analyzing and synthesizing reading materials; recognizing the author's point of view and purpose; expressing personal reactions to reading materials; and interpreting cultural elements found in reading materials. For students extending their foreign language education, what they know and are able to do may include using literary terminology accurately including setting, character, conflict, plot, resolution, and theme; and responding to and discussing a variety of authentic texts. As students at the advanced level further extend their knowledge, what they know and are able to do includes analyzing and drawing conclusions; incorporating information from foreign language resource materials in their writing; selecting and expressing ideas and opinions on topics from various content areas; and using specialized vocabulary and more advanced grammatical structures. For students extending their foreign language education, what they know and are able to do may include: writing business letters and/or advertisements; using writing skills to analyze, persuade and hypothesize with increasing accuracy; and writing creative poetry and short stories. Teacher Script Conclusion Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster

26. Evaluation of Student Role (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page After completing the WebQuest, students should be able to identify basic elements of the Spanish Renaissance period and to distinguish between the poetry of the Salamantine and Sevillian schools. They will have read poems by Fray Luis de Le ón and Fernando de Herrera. These students will compose a poem that contains the characteristics of the Spanish Renaissance. Teacher Script Conclusion Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster CATEGORY 4 3 2 1 Neatness The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. The final draft of the story 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 what it looked like. Focus on Topic The entire story is related to the assigned topic and allows the reader to understand much more about the topic. Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. Some of the story 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. Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The story 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 story. The author does not seem to have used much imagination. Requirements All of the written requirements for length were met. There are at least 20 lines in the poem. The poem is composed of between 15-19 lines. The poem is composed of between 10-14 lines. The requirements for length were less than adequate. Title Title is creative, sparks interest and is related to the period and topic. Title is related to the period and topic. Title is present, but does not appear to be related to the period and topic. No title.

27. Evaluation of Headmaster Role (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page After completing the WebQuest, students should be able to identify basic elements of the Spanish Renaissance period and to distinguish between the poetry of the Salamantine and Sevillian schools. They will have read poems by Fray Luis de Le ón and Fernando de Herrera. These students will grade the poems submitted by other students using their acquired knowledge of the Spanish Renaissance style of literature. Teacher Script Conclusion Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster CATEGORY 4 3 2 1 Knowledge of Subject Able to identify relevant themes of the period's literature without use of informational resources. Able to identify relevant themes of the period's literature, but through use of some informational resources. Only able to identify themes of the period's literature through use of informational resources. Unable to identify relevant themes of the period's literature. Distinguish between Schools Able to identify which school the student attended without use of informational resources. Able to identify which school the student attended, but through use of some informational resources. Able to identify which school the student attended, but only through use of informational resources. Unable to identify which school the student attended. Timeliness Able to grade all of the students’ poems within the allotted class period. Able to grade most of the students’ poems within the allotted class period. Only able to grade a few of the poems within the allotted time period. Unable to grade any poems within the allotted time period. Grading Procedures Used a red pen, followed all of the grading procedures, and made all corrections on poems. Used a red pen, mostly followed grading procedures, and made most corrections on poems. Used a red pen, but did not follow all of the grading procedures, or made no corrections. Failed to use a red pen and did not correctly grade poems.

28. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page I would like to have either a few teacher’s assistants or willing and available parents who would be willing to monitor and work with the students to make sure they are making adequate use of the labs and progressing as the week goes on. Friday before : Introduce the class to the WebQuest projects. Announce that class will be meeting in the computer lab on Monday. Monday : Students will begin the WebQuest. After 20 minutes, the teacher’s assistants and/or parents will ask them to pick which role they’d like to take. Those choosing the student role will remain in the lab. Those choosing the headmaster role will be escorted to a second computer lab. Tuesday & Wednesday : Research/reading days. There will be ‘mark’ points that they should meet. Thursday : Students will compose their poems. As the teacher, I will be in the computer lab with the headmasters. I will be guiding them on what to look for in the poems, proper evaluation techniques, and how to use the provided rubric. Friday : the teacher’s assistants and/or parents will collect the poems and distribute them equally to the “headmasters.” In an isolated and quiet room, the “headmasters” will use their rubric to grade the poems. They will have the entire class period to finish this task. Once they finish grading, they will resubmit the poems to the teacher’s assistants and/or parents, who will return them to me. Weekend : I will give each of the poems a final glance-over during the weekend. I will also grade all the participants over the weekend. Monday after : I will return grade evaluation forms and/or poems. Teacher Script Conclusion Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster

29. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page By completing this WebQuest, students will have accomplished a number of tasks, all while enjoying a unique twist on a cultural unit. In addition, the WebQuest will allow me to help meet the reading and writing requirements of this course [CO Foreign Language Standards 1.3-1.4]. After completing the WebQuest, students should be able to identify basic elements of the Spanish Renaissance period and to distinguish between the poetry of the Salamantine and Sevillian schools. They will have read poems by Fray Luis de Le ón and Fernando de Herrera. Some students will compose a poem that contains the characteristics of the Spanish Renaissance, while others will grade these poems using their acquired knowledge. Teacher Script Conclusion Process: Student Process: Headmaster Evaluation: Headmaster Evaluation: Student

30. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page Teacher Script Conclusion Luis Ponce de León: http://en.wikipedia.org/wiki/Fray_Luis_de_Le%C3%B3n “ La Perfecta Casada” by Luis Ponce de León: http://tinyurl.com/2al4ec “ De Los Nombres de Cristo” by Luis Ponce de León: http://tinyurl.com/29sju7 Fernando de Herrera: http:// en.wikipedia.org/wiki/Fernando_de_Herrera#Poetry “ Voy Siguiendo la Fuerza de mi Hado” by Fernando de Herrera: http:// users.ipfw.edu /JEHLE/POESIA/VOYSIGUI.HTM “ Rojo Sol” by Fernando de Herrera: http:// users.ipfw.edu/JEHLE/poesia/rojosol.htm History of Spanish literature: http:// www.history.com/encyclopedia.do?articleId =222821 Influences on Spanish Renaissance Literature http:// www.dean.sbc.edu/ingber.html Golden Age of Spanish literature: http://www.factmonster.com/ce6/ent/A0861260.html Spanish Renaissance literature: http://en.wikipedia.org/wiki/Spanish_Renaissance_literature#The_Renaissance_poetry Pictures: Wie-wolf. 2 April 2008. http://flickr.com/photos/14868225@N04/2382412925/ Driftwood, Otis B. 30 March 2008. http://flickr.com/photos/obdriftwood/2374809775/ Microsoft Word 2003 Clipart. Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster