1. I’m Caught in a Brainstorm! Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for Ms. Mears’ 8th Grade English Class Designed by Meggan Mears [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] There is a severe storm alert in effect! This is not a drill! We are all caught up in a brainstorm! Brainstorming is a process that writers use to get their thoughts out on paper and make them appear in an organized fashion. We have been given a very important and secret task to perform in order to save our classroom from mass chaos. Make sure to bring lots of paper and writing utensils with us on our storm watch so that you can write down all of the information you find to write a “how to” magazine article that other students and teachers can read. By the end of our weather cast you will be an expert in how to track your ideas in a brainstorm! Are you Ready?

6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Research Report : "I'm Caught in a Brainstorm" Grading Rubric Teacher Name: M Mears Student Name: ________________________________________ CATEGORY 4 3 2 1 Paragraph Construction All paragraphs include introductory sentence, explanations or details, and concluding sentence. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Paragraphs included related information but were typically not constructed well. Paragraphing structure was not clear and sentences were not typically related within the paragraphs. Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Graphic Organizer Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics. Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics. Graphic organizer or outline has been started and includes some topics and subtopics. Graphic organizer or outline has not been attempted. Organization Information is very organized with well-constructed paragraphs and subheadings. Information is organized with well-constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. 8) Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors.

7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You have successfully completed your storm tracking exercise! You have learned so much throughout your journey including how to create and use an online concept map, how to use one other brainstorming technique and how to successfully outline and organize your magazine article! Great work Make sure to turn in everything by the deadline and next time we have a severe brainstorm warning we’ll know who to call!

8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Special Thanks to: Jacob Bøtter ‘s Picture on the front page. Other resources to make a webquest like this one or to get information about this one: The WebQuest Page The WebQuest Slideshare Group

9. I’m Caught in a Brainstorm (Ms. Meggan Mears) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for xth Grade (Put Subject Here) Designed by Meggan Mears [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This Lesson was developed in order to increase student’s understanding of brainstorming techniques as well as ways to synthesize and organize previously collected information well enough to be able to write about it thoroughly and effectively. In this specific lesson students are required to explore different online resources to find two different ways of brainstorming. They are required to provide hard copies (print-outs) of their work with these two brainstorming tools as well as write a report in the form of a magazine article that demonstrates their skills at utilizing these tools. The first tool is a semantic map that can be accessed online and every group is required to fill in information about their topic into the map and print out a copy. The second brainstorming tool is one that they chose from a website that explains how to use a variety of tools and they had to make one of them using information about their topic. Evaluation Teacher Script Conclusion

11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is ultimately for 7 th and 8 th grade students who are just getting started with outlining and researching for projects. This works well in this level because it is teaching organizational strategies that will help them on in later years of high school and even college when they have to do research papers. Before beginning this lesson students will need to know how to navigate through the internet well enough to be able to get to the webquest. They will also need to know how to categorize information so that when they are filling out the semantic map for Lets say a character, they will be able to tell that the character’s name should come first and then the character’s qualities are details that are linked to him/her. Basic outlining skills will also be necessary.(this webquest is more to practice skills in outlining and brainstorming not introducing them from scratch). Evaluation Teacher Script Conclusion

13. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need. Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what? If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them. What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example? If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Evaluation Teacher Script Conclusion

15. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I determine that this webquest is successful if students understand how to navigate through web-pages to access relevant information, if they can correctly utilize the brainstorming tools and if they can write a paper that sufficiently and effectively demonstrates their knowledge on the subject. It is also important that the students write the paper that is well polished and explains their ideas completely and accurately. Evaluation Teacher Script Conclusion CATEGORY 4 3 2 1 Paragraph Construction Students should be able to do this already. All paragraphs include introductory sentence, explanations or details, and concluding sentence. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Paragraphs included related information but were typically not constructed well. Paragraphing structure was not clear and sentences were not typically related within the paragraphs. Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. The examples come from printing out the documents they create. But they should reference these documents in their paper. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Graphic Organizer Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics. Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics. Graphic organizer or outline has been started and includes some topics and subtopics. Graphic organizer or outline has not been attempted. Organization Information is very organized with well-constructed paragraphs and subheadings. Information is organized with well-constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. 8) Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors.

17. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is a great lesson to help students practice their internet researching skills. They will learn not only how to find relevant information on a website but also how to utilize a web 2.0 tool and also find useful and effective ways of brainstorming so that they are managing their time and writing adequately. They will also get a sense of working in a group setting and collaborating/communicating with other students. If you want you can have them present their articles to the class as well so that they get public speaking experience. Overall students will be practicing and strengthening their skills on using the internet and also in writing papers, while playing along with a fun scenario online. Evaluation Teacher Script Conclusion