earlyquest
DESCRIPTION
TRANSCRIPT
Student Page
Title
Introduction
Task
Process- Day 1
Conclusion
Credits
[Teacher Page]
A WebQuest for 9th Grade English
Designed By:Brittany Cross
Based on a template from The WebQuest Page
Photo Credit: FLICKR by johopo
Process 2Process 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 HouseStudent Page
Title
Introduction
Task
Process- Day 1
Conclusion
Credits
Process 2Process 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
1) As a group, create a PowerPoint presentation on information found from your web search & handout involving either Lie in England or the Black Plague in Elizabethan times. Each person will create 1 slide to contribute to a final group presentation.
2) In pairs, use Microsoft Office Publisher to create a page of the Renaissance Daily News, share facts you have found to publish three 1-2 paragraph articles relevant to the time period.
3) Use Microsoft Word to write a 2-page double spaced journal entry from your personal role in the group. Be sure to include at least 15 facts you found during your research.
4) Create a drawing of the Globe Theater and a timeline of events to complete your folio!
Globe Theater
Globe Theater
Title
Introduction
Task
Process- Day 1
Conclusion
Process 2Process 3
Newspaper Rubric
Journal Rubric
Collaborative Rubric
PowerPoint Rubric
Handout
Student Page
Credits
[Teacher Page]1) As a group, peruse the following websites and use them as a
guide to fill out your Basic Information Handout. Time: ½ hour
1.General Overview of Shakespeare (more advanced site) http://shakespeare.palomar.edu/life.htm2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm3. Shakespeare’s Biographyhttp://www.bardweb.net/man.html4. Play synopsis, list of workshttp://www.bardweb.net/plays/index.html5. Elizabethan Englandhttp://www.bardweb.net/england.html6. Globe theatrehttp://www.bardweb.net/globe.html7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html8. Black Plaguehttp://www.themiddleages.net/plague.html9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm10. About theatrehttp://www.william-shakespeare.info/elizabethan-theaters.htm11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htmhttp://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm12.Theatre http://www.folger.edu/template.cfm?cid=215613. Church of Englandhttp://elizabethan.org/compendium/7.html
2) It’s now time to discover more about the key events that shaped the Renaissance! Your group will create & present a PowerPoint presentation on the information you gather. Time: 1 hour
• Even numbered groups will focus on Elizabethan England. • Odd numbered groups will focus on the Black Plague.
Each troupe member is responsible for doing one slide. Click on your topic for more information to help you get started!
Title
Introduction
Task
Process- Day 1
Conclusion
Process 2Process 3
Newspaper Rubric
Journal Rubric
Collaborative Rubric
PowerPoint Rubric
Handout
Elizabethan Times/Lifestyles PowerPoint Requirements:
Slide 1- FoodSlide2- OccupationsSlide 3- The Household- masters and servantsSlide 4- EducationSlide 5- Fashion and ClothingSlide 6- the City of London
Back to Process Day-1 Page
Rubric for PowerpointPhoto 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 productionsSlide 2- Where did the plague originateSlide3- historical fats about the black plagueSlide4- what did English citizens do?Slide 5- results, statisticsSlide 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 2Process 3
Newspaper Rubric
Journal Rubric
Collaborative Rubric
PowerPoint Rubric
Handout
Student Page
Credits
[Teacher Page]
1) Now that your acting troupe has the basic knowledge of the time period, you will be set lose on the streets of London to gather more specific information on your particular role!
• Your choices are: Queen Elizabeth, Shakespeare, an actor, a priest, a commoner, or a noble person.
• Choose your roles respectfully within your groups, if you are a girl, remember you can not be an actor in Shakespeare’s plays!!
2) Using the web links from Day 1, research your particular role within the troupe, you must find fifteen facts, and cite at least three sources in your rough draft notes. Time: ½ hour
3) Using the notes you have gathered, type a 2-page double spaced journal entry of “A Day in the Life of ______”, or something similar… Be creative!! (Be sure to reference your rubric as you go along!) Time: 45 min. (homework if not finished)
4) When you have a full rough draft, switch with the following actor:• The Queen--- Commoner• Shakespeare--- Noble• Priest--- Actor
5) Have your partner edit your rough draft for you, share what you have learned with each other, then come back together as a group and everyone will share the most interesting fact they found during their research. Time: 15 min.
There is an EXTRA CREDIT opportunity on presentation day if you choose to dress up & read your journal entry “in character.”
Title
Introduction
Task
Process- Day 1
Conclusion
Process 2Process 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.1) With your previous partner for editing, continue to use your research
facts and the links from Day 1 to individually create 3 newspaper articles that are appropriate for Elizabethan times. You may also rely on your group for supporting details, but the majority of the articles should relate to your particular social class. Be sure to reference your rubric while working ;)
2) Spend time formatting and editing your articles, then combine them as a group in Microsoft Publisher to create your version of the Renaissance Daily News.
3) The last half hour of class will be used to put your playbook together:• The inside will include a copy of each troupe member’s journal entry,
your competed newspaper, and a printed copy of your PowerPoint slides (only two per page)
• Create a cover page for your Playbook using the information you gained from the handout on day one. Draw/Sketch a picture of the globe theatre, label at least five important parts. Also on the cover include all names, the date, teacher’s name, and class period.
1) Your back page will be a typed timeline of events that occurred either during or surrounding Shakespeare's lifetime. Each person is responsible for contributing three events that were important to their particular social role, for a total of 24 events.
Title
Introduction
Task
Process- Day 1
Conclusion
Process 2Process 3
Newspaper Rubric
Journal Rubric
Collaborative Rubric
PowerPoint Rubric
Handout
Student Page
Credits
[Teacher Page]
CATEGORY 4 3 2 1Participation 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
PowerPoint/ Multimedia Rubric
Title
Introduction
Task
Process- Day 1
Conclusion
Process 2Process 3
Newspaper Rubric
Journal Rubric
Collaborative Rubric
PowerPoint Rubric
Handout
Student Page
Credits
[Teacher Page]Story Writing- A Journal Entry by:
CATEGORY 4 3 2 1Writing 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.
Title
Introduction
Task
Process- Day 1
Conclusion
Process 2Process 3
Newspaper Rubric
Journal Rubric
Collaborative Rubric
PowerPoint Rubric
Handout
Student Page
Credits
[Teacher Page] Newspaper Rubric
Title
Introduction
Task
Process- Day 1
Conclusion
Process 2Process 3
Newspaper Rubric
Journal Rubric
Collaborative Rubric
PowerPoint Rubric
Handout
CATEGORY 4 3 2 1Layout - 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]
Multimedia Project : WebQuest Collaborative RubricCATEGORY 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.
Title
Introduction
Task
Process- Day 1
Conclusion
Process 2Process 3
Newspaper Rubric
Journal Rubric
Collaborative Rubric
PowerPoint Rubric
Handout
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 2Process 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.htm2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm3. Shakespeare’s Biographyhttp://www.bardweb.net/man.html4. Play synopsis, list of workshttp://www.bardweb.net/plays/index.html5. Elizabethan Englandhttp://www.bardweb.net/england.html6. Globe theatrehttp://www.bardweb.net/globe.html7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html8. Black Plaguehttp://www.themiddleages.net/plague.html9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm10. About theatrehttp://www.william-shakespeare.info/elizabethan-theaters.htm11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htmhttp://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm12.Theatre http://www.folger.edu/template.cfm?cid=215613. Church of Englandhttp://elizabethan.org/compendium/7.html
Photos from Flickr
Title
Introduction
Task
Process- Day 1
Conclusion
Process 2Process 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 [email protected]
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 8th
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 9th 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 relevantinformation from a variety of media, reference, andtechnological 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 andwriting;• 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 andaudiences.In order to meet this standard, students will:• write and speak for a variety of purposes such as telling stories, presentinganalytical responses to literature, conveying technical information, explainingconcepts 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, andprecise vocabulary to convey meaning;• organize written and oral presentations using strategies such as lists, outlining,cause/effect relationships, comparison/contrast, problem/solution, andnarration; and• use handwriting and at the most appropriate time, word processing to producea 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 PageResources 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 Used1.General Overview of Shakespeare (more advanced site) http://shakespeare.palomar.edu/life.htm2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm3. Shakespeare’s Biographyhttp://www.bardweb.net/man.html4. Play synopsis, list of workshttp://www.bardweb.net/plays/index.html5. Elizabethan Englandhttp://www.bardweb.net/england.html6. Globe theatrehttp://www.bardweb.net/globe.html7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html8. Black Plaguehttp://www.themiddleages.net/plague.html9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm10. About theatrehttp://www.william-shakespeare.info/elizabethan-theaters.htm11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htmhttp://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm12.Theatre http://www.folger.edu/template.cfm?cid=215613. Church of Englandhttp://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
Before beginning the lesson, go over all the directions for that particular day. These can simply be read off of the process pages and you can add any extra expectations you may have for them.
Before they begin a project, have an example ready to show them and go over the rubric and expectations for full credit.
This web quest requires little “scripting” by the teacher. Just be sure to monitor that all students are on task and following directions.
The entire three days can be spent in the computer lab as long as there is supplemental space for the students to put together their booklets.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
By the end of this lesson, your students should have an entirely different understanding of Shakespeare and the world in which he created his famous plays and poetry.
THEY SHOULD achieve the following:
•experience the process of researching and choosing what is important enough to include in their PowerPoint
•lesson planning and evaluating in order to to share information they believe is important
•Writing skills in the production of their newspaper
•Creativity in the design of their playbook
•Thinking that goes beyond what is on the webpage by creating and applying what they have learned to a journal
•Hands-on experience with Technology
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.htm2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm3. Shakespeare’s Biographyhttp://www.bardweb.net/man.html4. Play synopsis, list of workshttp://www.bardweb.net/plays/index.html5. Elizabethan Englandhttp://www.bardweb.net/england.html6. Globe theatrehttp://www.bardweb.net/globe.html7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html8. Black Plaguehttp://www.themiddleages.net/plague.html9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm10. About theatrehttp://www.william-shakespeare.info/elizabethan-theaters.htm11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htmhttp://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm12.Theatre http://www.folger.edu/template.cfm?cid=215613. Church of Englandhttp://elizabethan.org/compendium/7.html
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