Multigenre - Lindsay Koch

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  • 1. Student Page [Teacher Page] Exploring Multigenre Title A Webquest for 7th grade Language Arts Introduction Designed by Task Lindsay Koch Process Linds0108@gmail.com Process 2 Evaluation Conclusion http://www.flickr.com/photos/churl/250235189 Credits Based on a template from The WebQuest Page
  • 2. Student Page [Teacher Page] It’s Time To Webquest! Welcome to the multigenre unit! We are going to be exploring some new ways of writing by scouring through the internet for Title information of different genres, (or types of writing)! Sounds like fun, doesn’t it? During this Introduction webquest, you will choose a “role” to fill (listed below), and research that specific genre so that you can present your findings to the other roles in your group! Task *In examining different genres, think about the ways that writing in different genres affects Process the writing itself. Process 2 THE ROLES ARE: Evaluation Conclusion Elmer J Fudd – Found Poem Johnny Bravo – Character Sketch http://www.flickr.com/photos/_plinth_/2295396272/ http://media.photobucket.com/image/johnny%20bravo/cectayl/johnny_bravo.gif?o=1 Spongebob - Monologue http://www.flickr.com/photos/spongebob-squarepants/2110721846/ Pinky- Stream of Consciousness Tweety Bird - Dialogue Credits http://www.flickr.com/photos/friskysuezq/898702235/ http://media.photobucket.com/image/pinky%20and%20the%20brain/gurntham/Pinky%20and% 0the%20Brain/pinky.gif?o=19
  • 3. Student Page [Teacher Page] Your Mission (should you choose to accept it… and you will…) Title Introduction Task Process Process 2 Your task is to research your genre, become an expert on it, and teach your classmates everything that you know so that they can be experts too! In researching your genre, you Evaluation will use only the websites that are provided on the “procedures” page. Before you teach Conclusion your group, you will create a colorful visual on a piece of construction paper including all of the information below. Make sure that your research can answer the following questions: 1) How is the genre used? 2) What is an example of your genre? 3) Can I see a visual of the format? **** AND provide a prompt for your group (something that will get them to write using your researched genre) so that they can practice! This might include explaining how someone writes your genre, and asking them to attempt writing one using the information you have provided. Credits
  • 4. Student Page [Teacher Page] So You Wanna Know What To Do Now? 1. First, you will be placed in groups of five. Title 2. Once you have picked which role you will play, write a short paragraph about what you already know about this genre, what you think it is, or what you hope to learn. If Introduction you want, you can even demonstrate by writing a short example! Task 3. Then, use the links provided to find information on your topic. Arrange the information you find on the provided piece of construction paper. Make sure it is Process colorful, organized, and detailed! 4. Put together a short writing activity(provide a prompt) for your group members. Process 2 Remember, pretend like they know absolutely NOTHING about your genre – you must teach them! In your presentation, include Evaluation - How it looks (is it paragraph form? Does it look like a list? Does it look like a poem?) Conclusion - How to write one - Some examples of your genre - A few facts you found * You will arrange your information on a piece of construction paper – make it look pretty/cool/awesome in every way (ie- use colors, be neat, organize your information, use the back if you must.) *You are going to have your group members write their own! So give enough details that they are able to do this! 5. Get together with your group and teach your group about your genre. Make sure you use details and examples. Use your construction paper visual in your presentation! Credits
  • 5. Student Page [Teacher Page] YOUR LINKS! Found Poem: Title http://www.readwritethink.org/lesson_images/lesson33/found-poem-instructions.pdf Introduction http://www.readwritethink.org/lesson_images/lesson33/foundparallelpoems.pdf http://www.readwritethink.org/materials/holes_mover/index.html Task http://www.poets.org/viewmedia.php/prmMID/5780 Process Monologue: http://www.vcu.edu/arts/playwriting/monologue.html Process 2 http://www.blairhurley.com/2007/10/how-to-write--1.html http://hubpages.com/hub/How_to_write_effective_monologues Evaluation http://www.artofeurope.com/shakespeare/sha8.htm Conclusion Dialogue: http://fictionwriting.about.com/od/crafttechnique/tp/dialogue.htm http://artsedge.kennedy-center.org/content/2233/2233_fictionchar_dialogue.pdf http://www.readwritethink.org/materials/dialogue-tags/ http://www.readwritethink.org/lesson_images/lesson291/summer_excerpt.pdf Stream of Consciousness http://www.babylon.com/definition/Stream_of_consciousness_writing/English http://www.essortment.com/all/streamconscious_rbwd.htm http://www.writing.com/main/view_item/item_id/1260059 http://ezinearticles.com/?How-to-Write-Stream-of-Conciousness-Articles-For-Fun- and-Profit&id=1515093 Character Sketch: http://www.engl.niu.edu/wac/char_sk.html http://home.hiwaay.net/~warydbom/duesouth/sketches.htm http://www.cdli.ca/CITE/twisters_character_sketch_help.pdf Credits
  • 6. Student Page [Teacher Page] Rubric Beginning Developing Accomplished Exemplary Score Title 1 2 3 4 Quality of Provides work that usually Provides work that Provides high quality Provides work of the Introduction Work needs to be occasionally needs to be work. highest quality. checked/redone by others checked/redone by other Task to ensure quality.. group members to ensure quality. Process 2 Visual Visual is hard to read, Visual lacks in Visual is somewhat Construction paper Process information is not organization and organized, could be visual is colorful, Evaluation sufficient, lacks organization and neatness neatness, perhaps information is left off the neater, information is lacking. organized, neat, and informational. entirely. visual entirely. Conclusion Use of Delegation of Little information is One or more students in Some information Each student in the group Adequate information Each student in the group Information in the Each studentis plentiful Internet to Responsibility provided, cannot usage the group internetclearly provided, still lacks can, with minimal provided, explain there can clearlyhowever what and student group can clearly find limited. what information explain Does not information and prompting from peers, is still room s/he is information for more. demonstrates explain what information demonstrate ability to use they are responsible for demonstration of ability clearly explain what Websites were used to responsible for locating.. appropriate usage of information is needed technology locating. successfully to to use technology to information s/he is find obtain information, but the internet to find by the group, what find information. information. responsible for locating. not to full ability. information. information s/he is responsible for locating, Focus on the Rarely focuses on the task Focuses on the task and Focuses on the task and and when the Consistently stays Task and what needs to be what needs to be done what needs to be done focused on theneeded. information is task and done. Lets others do the some of the time. Other most of the time. Other what needs to be done. Focus on the Rarely focuses on the task work. Focuses on the task and group members must Focuses on the task and group members can count Consistently stays Very self-directed. Task and what needs to be sometimes to be done what needsnag, prod, and what needs to be done on this person. focused on the task and done. Lets others do the remind the time. Other some ofto keep this most of the time. Other what needs to be done. work. group members must person on-task. group members can count Very self-directed. sometimes nag, prod, and on this person. Internet Use Needs assistance or remind to keep this Occasionally able to use Usually able to use Successfully uses supervision to use person on-task. suggested internet links to suggested internet links to suggested internet links suggested internet links find information and find information and to find information and Internet Use Needs assistance or and/or to navigate within navigates within to use Occasionally ablethese Usually able to use navigates within these Successfully usesthese navigates within supervision to use these sites. suggested internet links to sites easily without suggested internet links to sites easily without suggested internet links sites easily without suggested internet links find information and assistance. find information and assistance.. to find information and assistance. and/or to navigate within navigates within these navigates within these navigates within these these sites. sites easily without sites easily without sites easily without assistance. assistance.. assistance. Credits
  • 7. Conclusion Student Page [Teacher Page] Title Introduction Task Process So, now you are all experts on these Process 2 genres! Remember, there are many Evaluation Conclusion different genres out there! Do you think these will be useful in your writing? Are there some you like more than others? Are there any of these that you might want to use in your final project? Remember, we will continue to add to our genre toolbox up until the final project assignment! Credits
  • 8. Student Page [Teacher Page] Credits & References Thanks to: Title www.readwritethink.org Introduction www.poets.org Task www.vcu.edu www.blairhurley.com Process http://hubpages.com www.artofeurope.com http://fictionwriting.about.com Process 2 http://artsedge.kennedy-center.org Evaluation www.babylon.com www.essortment.com Conclusion www.writing.com http://ezinearticles.com http://www.users.muohio.edu/romanots/ List any books and other analog media that you used as information sources as well. Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Credits
  • 9. [Student Page] Teacher Page Exploring Multigenre(Lindsay Koch) Title A WebQuest for 7th Grade (Language Arts) Introduction Designed by Learners Lindsay Koch Standards Linds0108@gmail.com Process Resources Evaluation Teacher Script Conclusion Credits Based on a template from The WebQuest Page
  • 10. [Student Page] Teacher Page Introduction Title This lesson was created based on Tom Romano’s study Introduction of multigenre writing and research, introducing different styles and types of writing as a mode of expression in Learners presenting researched information. Standards Process This particular lesson serves as an introductory, Resources exploratory activity. Throughout the activity, students will be researching using the provided websites in order to Evaluation present an informative lesson on a specific genre to a Teacher Script small group of students. In participating in the activity, Conclusion students will learn about a variety of different genres in writing, providing them with background information that they will later use on a final end-of-the-year multigenre writing project. Credits
  • 11. [Student Page] Teacher Page Learners Title This lesson is designed for seventh grade Language Introduction Arts, but can easily be adjusted to fit grade levels well beyond middle school as well. Learners Standards In beginning this lesson, students will need to know Process what a genre is (a class or category of artistic endeavor Resources having a particular form, content, technique, or the like according to Dictionary.com), and have experience in Evaluation reading a variety of genres in order to understand that Teacher Script there are different ways in which a person can write. Conclusion Students should also be aware of the final multigenre project, which will require them to demonstrate their knowledge and understanding of genre writing to present information. Explaining the idea of a multigenre project may help them to understand the reason for the webquest. Credits
  • 12. [Student Page] Teacher Page Curriculum Standards (Teacher) Title Language Arts Standards Addressed Introduction •Standard 5: locating and selecting relevant information; using available Learners technology to research and produce an end-product that is accurately documented… Standards locating and selecting relevant information; using organizational features of electronic information; and using available technology to research and produce an Process end-product that is accurately documented. Resources *Along with learning about multigenre writing, students will be using Evaluation teamwork skills, creative production skills, and observation skills. Teacher Script *After this lesson, students will be able to explain and write in the researched Conclusion genres. Credits
  • 13. [Student Page] The Process (Teacher) Teacher Page 1. First, students will be placed in groups of five (ideally, the teacher should arrange groups so that student learning styles, abilities, strengths, and intelligences are mixed). 2. Students will then choose which role they would like to fill. One they have picked which role they will play, they will each write a short paragraph about what you already know about their assigned genre, what they Title 3. think it is, or what they hope to learn. Encourage them to write examples. Distribute research questions to guide students in their work. Some questions they may address include: Introduction 1. 2. Explain the format of the genre (paragraph? Listing?) How is it used? 3. How would you go about writing it? Learners 4. Can you find an example? 5. How is it used/ Why would someone choose this genre? Standards 3. Then, using the links provided, students will explore websites to find information on their topic. Give each Process student a colored piece of construction paper. After they have taken notes on their topic, they will arrange the information they find on the provided piece of construction paper making sure it is colorful, organized, and Resources 4. detailed! Students will put together a short writing activity(provide a prompt) for their group members. After they have put together their visual, students will reunite with their groups to teach each other about their findings. Evaluation Questions addressed must include - How it looks (is it paragraph form? Does it look like a list? Does it look like a Teacher Script poem?) - How to write one Conclusion - Some examples of your genre - A few facts you found - Why would someone use this genre? 5. Students will teach your group about your genre using details and examples, and using their visual. Make sure students are aware of the fact that their peers may not know anything about the other genres, so they need to be very specific. The class will be conducted over two 45 minute class periods, and can be implemented in a class of any size as long as materials allow. Grouping should incorporate a mix of students regarding diversity, intelligences, strengths, skills, etc. Although there is a lot going on throughout this lesson, the main skills that a teacher needs in order to run their classroom successfully are management and organization. Because there are frequent changes of location and activity, it is the teacher’s job to ensure that students remain on-task and understand what it is they are to be doing. The consistent movement and changing of activities may assist students in harnessing their energy a little more. Credits Variations Students may be given packets on genres instead of searching the internet, or a trip to the library may serve as beneficial also.
  • 14. [Student Page] Teacher Page Resources (Teacher) Construction Paper (one for every student – bring extras just in case. Title Markers/ Colored Pencils/ Crayons Introduction Computers Extra Paper/ Pencils for unprepared students Learners - One teacher can conduct this lesson in their classroom – although it may be Standards helpful to have an assistant or teacher aid. Process Resources Evaluation Teacher Script Conclusion Credits
  • 15. [Student Page] Teacher Page Evaluation (Teacher) Beginning Developing Accomplished Exemplary Score How will you know that this lesson was successful? Describe what student products Title 1 2 3 or performances you'll be looking at and how they'll be evaluated. This, of course, 4 Quality of should be tightly related to the standards and objectives you cited Provides work of the Provides work that usually Provides work that Provides high quality Introduction Work needs to be occasionally needs to be work. above. highest quality. checked/redone by others checked/redone by other Learners You group members to ensure mayto ensure quality.. copy and paste the evaluation want to just quality. section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to Standards Visual make use of this lesson. Visual is hard to read, Visual lacks in Visual is somewhat Construction paper information is not organization and organized, could be visual is colorful, Process sufficient, lacks neatness, perhaps neater, information is organized, neat, and organization and neatness information is left off the lacking. informational. entirely. visual entirely. Resources Use of Little information is Some information Adequate information Information is plentiful Evaluation internet to find provided, internet usage limited. Does not provided, still lacks information and provided, however there is still room for more. and student demonstrates information demonstrate ability to use demonstration of ability Websites were used to appropriate usage of Teacher Script technology successfully to find information. to use technology to find information. obtain information, but not to full ability. the internet to find information. Conclusion Focus on the Rarely focuses on the task Focuses on the task and Focuses on the task and Consistently stays Task and what needs to be what needs to be done what needs to be done focused on the task and done. Lets others do the some of the time. Other most of the time. Other what needs to be done. work. group members must group members can count Very self-directed. sometimes nag, prod, and on this person. remind to keep this person on-task. Internet Use Needs assistance or Occasionally able to use Usually able to use Successfully uses supervision to use suggested internet links to suggested internet links to suggested internet links suggested internet links find information and find information and to find information and and/or to navigate within navigates within these navigates within these navigates within these these sites. sites easily without sites easily without sites easily without assistance. assistance.. assistance. In evaluating students, it is important to consider their individual process in the given areas rather than evaluating each student by the same standards. Credits
  • 16. [Student Page] Teacher Page Teacher Script (Teacher) 1) (Teacher groups students into groups of 5. If there are un-even groups, choose a Title genre that will not be covered in that group. Introduction 2) Every student needs to take out a piece of notebook paper and a pen and write a short paragraph on what you think this genre is. If you have no idea, just make Learners something up that sounds like it might work! 3) Okay, click on the Webquest link on the desktop. As you can see, your roles are Standards listed. If you forget what you are supposed to be doing, just go back to this page and you can remind yourself. On the Process page, you will see a step- by step Process guide of what you will be doing (read the list and ask if there are questions). Copy down the questions on the Process section on a piece of notebook paper– Resources you will need to answer those. On the next page, you will find a list of links for each genre. Use these pages to research information on your genre and jot Evaluation down notes for the questions you copied down. 4) After you think you have every tiny piece of information you could possibly have Teacher Script on your genre, move away from the computers and make a poster out of Conclusion construction paper. On these, I am looking for color, organization, and answers to all of those questions. 5) When you are done with your visuals, get back into your groups. (Give each genre 5 minutes to explain their genre to each other – then, come back together as a class to quickly review all of them in case there was something missed). This page is linked to the Process segment off of the Teacher Page Credits
  • 17. [Student Page] Teacher Page Conclusion (Teacher) This lesson is important for students not only because it examines multiple genres Title which they will be using later on in the year, but also because it incorporates group Introduction work and technology, keeps students moving, allows them to be creative in their presentation, and also allows them to practice research skills. Learners Because technology is a skill that is of growing importance in today’s world, it is Standards important to weave it into lesson plans in order to give students experience with technological tools. Process Resources Evaluation Teacher Script Conclusion Credits
  • 18. [Student Page] Teacher Page Credits & References (Teacher) List here the sources of any images, music or text that you're using. Provide links back to Title the original source. Say thanks to anyone who provided resources or help. Introduction List any books and other analog media that you used as information sources as well. Learners Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that Standards others can acquire the latest version of this template and training materials. Process Resources Evaluation Teacher Script Conclusion Credits