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Your Story Webquest Your Story Webquest Presentation Transcript

  • Your Story Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9th Grade English Designed by Molly Johnson [email_address] Based on a template from The WebQuest Page From Flickr Svanes 2007            Some rights reserved.
  • Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Have you ever been asked to read a book that you cared nothing about? Or, have you ever read a book and thought that your story was much more exciting? Well, now it’s your turn. In this project you will be learning about writing a memoir or personal narrative. You will have the opportunity to look at the writing others have done before you and then, you too will become published memoir writers. By the end of this project you should be able to figure out what makes a memoir effective and incorporate your answer into the way you write your own memoir. From Flickr shaletann 2008            Some rights reserved.
  • The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] By the end of this project you should have written your own memoir to be published in the class collection. You will also learn more about writing for different audiences, anlayzing writing strategies, reading critically, and narrowing your focus when writing. You should also be able to answer the essential question: What makes a memoir worth reading? Title       “ What we are doing at the moment is more that just one thing added to the rest; it is a memoir . ” “ What we are doing at the moment is more than just one thing added to the rest; it is a memoir.” - Anonymous
  • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • Find a memoir you want to read. It can be from anyone (as long as it has been published)—a famous athlete, a movie star, a politician, an author etc.) If you need choosing a book ask a teacher, a librarian, a parent, or go to your local bookstore for ideas.
    • As you read your memoir, keep track of what stands out to you. What do you like about the book? What don’t you like? Are there things you would have done differently? Is there a passage that you particularly liked or disliked? Why? You will need to ask your self these questions every 50 pages and fill out the worksheet that corresponds. Your answers don’t need to be too specific. I just want to make sure that you are reading closely and forming opinions about your book.
    • When you have completed your reading, divide into groups of 3-4 to discuss what you wrote down as you read. Try not to focus to much on the content in your discussions; instead, look at the strategies the author uses as he/she writes.
    • After your discussion, each group will need to begin researching a different aspect involved in writing memoir. Your teacher will provide specific directions for what each group should research as well as a list of resources to help get you started.
    • When you have finished your research, each group will need to present for 7-10 minutes on what they think are the MAIN POINTS. Don’t Stress—this does not need to be formal by any means. As long as you can get the information across to us, I will be satisfied.
    • Now, you are ready to start writing your own memoir. Your teacher will provde a handout to guide you and help you choose a topic. But, it is important to use the information you gathered when reading the book you chose and the information you learned from your classmates.
    • Your final draft along with workshop copies, your memoir reading notes, and your notes on other’s presentations will be due May 9, 2008
    Remember, this is a 6 week project, you will have plenty of in class time to work on it. So, DON’T PANIC!!!
  • Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
  • Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Well first of all, CONGRATULATIONS!!! You have not only finished your project but you are all now PULBLISHED authors!! I hope that you enjoyed this project and have learned more about reading and writing. Flickr 2007 chrisnilka   © All rights reserved
  • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The WebQuest Page The WebQuest Slideshare Group
  • Your Story (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9 th Grade English Designed by Molly Johnson [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion From Flickr Svanes 2007            Some rights reserved.
  • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page As English teachers, we are no stranger to the students who are reluctant to read and write because it is “boring” or “dumb.” But, as English teachers we also know that students need to develop these skills to be successful in school and their future career endeavors. So, the question is how do we make reading and wriitng something that our students will WANT to do instead of something they HAVE to do? How about letting them write about themselves? Tell their own stories. And, although I can’t guarantee that students will aspire to be authors after this unit, they may actually have fun writing and they will at the very least be introduced to different writing strategies and grammar lessons. This WebQuest was designed for Colorado State University's Education Program under the instruction of Dr. James Folkestad with the help of fellow secondary education teachers. Evaluation Teacher Script Conclusion
  • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This unit is designed for 9 th Grade English, but could also be used in grades lower and higher with slight modifications to the reading piece and the mini lessons throughout the unit. The unit also involves some skills used in journalism and newspaper classes. Evaluation Teacher Script Conclusion Flickr 2007 by babybluebbw © All rights reserved
  • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This unit will address the following Colorado Model Content Standards: STANDARD 1.2: Make connections between their reading and what they already know, and identify what they need to know about a topic before reading about it; 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. At the end of this webquest, students will be able to critically read and analyze a memoir or personal narrative by: identifying effective strategies in writing a memoir/personal narrative, deciding what parts are most important to the story, and evaluating the overall quality and effectiveness of the memoir/narrative.
  • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
    • Find a memoir you want to read. It can be from anyone (as long as it has been published)—a famous athlete, a movie star, a politician, an author etc.) If you need choosing a book ask a teacher, a librarian, a parent, or go to your local bookstore for ideas.
    • As you read your memoir, keep track of what stands out to you. What do you like about the book? What don’t you like? Are there things you would have done differently? Is there a passage that you particularly liked or disliked? Why? You will need to ask your self these questions every 50 pages and fill out the worksheet that corresponds. Your answers don’t need to be too specific. I just want to make sure that you are reading closely and forming opinions about your book.
    • When you have completed your reading, divide into groups of 3-4 to discuss what you wrote down as you read. Try not to focus to much on the content in your discussions; instead, look at the strategies the author uses as he/she writes.
    • After your discussion, each group will need to begin researching a different aspect involved in writing memoir. Your teacher will provide specific directions for what each group should research as well as a list of resources to help get you started.
    • When you have finished your research, each group will need to present for 7-10 minutes on what they think are the MAIN POINTS. Don’t Stress—this does not need to be formal by any means. As long as you can get the information across to us, I will be satisfied.
    • Now, you are ready to start writing your own memoir. Your teacher will provde a handout to guide you and help you choose a topic. But, it is important to use the information you gathered when reading the book you chose and the information you learned from your classmates.
    • Your final draft along with workshop copies, your memoir reading notes, and your notes on other’s presentations will be due May 9, 2008
    This unit is a 4-6 week unit depending on how much in class time you want to devote to it. I would suggest allowing 10-20 min a day for reading their novel in the initial stage. Allowing 3-4 days for in class research. And at least 5 days for in class writing and work shopping. It is your choice where you add the grammar/style mini lessons, but I would do them spread out and not pile them up during the writing segment. Some possible mini lessons: Word Choice Punctuation for Style Creative Titles Organization of Paragraphs Outlines Imagery—SHOW not TELL It might be a good idea to provide the students with a timeline of activities so that they can see how spread out the project is instead of getting overwhelmed from reading the process.
  • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
    • List of Memoirs students might want to read
    • Examples of books students might want to read that you can lend to the students
    • Access to computers for students for both research and writing
    • Publishing materials---doesn’t have to be an actual bound book—can just make a class set that looks professional i.e. special paper, plastic covers etc.
    • Possible Websites for your students and you to reference:
    • 1. http://inkspell.homestead.com/memoir.html
    • 2. http://www.turningmemories.com/lifewritersdigest.html
    • 3. http://memoir.teachingmatters.org/about.html
    • 4. http://www.uwc.ucf.edu/Writing%20Resources/Handouts/memoir.htm
    • 5. http://obcthesis.wikidot.com/memoir-as-literary-genre
    • 6. http://www.associatedcontent.com/article/32103/
    • placing_blame_in_the_aftermath_ of_the.html
    • 7. http://www.seniornet.org/courses/memoirs1/mmod2.shtml
      • http://search.barnesandnoble.com/booksearch/results.asp?WRD=
    • Memoir
      • http://teachers.sduhsd.k12.ca.us/burke/tips_for_writing_a_
    • personal_narr.htm
    • 10. http://www.essortment.com/all/personalnarra_rucu.htm
  • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
  • Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Throughout this WebQuest the most important thins to remind your students during this unit is that it is a process and that they should be taking their time and not getting overwhelmed.
    • It is also important to help your students narrow their focus and use a topic/moment in their lives that they can write about in 2-4 pages. Explain to your students that this project is not so much a “life story” as it is a “life moment.” Possible topics for them to use as their focus include:
        • First day of elementary, middle, or high school
        • First Pet
        • Finding out sibling is being born/when sibling is born
        • When you met your best friend
        • Sports Moment
        • Death of someone/something important to the student
    Evaluation Teacher Script Conclusion You may want to approve student topics before they begin writing. This way you can help students get on the right track before it is too late.
  • Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson will at the very least get your students writing about something they know a lot about—themselves. And because of this familarity with the topic, it should give a creative opportunity for students to further develop their reading and writing skills. This unit is a great resource to help students build confidence in their English abilities and is also a fun way to teach memoir at any point in the semester. Evaluation Teacher Script Conclusion Flickr 2007 by deviantmonk   © All rights reserved
  • Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The WebQuest Page The WebQuest Slideshare Group . Evaluation Teacher Script Conclusion