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  • 1. Oh, Shakespeare! Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8-9th Grade English Designed by Rachel Rolfsmeier [email_address] Based on a template from The WebQuest Page National Portrait Gallery Flickr: Anthony Topper Process 2
  • 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A classic brought to life… “ All the world’s a stage, and all the men and women merely players. They have their exits and their entrances; And one man in his time plays many parts.” -William Shakespeare Process 2 It is the end of Shakespeare’s time and life, and people are beginning to worry that he will be forgotten along with all of his fantastically written plays and poems. Such talent, such work cannot be left to wither away with time! Your help is needed to avoid such a catastrophe! Your team must help us advertise Shakespeare to all the people so that he and his writings will never die. We also need to advertise what things were like in his time and his theatres so that his works can be understood by everyone in the years and centuries to come! Flickr: Howard Gees
  • 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • Your task will be to, as a group, put together a flyer advertising Shakespeare using Microsoft Publisher. Each member of your group will assume the role of a different player.
    Title Process 2 Flickr: Yelnoc
      • The HISTORIAN will identify major events that occurred in Shakespeare’s time (the Elizabethan era).
      • The DETECTIVE will delve into Shakespeare’s biography and learn all they can about his personal life.
      • The PLAYWRIGHT must find out all they can about Shakespeare’s plays and poems.
      • The PEASANT will be responsible for letting us know just what a theatre-going experience was like, as well as what kind of theatres Shakespeare used.
    • Make the flyer as colorful and creative as possible!
  • 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • 1. First, you'll be assigned to a team of 4 students. You will choose one of the four roles for yourself. No duplicate roles! If you have trouble deciding who should do what, please let me know. Again, the roles are:
      • Historian
      • Detective
      • Playwright
      • Peasant
    • 2. Once you've picked a role to play, it will be your job to find out as much interesting information about your topic as you can in the time given! You will have one class period for research and one class period to work with your group on the flyer. Keep written notes of your findings! These will be turned in with the flyer at the end of the project and will weigh into your grade. Make sure to check the rubric before you start so you know exactly what is expected of you. Here is a main question or two for each role:
      • Historian: What are the key historical facts about the Elizabethan era? What events were happening? What was everyday life like?
      • Detective: What was Shakespeare’s life like, from birth to death? How may this have affected his works?
      • Playwright: What genres of plays did Shakespeare write and how did they differ? What are some examples? Also, find out some information on the topics of his poems.
      • Peasant: What was a typical theatre-going experience like? Where did Shakespeare’s players perform his plays? How was going to the theatre different for the rich and the poor?
    Process 2
  • 5. The Process Page 2 Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • Historians ! We need to find out all about the time when Shakespeare lived, called the Elizabethan era (because of the lovely virgin Queen who was ruling). Major events are important for our understanding, and we also need to be able to remember what everyday life was like back then!
    • Detectives! Shakespeare’s life is obviously important to his work! Help us remember all about his biography . You should probably start from the beginning and work through to the end… a timeline maybe?
    • Playwrights ! Find out all about Shakespeare’s plays, starting with the three genres! I believe they are comedy , tragedy , and history , if I recall correctly. Don’t forget that he was also a poet and sonneteer !
    • Peasants ! Since you were allowed to go to Shakespeare’s performances, I’m sure you know well what his stage , the costumes and sets , and the audience was like. You must also tell us all about the Globe Theatre !
    • Keep well-detailed notes as you navigate these websites. When you’ve all finished your research, meet back with your group and begin the flyer. It should include:
      • An image you feel is relevant to your findings
      • A section for each category that was researched (one per role is fine).
      • Make sure your flyers aren’t cluttered. Just pick out the most interesting and useful parts of your findings and use those!
    Process 2
  • 6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Process 2
  • 7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • Now that you have finished your research and have succeeded in reminding the world who Shakespeare is and why he’s so important, we’ll be able to better understand his writing! Since we’ve found out background information on him and the times he lived in as well, we may even be able to find humor that we never would have seen otherwise.
    • Think about life in the Elizabethan era compared to life now. What are the major differences? What do you like more about living in this time period? Are there any practices from that era that you wish still went on now?
    Process 2 Flickr: DG Jones
  • 8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Websites used: http://www.elizabethan-era.org.uk/ http://www.springfield.k12.il.us/schools/springfield/eliz/histevents.html http://www.springfield.k12.il.us/schools/springfield/eliz/everylife.html http://www.bardweb.net/man.html http://www.springfield.k12.il.us/schools/springfield/eliz/ShakespeareBiog.html http://shakespeare.palomar.edu/timeline/timeline.htm http://www.springfield.k12.il.us/schools/springfield/eliz/Shakcomedies.html http://www.springfield.k12.il.us/schools/springfield/eliz/shaktragedies.html http://www.william-shakespeare.info/william-shakespeare-plays.htm http://www.william-shakespeare.info/william-shakespeare-poems.htm http://www.william-shakespeare.info/william-shakespeare-sonnets.htm http://www.elizabethan-era.org.uk/elizabethan-theatre.htm http://www.springfield.k12.il.us/schools/springfield/eliz/costumes.html http://www.globe-theatre.org.uk/globe-theatre-audience.htm http://www.absoluteshakespeare.com/trivia/globe/globe.htm The WebQuest Page The WebQuest Slideshare Group Process 2
  • 9. Oh, Shakespeare! (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8-9th Grade English Designed by Rachel Rolfsmeier [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion National Portrait Gallery Flickr: Anthony Topper Process 2
  • 10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed as an assignment for an educational technology course at Colorado State University. It will also be used as part of my student teaching practicum. This lesson is all about Shakespeare. The main points students will be researching are Shakespeare’s life/biography, the Elizabethan era, Shakespeare’s plays and poems, and what the theatre experience was like in his time. Students will work in groups of four, each one playing a different role and researching one of the previous topics. Then they will collaborate with their groups to make a colorful flyer that advertises Shakespeare. The assignment can be extended by adding a group oral presentation at the end, using the flyer as a visual aid, but that is not included in these instructions and/or rubric. Evaluation Teacher Script Conclusion Process 2
  • 11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is anchored in 8-9 th grade language arts and involves social studies and history to a lesser extent. As Shakespeare is taught in a wide variety of grades, it can be extended to higher grades with little editing. Other than understanding that Shakespeare was a fantastic playwright, the only skill students will need to complete this assignment is to know how to create a flyer using Microsoft Publisher. If students don’t know how to use this application, it can be taught in as little as 10-15 minutes. If the application is not available to your school, posters may be a fair substitute. Evaluation Teacher Script Conclusion Process 2 Flickr: Howard Gees
  • 12. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • English Standards addressed:
      • Students read and understand a variety of materials.
      • Students write for a variety of purposes and audiences.
      • Students apply thinking skills to their reading, writing, and viewing.
      • Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
    • History Standards addressed:
      • Students know how to interpret and evaluate primary and secondary sources of historical information.
      • Students understand the history of social organization in various societies.
      • Students understand how economic and religious factors have influenced historical events.
    • In addition to these standards, students will also be using their creative skills, working with other students (teamwork), and making and categorizing observations and findings.
    Evaluation Teacher Script Conclusion Process 2
  • 13. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • General: This lesson may be used as part of just an English class, or it may be used collaboratively with their History class. It’s a fairly simple lesson, so I believe even beginning teachers ought to be able to handle it. It is definitely easier if each student has their own computer to work on, but given that you can find books that will provide the necessary information, it may be performed “pencil and paper” in the classroom as well. As I mentioned previously, if your school does not have access to Microsoft Publisher, students may be allowed to make a poster instead of a flyer.
    • 1. First, split the students up into groups of four. Then, I allow the students to pick the roles themselves, and say if there are any issues, to speak with the teacher. If you don’t think your students can handle picking the roles themselves, you may assign them yourself. The roles are:
      • Historian
      • Detective
      • Playwright
      • Peasant
    • 2. Once the roles have been picked/assigned, students will find out as much interesting information about their topics as they can in the time given. Allow one class period for research and one class period for the groups to work together at making the flyer. Make sure the students are keeping written notes of their findings. Have students turn these in at the end with their flyer and use it to weigh into their “Use of Time” grade. These are the main questions for each role:
      • Historian: What are the key historical facts about the Elizabethan era? What events were happening? What was everyday life like?
      • Detective: What was Shakespeare’s life like, from birth to death? How may this have affected his works?
      • Battling Playwright: What genres of plays did Shakespeare write and how did they differ? What are some examples? Also, find out some information on the topics of his poems and possible references to events of his time.
      • Peasant: What was a typical theatre-going experience like? Where did Shakespeare’s players perform his plays? How was going to the theatre different for the rich and the poor?
    Evaluation Teacher Script Conclusion Process 2
  • 14. The Process Page 2 (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2
    • On this page, I provide the students with links to information that is appropriate to their role. It looks like this:
    • Historians ! We need to find out all about the time when Shakespeare lived, called the Elizabethan era (because of the lovely virgin Queen who was ruling). Major events are important for our understanding, and we also need to be able to remember what everyday life was like back then!
    • Detectives! Shakespeare’s life is obviously important to his work! Help us remember all about his biography . You should probably start from the beginning and work through to the end… a timeline maybe?
    • Playwrights ! Find out all about Shakespeare’s plays, starting with the three genres! I believe they are comedy , tragedy , and history , if I recall correctly. Don’t forget that he was also a poet and sonneteer !
    • Peasants ! Since you were allowed to go to Shakespeare’s performances, I’m sure you know well what his stage , the costumes and sets , and the audience was like. You must also tell us all about the Globe Theatre !
    • You should then remind the students that they ought to be keeping well detailed notes. The flyer that they turn in should include an image that is relevant to what their group learned by doing this WebQuest and a section for each category that was researched (one per role). Also, when helping students with their flyers, remind then not to make it too cluttered, but instead to pick out the most relevant and interesting parts to put on it!
  • 15. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • What you’ll need:
      • E-mail accounts for all students (for any questions they may have if they’re working on the assignment outside of your class period)
      • Microsoft Publisher, one per group
      • One computer per student
    • One teacher may give this lesson on their own, or it can be used as a collaborative project with a History /Social Studies/English teacher.
    Evaluation Teacher Script Conclusion Process 2 Flickr: Yelnoc
  • 16. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2
  • 17. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • After splitting up the groups, assign the student a role and tell them what that role is and what their duty as that player will be. Describe the general concept they’ll be working with.
    • Show them the appropriate section on Process Page 2 for their role. Click on the links to show them how the websites work. All of the websites are easily navigated and designed for a younger audience so they shouldn’t have a problem using them.
    • Remind the student to keep detailed notes.
    • All of this explaining should take about 10 minutes, depending on how much time you take showing them the websites.
    • The student may then research on their own or with your assistance for the rest of the class period.
    • On day two of this project, you will have to take 10-15 minutes to explain to them how Microsoft Publisher works (at least the Flyer section of it). Show them how to add graphics, change layouts, add text boxes, change color schemes, and rearrange items on a flyer. Then, you may either let them work the rest of the class period alone or with your help.
    • This lesson can be completed entirely on the computer.
    Evaluation Teacher Script Conclusion Process 2
  • 18. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very useful in helping students understand how worthwhile learning background information about authors and literature is. It gives them a chance to better understand classical literature especially, as well as trying to conceptualize what his plays may have been like when they were actually performed in his time. It is a relatively quick lessons and it enables students to really dig deep into some aspect of Shakespeare and become an expert on that topic. Evaluation Teacher Script Conclusion Process 2 Flickr: DG Jones
  • 19. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Websites used: http://www.elizabethan-era.org.uk/ http://www.springfield.k12.il.us/schools/springfield/eliz/histevents.html http://www.springfield.k12.il.us/schools/springfield/eliz/everylife.html http://www.bardweb.net/man.html http://www.springfield.k12.il.us/schools/springfield/eliz/ShakespeareBiog.html http://shakespeare.palomar.edu/timeline/timeline.htm http://www.springfield.k12.il.us/schools/springfield/eliz/Shakcomedies.html http://www.springfield.k12.il.us/schools/springfield/eliz/shaktragedies.html http://www.william-shakespeare.info/william-shakespeare-plays.htm http://www.william-shakespeare.info/william-shakespeare-poems.htm http://www.william-shakespeare.info/william-shakespeare-sonnets.htm http://www.elizabethan-era.org.uk/elizabethan-theatre.htm http://www.springfield.k12.il.us/schools/springfield/eliz/costumes.html http://www.globe-theatre.org.uk/globe-theatre-audience.htm http://www.absoluteshakespeare.com/trivia/globe/globe.htm The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion Process 2