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Become a Biographer: Bloomsbury Group WebQuest! Student Page Title Introduction Task Process Evaluation Conclusion Credits...
Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Throughout our un...
The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In this assignment, you wil...
The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] I will place each ...
The Process Continued Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>...
Virginia Woolf WebQuest Sites: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]...
Lytton Strachey Webquest Sites: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ...
E.M. Forster WebQuest Sites: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] U...
Duncan Grant WebQuest Sites: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A...
Vanessa Bell WebQuest Sites: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] B...
Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY  4  3  2  ...
Conclusion  Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This project asks ...
Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Images: F...
Become a Biographer: Bloomsbury Group WebQuest! [ Student Page ] Title Introduction Learners Standards Process Resources C...
Introduction [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Throughout our ...
Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This proj...
Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evalua...
The Process (Continued) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Eval...
Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>...
Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluat...
Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The...
Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This le...
Images: Figure 1. Roger Fry painting of Virginia Woolf- http://commons.wikimedia.org/wiki/Image:Roger_Fry_-_Virginia_Woolf...
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Amy Vailwebquest Template0

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  • Transcript of "Amy Vailwebquest Template0"

    1. 1. Become a Biographer: Bloomsbury Group WebQuest! Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Designed by Amy Vail [email_address]
    2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Throughout our unit on The Bloomsbury Group, we have read writings from and about members of the Bloomsbury Group, including: Virginia Woolf’s Mrs. Dalloway , Lytton Strachey’s biography Eminent Victorians: Cardinal Manning, Florence Nightingale, Dr. Arnold, General Gordon , and E.M. Forster’s A Room with a View . We have also critically analyzed the art of both Duncan Grant and Vanessa Bell. We have been discussing the art of creating, and now we will create. This unit has centered around how, when, and where these artists have created their works. We have discussed the ways in which these artists have collaborated within the Bloomsbury Group, and have developed relationships. Now we will individually address our overarching questions: How can you connect the private lives of these artists to their work? Where do you believe there are connections being made, and why? How has the Bloomsbury Group fostered the development of these individuals as artists? How does this community of artists compare to our class and to our daily lives?
    3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In this assignment, you will connect on a personal level with a Bloomsbury Group member. You will pretend you are a journalist,and will write an interview and critical essay based on your WebQuest findings. Write a chapter from a biography based on your selected member. The chapter can be from any point in their life. You must take a stance as biographer, showcasing your opinion on this specific period in your selected member’s life. You will transport yourself to the early 1900’s and will interview an artist from The Bloomsbury Group. In groups of five, you will each select one artist and will complete a WebQuest in order to discover information for your biography chapter. Your group will then combine your biographical chapters into an anthology based on five of the members of The Bloomsbury Group. Your biographies do not need to coincide with one another’s. Think of the final collection of chapters as snapshots in the lives of your group members. Title
    4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] I will place each of you into a small group of five. You will then select one of the five members I have chosen from the Bloomsbury Group– Virginia Woolf, Lytton Strachey, E.M. Forster, Duncan Grant, or Vanessa Bell--and will perform a WebQuest on this member. We will have in-class computer lab time, in order to focus on your individual member. When Researching: If, for example, you are doing your WebQuest on Virginia Woolf, you will go through and explore each of the websites I have listed for her. These websites are school appropriate and will give you valid and genuine information on her life and work. I will give you a list of Web sites, but it is up to you to make decisions on what is and is not meaningful and significant information. You will then use the information you discover on the websites in order to create your biography on Woolf. You will choose a period in her life in which she is writing. You will discuss the interconnectivity between her work and her life. You can pull quotes, images, references to videos, or music from the websites. These Web sites will also give you options of going to further Web sites, if you believe you need further information.
    5. 5. The Process Continued Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>When Writing Biography: </li></ul><ul><li>You will be asked to form an OPINION based off of the information you discover in your WebQuest. Remember, a biography is an analysis of a person’s life and works. </li></ul><ul><li>Think of how your own personal life affects the way in which you accomplish tasks at school, at a job, or at extracurricular activities. </li></ul><ul><li>The biographer has an opinion on the person they write about. </li></ul><ul><li>Think back to our reading of E.M. Forster’s Eminent Victorians . How does he show us his personal opinion on Florence Nightingale, for example. </li></ul><ul><li>How can you create a chapter in a biography that highlights the information you have uncovered and still displays your opinion on the person. A biography is an opinion piece. The biographer has not lived the person’s life. The biographer must fill in the blanks and be creative where information is not necessarily accessible. </li></ul><ul><li>The more information you uncover in your WebQuest, the easier it will be for you to find a period in his/her life where the person is not only highly creative, but that is experiencing life in ways that are of interest to you. </li></ul><ul><li>Brainstorming Ideas Website: chitch.at.com </li></ul>
    6. 6. Virginia Woolf WebQuest Sites: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Virginia Woolf Audio Interviews Woolf Literary Criticism Virginia Woolf Seminar-life and works Virginia Woolf at Answers.com
    7. 7. Lytton Strachey Webquest Sites: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Lytton Strachey Art and Culture Author Directory Archives On Biography
    8. 8. E.M. Forster WebQuest Sites: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Unofficial Website Biography Literary History Forster Biography
    9. 9. Duncan Grant WebQuest Sites: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Artcyclopedia Art Tate Archive The Bloomsbury Group and Grant
    10. 10. Vanessa Bell WebQuest Sites: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Biography Artcyclopedia Bell and Bloomsbury Art and Culture
    11. 11. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Introduction (Organization) The introduction is inviting, states the main topic and previews the structure of the paper. The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. There is no clear introduction of the main topic or structure of the paper. Support for Topic (Content) Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. Supporting details and information are typically unclear or not related to the topic. Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. Accuracy of Facts (Content) All supportive facts are reported accurately. Almost all supportive facts are reported accurately. Most supportive facts are reported accurately. NO facts are reported OR most are inaccurately reported. Transitions (Organization) A variety of thoughtful transitions are used. They clearly show how ideas are connected. Transitions clearly show how ideas are connected, but there is little variety. Some transitions work well; but connections between other ideas are fuzzy. The transitions between ideas are unclear or nonexistant. Conclusion (Organization) The conclusion is strong and leaves the reader with a feeling that they understand what the writer is &quot;getting at.&quot; The conclusion is recognizable and ties up almost all the loose ends. The conclusion is recognizable, but does not tie up several loose ends. There is no clear conclusion, the paper just ends.
    12. 12. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This project asks you to take on the role of a biographer. You will perform research and then create a chapter in a biography. You may take any stance you would like, as long as you provide evidence from your research to back it up. You must choose a period in the person’s life where they are incorporated in some way into the Bloomsbury Group. Together, with your group, you will create a book of distinct chapters on members of the Bloomsbury Group. You will have become better acquainted with a member of the Bloomsbury Group, and will then have a book giving you direct chapters on other Bloomsbury members. Throughout this project your will be asked to perform research, read, write, work independently and with groups, all in an effort to learn more about this artistically inclined group of people. Good luck on your work and I look forward to seeing the end product!
    13. 13. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Images: Figure 1. Roger Fry painting of Virginia Woolf- http://commons.wikimedia.org/wiki/Image:Roger_Fry_-_Virginia_Woolf.jpg Figure 2. Lytton Strachey and B.G.-http://commons.wikimedia.org/wiki/Image:SomeBloomsburymembers.jpg Figure 3. E.M. Forster- http://commons.wikimedia.org/wiki/Image:Forster_young.jpg Figure 4. Julian Bell-http://commons.wikimedia.org/wiki/Image:Julian_Bell.jpg Figure 5. Portrait Julian Bell-http://commons.wikimedia.org/wiki/Image:Julian_Bell.jpg Figure 6. Jean de Menasce, Vanessa Bell, Duncan Grant, and Eric Siepmann- Figure 7 and 8. Virginia Woolf-Wikimedia: http://commons.wikimedia.org/wiki/Category:Virginia_Woolf
    14. 14. Become a Biographer: Bloomsbury Group WebQuest! [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Designed by Evaluation Teacher Script Conclusion [email_address]
    15. 15. Introduction [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Throughout our unit on The Bloomsbury Group, we have read writings from and about members of the Bloomsbury Group, including: Virginia Woolf’s Mrs. Dalloway , Lytton Strachey’s biography Eminent Victorians: Cardinal Manning, Florence Nightingale, Dr. Arnold, General Gordon , and E.M. Forster’s A Room with a View . We have also critically analyzed the art of both Duncan Grant and Vanessa Bell. We have been discussing the art of creating, and now we will create. This unit has centered around how, when, and where these artists have created their works. We have discussed the ways in which these artists have collaborated within the Bloomsbury Group, and have developed relationships. Now we will individually address our overarching questions: How can you connect the private lives of these artists to their work? Where do you believe there are connections being made, and why? How has the Bloomsbury Group fostered the development of these individuals as artists? How does this community of artists compare to our class and to our daily lives? Evaluation Teacher Script Conclusion
    16. 16. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This project will be for eighth grade English students. Students will have used technology before in the classroom, and have familiarized themselves with the computer lab. The students will have read the books I have listed in the Introduction. They will also be familiar with the genre of biography. I will have already performed lessons on the history of the Bloomsbury Group, and shown how the group could relate to their daily lives. For example, I will have asked the students if they are involved in any clubs, or extracurricular activities. I will also have asked them how they relate to their family and friends. Do your family or friends encourage your personal growth, or skills, like in terms of getting homework done, or performing in a play, or sport. This project could easily be reworked for an upper level high school course, or, a freshman year class. I think it would work best for high school. The project could also be incorporated into a humanities class, if you would want to shift the attention to the historical background of the early 1900’s. Evaluation Teacher Script Conclusion
    17. 17. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example: </li></ul><ul><li>Language Arts Standards Addressed: </li></ul><ul><li>Standard 1- This standard is based on the reading abilities of the students. The students will be sifting through a lot of research and using their prior knowledge from the course, including their reading of previous texts from the Bloomsbury Group, and the biography unit. </li></ul><ul><ul><li>Learn about the mythology, legends, values and beliefs of a people </li></ul></ul><ul><ul><li>. </li></ul></ul><ul><li>Standard 2 -This standard focuses on the ability of students to write and speak. Half of this project is based on their ability to write an opinionated biographical chapter based on the research they have performed through their WebQuest, as well as the reading they have performed earlier in the unit. Students will also be asked to work as a group in order to create and introduction and conclusion to their book. They will need to effectively communicate their opinions and information, in order to create an informative introduction and conclusion. </li></ul><ul><li>Standard 4 -Students are asked to think and view items from a variety of angles. They must make and form opinions, as well as be able to closely analyze the information in their WebQuest. They will be asked to evaluate the information on their member of the Bloomsbury Group, and make an opinionated chapter based on this information. They must also be able to understand the opinion of the author of all of the texts they are researching and provided with. </li></ul><ul><li>Standard 5 -This standard is based around research. Students will be asked to research online information on their group member. They will need to evaluate whether these websites are valid and informative texts to use in order to create their chapter. </li></ul>Evaluation Teacher Script Conclusion
    18. 18. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion I will place each of you into a small group of five. You will then select one of the five members I have chosen from the Bloomsbury Group– Virginia Woolf, Lytton Strachey, E.M. Forster, Duncan Grant, and Vanessa Bell--and will perform a WebQuest on this member. We will have in class computer lab time, in order to focus on your individual member. When Researching: Throughout our unit on The Bloomsbury Group, we have read writings from and about members of the Bloomsbury Group, including: Virginia Woolf’s Mrs. Dalloway , Lytton Strachey’s biography Eminent Victorians: Cardinal Manning, Florence Nightingale, Dr. Arnold, General Gordon , and E.M. Forster’s A Room with a View . We have also critically analyzed the art of both Duncan Grant and Vanessa Bell. We have been discussing the art of creating, and now we will create. This unit has centered around how, when, and where these artists have created their works. We have discussed the ways in which these artists have collaborated within the Bloomsbury Group, and have developed relationships. Now we will individually address our overarching questions: How can you connect the private lives of these artists to their work? Where do you believe there are connections being made, and why? How has the Bloomsbury Group fostered the development of these individuals as artists? How does this community of artists compare to our class and to our daily lives?
    19. 19. The Process (Continued) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion <ul><li>When Writing Biography: </li></ul><ul><li>You will be asked to form an OPINION based off of the information you discover in your WebQuest. Remember, a biography is an analysis of a person’s life and works. </li></ul><ul><li>Think of how your own personal life affects the way in which you accomplish tasks at school, at a job, or at extracurricular activities. </li></ul><ul><li>The biographer has an opinion on the person they write about. </li></ul><ul><li>Think back to our reading of E.M. Forster’s Eminent Victorians . How does he show us his personal opinion on Florence Nightingale, for example. </li></ul><ul><li>How can you create a chapter in a biography that highlights the information you have uncovered, and still displays your opinion on the person. A biography is an opinion piece. The biographer has not lived the person’s life. The biographer must fill in the blanks and be creative where information is not necessarily accessible. </li></ul><ul><li>The more information you uncover in your WebQuest, the easier it will be for you to find a period in their life where the person is not only highly creative, but that is experiencing life in ways that are of interest to you. </li></ul><ul><li>Brainstorming Ideas Website: chitch.at.com </li></ul>
    20. 20. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Resources Necessary for Project: </li></ul><ul><li>Computer lab, including computers for each student </li></ul><ul><li>Access to PowerPoint, Word, and internet, in order to perform WebQuest </li></ul><ul><li>Access to the texts for the entire class, including: Mrs. Dalloway, Eminent Victorians, and A Room with a View </li></ul><ul><li>Brainstorming Website: chitch.at.com </li></ul><ul><li>Images: flickr.com </li></ul><ul><li>I would suggest having one teacher teach the course. An assistant in the computer lab would be especially helpful, in case some of the students are not as computer savvy. </li></ul>Evaluation Teacher Script Conclusion
    21. 21. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion CATEGORY 4 3 2 1 Introduction (Organization) The introduction is inviting, states the main topic and previews the structure of the paper. The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. There is no clear introduction of the main topic or structure of the paper. Support for Topic (Content) Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. Supporting details and information are typically unclear or not related to the topic. Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. Accuracy of Facts (Content) All supportive facts are reported accurately. Almost all supportive facts are reported accurately. Most supportive facts are reported accurately. NO facts are reported OR most are inaccurately reported. Transitions (Organization) A variety of thoughtful transitions are used. They clearly show how ideas are connected. Transitions clearly show how ideas are connected, but there is little variety. Some transitions work well; but connections between other ideas are fuzzy. The transitions between ideas are unclear or nonexistant. Conclusion (Organization) The conclusion is strong and leaves the reader with a feeling that they understand what the writer is &quot;getting at.&quot; The conclusion is recognizable and ties up almost all the loose ends. The conclusion is recognizable, but does not tie up several loose ends. There is no clear conclusion, the paper just ends.
    22. 22. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The project will begin at the end of their unit on early 19 th century British literature. They will be focusing on the Bloomsbury Group. The teacher will begin at the Introduction and work their way through to the Process page. The facilitator will then hand out The Process information, so that students have a hard copy. They will be in the computer lab with the students on this day. The students will then be broken down into groups of five. Each student will be asked to pick an artist from the Bloomsbury Group that is listed on the Task sheet. You can also write the five members on the board, so that the students can easily see who each of these members are. After the members have been chosen, the teacher will go over the personal evaluation form. Students will then understand what is expected of them and how they will be assessed. The teacher can show an example using the Virginia Woolf page, by clicking on the audio interviews. This will show the students how easy it is to work with their selected Bloomsbury Group member. Then the students will be asked to use the time in the computer lab, in order to begin work on their specific member. Once each student has chosen a member, they will pull up the WebQuest on the computer. The WebQuest will include specific websites that they will navigate in order to collect information. Students will use as many days as are necessary in order to collect their data. This will depend on how long the class periods are and the facilitators discretion. Evaluation Teacher Script Conclusion
    23. 23. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson applies to many of the standards for 10 th grade English students. It can be used alongside a Humanities class, as well. Students will be asked to work with a variety of texts, including online websites and texts they have already read. They will be applying their prior knowledge of research, biography, and the Bloomsbury Group, in order to navigate the web and create their own chapter in a biography. They will become more familiar with opinionated writing, and research, as well as be asked to work with a group. The group work will include a writing component that must synthesize the information they feel is most important from their chapters. They will be creating an introduction and a conclusion based on all of their hard work. Incorporating independent and group work will encourage both their interpersonal and intrapersonal skills. Evaluation Teacher Script Conclusion
    24. 24. Images: Figure 1. Roger Fry painting of Virginia Woolf- http://commons.wikimedia.org/wiki/Image:Roger_Fry_-_Virginia_Woolf.jpg Figure 2. Lytton Strachey and B.G.-http://commons.wikimedia.org/wiki/Image:SomeBloomsburymembers.jpg Figure 3. E.M. Forster- http://commons.wikimedia.org/wiki/Image:Forster_young.jpg Figure 4. Julian Bell-http://commons.wikimedia.org/wiki/Image:Julian_Bell.jpg Figure 5. Portrait Julian Bell-http://commons.wikimedia.org/wiki/Image:Julian_Bell.jpg Figure 6. Jean de Menasce, Vanessa Bell, Duncan Grant, and Eric Siepmann- Figure 7 and 8. Virginia Woolf-Wikimedia: http://commons.wikimedia.org/wiki/Category:Virginia_Woolf [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Credits and References
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