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Student Page Title Introduction Task Process- Day 1  Conclusion Credits [Teacher Page] A WebQuest for 9th Grade English De...
Student Page Credits [ Teacher Page ] Before we begin reading two of Shakespeare’s most famous plays:  Romeo & Juliet  and...
Student Page Credits [ Teacher Page ] Photo Credit: FLICKR Howard Gees Photo Credit: FLICKR Epiphany In this lesson, you h...
Student Page Credits [ Teacher Page ] <ul><li>As a group, peruse the following websites and use them as a guide to fill ou...
Elizabethan Times/Lifestyles  PowerPoint Requirements: Slide 1- Food Slide2- Occupations Slide 3- The Household- masters a...
Black Plague Powerpoint Requirements: Slide 1- How did the black plague affect theatre productions Slide 2- Where did the ...
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Student Page Credits [ Teacher Page ] <ul><li>Now that your acting troupe has the basic knowledge of the time period, you ...
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Student Page Credits [ Teacher Page ] Newspaper Rubric Title Introduction Task Process- Day 1  Conclusion Process 2 Proces...
Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1  Conclusion Process 2 Process 3 Newspaper Rub...
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[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Co...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very much one...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is very much one...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Resources need to implement ...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Based on the expectations yo...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Before beginning the...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>By the end of this l...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Design your own webquest:  T...
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Earlyquest

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  1. 1. Student Page Title Introduction Task Process- Day 1 Conclusion Credits [Teacher Page] A WebQuest for 9th Grade English Designed By: Brittany Cross [email_address] Based on a template from The WebQuest Page Photo Credit: FLICKR by johopo Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
  2. 2. 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 House Student Page Title Introduction Task Process- Day 1 Conclusion Credits Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
  3. 3. 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 <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Create a drawing of the Globe Theater and a timeline of events to complete your folio! </li></ul>Globe Theater Globe Theater Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
  4. 4. Student Page Credits [ Teacher Page ] <ul><li>As a group, peruse the following websites and use them as a guide to fill out your Basic Information Handout . Time: ½ hour </li></ul><ul><li>1.General Overview of Shakespeare (more advanced site) </li></ul><ul><li>http://shakespeare.palomar.edu/life.htm </li></ul><ul><li>2. All about Queen Elizabeth </li></ul><ul><li>http://www.luminarium.org/renlit/eliza.htm </li></ul><ul><li>3. Shakespeare’s Biography </li></ul><ul><li>http://www.bardweb.net/man.html </li></ul><ul><li>4. Play synopsis, list of works </li></ul><ul><li>http://www.bardweb.net/plays/index.html </li></ul><ul><li>5. Elizabethan England </li></ul><ul><li>http://www.bardweb.net/england.html </li></ul><ul><li>6. Globe theatre </li></ul><ul><li>http://www.bardweb.net/globe.html </li></ul><ul><li>7.Life in Elizabethan England, plenty of links </li></ul><ul><li>http://elizabethan.org/compendium/index.html </li></ul><ul><li>8. Black Plague </li></ul><ul><li>http://www.themiddleages.net/plague.html </li></ul><ul><li>9. Globe theatre </li></ul><ul><li>http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm </li></ul><ul><li>10. About theatre </li></ul><ul><li>http://www.william-shakespeare.info/elizabethan-theaters.htm </li></ul><ul><li>11. Globe Theater </li></ul><ul><li>http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm </li></ul><ul><li>http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm </li></ul><ul><li>12.Theatre </li></ul><ul><li>http://www.folger.edu/template.cfm?cid=2156 </li></ul><ul><li>13. Church of England </li></ul><ul><li>http://elizabethan.org/compendium/7.html </li></ul><ul><li>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 </li></ul><ul><li>Even numbered groups will focus on Elizabethan England . </li></ul><ul><li>Odd numbered groups will focus on the Black Plague . </li></ul><ul><li>Each troupe member is responsible for doing one slide. Click on your topic for more information to help you get started! </li></ul>Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
  5. 5. Elizabethan Times/Lifestyles PowerPoint Requirements: Slide 1- Food Slide2- Occupations Slide 3- The Household- masters and servants Slide 4- Education Slide 5- Fashion and Clothing Slide 6- the City of London Back to Process Day-1 Page Rubric for Powerpoint Photo 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!
  6. 6. Black Plague Powerpoint Requirements: Slide 1- How did the black plague affect theatre productions Slide 2- Where did the plague originate Slide3- historical fats about the black plague Slide4- what did English citizens do? Slide 5- results, statistics Slide 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!
  7. 7. Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
  8. 8. Student Page Credits [ Teacher Page ] <ul><li>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! </li></ul><ul><ul><li>Your choices are: Queen Elizabeth, Shakespeare, an actor, a priest, a commoner, or a noble person. </li></ul></ul><ul><ul><li>Choose your roles respectfully within your groups, if you are a girl, remember you can not be an actor in Shakespeare’s plays!! </li></ul></ul><ul><li>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 </li></ul><ul><li>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) </li></ul><ul><li>When you have a full rough draft, switch with the following actor: </li></ul><ul><ul><ul><ul><li>The Queen--- Commoner </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Shakespeare--- Noble </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Priest--- Actor </li></ul></ul></ul></ul><ul><li>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. </li></ul><ul><li>There is an EXTRA CREDIT opportunity on presentation day if you choose to dress up & read your journal entry “in character.” </li></ul>Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
  9. 9. 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. <ul><li>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 ;) </li></ul><ul><li>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. </li></ul><ul><li>The last half hour of class will be used to put your playbook together: </li></ul><ul><ul><li>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) </li></ul></ul><ul><ul><li>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. </li></ul></ul><ul><ul><li>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 . </li></ul></ul>Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout
  10. 10. Student Page Credits [ Teacher Page ] PowerPoint/ Multimedia Rubric Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout CATEGORY 4 3 2 1 Participation 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
  11. 11. Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Story Writing- A Journal Entry by: CATEGORY 4 3 2 1 Writing 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.
  12. 12. Student Page Credits [ Teacher Page ] Newspaper Rubric Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout CATEGORY 4 3 2 1 Layout - 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.
  13. 13. Student Page Credits [ Teacher Page ] Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Multimedia Project : WebQuest Collaborative Rubric CATEGORY 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.
  14. 14. 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 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Photo Credit: Flickr by:clasic lasuperlativ Photo Credit: Flickr by Stavros Julius Caesar
  15. 15. 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.htm 2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm 3. Shakespeare’s Biography http://www.bardweb.net/man.html 4. Play synopsis, list of works http://www.bardweb.net/plays/index.html 5. Elizabethan England http://www.bardweb.net/england.html 6. Globe theatre http://www.bardweb.net/globe.html 7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html 8. Black Plague http://www.themiddleages.net/plague.html 9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm 10. About theatre http://www.william-shakespeare.info/elizabethan-theaters.htm 11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm 12.Theatre http://www.folger.edu/template.cfm?cid=2156 13. Church of England http://elizabethan.org/compendium/7.html Photos from Flickr Title Introduction Task Process- Day 1 Conclusion Process 2 Process 3 Newspaper Rubric Journal Rubric Collaborative Rubric PowerPoint Rubric Handout Websites Referenced in this Webquest:
  16. 16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade (English) Designed by Brittany Cross [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Photo Credit: Flickr by: johopo
  17. 17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed after working with my IB 8 th 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
  18. 18. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is designed for 9 th 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
  19. 19. [ 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 relevant information from a variety of media, reference, and technological 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 and writing; • 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 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. 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.
  20. 20. [ 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
  21. 21. [ 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
  22. 22. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Resources 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 Used 1.General Overview of Shakespeare (more advanced site) http://shakespeare.palomar.edu/life.htm 2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm 3. Shakespeare’s Biography http://www.bardweb.net/man.html 4. Play synopsis, list of works http://www.bardweb.net/plays/index.html 5. Elizabethan England http://www.bardweb.net/england.html 6. Globe theatre http://www.bardweb.net/globe.html 7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html 8. Black Plague http://www.themiddleages.net/plague.html 9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm 10. About theatre http://www.william-shakespeare.info/elizabethan-theaters.htm 11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm 12.Theatre http://www.folger.edu/template.cfm?cid=2156 13. Church of England http://elizabethan.org/compendium/7.html
  23. 23. [ 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
  24. 24. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>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. </li></ul><ul><li>Before they begin a project, have an example ready to show them and go over the rubric and expectations for full credit. </li></ul><ul><li>This web quest requires little “scripting” by the teacher. Just be sure to monitor that all students are on task and following directions. </li></ul><ul><li>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. </li></ul>Evaluation Teacher Script Conclusion
  25. 25. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>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. </li></ul><ul><li>THEY SHOULD achieve the following: </li></ul><ul><li>experience the process of r esearching and choosing what is important enough to include in their PowerPoint </li></ul><ul><li>lesson planning and evaluating in order to to share information they believe is important </li></ul><ul><li>Writing skills in the production of their newspaper </li></ul><ul><li>Creativity in the design of their playbook </li></ul><ul><li>Thinking that goes beyond what is on the webpage by creating and applying what they have learned to a journal </li></ul><ul><li>Hands-on experience with Technology </li></ul>Evaluation Teacher Script Conclusion
  26. 26. [ 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.htm 2. All about Queen Elizabeth http://www.luminarium.org/renlit/eliza.htm 3. Shakespeare’s Biography http://www.bardweb.net/man.html 4. Play synopsis, list of works http://www.bardweb.net/plays/index.html 5. Elizabethan England http://www.bardweb.net/england.html 6. Globe theatre http://www.bardweb.net/globe.html 7.Life in Elizabethan England, plenty of links http://elizabethan.org/compendium/index.html 8. Black Plague http://www.themiddleages.net/plague.html 9. Globe theatre http://www.william-shakespeare.info/william-shakespeare-globe-theatre.htm 10. About theatre http://www.william-shakespeare.info/elizabethan-theaters.htm 11. Globe Theater http://www.wfu.edu/~tedforrl/shakespeare/inpics.htm http://www.smartlab.uk.com/QTVRShakesGlobe/shakespr/glob-qt.htm 12.Theatre http://www.folger.edu/template.cfm?cid=2156 13. Church of England http://elizabethan.org/compendium/7.html Photos: Compliments of Flickr
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