Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A Web Quest for 9th Grade Engl...
Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This web quest will take you o...
Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will create a historical timelin...
Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>History </li></ul><ul>...
Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Conventions T...
Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Hope you enjoyed your  journey...
Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Based on a template from  Webq...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A Web Quest for 9th Grade En...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was created to e...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for ...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Colorado Model Conte...
[ 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 Students will need access to...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The rubric addresses the his...
[ 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 is a wonderful lesson f...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Co...
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Haiku Web Quest

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Haiku Web Quest

  1. 1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A Web Quest for 9th Grade English Designed by Staci Finley [email_address]
  2. 2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This web quest will take you on a journey back in time as you research the history of Haiku. When you return, you will compose your own Haiku!
  3. 3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You will create a historical timeline with descriptions and definitions. You will be able to refer to this chart as you compose three haiku. Title
  4. 4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>History </li></ul><ul><li>Answer the following questions and record the dated results on a timeline. Pay attention to the dates and print your final project. </li></ul><ul><li>What is the definition of Haiku? </li></ul><ul><li>Where did the Haiku originate? </li></ul><ul><li>Who are the great Haiku masters? </li></ul><ul><li>Who are recent contributors to the Haiku scene? </li></ul><ul><li>What are the differences between traditional and contemporary Haiku? </li></ul><ul><li>Composition </li></ul><ul><li>Using what you have learned, create three Haiku. Type them into a word document, print it out, and turn it in with your timeline. </li></ul>Introduction to Haiku Haiku Masters New Haiku
  5. 5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 4 3 2 1 Conventions The poem holds true to the Haiku format of 5-7-5 syllables. There are no spelling or grammatical errors. The poem is off a few syllables from the required format of 5-7-5. There is no more than one spelling or grammatical error. The poem shows that the writer has not yet mastered the format of 5-7-5. There a few spelling and grammatical errors. The format was not followed by the writer. There are many spelling and grammatical errors. Quality of Work Quality of Work reflects this student's best efforts and is turned in on time. Work reflects a strong effort from this student and is turned in the next day. Work reflects some effort from this student. Teacher has to ask for the assignment from the student. Work reflects very little effort on the part of this student. Teacher has to ask for the assignment from the student. Research Timeline is complete and contains at least 5 notations. Timeline is partially complete and contains 2-4 notations. Timeline contains 1 notation. No timeline is turned in.
  6. 6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Hope you enjoyed your journey back to the historic time of the Haiku! Now that you are a practiced writer, return anytime!
  7. 7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Based on a template from Webquest Photo courtesy of TahoeSunsets Photo courtesy of nathangibbs Photo courtesy of Elijah Photo courtesy of madalena-pestana
  8. 8. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A Web Quest for 9th Grade English Designed by Staci Finley [email_address] Evaluation Teacher Script Conclusion
  9. 9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was created to expose students to Haiku in a hands-on way. The students are responsible for the research of the history and timeline. Their new knowledge is then called upon as they create three Haiku. Evaluation Teacher Script Conclusion
  10. 10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for the ninth grade language arts classroom. The lesson could also be used in an introductory poetry class or technology basics course. Students will need to have basic computer and internet-navigation skills. Evaluation Teacher Script Conclusion
  11. 11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Colorado Model Content Standards Addressed: </li></ul><ul><li>Standard 1 </li></ul><ul><li>Students read and understand a variety of materials. </li></ul><ul><li>Students will adjust reading strategies for different purposes such as…fitting materials into an organizational pattern </li></ul><ul><li>Standard 2 </li></ul><ul><li>Students write and speak for a variety of purposes and audiences. </li></ul><ul><li>Students will use…poetic techniques in writing </li></ul><ul><li>Standard 5 </li></ul><ul><li>Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. </li></ul><ul><li>Students will paraphrase, summarize, organize, and synthesize information. </li></ul><ul><li>In addition to the standards, students will be exposed to the history and culture of early Japan. </li></ul>Evaluation Teacher Script Conclusion
  12. 12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion <ul><li>History </li></ul><ul><li>Answer the following questions and record the dated results on a timeline. Pay attention to the dates and print your final project. </li></ul><ul><li>What is the definition of Haiku? </li></ul><ul><li>Where did the Haiku originate? </li></ul><ul><li>Who are the great Haiku masters? </li></ul><ul><li>Who are recent contributors to the Haiku scene? </li></ul><ul><li>What are the differences between traditional and contemporary Haiku? </li></ul><ul><li>Composition </li></ul><ul><li>Using what you have learned, create three Haiku. Type them into a word document, print it out, and turn it in with your timeline. </li></ul>This history section of this lesson is expected to be completed during one class hour. The composition section should be completed as homework. For follow-up lessons, have students perform the same searches for other types of poetry! While the teacher needs only basic computer skills, it is important that the web quest links are tested prior to having students complete the lesson.
  13. 13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students will need access to a word program to create the timelines and poems. One teacher should be available to assist students with questions or technological issues. Evaluation Teacher Script Conclusion
  14. 14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The rubric addresses the history and composition sections of the lesson as well as the quality of the students’ work. Evaluation Teacher Script Conclusion CATEGORY 4 3 2 1 Conventions The poem holds true to the Haiku format of 5-7-5 syllables. There are no spelling or grammatical errors. The poem is off a few syllables from the required format of 5-7-5. There is no more than one spelling or grammatical error. The poem shows that the writer has not yet mastered the format of 5-7-5. There a few spelling and grammatical errors. The format was not followed by the writer. There are many spelling and grammatical errors. Quality of Work Quality of Work reflects this student's best efforts and is turned in on time. Work reflects a strong effort from this student and is turned in the next day. Work reflects some effort from this student. Teacher has to ask for the assignment from the student. Work reflects very little effort on the part of this student. Teacher has to ask for the assignment from the student. Research Timeline is complete and contains at least 5 notations. Timeline is partially complete and contains 2-4 notations. Timeline contains 1 notation. No timeline is turned in.
  15. 15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Page 1: Read title. Look at the picture. Page 2: Read introduction. Students may ask what Haiku is. Look at picture. Page 3: Read task. Explain what a timeline is. Look at picture. Page 4: Read the history process. Click on the links. Students should create timeline using word document. Read the composition process. If there is time, students may compose Haiku or can write poems as homework. Because the links are in this slide, expect to spend most of your time on this section. Page 5: Read the rubric. Explain how the rubric works. Page 6: Read the conclusion. Look at the picture. Page 7: Read the credits. You may click on the links for the credits.
  16. 16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is a wonderful lesson for introducing students to Haiku. Students will gain knowledge about the history, learn the form and technique of Haiku, and practice the writing process, all in a form of a fun journey! Evaluation Teacher Script Conclusion
  17. 17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Based on a template from Webquest Photo courtesy of TahoeSunsets Photo courtesy of nathangibbs Photo courtesy of Elijah Photo courtesy of madalena-pestana Free art courtesy of ClipArt

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