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Stop the feed? Webquest
 

Stop the feed? Webquest

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A webquest for 10th grade language arts students discussing the societal issues addressed in the novel Feed by M.T. Anderson.

A webquest for 10th grade language arts students discussing the societal issues addressed in the novel Feed by M.T. Anderson.

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    Stop the feed? Webquest Stop the feed? Webquest Presentation Transcript

    • Title Introduction Task Process Evaluation Conclusion & Credits Curriculum Standards A WebQuest for 10th Grade Language Arts Students After Reading M.T. Anderson’s feed Deborah Schiano for Developing User-Centered Educational Media at Rutgers University Designed by
    • Title Introduction Task Process Evaluation Conclusion & Credits Curriculum Standards M.T. Anderson has written an incredibly engaging and thought provoking, satirical, dystopian novel. His first person, futuristic slang, impeccably captures teenage social behavior and attitude, in a world controlled by consumerism and characterized by lack of care. When one teenager asks too many questions, so do we. This webquest is designed to help students create authentic, essential questions, support their ideas, and reach conclusions, in order to gain further insight and understanding. "The braggest thing about the feed . . . is that it knows everything you want and hope for, sometimes before you even know what those things are."
    • Title Introduction Task Process Evaluation Conclusion & Credits Curriculum Standards “ The world is falling apart, and for the first time ever, I’ve found myself actually, for real, caring. Why am I still haunted by her! She’s been gone now for like forever, and I still think about her words, and like what she was all about. God, remember when she used to fake the Feed out by pretending to want to buy stuff. That was crazy s#@$. I like the Feed; no I love it. It feels good and I would be totally crazy all the time without it. So, why am I even thinking about joining them?! Now they’re the one’s pushing us. Lot’s of kids are joining. I don’t really even know why. “Stop the Feed” has been around for like forever, I think, but I never ever thought about them, I swear. I mean, why? Lately though, you’d have to be a total moron to not even consider joining. It’s actually totally cool now and mega anti-establishment. Everyone’s into this back to basics thing. The thing is, what I don’t get is, what’s so bad about the Feed? What does it have to do with the world falling apart anyway? What do I care? Why am I even going there? I mean, I‘ve been thinking so hard, I just missed a sale for those brag back to basics overalls everyone’s been wearing. What is my problem?!”
    • Introduction Task Process Evaluation Conclusion & Credits Curriculum Standards
        • What does Titus really need to understand before deciding whether or not to “stop the feed”? What are your questions about the feed and its effect on society?
        • Our task is to collaboratively develop a framework of essential questions to be used as discussion prompts on a class wiki. Our task continues with our discussion
        • contributions.
      Title
    • Title Introduction Task Process Evaluation Conclusion & Credits Curriculum Standards
      • Working collaboratively in groups of 3 or 4, your group will be developing 3 essential, open ended, and thought provoking questions pertaining to feed and the social issues it presents, to be used as class discussion prompts on our feed wiki. Throughout this process you are called on to access and appreciate a combination of personal experience and knowledge, your classmates experience and knowledge, and your experience reading feed and additional informational resources, in order to come to a personal understanding of the issues addressed. Please read through the entire WebQuest before beginning the process.
      • Review the following videos about small group brainstorming:
      • http://creativityrulz.blogspot.com/2009/07/brainstorming-rules-what-to-do-and-what .
      • Utilizing the following tools will be helpful for recording, organizing, and synthesizing your ideas, especially since face-to-face working time is limited. Please include links to your web, wall, or archived chat along with each question on the stop the feed discussion wiki :
      • http://www.wallwisher.com/
      • http://www.mywebspiration.com/
      • http://www.chatzy.com/
    • Title Introduction Task Process Evaluation Conclusion & Credits Curriculum Standards
      • Review the following resources on developing essential, open-ended and thought provoking questions:
      • http://www.galileo.org/tips/essential_questions.html
      • http://www.criticalthinking.org/articles/critical-mind.cfm
      • http://www.criticalthinking.org/articles/the-role-socratic-questioning-ttl.cfm
      • http://www.fno.org/sept96/questions.html
      • http://www.authenticeducation.org/bigideas/article.lasso?artId=53
      • When your groups 3 essential questions have been developed, you may add them to our class stop the feed discussion wiki . Make sure that each question is open-ended and thought provoking. See the evaluation rubric for further clarification. Please add each question as a new page on the wiki and follow the directions on the wiki homepage for page titles.
    • Title Introduction Task Process Evaluation Conclusion & Credits Curriculum Standards
      • Individually you are responsible for responding to a total of 4-6 or more essential questions on our class wiki. Your answers are expected to be well thought out and evidence supported where necessary. This is a collaborative platform, so all responses need to reflect the responses of classmates who responded previously. Evidence may be cited from the text or from additional informational resources as cited below. See the Evaluation Rubric for further clarification. Note: You are not allowed to edit your classmate’s personal responses.
      • You may find the following resources helpful in supporting your responses. You are free to use other evaluated resources as needed, but it isn’t necessary.
      • http://www.findingdulcinea.com/guides/Technology/Internet/Internet-Marketing-and-Privacy.html
      • ht tp://www.change.org/ideas?order=top
      • http://pewresearch.org/millennials/
      • http://www.mediafamily.org/facts/index.shtml
      • http://www.virginia.edu/mediastudies/
      • http://www.edutopia.org/penmanship-cursive-writing
      • http://www.media-awareness.ca/english/index.cfm
      • Questions: Any questions will be addressed on the Question Forum page set up on our class stop the feed wiki
    • Title Introduction Task Process Evaluation Conclusion & Credits Curriculum Standards Beginning Intermediate Advanced Collaborative Process Students worked independently in collaborative groups. Their included collaborative tools showed shared responsibility. Students worked independently in collaborative groups. They shared their own ideas and were respectful of ideas shared by other group members. Their included collaborative tools were complete , showed effort and shared responsibility Students worked independently in their collaborative groups. They shared their own ideas and were respectful of ideas shared by other group members. Their included collaborative tools were complete , showed effort and shared responsibility. They respectfully considered previous classmate responses in their responses and helped others further understandings by responding to their posts. Questions Questions are applicable to the societal issues raised in the text. They are considered essential and open ended. They are grammatically correct and show evidence of of effort. Questions require analysis, synthesis, and evaluative judgment to answer. They are applicable to the societal issues raised in the text. Writing is grammatically correct, uses proper sentence structure and detail. Questions are provocative, enticing, and engagingly framed. They require analysis, synthesis and evaluative judgment to answer. They are thought provoking and raise additional questions. They are applicable to the societal issues raised in the text. They require real world examples to answer completely. Writing is grammatically correct, uses rich vocabulary,uses proper sentence structure, and detail. Responses Responses are thought out, and complete. Writing is grammatically correct, uses complex sentence structure, and detail. At least 4 complete responses were added to the wiki. Responses are thought out, personal, and complete. Included references are cited and used appropriately . Writing is grammatically correct, uses complex sentence structure, and detail. At least 6 complete responses were added to the wiki . Responses are thought out, personal, and complete. They exemplify higher level thinking and a desire for further understanding. Included references are cited and used appropriately Writing is grammatically correct, uses rich vocabulary, complex sentence structure, and detail. At least 6 complete responses were added to the wiki in addition to additional comments and responses throughout the discussion. Tech Use Technology is used appropriately and ethically. Technology is used appropriately , ethically, and collaboratively. Technology is used appropriately ethical, collaboratively, and seamlessly.
    • Title Introduction Task Process Evaluation Conclusion & Credits Curriculum Standards My hope is that through this process you’ve gained further insight, not only about the issues presented in feed , but also about the process of developing and responding to essential questions which require higher order thinking. Developing questions and responses in order to make intelligent decisions, in addition to conferring with others for a more complete understanding, are skills which are needed throughout your life. Our stop-the-feed discussion wiki may serve as an ongoing discussion platform. Please don’t stop the discussion! Credits Title Page photo collage background: laniv & Arieanna. “Arieanna’s Magazine Wall 5”, Flickr. 17 Mar. 2005. Web. 1 Apr. 2010. http://www.flickr.com/photos/ianivarieanna/6760531/ WebQuestTemplate based on those found, (but not specific to anyone in particular), on: http://www.slideshare.net/group/webquest
    • Title Introduction Task Process Evaluation Conclusion & Credits Curriculum Standards Common Core State Standards for English Language Arts Reading Standards for Literature Grades 9-10 : 2.Analyze in detail the development and refinement of a theme or central idea in a text, including how it emerges and how it is shaped and refined by specific details. 6. Analyze a case in which the author’s work takes a position or stance on a social issue or other topic and describe how the author carries out that purpose.   Reading Standards for Informational Texts Grades 9-10 : 8. Assess the truth of an argument’s explicit and implicit premises by determining whether the evidence presented in the text justifies the conclusions   Writing Standards Grades 9-10 Write arguments which: a. Introduce a precise claim, distinguish it from alternate or opposing claims, and provide an organization that establishes clear relationships among the claim, reasons, and evidence. b. Develop a claim and counterclaim fairly, supplying evidence for each, while pointing out the strengths of their own claim and the weaknesses of the counterclaim. c. Use precise words, phrases, and clauses to make clear the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. d. Sustain an objective style and tone while attending to the norms and conventions of the specific discipline as well as to the audience’s knowledge of the issue. e. Provide a concluding statement or section that follows logically from the argument and offers a reflection or recommendation.   Speaking and Listening Standards Grades 9-10 Comprehension and Collaboration: 1. Initiate and participate effectively in group discussions on grades 9–10 topics, texts, and issues being studied in class. a. Prepare for discussions by reading and researching material under study and explicitly draw on that preparation in discussions. b. Cooperate with peers to set clear goals and deadlines and to establish roles. c. Build on essential information from others’ input by asking questions and sharing comments that enrich discussions. d. Acknowledge the ideas and contributions of others in the group, reach decisions about the information and ideas under discussion, and complete the task. e. Evaluate whether the team has met its goals.
    • Title Introduction Task Process Evaluation Conclusion & Credits Curriculum Standards
          • 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
          • 1.1.2 Use prior and background knowledge as context for new learning.
          • 1.1.3 Develop and refine a range of questions to frame the search for new understanding.
          • 1.1.9 Collaborate with others to broaden and deepen understanding.
          • 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
          • 1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information.
          • 2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge
          • 2.1.2 Organize knowledge so that it is useful.
          • 2.1.4 Use technology and other information tools to analyze and organize information.
          • 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
          • 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings
          • 2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.
          • 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
          • 2.2.4 Demonstrate personal productivity by completing products to express learning.
          • 2.3.1 Connect understanding to the real world.
          • 2.3.2 Consider diverse and global perspectives in drawing conclusions.
          • 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
          • 3.1.3 Use writing and speaking skills to communicate new understandings effectively.
          • 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
          • 3.1.5 Connect learning to community issues.
          • 3.1.6 Use information and technology ethically and responsibly.
          • 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
          • 3.2.3 Demonstrate teamwork by working productively with others.
          • 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
          • 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
          • 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
          • 4.1.5 Connect ideas to own interests and previous knowledge and experience.
          • 4.2.3 Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences
          • 4.3.1 Participate in the social exchange of ideas, both electronically and in person.
          • 4.4.4 Interpret new information based on cultural and social context.
          • 4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.