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Webquest Template0[1]
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Webquest Template0[1]
Webquest Template0[1]
Webquest Template0[1]
Webquest Template0[1]
Webquest Template0[1]
Webquest Template0[1]
Webquest Template0[1]
Webquest Template0[1]
Webquest Template0[1]
Webquest Template0[1]
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This is the WebQuest I designed for my ED331 "technology in Education" course.

This is the WebQuest I designed for my ED331 "technology in Education" course.

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  • 1. An Exploration of One Act Playwriting Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for High school English, Theater or Creative Writing Designed by Holly Hershberger [email_address] Based on a template from The WebQuest Page Image courtesy of homepage.eircom.net
  • 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] One act plays are plays that take place in one scene and one setting. They can be as long as is necessary but tend to be short. Although often short and to the point, they aren’t simple or easy to produce. There is a lot to be said and done in a small space and time period. These plays are often about personal issues, everyday life and/or have underlying metaphors about things bigger than what is on the stage. The goal for this project is for you to become exposed to this genre of drama and be creative by producing a play of your own.
  • 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>The class will be divided into groups of four, each member will have a different role to play and different research to do based on that role: </li></ul><ul><li>Script writer </li></ul><ul><li>Actor </li></ul><ul><li>Stage designer </li></ul><ul><li>Costume and prop designer </li></ul><ul><li>You will be </li></ul><ul><li>reading one act plays to become familiar with the format </li></ul><ul><li>Reading up on literary, dramatic, and acting terminology </li></ul><ul><li>Learning about the process of play production </li></ul><ul><li>All of your research will be done on the Internet. </li></ul><ul><li>The end product will be for the groups to come together and produce a one act play. These plays should have a central theme that is represented in the script, the acting, the staging and the costumes. </li></ul>Title
  • 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] So get started! In your groups, each member pick a role. First, each of you will read a different one act play and do an assignment that relates to your role in the project: Scriptwriter: read Scuba Lessons by Joseph Zeccola and pay careful attention to the directions in the parenthesis (stage directions). Write a paper describing the importance of these directions for plot, character development and theme for the play. Actor: Read either &quot;My Real Father” , or “Tommy Boy” be prepared to perform these pieces for the class, they don’t have to be memorized, but close to it. Stage Designer: read Fourteen by Alice Gerstenberg. Then draw or build a model of the stage, including props you picture from the play. Also, write an explanation of your staging, why you placed things in certain places, what props have significance etc. Costume Designer: read Ever Young by Alice Gerstenburg. Design the costumes of each of the characters, pay attention to their subtle differences and think about how they might wear things differently. You can draw them or actually create them if you want. Next, I want each member to do some research for their role Scriptwriter: Become familiar with the majority of the terms in The Glossary of Literary Terms for Playwrights. These should help you develop the kind of elements I am looking for in the writing of your script. Also, brush up on Acting Terminology so that you can use it in your stage directions. Actor: Learn the Acting Terminology your Scriptwriter may use in the script you will be reading. Also read Making Your Character Believable , this is an informal but interesting article about acting.
  • 5. Costume Designer: read The Costumers Manifesto (A Statement of Ethics and Purpose for Costumers) it will give you an idea of what I am looking for you to do with your costume designs. Also, look at The Glossary of Literary Terms for Playwrights to refresh your memory of literary terms and think about how concepts like metaphor might be helpful for you. Stage Designer: Read What is a Set Designer?, this is a short blurb about what is expected of people with this job. Your role might not be as complicated, you won’t have to build models, but most of the information should be helpful. Also read Set Designer Career Advice , another informal article about what you should expect in your role. After you have completed your individual research, get together with your group and discuss your one act play. Everyone should contribute, your roles do not limit the amount or type of input you can put in to this project, your end project should be highly collaborative.
  • 6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Creativity End project was not very creative, showed little evidence of creative thinking or originality End project was somewhat creative, might not have shown much creative thinking or was obviously unoriginal End project was creative, showed creative thinking. Ideas were original End project was creative, showed much creative thinking and highly original ideas Group Work Group did not work together, end project showed little ownership from anyone some roles were not complete. Group worked together somewhat, some members showed ownership of work most roles were completed Group worked together. End project belonged to most. All roles were completed. Group worked together well. End product belonged to everyone, all roles completed well. Knowledge about main topic and individual roles Very little knowledge of the over all topic and/or individual topics was shown Some knowledge of overall topic but little of individual roles (or vice versa) Knowledge of overall topic and individual roles were shown Entire group showed knowledge of the overall topic, their own topics and some knowledge of other’s topics Effort Very little time or effort is shown for individual assignments or end project, few to no rehearsals, some assignments not complete Some time or effort are shown for individual assignments and end project, few rehearsals, unorganized, few missing assignments Considerable effort is shown for individual assignments and end project. Many rehearsals, organization, no missing assignments Great effort is shown for individual assignments and end project. No missing assignments, good performance.
  • 7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>I hope this project has been a learning experience for you. My goals were that you would </li></ul><ul><li>Receive some exposure to the wonderful genre of one acts </li></ul><ul><li>Learn about some of the roles people play in the production of a small play </li></ul><ul><li>Have fun and be creative while producing your own play </li></ul><ul><li>Work with your peers, as a collaborative group to produce the play together </li></ul><ul><li>So I hope that we achieved these goals and that we can do more collaborative, creative projects in the future! </li></ul>
  • 8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title page image from homepage.eircom.net I used the following sites for my information http://www.theatrehistory.com/plays/scuba_lessons.html http://www.ispgroupinc.com/monologues/free-monologues-myrealfather.htm http://www.ispgroupinc.com/monologues/free-monologues-tommyboy.htm http://www.theatrehistory.com/plays/fourteen.html http://www.one-act-plays.com/dramas/ever_young.html http://www.geocities.com/jp_collier/terms.htm http://www.grossmont.net/karl.sherlock/English160/Links/GlossaryDramaLitTerms.htm http://ezinearticles.com/?Acting---Making-Your-Character-Believable&id=216903 http://www.costumes.org/advice/1pages/ethics10.htm http://www.stagework.org/webdav/harmonise?Page/@id=13&Session/@id=D_FCcKUCQp9qhyplk8nmab&Value/@id=49 http://www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles/profiles/profile678/ The WebQuest Page : a great resource for help with WebQuests The WebQuest Slideshare Group : The template I used is here.
  • 9. An Exploration of One Act Playwriting [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for High School English, Theater or Creative Writing Designed by: Holly Hershberger [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Image courtesy of homepage.eircom.net
  • 10. Introduction [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page While in my ED331 Technology in Education course at Colorado State University, I developed this WebQuest for an assignment. It was one of the most useful assignments I completed and also one of the most fun. The WebQuest is designed to teach students about one act plays and give them some resources to help them produce one of their own. I think it is important that drama be a part of the English classroom, it is a very important genre to consider. This is also a great way for students to be creative and collaborative. Evaluation Teacher Script Conclusion
  • 11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson could be used in any high school English, Theater or Creative Writing class. It might be adaptable for middle school as well, with most work being done in class with close teacher supervision. You might give students some background information on drama or include this lesson in a larger drama unit. Evaluation Teacher Script Conclusion
  • 12. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Colorado Model Content Standards addressed </li></ul><ul><li>THEATRE </li></ul><ul><li>  </li></ul><ul><li>1.Students develop interpersonal skills and problem-solving capabilities through group interaction and artistic collaboration. </li></ul><ul><li>2.Students understand and apply the creative process to fundamental skills of acting, playwriting, and directing. </li></ul><ul><li>3.Students understand and apply the creative process to skills of design and technical production. </li></ul><ul><li>Colorado Model Content Standards addressed </li></ul><ul><li>READING AND WRITING </li></ul><ul><li>Students read and understand a variety of materials. </li></ul><ul><li>Students write and speak for a variety of purposes and audiences. </li></ul><ul><li>4. Students apply thinking skills to their reading, writing, speaking, listening, and viewing. </li></ul><ul><li>5. Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. </li></ul><ul><li>6. Students read and recognize literature as a record of human experience </li></ul><ul><ul><li>This lesson teaches a variety of things including critical thinking skills, creative production skills, and teamwork. </li></ul></ul>Evaluation Teacher Script Conclusion
  • 13. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page So get started! In your groups, each member pick a role. First, each of you will read a different one act play and do an assignment that relates to your role in the project: Scriptwriter: read Scuba Lessons by Joseph Zeccola and pay careful attention to the directions in the parenthesis (stage directions). Write a paper describing the importance of these directions for plot, character development and theme for the play. Actor: Read either &quot;My Real Father” , or “Tommy Boy” be prepared to perform these pieces for the class, they don’t have to be memorized, but close to it. Stage Designer : read Fourteen by Alice Gerstenberg. Then draw or build a model of the stage, including props you picture from the play. Also, write an explanation of your staging, why you placed things in certain places, what props have significance etc. Costume Designer: read Ever Young by Alice Gerstenburg. Design the costumes of each of the characters, pay attention to their subtle differences and think about how they might wear things differently. You can draw them or actually create them if you want. Next, I want each member to do some research for their role Scriptwriter: Become familiar with the majority of the terms in The Glossary of Literary Terms for Playwrights. These should help you develop the kind of elements I am looking for in the writing of your script. Also, brush up on Acting Terminology so that you can use it in your stage directions. Actor: Learn the Acting Terminology your Scriptwriter may use in the script you will be reading. Also read Making Your Character Believable , this is an informal but interesting article about acting. Evaluation Teacher Script Conclusion
  • 14. Costume Designer : read The Costumers Manifesto (A Statement of Ethics and Purpose for Costumers) it will give you an idea of what I am looking for you to do with your costume designs. Also, look at The Glossary of Literary Terms for Playwrights to refresh your memory of literary terms and think about how concepts like metaphor might be helpful for you. Stage Designer: Read What is a Set Designer?, this is a short blurb about what is expected of people with this job. Your role might not be as complicated, you won’t have to build models, but most of the information should be helpful. Also read Set Designer Career Advice , another informal article about what you should expect in your role. After you have completed your individual research, get together with your group and discuss your one act play. Everyone should contribute, your roles do not limit the amount or type of input you can put in to this project, your end project should be highly collaborative. The lesson will be organized according to this set of directions. For each smaller piece (reading the plays, research) I would give the students two days to complete the assigned tasks. Then I would give the students two or three days to get their ideas together and a week for production and another week for rehearsals. You might want to organize the groups to include students of varying levels of interest and skill level in the class, also by level of sociability, put the more social students in groups with less social students. The different roles provide some different types of contribution each student can make. Because this lesson is very guided, it would be appropriate for a novice teacher to attempt, hey an Ed student designed it! An experienced teacher is welcome to make changes and additions.
  • 15. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page To implement this lesson you will need some time in a computer lab and access to the internet. These are the sites I used, but I am sure there are many out there that are just as good if not better. http://www.theatrehistory.com/plays/scuba_lessons.html http://www.ispgroupinc.com/monologues/free-monologues-myrealfather.htm http://www.ispgroupinc.com/monologues/free-monologues-tommyboy.htm http://www.theatrehistory.com/plays/fourteen.html http://www.one-act-plays.com/dramas/ever_young.html http://www.geocities.com/jp_collier/terms.htm http://www.grossmont.net/karl.sherlock/English160/Links/GlossaryDramaLitTerms.htm http://ezinearticles.com/?Acting---Making-Your-Character-Believable&id=216903 http://www.costumes.org/advice/1pages/ethics10.htm http://www.stagework.org/webdav/harmonise?Page/@id=13&Session/@id=D_FCcKUCQp9qhyplk8nmab&Value/@id=49 http://www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles/profiles/profile678/ One teacher should be enough for this lesson because it is so guided. If you do have access to aides or parent volunteers, you can never have to much supervision when kids are on the Internet, and they could also help with any glitches or encourage ideas and group collaboration. Evaluation Teacher Script Conclusion
  • 16. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page It might be interesting to have the students do their own evaluations of the assignment, to whether or not they’d like to do something like it again. You will have their individual assignments and the groups’ one act plays to evaluate the project. Here is the evaluation sheet I made: Evaluation Teacher Script Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Creativity End project was not very creative, showed little evidence of creative thinking or originality End project was somewhat creative, might not have shown much creative thinking or was obviously unoriginal End project was creative, showed creative thinking. Ideas were original End project was creative, showed much creative thinking and highly original ideas Group Work Group did not work together, end project showed little ownership from anyone some roles were not complete. Group worked together somewhat, some members showed ownership of work most roles were completed Group worked together. End project belonged to most. All roles were completed. Group worked together well. End product belonged to everyone, all roles completed well. Knowledge about main topic and individual roles Very little knowledge of the over all topic and/or individual topics was shown Some knowledge of overall topic but little of individual roles (or vice versa) Knowledge of overall topic and individual roles were shown Entire group showed knowledge of the overall topic, their own topics and some knowledge of other’s topics Effort Very little time or effort is shown for individual assignments or end project, few to no rehearsals, some assignments not complete Some time or effort are shown for individual assignments and end project, few rehearsals, unorganized, few missing assignments Considerable effort is shown for individual assignments and end project. Many rehearsals, organization, no missing assignments Great effort is shown for individual assignments and end project. No missing assignments, good performance.
  • 17. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion <ul><li>So get started! In your groups, each member pick a role. (facilitate this process by helping students decide what aspect they would enjoy most, ask them to consider their strengths and interests.) </li></ul><ul><li>First, each of you will read a different one act play and do an assignment that relates to your role in the project: </li></ul><ul><li>Scriptwriter: read Scuba Lessons by Joseph Zeccola and pay careful attention to the directions in the parenthesis (stage directions). Write a paper describing the importance of these directions for plot, character development and theme for the play. </li></ul><ul><li>Actor: Read either &quot;My Real Father” , or “Tommy Boy” be prepared to perform these pieces for the class, they don’t have to be memorized, but close to it. </li></ul><ul><li>Stage Designer : read Fourteen by Alice Gerstenberg. Then draw or build a model of the stage, including props you picture from the play. Also, write an explanation of your staging, why you placed things in certain places, what props have significance etc. </li></ul><ul><li>Costume Designer : read Ever Young by Alice Gerstenburg. Design the costumes of each of the characters, pay attention to their subtle differences and think about how they might wear things differently. You can draw them or actually create them if you want. </li></ul><ul><li>Next, I want each member to do some research for their role </li></ul><ul><li>Scriptwriter: Become familiar with the majority of the terms in The Glossary of Literary Terms for Playwrights. These should help you develop the kind of elements I am looking for in the writing of your script. Also, brush up on Acting Terminology so that you can use it in your stage directions. </li></ul><ul><li>Actor: Learn the Acting Terminology your Scriptwriter may use in the script you will be reading. Also read Making Your Character Believable , this is an informal but interesting article about acting. </li></ul>
  • 18. Costume Designer: read The Costumers Manifesto (A Statement of Ethics and Purpose for Costumers) it will give you an idea of what I am looking for you to do with your costume designs. Also, look at The Glossary of Literary Terms for Playwrights to refresh your memory of literary terms and think about how concepts like metaphor might be helpful for you. Stage Designer: Read What is a Set Designer?, this is a short blurb about what is expected of people with this job. Your role might not be as complicated, you won’t have to build models, but most of the information should be helpful. Also read Set Designer Career Advice , another informal article about what you should expect in your role. After you have completed your individual research, get together with your group and discuss your one act play. Everyone should contribute, your roles do not limit the amount or type of input you can put in to this project, your end project should be highly collaborative. (This would be another instance that would need a lot of facilitation to keep everyone on task.) The lesson will be organized according to this set of directions. For each smaller piece (reading the plays, research) I would give the students two days to complete the assigned tasks. Then I would give the students two or three days to get their ideas together and a week for production and another week for rehearsals. You might want to organize the groups to include students of varying levels of interest and skill level in the class, also by level of sociability, put the more social students in groups with less social students. The different roles provide some different types of contribution each student can make. Because this lesson is very guided, it would be appropriate for a novice teacher to attempt, hey an Ed student designed it! An experienced teacher is welcome to make changes and additions
  • 19. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I believe this lesson is very valuable and fun. Not only does it meet the standards I discussed earlier, but it also gives students a chance to be creative and work together. It is also a great way to bring technology into a field in which that is somewhat challenging. I designed this WebQuest as part of my college coursework and learned a lot in the process. I hope students can have as much fun and learn as much with it as I did! Evaluation Teacher Script Conclusion
  • 20. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Title image courtesy of: homepage.eircom.net The resources I used for information were ://www.theatrehistory.com/plays/scuba_lessons.html http://www.ispgroupinc.com/monologues/free-monologues-myrealfather.htm http://www.ispgroupinc.com/monologues/free-monologues-tommyboy.htm http://www.theatrehistory.com/plays/fourteen.html http://www.one-act-plays.com/dramas/ever_young.html http://www.geocities.com/jp_collier/terms.htm http://www.grossmont.net/karl.sherlock/English160/Links/GlossaryDramaLitTerms.htm http://ezinearticles.com/?Acting---Making-Your-Character-Believable&id=216903 http://www.costumes.org/advice/1pages/ethics10.htm http://www.stagework.org/webdav/harmonise?Page/@id=13&Session/@id=D_FCcKUCQp9qhyplk8nmab&Value/@id=49 http://www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles/profiles/profile678/ Thanks to Gibby Gibbs for helping me with the idea for this WebQuest. The WebQuest Page : For help with WebQuests The WebQuest Slideshare Group : For the WebQuest Template Evaluation Teacher Script Conclusion

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