Student Page [Teacher Page]                  Webquest to Create Webquests     Title                        For Educators I...
Student Page [Teacher Page]                         Introduction     Title        Search for the word "WebQuest" in any se...
Student Page [Teacher Page]                                      The Task     Title Introduction                  Your tas...
Student Page [Teacher Page]                                              The Process     Title        Once assemble d into...
Student Page [Teacher Page]                                                                          Evaluation           ...
Student Page [Teacher Page]                                               Conclusion                   There are many ways...
Student Page [Teacher Page]                                                    Credits & References                  Thank...
[Student Page]   Hamlet’s Soliloquy InterpretationsTeacher Page                  (Teacher)     Title          A WebQuest f...
[Student Page]Teacher Page                         Introduction (Teacher)     Title                  The idea for this act...
[Student Page]Teacher Page                  Learners (Teacher)     Title        This lesson is for which ever high school ...
[Student Page]                                  Curriculum StandardsTeacher Page                                  (Teacher...
[Student Page]Teacher Page                                The Process (Teacher)                  You can paste in the proc...
[Student Page]Teacher Page                                Resources (Teacher)     Title                  What is needed: I...
[Student Page]Teacher Page                                                Evaluation (Teacher)                  At the end...
[Student Page]Teacher Page                                   Teacher Script (Teacher)                  The WebQuest model ...
[Student Page]Teacher Page                                     Conclusion (Teacher)     Title        This lesson is a grea...
[Student Page]Teacher Page                     Credits & References (Teacher)     Title        Opening picture is from: ht...
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Webquest hamlet

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Webquest hamlet

  1. 1. Student Page [Teacher Page] Webquest to Create Webquests Title For Educators Introduction Designed by Task Natalie Holland Process nmh37@zips.uakron.edu Evaluation Conclusion Credits Based on a template from The WebQuest Page
  2. 2. Student Page [Teacher Page] Introduction Title Search for the word "WebQuest" in any search engine, and you soon discover thousands of online lessons created by teachers around the Introduction world. Task What is a WebQuest? Process Evaluation A WebQuest is an inquiry-oriented online tool for learning, says Conclusion workshop expert Bernie Dodge 1. This means it is a classroom-based lesson in which most or all of the information that students explore and evaluate comes from the World Wide Web. Beyond that, WebQuests: can be as short as a single class period or as long as a month-long unit; usually (though not always) involve group work, with division of labor among students who take on specific roles or perspectives; are built around resources that are preselected by the teacher. Students spend their time USING information, not LOOKING for it. Credits
  3. 3. Student Page [Teacher Page] The Task Title Introduction Your task will be to analyze the different interpretations of Hamlet’s soliloquy, “To Task be or not to be” from Act 3 scene 1 of clips from other Hamlet productions. Process After each performance, describe the different aspects of the speech that each Evaluation interpretation emphasizes. Conclusion This will be a discussion-based project. Everyone should record what is discussed and who will present your views at the end of class. Credits
  4. 4. Student Page [Teacher Page] The Process Title Once assemble d into groups, follow the steps to complete the assignment. Introduction 1.) Watch the first clip. First clip Task 2.) Discuss how the filming emphasizes the meaning of the soliloquy. Which elements of the clip creates the emphasis? Each person should Process write their notes/thoughts and discuss them with the rest of the group. Evaluation See what conclusions can be made as a whole of the clip. 3.) Watch the second clip. second clip. Conclusion 4) Discuss again the difference in this clip to the previous one. What direction did this clip take the meaning of the soliloquy. What elements were different? What did those differences create in the meaning? Think of the different scenery in each, what did that change or add to the meaning. 5.)Reread the soliloquy in your book. Think for yourself how you would imagine the soliloquy be played out, emphasizing the way you see the meaning of the words. 6.) This question must be answered by all. Write your response on your own paper and must be half a page and handed in at the end of class. Which interpretation is better? What insight and meaning does each interpretation bring to the scene? Credits
  5. 5. Student Page [Teacher Page] Evaluation Beginning Developing Accomplished Exemplary Score Title 1 2 3 4 Stated Description of Description of Description of Description of Introduction objective or identifiable performance identifiable performance identifiable performance identifiable Performance characteristics reflecting characteristics reflecting characteristics reflecting performance a beginning level of development and mastery of performance. characteristics Task performance. movement toward reflecting the highest mastery of performance. level of performance. Process Stated Description of Description of Description of Description of objective or identifiable performance identifiable performance identifiable performance identifiable Evaluation Performance characteristics reflecting a beginning level of characteristics reflecting development and characteristics reflecting mastery of performance. performance characteristics performance. movement toward reflecting the highest Conclusion mastery of performance. level of performance. Stated Description of Description of Description of Description of objective or identifiable performance identifiable performance identifiable performance identifiable Performance characteristics reflecting characteristics reflecting characteristics reflecting performance a beginning level of development and mastery of performance. characteristics performance. movement toward reflecting the highest mastery of performance. level of performance. Stated Description of Description of Description of Description of objective or identifiable performance identifiable performance identifiable performance identifiable Performance characteristics reflecting characteristics reflecting characteristics reflecting performance a beginning level of development and mastery of performance. characteristics performance. movement toward reflecting the highest mastery of performance. level of performance. Stated Description of Description of Description of Description of objective or identifiable performance identifiable performance identifiable performance identifiable Performance characteristics reflecting characteristics reflecting characteristics reflecting performance a beginning level of development and mastery of performance. characteristics performance. movement toward reflecting the highest mastery of performance. level of performance. Credits
  6. 6. Student Page [Teacher Page] Conclusion There are many ways to interpret Hamlet and Shakespeare’s word. There is Title no real correct way. Each person can see this speech in a different light. I Introduction hope you understand Hamlet’s most famous soliloquy better this way. Seeing different interpretations helps to understand and create your own Task interpretation of Hamlet, and value the complexity of Shakespeare’s words. Process Evaluation Conclusion Credits
  7. 7. Student Page [Teacher Page] Credits & References Thank you to the creative people on YouTube. Title Introduction Hamlet (1990) directed by Franco Zeffirelli . preformed by Mel Gibson http://youtu.be/jdp6dpiK8Ko Task Process Hamlet (2010) RSC directed by Gregory Doran. Preformed by David Tennant. http://youtu.be/RzuEKkPVeBQ Evaluation Conclusion The WebQuest Page The WebQuest Slideshare Group Credits
  8. 8. [Student Page] Hamlet’s Soliloquy InterpretationsTeacher Page (Teacher) Title A WebQuest for 9-12th Grade English Literature or Shakespeare Introduction Designed by Learners Natalie Holland Standards nmh37@zips.uakron.edu Process Resources EvaluationTeacher Script Conclusion Credits Based on a template from The WebQuest Page
  9. 9. [Student Page]Teacher Page Introduction (Teacher) Title The idea for this activity came about when I was thinking of the Introduction numerous film productions of Shakespeare’s Hamlet. The soliloquy of Act 3 scene 1 is the most famous. Each production adds it’s Learners interpretation of how it should be spoken and acted out. There is Standards no ‘only one meaning’ to the speech and the play of Hamlet. What better way to show the students you can interpret a speech and Process words differently then showing the many ways professionals have Resources preformed the most famous soliloquy of Hamlet. Evaluation This lesson allows students to watch professionals preformTeacher Script Hamlet’s soliloquy and see the different angles other productions Conclusion takes. Each has a different setting and is spoken in a different tone. Those elements add a certain perspective of the speech and the meaning the director wishes to portray for their version of Shakespeare’s Hamlet. Then, have your students read the soliloquy again themselves and see the difference in their understanding of the words and their new perspective of the speech. Credits
  10. 10. [Student Page]Teacher Page Learners (Teacher) Title This lesson is for which ever high school level student who is going Introduction over Shakespeare’s Hamlet. Students could a freshmen in high school or seniors. It is designated to cover English Literature and/or Learners Shakespeare. Standards Students will have to be reading Shakespeare’s Hamlet . They should Process be up- to-date on the reading of the third act. Students must know what is happening at the point of Hamlet’s soliloquy. Resources EvaluationTeacher Script Conclusion Credits
  11. 11. [Student Page] Curriculum StandardsTeacher Page (Teacher) Title Introduction Students will learn that words can be interpreted differently and still be correct. Seeing a new perspective of a performance enhances a Learners student’s understanding of the soliloquy, then in turn are able to understand Shakespeare more clearly. Standards Process When discussing in groups, students will accept the opinions of their peers, even if they are different or do not agree with it. Having Resources acceptance for another person’s belief or opinion that differs from Evaluation yours, is a skill very much needed in society today. Working in groups with those different opinions begins that acceptance and understanding.Teacher Script They also may turn their opinions into a compromise, using both Their ideas and create a split between the two. Conclusion After watching others preform the soliloquy and their perspectives, students are then given the chance to create their own perspective of the soliloquy. This starts creative thinking that a student can use throughout all reading. Credits
  12. 12. [Student Page]Teacher Page The Process (Teacher) You can paste in the process description given to students in the “student” Title process slide and then interleave the additional details that a teacher might need. Introduction Describe briefly how the lesson is organized. Does it involve more than one class? Learners Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or Standards what? Process If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them Resources here and suggest ways to get around them. Evaluation What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or roleTeacher Script plays, for example? Conclusion If youre designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Credits
  13. 13. [Student Page]Teacher Page Resources (Teacher) Title What is needed: Introduction • Everyone to have their set class book. •Paper and a pen or pencil. Learners •A computer for each group and internet that allows students to Standards YouTube. •The basic audio and visual materials on a computer should be Process available. Resources Only one teacher is needed for this assignment. It is a small group Evaluation activity that should only take one class period. If a student has an aid, their usual job would be required and to make sure students stay onTeacher Script task. No extra material or field trips are needed for this assignment. Conclusion Credits
  14. 14. [Student Page]Teacher Page Evaluation (Teacher) At the end of class, students will hand in their recordings of their discussions with Title the group, answers of the questions about the video clips, and their half page response of how they view Hamlet’s soliloquy on their own and their new Introduction perspective. Also as the activity goes on, I will evaluate how each student is Learners responding with other students in their group. Standards Process Resources EvaluationTeacher Script Conclusion Credits
  15. 15. [Student Page]Teacher Page Teacher Script (Teacher) The WebQuest model is best suited for learners who can navigate the Web on their Title own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Introduction Learners and special populations by creating a facilitated WebQuest, one that Learners requires an adult or older peer to drive things. Standards •At first describe the activity the students will be participating in. •Count them off into the appropriate groups determined by the number of students Process in your class. •Give them their computers and have it set straight to your Webquest. Resources •Keep students on track as the period goes on. Don’t let them wonder to other sites so keep an eye out for what is on their screens. Evaluation •When the class period is almost over or coming to a close, announce what step they should be at.Teacher Script •When most of the class seems to be at the point of reading the soliloquy on their own, announce to others they should be coming near that point. Same for writing Conclusion their response. This page is linked to the Process segment off of the Teacher Page Credits
  16. 16. [Student Page]Teacher Page Conclusion (Teacher) Title This lesson is a great tool to have students understand Shakespeare Introduction and to develop their own perspective of a historical piece of work. Through the groups, students work on communication skills very much Learners needed in today’s society of acceptance and an open mind. This lesson Standards not only allows the students to explore different perspectives and interpretations of Shakespeare, but they also creative their own and Process begin their own creative vision of Hamlet and/or any other reading. The skills and kind of thinking taught in English class/Language arts are Resources skills students will hold onto after school and carry them into the real Evaluation world.Teacher Script Conclusion Credits
  17. 17. [Student Page]Teacher Page Credits & References (Teacher) Title Opening picture is from: http://www.glogster.com/kadenmarie/hamlet-and- shakespeare/g-6lvvqepsf3apdi2rpm7fea0 Introduction Learners Thank you to the creative people on YouTube. Hamlet (1990) directed by Franco Zeffirelli . preformed by Mel Gibson Standards http://youtu.be/jdp6dpiK8Ko Process Hamlet (2010) RSC directed by Gregory Doran. Preformed by David Tennant. http://youtu.be/RzuEKkPVeBQ Resources William Shakespeare’s Hamlet, class set. EvaluationTeacher Script The WebQuest Page Conclusion The WebQuest Slideshare Group Credits

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