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Death of Shakespeare

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Webquest for ninth grade English students, a comprehensive check after the Shakespeare unti.

Webquest for ninth grade English students, a comprehensive check after the Shakespeare unti.

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  • 1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9th Grade English Designed by Traci Brotherton [email_address]
  • 2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The death of William Shakespeare has been unknown for years, it is believed that he died on April 23, 1616 but the cause is still a mystery. Imagine you are part of a famous newspaper in the Renaissance. Your job is to create a story of his death, life, and contributions. Your readers want to know about his life. What did he do? Where did he live? What did he eat? Who was he married to? Did he have children? Most importantly, how did he die? You need to create an interesting death for Shakespeare to entertain your readers. You also need to keep in mind any other information that will interest your readers, remember your readers all live in renaissance time. Advertisements, weather, announcements, and events are all things found in newspapers. You and your team of journalists will research and create a newsletter with Shakespeare’s death as the headline.
  • 3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • You and your team of journalists will research and create a newsletter and accomplish these tasks:
      • Explain the Death of Shakespeare
      • Explain his biographical information
      • List his life’s contributions
      • Use research creatively in a newsletter form
      • Create an advertisement in your newsletter that is appropriate for Renaissance times
      • Use creative writing to produce a professional journalist piece
      • Work as a team to decide how Shakespeare died
      • Imagine what it was like to live in the time period and create a newsletter that reflects that
    • The Final Product will be completed with Microsoft Publisher, only one newsletter for the group is needed and will be turned in at the end of the week.
    Title
  • 4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • First you'll be assigned to a team of 3 students
    • Next, you will assign roles to your team. The roles are as follows:
    • - Writer- This person will be in charge of writing the obituary of William Shakespeare, this person will also be in charge of writing any other article your team wants to incorporate in your newsletter
    • -Graphic Designer- This person will be in charge of the advertisements and graphics within your newspaper
    • -Editor- This person will be in charge of the research and will make sure the final product is free of errors.
    • EVERYONE WILL RESEARCH!!!!!!
    • 3. Use the following Websites to research the following:
    • -Life and Contributions of William Shakespeare
    • -Popular dress, food, music, etc. during his lifetime
    • Websites:
    • William Shakespeare Sites
    • http://www.william-shakespeare.org.uk/death-william-shakespeare.htm
    • http://shakespeare.palomar.edu/
    • http://www.shakespeare-online.com/biography/
    • Renaissance Culture Sites:
    • http://tudorhistory.org/topics/food/
    • http://www.luminarium.org/renlit/renaissanceinfo.htm
    • http://en.wikipedia.org/wiki/English_Renaissance
    • 4. After you and your team have researched all of the requirements found in step three. You and your group can decided exactly how Shakespeare died. Once this is complete you can begin your newsletter using Microsoft Publisher.
    • 5. Open up Microsoft Publisher under the program menu in the windows start icon. Once Publisher is opened select “Newsletter” when the screen brings up your options. Choose a template that everyone in the team agrees upon. Now you can begin creating your newsletter.
  • 5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score 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. Requirements All of the required content was present. Almost all the required content was present.. At least 75% of the required content was present. Less than 75% of the required content was present. Spelling and Proofreading No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. Several spelling or grammar errors remain in the final copy of the newspaper. Articles - Supporting Details The details in the articles are clear, effective, and vivid 80-100% of the time The details in the articles are clear and pertinent 90-100% of the time.. The details in the articles are clear and pertinent 75-89% of the time. The details in the articles are clear and pertinent 75-89% of the time. Articles - Interest The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers. The articles contain facts, figures, and/or word choices that make the articles interesting to readers. The article contains some facts or figures but is marginally interesting to read. The article does not contain facts or figures that might make it interesting to read.
  • 6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] At this time your team has completed a polished, professional newsletter. You have learned what Shakespeare did during his lifetime and what he accomplished. Also, you learned what it was like to live during the Renaissance in England. Lastly, the story of Shakespeare’s death has finally been resolved. Now he can finally rest in peace.
  • 7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] http://www.luminarium.org/renlit/renaissanceinfo.htm http://tudorhistory.org/topics/food/ http://www.teacheroz.com/renaissance.htm http://en.wikipedia.org/wiki/English_Renaissance http://www.enotes.com/william-shakespeare/shakespeare-biography http://www.bardweb.net/man.html http://shakespeare.palomar.edu/ http://www.online-literature.com/shakespeare/ http://www.shakespeare-online.com/biography/
  • 8. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade English Designed by Traci Brotherton [email_address] Evaluation Teacher Script Conclusion
  • 9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is your chance to hook your students into this lesson. Maybe start by asking them about famous people who died, or what they know about life in the Renaissance. Also, ask them if they are familiar with tabloids and if they know that the majority of those stories are made up. Then say something like, well, now here’s your chance to make something up in a newspaper only this time, it’s the death of Shakespeare. Here’s what the students will see: The death of William Shakespeare has been unknown for years, it is believed that he died on April 23, 1616 but the cause is still a mystery. Imagine you are part of a famous newspaper in the Renaissance. Your job is to create a story of his death, life, and contributions. Your readers want to know about his life. What did he do? Where did he live? What did he eat? Who was he married to? Did he have children? Most importantly, how did he die? You need to create an interesting death for Shakespeare to entertain your readers. You also need to keep in mind any other information that will interest your readers, remember your readers all live in renaissance time. Advertisements, weather, announcements, and events are all things found in newspapers. You and your team of journalists will research and create a newsletter with Shakespeare’s death as the headline. Evaluation Teacher Script Conclusion
  • 10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is aimed at ninth grade English Students during the Shakespeare unit. This lesson is meant for the end of the unit, after they have read an actual Shakespeare work, like Romeo and Juliet . This is a fun comprehension check and may be an alternative to a written test. Also, this will be a great transition into a media unit. This is an assignment that speaks to a wide variety of learners because it involves group work that is individually fueled. An individual has the choice of creating their own writing assignment or if they work better collaboratively they can complete the writing assignment together. A lot of the knowledge they will need for this assignment will be covered in previous lessons but this is a fun and creative way they can present and reflect on what they have learned. However, this lesson can be used for any high school or even Jr. high Shakespeare unit. Evaluation Teacher Script Conclusion
  • 11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:
    • English Standards Addressed:
    • Reading and Writing Standards Applied
    • Standard 1- Students use and understand a variety of materials.
    • Standard 2- Students write and speak for a variety of audiences.
    • Standard 4- Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
    • Standard 5- Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
    • Standard 6- Students read and recognize literature as a record of human experience.
      • -Recognize the relationships among the various parts of a nation's cultural life.
      • -Learn about the mythology, legends, values and beliefs of a people
      • .
    • This lesson encourages creative application of normal research. Instead of doing a report on the biography of Shakespeare students receive an opportunity to use their knowledge as a group to create a newsletter. This encourages teamwork and allows students to work in their strengths.
    Evaluation Teacher Script Conclusion
  • 12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • First you'll be assigned to a team of 3 students
    • Next, you will assign roles to your team. The roles are as follows:
    • - Writer- This person will be in charge of writing the obituary of William Shakespeare, this person will also be in charge of writing any other article your team wants to incorporate in your newsletter
    • -Graphic Designer- This person will be in charge of the advertisements and graphics within your newspaper
    • -Editor- This person will be in charge of the research and will make sure the final product is free of errors.
    • 3. Use the following Websites to research the following:
    • -Life and Contributions of William Shakespeare
    • -Popular dress, food, music, etc. during his lifetime
    • Websites:
    • William Shakespeare Sites
    • http://www.william-shakespeare.org.uk/death-william-shakespeare.htm
    • http://shakespeare.palomar.edu/
    • http://www.shakespeare-online.com/biography/
    • Renaissance Culture Sites:
    • http://tudorhistory.org/topics/food/
    • http://www.luminarium.org/renlit/renaissanceinfo.htm
    • http://en.wikipedia.org/wiki/English_Renaissance
    • 4. After you and your team have researched all of the requirements found in step three. You and your group can decided exactly how Shakespeare died. Once this is complete you can begin your newsletter using Microsoft Publisher.
    • 5. Open up Microsoft Publisher under the program menu in the windows start icon. Once Publisher is opened select “Newsletter” when the screen brings up your options. Choose a template that everyone in the team agrees upon. Now you can begin creating your newsletter.
    • The main task of the teacher during the process section is to go around and monitor the students and be sure that they are both staying on task and working together as a group. Also, since they will be on the internet it is the teacher’s job to make sure the students are roaming on the provided websites and not looking at inappropriate material. Your job is to answer any questions and help guide their research in a productive manner.
    • When the students get to the newspaper portion it may be helpful to have a sample newsletter to show them. This way they can see how you modeled it.
    Evaluation Teacher Script Conclusion
  • 13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Describe what's needed to implement this lesson. Some of the possibilities:
      • Access to the internet
      • Enough computers so that each group gets their own computer
      • Access to Microsoft Publisher
    • Websites used:
    • Websites:
    • William Shakespeare Sites
    • http://www.william-shakespeare.org.uk/death-william-shakespeare.htm
    • http://shakespeare.palomar.edu/
    • http://www.shakespeare-online.com/biography/
    • Renaissance Culture Sites:
    • http://tudorhistory.org/topics/food/
    • http://www.luminarium.org/renlit/renaissanceinfo.htm
    • http://en.wikipedia.org/wiki/English_Renaissance
    • The human sources will be the teacher and possibly a tech person for any complication with the use of computers.
    Evaluation Teacher Script Conclusion
  • 14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Make sure the students are working cooperatively as a group. The rubric holds them all accountable for the information they acquire. Evaluation Teacher Script Conclusion Exemplary 4 Accomplished 3 Developing 2 Beginning 1 Score 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. Requirements All of the required content was present. Almost all the required content was present.. At least 75% of the required content was present. Less than 75% of the required content was present. Spelling and Proofreading No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper. Several spelling or grammar errors remain in the final copy of the newspaper. Articles - Supporting Details The details in the articles are clear, effective, and vivid 80-100% of the time The details in the articles are clear and pertinent 90-100% of the time.. The details in the articles are clear and pertinent 75-89% of the time. The details in the articles are clear and pertinent 75-89% of the time. Articles - Interest The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers. The articles contain facts, figures, and/or word choices that make the articles interesting to readers. The article contains some facts or figures but is marginally interesting to read. The article does not contain facts or figures that might make it interesting to read.
  • 15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Begin the class by talking about famous deaths throughout history. Maybe make a web diagram on the board and have students add on to it. Have a little conversation about the significance of these famous deaths. Next, ask the students if they are familiar with the concept of tabloids and how many tabloids make up information about celebrities just to sell copies.
    • Let the students know that William Shakespeare was a celebrity during his time period and his death was unknown, then say something like, “Now you have the chance to create your own version of a tabloid lie but you can do it with Shakespeare's death.”
    • Split students into groups of 3-4 and take them to the computer lab
    • Make sure to tell the students they will be researching and creating a newsletter and all material should be school appropriate.
    • Also, be sure to let the students know that each and every group member will be participating.
    • General Navigation through these websites will be needed, no specific guidance is necessary because the students are doing the research themselves.
    • Additional Aid will be needed in opening and operating Microsoft Publisher.
    • Click start on the Windows menu
    • Go to programs
    • Go to Microsoft Office
    • Go to Microsoft Publisher- open it
    • Click on the newsletter template
    • Then choose a specific template
    • And begin
    Evaluation Teacher Script Conclusion
  • 16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This gives students a break from the regular research and report routine that we can slip into from time to time. Some individuals get overwhelmed by the word “test” and perform poorly in test environments. This takes the pressure off and lets them showcase their knowledge in a different limelight. Also, it is giving you the opportunity to show them where to look while allowing them the freedom to decide what they think is important. Lastly, they can have fun in thinking of creative ways that Shakespeare died. This gives students a chance to blend their imagination with the research. Also, they are exercising their writing by compiling a professional newsletter. If you plan to do a media unit it may be a good idea to place it after the Shakespeare unit if you end with this activity. It offers an easy transition into writing in the media. Maybe this will even inspire students in your class to pursue this career. Evaluation Teacher Script Conclusion
  • 17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page William Shakespeare Sites http://www.william-shakespeare.org.uk/death-william-shakespeare.htm http://shakespeare.palomar.edu/ http://www.shakespeare-online.com/biography/ Renaissance Culture Sites: http://tudorhistory.org/topics/food/ http://www.luminarium.org/renlit/renaissanceinfo.htm http://en.wikipedia.org/wiki/English_Renaissance Evaluation Teacher Script Conclusion

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