EAP WebQuest

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A webquest for advanced highschool projects on Edgar Allen Poe.

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EAP WebQuest

  1. 1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Designed by Joylynn Benefiel [email_address] Based on a template from The WebQuest Page A WebQuest for 9 th – 12 th grade
  2. 2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>This WebQuest is designed to aid you in creating a multi-faceted final project for a unit on Edgar Allen Poe. You should focus on the biography, historical context and specific works of this macabre writer. You will use PowerPoint, Publisher, Excel and Word to organize the final products of this project. </li></ul><ul><li>Upon completion of this project, you should have an understanding of Poe’s writing, biography, the historical context of his life and works, and the language his works are written in. </li></ul>
  3. 3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title <ul><li>You are expected to create four separate parts to this project: </li></ul><ul><ul><li>A PowerPoint presentation of Poe’s Biography </li></ul></ul><ul><ul><li>2) A newsletter created in publisher demonstrating an understanding of the historical events occurring when a piece of work was written/published. </li></ul></ul><ul><ul><li>An excel graph of the major themes running through Poe’s stories. </li></ul></ul><ul><ul><li>A word document of 5 – 10 vocabulary words and their etymologies demonstrating the students’ understanding of the language of Poe’s writing . </li></ul></ul>
  4. 4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>You will be assigned to a group of four. Each students will participate in all portions of the project. </li></ul><ul><li>You will assemble 5 – 10 slides on Poe’s Biography using any of the following sites: </li></ul><ul><li>- http://www.poemuseum.com </li></ul><ul><li>- http://www.poestories.com </li></ul><ul><li>- http://www.eapoe.com </li></ul><ul><li>- http://www.pambytes.com/poe/poe/html </li></ul><ul><li>The slides should be assembled in some discernable order, such as: ‘Early Years, Education, Career’. </li></ul><ul><li>Next, as a group, you should proceed to research historical context (i.e. 19 th century America). The Newsletter should be 1 – 3 pages. You may use any of the following websites and any more as long as you get them approved by myself: </li></ul><ul><li>- http://members.aol.com/TeacherNet/19Am.html </li></ul><ul><li>- http://www.questia.com/library/history/united-states-history/19thcentury-u.s.-history/nineteenth-century-american.jsp </li></ul><ul><li>- http://www.digitalhistory.uh.edu/database/hyper_titles.cfm </li></ul><ul><li>- http://www.academicinfo.net/usind.html </li></ul><ul><li>Using any of the same websites listed for Poe’s Biography, find a critical essay for your group to read. Include the critical view from the essay in your thematic excel graph. Use any four of the stories we have read by Poe and trace at least three common themes between them. You are welcome to draw on class sessions for this part. </li></ul><ul><li>As a group, choose 5 -10 terms you don’t understand from the texts and look them up in the Oxford English Dictionary online (http://www. oed.com) </li></ul><ul><li>- Note: if the school library does not have the OED online, any comparable online dictionary will suffice, as long as it is approved by me. </li></ul><ul><li>Include any relevant definitions in your word documents and any etymologies of the word you found interesting. Ensure that a definition relevant to Poe’s time is included. </li></ul><ul><li>As a group, you will present your project to the class, explaining the main components and one specific project. </li></ul>
  5. 5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Oral Presentation Students are not prepared with all portions of their project, presentation is unbalanced with only one student speaker. Portions of presentation are prepared, but are overall incomplete, the presentation is slightly unbalance with only a one or two students presenting. Presentation is complete, but the information is not completely presented. Presentation is mostly balanced with only a one or two students having a minimal part in the presentation. Presentation is complete with all portions accounted for. The presentation is balanced with all members of the group participating equally. Accuracy of Information Biography, PowerPoint and vocabulary list contain numerous inaccuracies. The conclusions presented in the excel portion are not justified or connected. Biography, PowerPoint and vocabulary list contain a few inaccuracies, but are otherwise correct. There are few justifications for the conclusions drawn in the excel graph. Biography, PowerPoint and vocabulary list contain few to no inaccuracies. The excel graph demonstrates connections and justification for most conclusions drawn. Biography, PowerPoint, and vocabulary list contain no inaccuracies. All conclusions drawn in excel graph are justified and connected. Source Citation Few to no sources are citied. Some sources are cited, but are often cited incorrectly. Most to all the sources are cited with few corrections needed. All sources are cited correctly. Page/Slide Requirements All portions of the presentaiton are incomplete, far behind the requirement listed. A few of the portions of the project are short of the page/slide/number of definitions/sections requirement. Most of the portions of the presentation are complete with one or two pieces of the project requiring expansion. All of the portions of the project meet the requirements set.
  6. 6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] At the completion of this project you should have achieved an understanding of the life, works and historical context of Edgar Allen Poe. As the Father of the American Short Story, this knowledge should contribute to your continuation of this subject in later grades.
  7. 7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The WebQuest Page The WebQuest Slideshare Group
  8. 8. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9 th – 12 th grade Designed by Joylynn Benefiel [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  9. 9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant. In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students. Evaluation Teacher Script Conclusion
  10. 10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for advanced groups in the 9 th – 12 th grades. It can be modified and adapted for less advanced groups. Students should have a general introduction to the American Short Story and the work of Poe prior to beginning this assignment, and have a packet of stories by Edgar Allen Poe. Evaluation Teacher Script Conclusion
  11. 11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>English Language Standards Addressed: </li></ul><ul><ul><li>4.a Identify an author's purpose and the text's historical/cultural context from information presented in the text. </li></ul></ul><ul><ul><li>5.e Give credit for others' ideas, images, or information in an appropriate form (for example, bibliography, works cited page, endnotes, or footnotes) </li></ul></ul><ul><ul><li>5.f Locate meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources. </li></ul></ul>Evaluation Teacher Script Conclusion
  12. 12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need. Describe briefly how the lesson is organized. Does it involve more than one class? 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 what? 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 here and suggest ways to get around them. 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 role plays, for example? If you're 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. Evaluation Teacher Script Conclusion
  13. 13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>This project will require the following resources: </li></ul><ul><li>In-class time in a computer lab to complete the activities. </li></ul><ul><li>A packet of Edgar Allen Poe’s Short stories (poems may also be included) </li></ul><ul><li>The program Word, Excel, Publisher, and PowerPoint </li></ul><ul><li>An online or hard-copy dictionary </li></ul>Evaluation Teacher Script Conclusion
  14. 14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Oral Presentation Students are not prepared with all portions of their project, presentation is unbalanced with only one student speaker. Portions of presentation are prepared, but are overall incomplete, the presentation is slightly unbalance with only a one or two students presenting. Presentation is complete, but the information is not completely presented. Presentation is mostly balanced with only a one or two students having a minimal part in the presentation. Presentation is complete with all portions accounted for. The presentation is balanced with all members of the group participating equally. Accuracy of Information Biography, PowerPoint and vocabulary list contain numerous inaccuracies. The conclusions presented in the excel portion are not justified or connected. Biography, PowerPoint and vocabulary list contain a few inaccuracies, but are otherwise correct. There are few justifications for the conclusions drawn in the excel graph. Biography, PowerPoint and vocabulary list contain few to no inaccuracies. The excel graph demonstrates connections and justification for most conclusions drawn. Biography, PowerPoint, and vocabulary list contain no inaccuracies. All conclusions drawn in excel graph are justified and connected. Source Citation Few to no sources are citied. Some sources are cited, but are often cited incorrectly. Most to all the sources are cited with few corrections needed. All sources are cited correctly. Page/Slide Requirements All portions of the presentaiton are incomplete, far behind the requirement listed. A few of the portions of the project are short of the page/slide/number of definitions/sections requirement. Most of the portions of the presentation are complete with one or two pieces of the project requiring expansion. All of the portions of the project meet the requirements set.
  15. 15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>The WebQuest model is best suited for learners who can navigate the Web on their 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 Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things. </li></ul><ul><li>Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest. </li></ul><ul><li>This page will include step by step directions to the facilitator, including: </li></ul><ul><ul><li>What to say at each point in the process </li></ul></ul><ul><ul><li>What to click on </li></ul></ul><ul><ul><li>What questions and misconceptions to anticipate </li></ul></ul><ul><ul><li>How long to take at each point </li></ul></ul><ul><ul><li>When to direct learners to work away from the computer </li></ul></ul><ul><li>To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point. </li></ul><ul><li>This page is linked to the Process segment off of the Teacher Page </li></ul>Evaluation Teacher Script Conclusion
  16. 16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed to give students a foundation to their knowledge of Edgar Allen Poe and his works. The websites list is far from exhaustive and is open to expansion. Students should enjoy this projects, ergo, it should be open to modification if the students happen upon something related that interests them. I hope your students enjoy this webquest and find it interesting. Evaluation Teacher Script Conclusion
  17. 17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion

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