This WebQuest assigns students to research the life of William Shakespeare and create a fictional newspaper reporting on his death. Students work in groups, with roles like writer, graphic designer and editor. They research Shakespeare's biography and Renaissance culture on provided websites. Using Microsoft Publisher, students design a newsletter detailing Shakespeare's imagined death while incorporating factual information about his life and times. The activity aims to engage students through creative writing while assessing their understanding of Shakespeare and the Renaissance period.

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.

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

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.

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