This WebQuest guides students in researching and writing a Shakespearean sonnet in iambic pentameter. Students take on the role of a friend who must write poems for Shakespeare, who has fallen ill. Through visiting various townsfolk, students learn about iambic pentameter, then write their own 14-line poem in the style. They are evaluated on proper structure, rhyme scheme, and lack of errors. The goal is for students to understand and apply this poetic form.

1. Shakespearean Iambic Pentameter Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 11th Grade English Students Designed by Evan Darling [email_address] Based on a template from The WebQuest Page Photo by Flickr name: Yelnoc

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Imagine that you have found yourself launched back in time, all the way back to the 16 th century, with no way back. However, you are not too upset about it because as an overly enthusiastic English student, as I know you all are, you realize that you are in luck because you have traveled back to the time of Shakespeare! You immediately go to find him and as you spend time there you become one of Shakespeare’s very good friends, he rather likes the odd way you speak. As you spend some time there however, Shakespeare becomes very ill. He comes to you as his good friend and explains his predicament. He promised to write a book of poems in iambic pentameter for the king, as they are his favorite form of verse, but is unable to write in his condition. On top of that, the king is upset at Shakespeare for his poor display of monarchs in his last play, and will hang your poor friend if he cannot produce his book of poems by the king’s deadline. This is Shakespeare’s last chance to get on the king’s good side. If the king is happy with the poems, he will reward him with whatever he likes, but if they are disappointing, he will again hang your friend, As his good friend, you decide to help Shakespeare out by writing poetry for him, and in return, ask that he asks the king for a time machine to send you back home, because you are now quite homesick. Shakespeare is more than happy to agree to the terms, but unfortunately is too sick to explain how to write an iambic pentameter poem. It is up to each of you to discover what an iambic pentameter poem consists of and to write one for Shakespeare in order to spare him from the king and to find a way home! Remember, Shakespeare’s life depends on these poems, so they must be good and error free so the king thinks that he wrote them. Good luck! Photo by Flickr name: grendelkhan

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] It is your job to become an expert in the form of Shakespearean iambic pentameter in time to save your friend and to be rewarded with a way home. You will participate in research by walking around town and asking the various citizens what they know about iambic pentameter until you have gained enough knowledge to write an iambic pentameter poem yourself. All of your research will be done using the Internet. In order to remember all of your findings, make sure to take notes along the way! Once you feel you have talked to enough townsfolk and have gotten enough information, you will write a Shakespearean iambic pentameter poem on Microsoft Word. Once your poem is complete, print it off and turn it into the teacher, and they’ll be sure to compile all the poem’s into a book in time to save Shakespeare and get you home! Title Photo by Flickr name: Calamity Meg

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] It is time for you to travel into town and ask around to find out all you can about iambic pentameter. Remember, time is short though, so try to only ask those who are bound to have good information. A good place to start your inquiry may be the library. The librarian there, Florizel, will be able to show you some samples of Shakespeare’s sonnets , as well as give you some general information on Shakespeare himself. Another good place to get information would be the local school. One of the professors there, Caliban, is known for teaching the art of writing poetry. He’ll be able to tell you about the basics of poetry , verse and prose , and meter . Another professor there, Apemantus, is an expert in iambic pentameter, and will be able to give you a quick summary of iambic pentameter, as well as a detailed summary . Once Apemantus explains the more in depth parts of iambic pentameter, such as which syllables should be stressed and unstressed, he’ll send you to see Gloucester, the school’s linguist. He’ll explain stressed and unstressed syllables more in depth. Now that you have gained the knowledge you need on iambic pentameter, you can head back and begin writing. You may want to stop by the house of Paroles the artist. He can explain the art and beauty of figurative language , which will be crucial to making your poem a success. While writing your poem, you may have trouble rhyming. In such an event, you can always call over the local Fool. Don’t let him fool you though, he is really very bright, as most seem to be throughout Shakespeare’s work. He is a walking rhyming dictionary . Once your poem is finished, hand it in quickly to save Shakespeare and to get home!

5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Figurative language is absent. Figurative language is present. Poem uses good figurative language. Poem uses a surplus of figurative language. Figurative Language The structure is incorrect. The poem almost follows the proper structure. The poem mostly follows the proper structure. The poem follows the 10 syllable per line, 14 line Shakespearean iambic pentameter structure. Structure Unstressed/ stressed structure is incorrect or not present. Most lines follow the proper stressed/ unstressed structure. Almost every line follows the proper stressed/ unstressed structure. Each line follows the proper Shakespearean iambic pentameter stressed/ unstressed structure. Stressed/ Unstressed Rhyme scheme is difficult to follow or incorrect. Most lines follow the proper rhyme scheme. Almost every line follow proper Shakespearean iambic pentameter rhyme scheme. Poem follows the proper Shakespearean iambic pentameter rhyme scheme. Rhyme Scheme Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Writer makes no errors in grammar or spelling that distract the reader from the content. Grammar & Spelling (Conventions) Score 1 2 3 4 CATEGORY Student Name: ________________________________________ Teacher Name: Writing a Shakespearean Iambic Pentameter Poem

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! Your poems came together to form a magnificent book of poetry. The king was ecstatic and, thinking that Shakespeare wrote the poems, put Shakespeare back on his good side and awarded him the time machine he requested. Shakespeare is very grateful for all you have done for him and for your friendship and happily hands over the time machine. You give your tearful farewells and you blast off back into the present. Now you have the knowledge and expertise needed to understand and write Shakespearean iambic pentameter! Photo by Flickr name: Steve Nimmons Photo by Flickr name: georgeogoodman

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This WebQuest was created by Evan Darling, student at Colorado State University studying in the department of English education. It was completed during the fall semester of 2008 for the EDUC331 class. Teachers may adapt this lesson any way they please other than for financial gain. For information, contact Evan Darling ( [email_address] ). All photos are from Flickr.com, with each photographer paid credit to under each photo. Based on a template at The WebQuest Page and training materials from The WebQuest Slideshare Group

8. Shakespearean Iambic Pentameter [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 11th Grade English Students Designed by Evan Darling [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Photo by Flickr name: Yelnoc

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest was designed as part of the EDUC331 class at Colorado State University, a class that teaches future teachers how to implement technology into the classroom. When completing this WebQuest, students will use the internet as a tool to gather information. This WebQuest was designed to help students better understand and learn how to write Shakespearean iambic pentameter. The students should learn the structure, form, rhyme scheme, stressed and unstressed syllable order, and etc. of Shakespearean iambic pentameter and feel comfortable implementing these into their own poem. Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed for 11 th grade English or language arts students. Prior to beginning this lesson, learners will need to have some background into Shakespeare, poetry, and composition. Evaluation Teacher Script Conclusion

11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest was designed to relate to these particular standards of the Colorado Model Content Standards. Reading and Writing Standards Addressed Standard 2- uses poetic techniques in writing Standard 4- students apply thinking skills to their reading, writing, speaking, listening, and viewing Creative production is a thinking and communication skill that was also encouraged by this lesson. Evaluation Teacher Script Conclusion

12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page It is time for you to travel into town and ask around to find out all you can about iambic pentameter. Remember, time is short though, so try to only ask those who are bound to have good information. A good place to start your inquiry may be the library. The librarian there, Florizel, will be able to show you some samples of Shakespeare’s sonnets , as well as give you some general information on Shakespeare himself. Another good place to get information would be the local school. One of the professors there, Caliban, is known for teaching the art of writing poetry. He’ll be able to tell you about the basics of poetry , verse and prose , and meter . Another professor there, Apemantus, is an expert in iambic pentameter, and will be able to give you a quick summary of iambic pentameter, as well as a detailed summary . Once Apemantus explains the more in depth parts of iambic pentameter, such as which syllables should be stressed and unstressed, he’ll send you to see Gloucester, the school’s linguist. He’ll explain stressed and unstressed syllables more in depth.Now that you have gained the knowledge you need on iambic pentameter, you can head back and begin writing. You may want to stop by the house of Paroles the artist. He can explain the art and beauty of figurative language , which will be crucial to making your poem a success. While writing your poem, you may have trouble rhyming. In such an event, you can always call over the local Fool. Don’t let him fool you though, he is really very bright, as most seem to be throughout Shakespeare’s work. He is a walking rhyming dictionary . Once your poem is finished, hand it in quickly to save Shakespeare and to get home! This is the process that is given to students. The lesson is fairly straight forward. Students are given the various places to get information on iambic pentameter and how to write iambic pentameter, and are given free reign to explore and learn all they need to in order to write their own iambic pentameter poem. It should be able to be completed in one class period, or at least two, one for research and one to write the poem. A teacher only needs to have basic computer knowledge and knowledge on iambic pentameter to be able to answer any questions that may arise. Evaluation Teacher Script Conclusion

13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page All that is needed to implement this lesson is a computer with internet access and Microsoft Word for each student. One teacher should be enough to monitor and supervise the class. Evaluation Teacher Script Conclusion

14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Students should be evaluated individually based on their poems and in the following of proper iambic pentameter structure as well as creativity and effort put in. Figurative language is absent. Figurative language is present. Poem uses good figurative language. Poem uses a surplus of figurative language. Figurative Language The structure is incorrect. The poem almost follows the proper structure. The poem mostly follows the proper structure. The poem follows the 10 syllable per line, 14 line Shakespearean iambic pentameter structure. Structure Unstressed/ stressed structure is incorrect or not present. Most lines follow the proper stressed/ unstressed structure. Almost every line follows the proper stressed/ unstressed structure. Each line follows the proper Shakespearean iambic pentameter stressed/ unstressed structure. Stressed/ Unstressed Rhyme scheme is difficult to follow or incorrect. Most lines follow the proper rhyme scheme. Almost every line follow proper Shakespearean iambic pentameter rhyme scheme. Poem follows the proper Shakespearean iambic pentameter rhyme scheme. Rhyme Scheme Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Writer makes no errors in grammar or spelling that distract the reader from the content. Grammar & Spelling (Conventions) Score 1 2 3 4 CATEGORY Student Name: ________________________________________ Teacher Name: Writing a Shakespearean Iambic Pentameter Poem

15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page -The facilitator should open up with a brief description about the activity. -Then the facilitator should have each student open up to the Title page of the student section. -From here, the facilitator may give the kids free reign to explore the WebQuest and gather their information, clicking on the various hyperlinks in the Process page of the student section to gather the information they need. -Once the students have had ample time to gather their research (no more than an hour), the facilitator should have the students open a Microsoft Word document and begin writing their poem, while still having the WebQest available to return to for help or for the rhyming dictionary. -The students should have no more than one hour to write their poem and then the facilitator should have the students print off their poems and hand them in. -The facilitator should then make sure that all of the students successfully log off of their computers and then have the students follow whatever activity is to follow. *This page is linked to the Process segment off of the Teacher Page Evaluation Teacher Script Conclusion

16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is a useful tool for students on many levels. It teaches them about poetry, Shakespeare, creativity, and research. Students must do their own research to learn how to write the poem and will grasp an understanding of how to write a poem (rhyme scheme, foot, meter, stressed/unstressed syllables, etc.). They will also learn more about Shakespeare and his most famous form of prose. Student’s creativity is also worked when it comes time for them to write their very own poem. Evaluation Teacher Script Conclusion

17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest was created by Evan Darling, student at Colorado State University studying in the department of English education. It was completed during the fall semester of 2008 for the EDUC331 class. Teachers may adapt this lesson any way they please other than for financial gain. For information, contact Evan Darling ( [email_address] ). All photos are from Flickr.com, with each photographer paid credit to under each photo. Based on a template at The WebQuest Page and training materials from The WebQuest Slideshare Group Evaluation Teacher Script Conclusion