This document is a teacher page for a WebQuest assignment based on John Steinbeck's novel The Grapes of Wrath. Students will take on a first-person perspective from the Great Depression and create 8-10 journal entries responding to prompts about their experiences. They will make connections to themes and events from the novel. The goal is for students to understand the universal nature of an epic journey during hardship, as depicted in the novel.

1. “ Greatness of heart and spirit” A personal epic based on John Steinbeck’s The Grapes of Wrath Student Page “Greatness of heart and spirit” Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10th Grade English Designed by Shaun Pettine [email_address] Based on a template from The WebQuest Page First edition cover of The Grapes of Wrath

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Ask yourself this question as you read, see, listen, and experience your own epic: How is the epic journey described in The Grapes of Wrath a universal experience? You have entered the Depression. Formerly living the American Dream, you have found that the collapse of the U.S. economy has affected you personally. To immerse yourself in the experience, look through this photo album and see what is happening around you. Do you recognize any of the characters from The Grapes of Wrath ? Look at pictures and listen to some of the music from the California migrant farm worker camps . Dorothea Lange’s “Migrant Mother” photographs

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Your personal epic… Read or listen to what Steinbeck said when receiving the Nobel Prize for Literature in 1962. What do you think about the writer’s duty “to declare and celebrate man’s proven capacity for greatness of heart and spirit?” For this assignment you are exploring the idea of man’s innate greatness while undergoing an epic journey during the Depression, just as the Joads are. From your first-person perspective you will create a record of your experiences during the Depression. Title

6. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 20 15 10 5 Score Number and Quality of Entries Journal contains at least 8 well-developed entries. Journal contains just under 8 entries, or some entries are not as fully developed. Journal contains well below the required number of entries, or many entries are inadequately developed. Journal contains well below the required number of entries and little effort has been given to their writing. Entry Topics and Voice Entries address a wide variety of topics and include a well-developed character description of the author. Entries are convincingly written in first person. Entry topics are varied and written from the first-person perspective. Entry topics are less varied and there is not always a clear sense of the author as a character. Entry topics are less varied; topics are repeated; the author's persona is absent in most of the entries Additional Illustrations The journal uses a wide variety of different types of illustrations in the narrative. The journal uses some additional illustrations in the narrative. The journal uses at least one additional illustration in the narrative. The journal uses no additional illustrations in the narrative. References to The Grapes of Wrath The journal shows an understanding of the novel's events and relates details and themes convincingly to the entries. The journal shows an understanding of the novel's events and makes some connections to the entries. The journal refers to the novel. The journal does not refer to the novel. Further Questions The author thoughtfully answers the Further Questions by connecting a number of texts and experiences. The author makes some connections between different texts and experiences and the Further Questions. The author tries to connect some texts and/or experiences to the Further Questions. The author does not make connections with other texts and experiences.

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Thanks to the English teachers are Phillips Academy Andover for providing a terrific list of web resources related to The Grapes of Wrath . Thanks also to The WebQuest Page and The WebQuest Slideshare Group , where you too can acquire the latest version of this template and training materials.

8. “ Greatness of heart and spirit” (Teacher) A personal epic based on John Steinbeck’s The Grapes of Wrath [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 10th Grade English Designed by Shaun Pettine [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Ask students this question to begin the Webquest unit. They should have already read The Grapes of Wrath in class, and this activity is designed to sum up the experience for them and make them reflect on possible historical, social, and textual connections, in the context of what they know about the epic. How is the epic journey described in The Grapes of Wrath a universal experience? You have entered the Depression. Formerly living the American Dream, you have found that the collapse of the U.S. economy has affected you personally. To immerse yourself in the experience, look through this photo album and see what is happening around you. Do you recognize any of the characters from The Grapes of Wrath ? Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This project is designed for 10 th grade English students who have completed John Steinbeck’s The Grapes of Wrath . It could be used equally well with older high school students. Evaluation Teacher Script Conclusion

11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The NCTE standards addressed: 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Evaluation Teacher Script Conclusion

14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students will be scored using a rubric based on the following ideal criteria: Number and Quality of Entries Journal contains at least 8 well-developed entries. Entry Topics and Voice Entries address a wide variety of topics and include a well-developed character description of the author. Entries are convincingly written in first person. Additional Illustrations The journal uses a wide variety of different types of illustrations in the narrative. References to The Grapes of Wrath The journal shows an understanding of the novel's events and relates details and themes convincingly to the entries. Further Questions The author thoughtfully answers the Further Questions by connecting a number of texts and experiences. Evaluation Teacher Script Conclusion

15. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page By looking at economic, historical, and social conditions during the Depression, students should better be able to understand the events of The Grapes of Wrath. Tying these events to present-day events may make this classic novel more relevant for many students. The suggested journal prompts are designed to make students analyze a variety of source materials and make connections between a variety of texts and text types, as well as teaching students how information on the web can be used in a layered and multi-disciplinary way. The writing portion of this assignment is designed to exercise a variety of voices and to explore the genre of journal, possibly linking it to current-day blogging practices. The guiding question is intended to make students explore the idea of the epic and the heroic figure, central to this particular novel. Evaluation Teacher Script Conclusion

16. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Thanks to the English teachers are Phillips Academy Andover for providing a terrific list of web resources related to The Grapes of Wrath . Thanks also to The WebQuest Page and The WebQuest Slideshare Group , where you too can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion