This document provides instructions for a student webquest on Shakespeare. It introduces the task of researching Shakespeare and the Globe Theater. Students will break into groups to research Shakespeare's relationship to the Globe Theater and facts about the theater. They will then choose a scene from a Shakespeare play to recreate in a short video and present information on what the audience would be like. The document outlines the steps and provides online resources to help students complete the task. It also includes a rubric for evaluating their research reports.
This document summarizes information about the hair care brand Pantene Pro-V. It discusses that Pantene was developed in 1940 by Swiss company Hoffman-La Roche, was acquired by Procter & Gamble in 1985, and was renamed Pantene Pro-V in 1991. It provides details about Pantene's product lines, packaging, pricing strategy, promotion methods, distribution channels, target consumer demographic, and market share compared to competitors. The document also identifies Pantene's strengths as its market leadership, anti-dandruff formula, and total care products, as well as opportunities and threats facing the brand.
This document provides an overview of Pantene, a brand of hair care products owned by Procter & Gamble. It discusses Pantene's product introduction, marketing concept focusing on target markets and competitors, marketing mix involving product, price, place, and promotion strategies. It also includes a SWOT analysis and uses the BCG matrix to analyze Pantene's product portfolio. Marketing research processes and consumer behavior relevant to Pantene are summarized as well.
This document provides background information on Renaissance drama and William Shakespeare. It discusses the origins of European drama in religious plays like mysteries and moralities. It then focuses on Shakespeare, noting that he was born in Stratford-upon-Avon and received little formal education. Though he never attended university, he became a successful playwright in London, writing 37 plays and collaborating with the Lord Chamberlain's Men and the King's Men theater troupes. The document also provides details on the Globe Theatre and notes some of Shakespeare's influences, such as Holinshed's Chronicles.
This document discusses the distribution channel of Pantene shampoo in India. It begins by introducing Pantene and its brand ambassador. It then outlines Pantene's distribution model which involves factories distributing to regional stockists who sell to wholesalers and retailers. The basic call procedure for sales executives is also described. It also provides the distribution model of Pantene's competitor Sunsilk shampoo. Finally, it compares the two models and notes complaints retailers have about Pantene's model.
Pantene Pro-V is a hair care brand established in 1947 that is now owned by Procter & Gamble. It has a range of hair care products and annual sales of $3 billion. The target audience is professional women ages 25-35, with a focus on increasing market share within this segment by 10%. The marketing campaign will include TV, print, outdoor, internet, and sponsorship activities to promote a new red bottle where $1 from each sale supports women's heart health. The total budget for the integrated marketing campaign is over $8 million.
The document provides an overview of Renaissance period literature. It discusses how the Renaissance was a cultural movement that started in Italy and spread to Europe, marking a transition between the Middle Ages and modern era. This period saw a renewed interest in classical antiquity and a shift to studying humanity. Key developments included the printing press popularizing literature and William Shakespeare establishing himself as one of the greatest English authors through plays like Romeo and Juliet and Hamlet.
The document provides information about Pantene's market share and 4P's analysis in Thailand. It states that Pantene has been the leading beauty shampoo brand since 2009, with 14% of the market share. While Sunsilk has the largest share at 26%. The analysis also examines the brands' products, prices, places of distribution and promotional strategies. It finds that Pantene's bottles are white while competitors have color-coded bottles for different formulas. Pantene targets all consumer groups but has not fully utilized online media or emphasized new product developments.
This document summarizes information about the hair care brand Pantene Pro-V. It discusses that Pantene was developed in 1940 by Swiss company Hoffman-La Roche, was acquired by Procter & Gamble in 1985, and was renamed Pantene Pro-V in 1991. It provides details about Pantene's product lines, packaging, pricing strategy, promotion methods, distribution channels, target consumer demographic, and market share compared to competitors. The document also identifies Pantene's strengths as its market leadership, anti-dandruff formula, and total care products, as well as opportunities and threats facing the brand.
This document provides an overview of Pantene, a brand of hair care products owned by Procter & Gamble. It discusses Pantene's product introduction, marketing concept focusing on target markets and competitors, marketing mix involving product, price, place, and promotion strategies. It also includes a SWOT analysis and uses the BCG matrix to analyze Pantene's product portfolio. Marketing research processes and consumer behavior relevant to Pantene are summarized as well.
This document provides background information on Renaissance drama and William Shakespeare. It discusses the origins of European drama in religious plays like mysteries and moralities. It then focuses on Shakespeare, noting that he was born in Stratford-upon-Avon and received little formal education. Though he never attended university, he became a successful playwright in London, writing 37 plays and collaborating with the Lord Chamberlain's Men and the King's Men theater troupes. The document also provides details on the Globe Theatre and notes some of Shakespeare's influences, such as Holinshed's Chronicles.
This document discusses the distribution channel of Pantene shampoo in India. It begins by introducing Pantene and its brand ambassador. It then outlines Pantene's distribution model which involves factories distributing to regional stockists who sell to wholesalers and retailers. The basic call procedure for sales executives is also described. It also provides the distribution model of Pantene's competitor Sunsilk shampoo. Finally, it compares the two models and notes complaints retailers have about Pantene's model.
Pantene Pro-V is a hair care brand established in 1947 that is now owned by Procter & Gamble. It has a range of hair care products and annual sales of $3 billion. The target audience is professional women ages 25-35, with a focus on increasing market share within this segment by 10%. The marketing campaign will include TV, print, outdoor, internet, and sponsorship activities to promote a new red bottle where $1 from each sale supports women's heart health. The total budget for the integrated marketing campaign is over $8 million.
The document provides an overview of Renaissance period literature. It discusses how the Renaissance was a cultural movement that started in Italy and spread to Europe, marking a transition between the Middle Ages and modern era. This period saw a renewed interest in classical antiquity and a shift to studying humanity. Key developments included the printing press popularizing literature and William Shakespeare establishing himself as one of the greatest English authors through plays like Romeo and Juliet and Hamlet.
The document provides information about Pantene's market share and 4P's analysis in Thailand. It states that Pantene has been the leading beauty shampoo brand since 2009, with 14% of the market share. While Sunsilk has the largest share at 26%. The analysis also examines the brands' products, prices, places of distribution and promotional strategies. It finds that Pantene's bottles are white while competitors have color-coded bottles for different formulas. Pantene targets all consumer groups but has not fully utilized online media or emphasized new product developments.
This Webquest is an example of a project targeted for middle school students. It is a project with the goal of teaching digital citizenship, computer literacy, and base knowledge about societies around the world.
This document outlines the tasks, process, and evaluation for a student project to design a city on another planet. Students will be divided into groups to research planets, design livable cities, plan activities and jobs, address environmental factors, and present their designs. They will use suggested online resources and cite any non-original work. Groups will be evaluated on organization, detail, mechanics, internet use, and diagrams/illustrations. The goal is for students to successfully create hypothetical off-world colonies and communities.
This document provides information and instructions for a webquest assignment for 6th grade social studies students. The assignment involves having students research countries around the world in groups. Each group will be assigned a country to research and present on. Students will write a 2-3 page research paper and create a video presentation on their assigned country. The presentation will teach the class about the country's flag, government, culture, food and other topics. Students will have class time and time outside of class to complete the assignment over 3 weeks before presenting their findings.
This document provides instructions for a webquest assignment for 6th grade social studies students. Students will work collaboratively in groups to research an assigned country, writing a 2-3 page research paper and creating an informational video. They will present their findings to the class by showing their video and sharing a traditional food from their country. The assignment aims to teach students about different characteristics of countries around the world and how to properly cite sources. Resources provided include websites for research and guidelines on fair use of copyrighted materials like images and music. Rubrics are included to evaluate students' mastery of content, organization, source citation, and workload distribution.
The document provides instructions for a class assignment on Charles Dickens. Students are asked to:
1) Complete a questionnaire about Dickens' life and works.
2) Create a PowerPoint presentation with key facts about Dickens' life, his most famous works, and the Victorian era.
3) Write a 100-120 word biography of Dickens in a word processing program.
Resources on Dickens' life, works, and the Victorian era are provided to help students complete the assignment. The assignment will be evaluated based on criteria like attractiveness, content, organization, and originality of the PowerPoint and biography.
This document provides instructions for a lesson on William Shakespeare for 12th grade English students. Students will research Shakespeare and Elizabethan England, choose a scene from one of Shakespeare's plays, translate it into modern language, and perform their version for the class. They will analyze themes that are still relevant today. The lesson is designed to be completed over 3-5 class days and will involve group work, research, creative performance, and presentation of historical context.
Student presented a PowerPoint presentation on an assigned topic. Based on the rubric, the presentation was well organized with major points fully supported by arguments, ideas, and data. The slides used large, easy to read fonts with good contrast between text and background. Each slide contained one relevant high-quality image to help explain the content. Sources were properly cited in a bibliography. The student used the slides as prompts to narrate the presentation and answered all questions clearly about the subject.
The document provides instructions for a student webquest on exploring different writing genres. Students are assigned roles representing different genres like found poems, monologues, dialogues, and character sketches. They must research their assigned genre using the provided links, create a visual presentation with examples and teaching points, and present to their group to teach others about the genre. The rubric evaluates students on the quality of work, visual presentation, and teaching their peers.
The document provides instructions for an assignment where students will create a digital story using 5 vocabulary words from their content area. Students can use PhotoStory or iMovie to create 5 slides or scene changes that define the words within a story or commercial. The story should relate to a section of the student's textbook and can be fictional, true, or borrowed, as long as credit is given. The digital story cannot simply copy one found online. Guidelines are provided on elements like time length, theme, audio, graphics, and mechanics. Resources for creating and learning digital stories are also listed.
This document is a webquest for 3rd grade geography students that involves traveling to 5 continents to research animals for a new zoo. Students are tasked with learning about the animals' natural habitats, environments, behaviors, diets, and space needs. They will then use the information collected to design their own zoo that safely accommodates all the animals. The process involves visiting websites to gather facts on specific animals, like jaguars, lions, koalas, penguins, and red pandas. Students will be evaluated on collecting sources, originality, meeting requirements, attractiveness, content, and oral presentation.
This WebQuest lesson guides 3rd grade students on a virtual trip around the world to research animals for a new zoo. Students will visit websites to gather information on a jaguar, lion, koala, emperor penguin, and red panda. They will learn about each animal's habitat, behaviors, diet, and space needs. Using the research, students will then design their own zoo that safely houses all the animals. The teacher page provides standards, process details, evaluation criteria, and resources to support lesson implementation.
The document evaluates two online tools - Engrade and Demonstrate online portfolio (DOP).
Engrade received positive evaluations for being easy to set up classes, navigate, register students and upload/edit content. It also provides technical assistance and multimedia elements. DOP also received positive evaluations for being easy to navigate, provide space for comments/feedback, and options to edit portfolios. It further allows creating multiple portfolios and provides scoring systems.
The second document evaluates student participation in an online lesson about variable length argument lists in Java. Most student comments showed understanding of the topic and engaged in helpful discussions, with over 85% of statements directly related to learning.
The document provides instructions for a 4th grade Spanish end-of-unit project on the solar system. Students will work in pairs to create a PowerPoint or Glog presentation with 4 elements: 1) a title slide titled "El sistema solar", 2) a labeled picture of the solar system, 3) at least 4 facts per planet written in Spanish, 4) optional additional astronomical objects. It also includes a rubric assessing sequencing, accuracy, graphics, cooperation, appearance, spelling/grammar, and font formatting.
This document discusses podcasting and its uses for education. It defines podcasting as audio or video content that can be subscribed to over the internet and listened to or watched on demand. It outlines three types of podcasts and recommends software for creating them like Garageband and Audacity. Benefits of podcasting for education include engaging students, reaching broad audiences, and allowing student-created content. Examples provided include a student podcast about Amelia Earhart and using podcasts for lesson plans, instructions, and handouts. The document encourages attendees to start creating their own podcasts.
This document summarizes a teacher-created webquest for 6th grade students about choosing a planet to visit on a hypothetical 2-week vacation. The task is for students to research the planets to determine criteria for their choice, such as atmosphere and distance from the sun. The process involves making a list of criteria, researching the planets using provided websites, and creating a presentation on their chosen planet and why they selected it. An evaluation rubric assesses students' content, organization, design, requirements fulfillment, presentation delivery, and sourcing of information.
This document provides a rubric for evaluating HyperStudio or PowerPoint presentations on the topic of the Magna Carta. The rubric contains 7 categories for evaluation: background, text formatting, content accuracy, sequencing of information, use of graphics, and effectiveness. Each category is scored on a scale of 1 to 4, with specific criteria provided for each score level. The rubric is intended to help students understand how their presentations will be assessed.
This document provides instructions for a WebQuest assignment where students will research William Shakespeare and one of his plays. Students will be placed into groups and assigned a play to research. They will research background on Shakespeare, the Elizabethan time period, characters, plot, themes and moral of their assigned play. Students will present their findings to the class. The document provides guidance on the research process and outlines rubrics for evaluating the storyboard and presentation.
Brenda Guyer Honors Chapter 22 wwi personal interest activity rubric update...B. Hamilton
This document outlines an assignment for an Honors history class on World War 1. Students will work in groups of 4 to create a multimedia project on an approved topic related to WWI or the post-war period. Topics could include weapons, military strategies, medicine, transportation, prisoners of war, daily life, or women's roles. The project will be presented using PowerPoint, Animoto, a video, newspaper, or Glogster and will be evaluated based on detail, use of sources, introduction, citations, accuracy, collaboration, graphics, labels, storytelling, quality, and spelling/grammar. Projects are due on April 12th and presentations will be from April 13th to 15th.
This document provides instructions for a lesson plan asking students to adapt a scene from Shakespeare's play "Twelfth Night" to a modern setting. Students will work in groups, with each member taking on a role - director, playwright, costume designer, or prop constructor. They will research their individual roles and complete writing assignments. Finally, groups will perform their adapted scene for the class. The document provides detailed instructions and online resources to guide students through each step of the process.
This Webquest is an example of a project targeted for middle school students. It is a project with the goal of teaching digital citizenship, computer literacy, and base knowledge about societies around the world.
This document outlines the tasks, process, and evaluation for a student project to design a city on another planet. Students will be divided into groups to research planets, design livable cities, plan activities and jobs, address environmental factors, and present their designs. They will use suggested online resources and cite any non-original work. Groups will be evaluated on organization, detail, mechanics, internet use, and diagrams/illustrations. The goal is for students to successfully create hypothetical off-world colonies and communities.
This document provides information and instructions for a webquest assignment for 6th grade social studies students. The assignment involves having students research countries around the world in groups. Each group will be assigned a country to research and present on. Students will write a 2-3 page research paper and create a video presentation on their assigned country. The presentation will teach the class about the country's flag, government, culture, food and other topics. Students will have class time and time outside of class to complete the assignment over 3 weeks before presenting their findings.
This document provides instructions for a webquest assignment for 6th grade social studies students. Students will work collaboratively in groups to research an assigned country, writing a 2-3 page research paper and creating an informational video. They will present their findings to the class by showing their video and sharing a traditional food from their country. The assignment aims to teach students about different characteristics of countries around the world and how to properly cite sources. Resources provided include websites for research and guidelines on fair use of copyrighted materials like images and music. Rubrics are included to evaluate students' mastery of content, organization, source citation, and workload distribution.
The document provides instructions for a class assignment on Charles Dickens. Students are asked to:
1) Complete a questionnaire about Dickens' life and works.
2) Create a PowerPoint presentation with key facts about Dickens' life, his most famous works, and the Victorian era.
3) Write a 100-120 word biography of Dickens in a word processing program.
Resources on Dickens' life, works, and the Victorian era are provided to help students complete the assignment. The assignment will be evaluated based on criteria like attractiveness, content, organization, and originality of the PowerPoint and biography.
This document provides instructions for a lesson on William Shakespeare for 12th grade English students. Students will research Shakespeare and Elizabethan England, choose a scene from one of Shakespeare's plays, translate it into modern language, and perform their version for the class. They will analyze themes that are still relevant today. The lesson is designed to be completed over 3-5 class days and will involve group work, research, creative performance, and presentation of historical context.
Student presented a PowerPoint presentation on an assigned topic. Based on the rubric, the presentation was well organized with major points fully supported by arguments, ideas, and data. The slides used large, easy to read fonts with good contrast between text and background. Each slide contained one relevant high-quality image to help explain the content. Sources were properly cited in a bibliography. The student used the slides as prompts to narrate the presentation and answered all questions clearly about the subject.
The document provides instructions for a student webquest on exploring different writing genres. Students are assigned roles representing different genres like found poems, monologues, dialogues, and character sketches. They must research their assigned genre using the provided links, create a visual presentation with examples and teaching points, and present to their group to teach others about the genre. The rubric evaluates students on the quality of work, visual presentation, and teaching their peers.
The document provides instructions for an assignment where students will create a digital story using 5 vocabulary words from their content area. Students can use PhotoStory or iMovie to create 5 slides or scene changes that define the words within a story or commercial. The story should relate to a section of the student's textbook and can be fictional, true, or borrowed, as long as credit is given. The digital story cannot simply copy one found online. Guidelines are provided on elements like time length, theme, audio, graphics, and mechanics. Resources for creating and learning digital stories are also listed.
This document is a webquest for 3rd grade geography students that involves traveling to 5 continents to research animals for a new zoo. Students are tasked with learning about the animals' natural habitats, environments, behaviors, diets, and space needs. They will then use the information collected to design their own zoo that safely accommodates all the animals. The process involves visiting websites to gather facts on specific animals, like jaguars, lions, koalas, penguins, and red pandas. Students will be evaluated on collecting sources, originality, meeting requirements, attractiveness, content, and oral presentation.
This WebQuest lesson guides 3rd grade students on a virtual trip around the world to research animals for a new zoo. Students will visit websites to gather information on a jaguar, lion, koala, emperor penguin, and red panda. They will learn about each animal's habitat, behaviors, diet, and space needs. Using the research, students will then design their own zoo that safely houses all the animals. The teacher page provides standards, process details, evaluation criteria, and resources to support lesson implementation.
The document evaluates two online tools - Engrade and Demonstrate online portfolio (DOP).
Engrade received positive evaluations for being easy to set up classes, navigate, register students and upload/edit content. It also provides technical assistance and multimedia elements. DOP also received positive evaluations for being easy to navigate, provide space for comments/feedback, and options to edit portfolios. It further allows creating multiple portfolios and provides scoring systems.
The second document evaluates student participation in an online lesson about variable length argument lists in Java. Most student comments showed understanding of the topic and engaged in helpful discussions, with over 85% of statements directly related to learning.
The document provides instructions for a 4th grade Spanish end-of-unit project on the solar system. Students will work in pairs to create a PowerPoint or Glog presentation with 4 elements: 1) a title slide titled "El sistema solar", 2) a labeled picture of the solar system, 3) at least 4 facts per planet written in Spanish, 4) optional additional astronomical objects. It also includes a rubric assessing sequencing, accuracy, graphics, cooperation, appearance, spelling/grammar, and font formatting.
This document discusses podcasting and its uses for education. It defines podcasting as audio or video content that can be subscribed to over the internet and listened to or watched on demand. It outlines three types of podcasts and recommends software for creating them like Garageband and Audacity. Benefits of podcasting for education include engaging students, reaching broad audiences, and allowing student-created content. Examples provided include a student podcast about Amelia Earhart and using podcasts for lesson plans, instructions, and handouts. The document encourages attendees to start creating their own podcasts.
This document summarizes a teacher-created webquest for 6th grade students about choosing a planet to visit on a hypothetical 2-week vacation. The task is for students to research the planets to determine criteria for their choice, such as atmosphere and distance from the sun. The process involves making a list of criteria, researching the planets using provided websites, and creating a presentation on their chosen planet and why they selected it. An evaluation rubric assesses students' content, organization, design, requirements fulfillment, presentation delivery, and sourcing of information.
This document provides a rubric for evaluating HyperStudio or PowerPoint presentations on the topic of the Magna Carta. The rubric contains 7 categories for evaluation: background, text formatting, content accuracy, sequencing of information, use of graphics, and effectiveness. Each category is scored on a scale of 1 to 4, with specific criteria provided for each score level. The rubric is intended to help students understand how their presentations will be assessed.
This document provides instructions for a WebQuest assignment where students will research William Shakespeare and one of his plays. Students will be placed into groups and assigned a play to research. They will research background on Shakespeare, the Elizabethan time period, characters, plot, themes and moral of their assigned play. Students will present their findings to the class. The document provides guidance on the research process and outlines rubrics for evaluating the storyboard and presentation.
Brenda Guyer Honors Chapter 22 wwi personal interest activity rubric update...B. Hamilton
This document outlines an assignment for an Honors history class on World War 1. Students will work in groups of 4 to create a multimedia project on an approved topic related to WWI or the post-war period. Topics could include weapons, military strategies, medicine, transportation, prisoners of war, daily life, or women's roles. The project will be presented using PowerPoint, Animoto, a video, newspaper, or Glogster and will be evaluated based on detail, use of sources, introduction, citations, accuracy, collaboration, graphics, labels, storytelling, quality, and spelling/grammar. Projects are due on April 12th and presentations will be from April 13th to 15th.
This document provides instructions for a lesson plan asking students to adapt a scene from Shakespeare's play "Twelfth Night" to a modern setting. Students will work in groups, with each member taking on a role - director, playwright, costume designer, or prop constructor. They will research their individual roles and complete writing assignments. Finally, groups will perform their adapted scene for the class. The document provides detailed instructions and online resources to guide students through each step of the process.
1. Student Page
[Teacher Page]
Webquest on Shakespeare
Title For Educators
Introduction Designed by
Task Joseph R. Zazo
Process jrz11@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page
2. Student Page
[Teacher Page]
Introduction
Title Shakespeare is one of the most influential, and regarded as one of
the greatest English writers in our history.
Introduction
Task What are Shakespearean Plays?
Process
So often, we are given Shakespeare in the form of literature. As they
Evaluation are indeed great works of literature, it is important to remember
Conclusion that they are plays as well. These plays were indeed written by
Shakespeare to be “played” to the public. As we study
Shakespearean plays, it is important for us to understand that they
are both great works of literature, but also plays.
By researching Shakespeare's life and the early production of his
plays, students will be able to have a better grasp on Shakespearean
plays. This will give them a better understanding of the plays, and
introduce a new dynamic to Shakespeare.
Credits
3. Student Page
[Teacher Page]
The Task
Your task can be summed up in the following steps:
Title
1.Break up into groups of four. Begin by researching the relationship between Shakespeare
Introduction and The Globe Theater. Your focus should be to develop a strong base for how the theatre
Task came about, and also to recognize the degree of Shakespeare’s importance to the theatre.
Process 2.Next, you need to research some facts about The Globe Theater. You should choose
around 5-7 facts. Be sure that some of these facts highlight the relationship between
Evaluation Shakespeare and the theatre itself. You will be required to choose 3-5 facts and write a
brief 1-2 page summary about them. At least one of them should focus on the relationship
Conclusion between Shakespeare and The Globe Theatre. Note: You MUST cite ALL of your sources in
MLA format.
3.Finally, you are to choose one scene from a play we have, or will cover in class this year.
Be sure to have this approved by me as well. You will then be required to make a short
video imitating the scene. After the video, prepare a short 1-2 minute oral presentation on
what the typical audience would be like for this scene in 1600. Be creative! Video can
follow an interpretation of a scene, not simply repeat it. Note: Be sure to cite your sources
in MLA. Also you can rent a Digital Camera from the lab.
Credits
4. Student Page The Process
[Teacher Page]
To accomplish this task you will need to be organized, focused, and persistent. Be SURE to
ask me for help if you have any questions, that is what I am here for. Remember to follow
Title the steps illustrated in the “Task” section of this web quest, but also refer to this. I have
provided some online resources that will assist you through the process. You are also
Introduction encouraged to discover resources to use on your own as well, but be sure they are
credible as it will be factored in with the quality of your project.
Task
RESOURCES:
Process
Step 1: Research Shakespeare & The Globe Theater
Evaluation •http://www.bardweb.net/globe.html
•http://en.wikipedia.org/wiki/Globe_Theatre
Conclusion •http://www.digitaltheatre.com/home
•Video - http://www.youtube.com/watch?v=WD49hDCppIs
Step 2: Facts and Written Summary
•Facts - http://www.elizabethan-era.org.uk/globe-theatre-facts.htm
•http://www.nosweatshakespeare.com/resources/shakespeare-facts/
•http://www.renfaire.com/Language/index.html
•The Globe - http://www.shakespearesglobe.com/theatre
•MLA help - http://owl.english.purdue.edu/owl/resource/747/1/
Step 3: Short Video project of a scene from shakspear
• iMovie - http://www.ehow.com/how_4838996_use-imovie-apple.html#page=0
• iMovie – http://mac.appstorm.net/how-to/video-how-to/imovie-11-video-introduction-
for-beginners/
• Windows Movie Maker - http://www.wikihow.com/Use-Windows-Movie-Maker
• Windows Guide:
http://www.microsoft.com/education/en-us/teachers/guides/Pages/windows-live-movie-maker.aspx
Credits
5. Student Page
[Teacher Page]
Evaluation
Research Report : Shakespeare Report
Title
Introduction Teacher Name: JZazo
Task Student Name: ________________________________________
CATEGORY 4 3 2 1
Process
Written Summary Information is very organized Information is organized with Information is organized, but The information appears to be
with well-constructed well-constructed paragraphs. paragraphs are not well- disorganized. 8)
paragraphs and subheadings. constructed.
Evaluation
Conclusion Sources All sources (information and
graphics) are accurately
All sources (information and
graphics) are accurately
All sources (information and
graphics) are accurately
Some sources are not
accurately documented.
documented in the desired documented, but a few are documented, but many are
format. not in the desired format. not in the desired format.
Quality of Information Information clearly relates to Information clearly relates to Information clearly relates to Information has little or
the main topic. It includes the main topic. It provides 1-2 the main topic. No details nothing to do with the main
several supporting details supporting details and/or and/or examples are given. topic.
and/or examples. examples.
Mechanics No more than one Almost no grammatical, A few grammatical spelling, or Many grammatical, spelling,
grammatical, spelling or spelling or punctuation errors punctuation errors. or punctuation errors.
punctuation error.
Video Video demonstration is Video demonstration is above Video demonstration is Video demonstration is poor,
excellent and explains a scene average, and explains a scene, average, and explains a scene, and fails to demonstrate a
in relation to theater in 1600. but lacks minor detail. but does not quite connect it scene, as well as relate it to
to theater in 1600. theater in 1600.
Collaboration Each member of the group Each member of the group The group lack some The group had very little or no
collaborated with each other collaborated with each other collaboration and collaboration, presentation
effectively, and demonstrated effectively, but did not organization of the work, this demonstrated this.
this smoothly in the smoothly demonstrate this in was evident throughout the
presentation. the presentation. presentation.
Credits Date Created: Feb 24, 2013 12:44 pm (CST)
6. Student Page
[Teacher Page]
Conclusion
Congratulations! Your research work on Shakespearean plays related to The
Title
Globe Theater in 1600’s has revealed a new dynamic to you and your
Introduction classmates. Hopefully, we now have a better grasp on Shakespeare's
relationship with theater, and we can visit a new dynamic of the plays. Now,
Task we can build on this new found knowledge as we continue our studies on
Process Shakespeare.
Evaluation
Conclusion
Credits
7. Student Page
[Teacher Page]
Credits & References
Research Resources
Title • http://www.bardweb.net/globe.html
Introduction • http://en.wikipedia.org/wiki/Globe_Theatre
• http://www.digitaltheatre.com/home
Task • Tour Video - http://www.youtube.com/watch?v=WD49hDCppIs
Process •Facts - http://www.elizabethan-era.org.uk/globe-theatre-facts.htm
•http://www.nosweatshakespeare.com/resources/shakespeare-facts/
Evaluation
•http://www.renfaire.com/Language/index.html
Conclusion •The Globe - http://www.shakespearesglobe.com/theatre
•MLA help - http://owl.english.purdue.edu/owl/resource/747/1/
•iMovie -
http://www.ehow.com/how_4838996_use-imovie-apple.html#page=0
• iMovie – http://mac.appstorm.net/how-to/video-how-to/imovie-11-
video-introduction-for-beginners/
• Windows Movie Maker -
http://www.wikihow.com/Use-Windows-Movie-Maker
• Windows Guide:
http://www.microsoft.com/education/en-us/teachers/guides/Pages/windows-l
• Slideshare - http://www.slideshare.net
• Springboard - http://springboard.uakron.edu
•Webquest.org - http://webquest.org/index.php
•Wikispaces.com - http://wikispaces.com
• Google Images - https://www.google.com/imghp?
Credits
hl=en&authuser=0&tab=wi
8. [Student Page]
Teacher Page Lesson on Shakespeare Productions
A WebQuest for 11th Grade (Put Subject Here)
Title
Introduction Designed by
Learners Joe Zazo
Standards jrz11@zips.uakron.edu
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page
9. [Student Page]
Teacher Page Introduction (Teacher)
This lesson was developed as an assignment for an Educational
Title
Technology course at The University of Akron. The goal was to create a
Introduction webquest that ultimately informed the students about the important
relationship between Shakespeare, The Globe Theater, and plays
Learners during 1600.
Standards
The lesson is to introduce an important, and often forgotten, dynamic of
Process Shakespeare plays. So often, we focus to heavily on Shakespeare
plays as only a work of literature. By doing this, we abandon a very
Resources
important dynamic of Shakespeare, that is that they were written to be
Evaluation played on stage. Ultimately, it is important that establish continuity
between Shakespeare as a great work of literature, and a great play.
Teacher Script
Therefore, the students will explore this concept by researching “The
Conclusion Globe Theater,” and Shakespeare, in the context of their relationship.
Students then will choose a scene and create a short video that
demonstrates a scene, but also explains possible perception of that
scene.
Credits
10. [Student Page]
Teacher Page Learners (Teacher)
Describe the grade level and course that the lesson is designed to cover. For
Title example: "This lesson is anchored in seventh grade language arts and involves
social studies and math to a lesser extent." If the lesson can easily be extended to
Introduction additional grades and subjects, mention that briefly here as well.
Learners
This lesson is designed for 11th and 12th grade students. It is rooted in Language
Standards Arts, but also requires history and research as well.
Process Describe what the learners will need to know prior to beginning this lesson. Limit
this description to the most critical skills that could not be picked up on the fly as the
Resources lesson is given.
Evaluation The learners should have a fundamental base of who Shakespeare was. Prior to
this assignment the learners should be given a presentation on Shakespeare and
Teacher Script The Globe Theater. This will give them a solid base that will enable them to
complete this assignment. Students must also follow ethical guidelines and be
Conclusion briefed on MLA format, plagiarism, and the honor code.
Credits
11. [Student Page]
Curriculum Standards
Teacher Page
(Teacher)
Title The students will learn a lesson on Shakespeare and his relationship/importance to
theater in the 1600’s . They will also develop basic video editing skills, follow digital
Introduction citizenship, and understand the basics of MLA formatting For example:
Learners Language Arts Standards Addressed
Standards •Recognized the relationships among theater in the 1600’s and
Shakespearean plays.
Process •Learned about the a number of scenes from Shakespeare's plays.
•Exercised skills in writing, presenting, and researching.
Resources •Developed creativity through a “mini” production/interpretation of a
Evaluation Shakespearean scene.
Teacher Script Other Skills: teamwork, communication, time management, organization,
creativity, public speaking, writing, cooperation.
Conclusion
Credits
12. [Student Page]
Teacher Page The Process (Teacher)
The Student’s process can be summed up in the following steps:
Title
1.Break up into groups of 4. Begin by researching the relationship between Shakespeare and
Introduction The Globe Theater. Your focus should be to develop a strong base for how the theatre came
Learners about, and also to recognize the degree of Shakespeare’s importance to the theatre.
Standards 2.Next, you need to research some facts about The Globe Theater. You should choose around
5-7 facts. Be sure that some of these facts highlight the relationship between Shakespeare and
Process the theatre itself. You will be required to choose 3-5 facts and write a brief 1-2 page summary
about them. At least one of them should focus on the relationship between Shakespeare and
Resources The Globe Theatre.
Note: You MUST cite ALL of your sources in MLA format.
Evaluation
3.Finally, you are to choose 1 scene from a play we have, or will cover in class this year. Be sure
Teacher Script to have this approved by me as well. You will then be required to make a short video imitating
the scene. After the video, prepare a short 1-2 minute oral presentation on what the typical
Conclusion audience would be like for this scene in 1600. Be creative! Video can follow an interpretation
of a scene, not simply repeat it. Note: Be sure to cite your sources in MLA. Also you can rent a
Digital Camera from the lab.
Variations: This particular assignment will likely take around 4-5 class periods.
Students will be given two weeks to complete the assignment, and should work on
during the allotted class periods. They should also work on the project outside of class
time, utilizing the school library and computer lab. Lesson is best given in a laboratory
setting. If in regular classroom be sure to demonstrate webquest on smart-board, and
print out slides for students as well.
Credits
13. [Student Page]
Teacher Page Resources (Teacher)
Some of the required materials for lesson:
Title
Introduction •Class sets of books
•A computer laboratory
Learners •Access to movie maker (Windows or Macintosh)
Standards •Computer, Smartboard, digital camer/video camera,
•Specific reference material in the classroom or school library
Process •Word processing of some kind.
•Website Resourse
Resources
Evaluation If the lesson makes extensive use of specific websites, it would be
appropriate to list, describe and link them here.
Teacher Script
Conclusion One teacher is required to implement this lesson. However, it is also
encouraged that the school library and lab technician assist in the
project as well if available. That way students have multiple individuals
that can assist them through this project.
Credits
14. [Student Page]
Teacher Page Evaluation (Teacher)
Research Report : Shakespeare Report
Title
Introduction Teacher Name: JZazo
Learners Student Name: ________________________________________
CATEGORY 4 3 2 1
Standards
Written Summary Information is very organized Information is organized with Information is organized, but The information appears to be
with well-constructed well-constructed paragraphs. paragraphs are not well- disorganized. 8)
paragraphs and subheadings. constructed.
Process
Resources Sources All sources (information and
graphics) are accurately
All sources (information and
graphics) are accurately
All sources (information and
graphics) are accurately
Some sources are not
accurately documented.
documented in the desired documented, but a few are documented, but many are
Evaluation format. not in the desired format. not in the desired format.
Teacher Script Quality of Information Information clearly relates to
the main topic. It includes
Information clearly relates to Information clearly relates to
the main topic. It provides 1-2 the main topic. No details
Information has little or
nothing to do with the main
several supporting details supporting details and/or and/or examples are given. topic.
Conclusion and/or examples. examples.
Mechanics No more than one Almost no grammatical, A few grammatical spelling, or Many grammatical, spelling,
grammatical, spelling or spelling or punctuation errors punctuation errors. or punctuation errors.
punctuation error.
Video Video demonstration is Video demonstration is above Video demonstration is Video demonstration is poor,
excellent and explains a scene average, and explains a scene, average, and explains a scene, and fails to demonstrate a
in relation to theater in 1600. but lacks minor detail. but does not quite connect it scene, as well as relate it to
to theater in 1600. theater in 1600.
Collaboration Each member of the group Each member of the group The group lack some The group had very little or no
collaborated with each other collaborated with each other collaboration and collaboration, presentation
effectively, and demonstrated effectively, but did not organization of the work, this demonstrated this.
this smoothly in the smoothly demonstrate this in was evident throughout the
presentation. the presentation. presentation.
Credits Date Created: Feb 24, 2013 12:44 pm (CST)
15. [Student Page]
Teacher Page Teacher Script (Teacher)
Walk your students thorugh the following steps.
Title
1.Introduction – should introduce the topic in cohesion with the material that is listed
Introduction on in introductory page. Be sure to draw the interest of the students and reinforce
Learners the purpose of the assignment.
Standards 2. The Task – Be sure to walk them through the steps of the desk. Prior to this give
them a solid base of information related to Shakespeare. After each step, be sure to
Process ask the students if they have any questions.
Resources 3.Process – Follow the process page and explain each step. Be sure to briefly
present the majority of the resources. Also, make sure they follow digital citizenship
Evaluation and cite their sources according to the MLA handbook.
Teacher Script 4.Evaluation – Be sure to explain the expectation of the assignment clearly. Pull up
the rubric and explain each step, and what is needed to acquire full credit on the
Conclusion assignment. Emphasis the importance of the assignment, but also ask for student
input regarding the expectations of the assignment.
5.Conclusion – Conclude the presentation by asking if there is any questions. Briefly
go back over each necessary step to complete the task. Communicate to the
students that you are their to help them through the project, and they are free to
approach you at any time.
Credits
16. [Student Page]
Teacher Page Conclusion (Teacher)
Finally, I look to demonstrate the importance of this lesson. First off,
Title
Shakespeare is very difficult to understand at times. Much of it was
Introduction based off of the culture, language, and style of the time. Therefore, we
often have some trouble teaching it in modern terms.
Learners
Standards This lesson is meant to introduce students to view Shakespeare from a
different perspective. In the end, they will develop a base that will
Process enable them to see Shakespeare from a different perspective.
Moreover, students will develop and practice their writing, researching,
Resources
and technological skills through the duration of this presentation. Lastly,
Evaluation the students will practice digital citizenship through the application of it
to this product.
Teacher Script
Conclusion
Credits
17. [Student Page]
Teacher Page Credits & References (Teacher)
Title Research Resources
• http://www.bardweb.net/globe.html
Introduction • http://en.wikipedia.org/wiki/Globe_Theatre
Learners • http://www.digitaltheatre.com/home
• Tour Video - http://www.youtube.com/watch?v=WD49hDCppIs
Standards
•Facts - http://www.elizabethan-era.org.uk/globe-theatre-facts.htm
Process •http://www.nosweatshakespeare.com/resources/shakespeare-facts/
Resources •http://www.renfaire.com/Language/index.html
•The Globe - http://www.shakespearesglobe.com/theatre
Evaluation
•MLA help - http://owl.english.purdue.edu/owl/resource/747/1/
Teacher Script •iMovie - http://www.ehow.com/how_4838996_use-imovie-
Conclusion apple.html#page=0
• iMovie – http://mac.appstorm.net/how-to/video-how-to/imovie-11-video-
introduction-for-beginners/
• Windows Movie Maker - http://www.wikihow.com/Use-Windows-Movie-
Maker
• Windows Guide: http://www.microsoft.com/education/en-
us/teachers/guides/Pages/windows-live-movie-maker.aspx
• Slideshare - http://www.slideshare.net
• Springboard - http://springboard.uakron.edu
•Webquest.org - http://webquest.org/index.php
•Wikispaces.com - http://wikispaces.com
Credits •Google Images - https://www.google.com/imghp?hl=en&authuser=0&tab=wi