WebQuest: The Life and Times of Shakespeare

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9th Grade English Designed by Kristina Schulz [email_address] Based on a template from The WebQuest Page The Life and Times of Shakespeare

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Introduction All the world’s a stage And all the men and women merely players… (As You Like It, 2.7.139-140)‏ It's that time of the year again! All the world's foremost Shakespearean and Renaissance scholars are coming together to share their vast stores of knowledge at the one and only Society for the Welfare of Educated English Thinkers (S.W.E.E.T) Conference. Better yet, you have been invited to make a special presentation at the S.W.E.E.T. Conference, expounding your own vast stores of knowledge to the eager experts (and the occasional nerd).

Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title The Task The eye of man that not heard, the ear of man hath not seen, man’s hand is not able to taste, his tongue to conceive, not his heart to report what my dream was. (A Midsummer Night’s Dream, 4.2.204-7) You and four co-presenters are going to become experts in your specified topic, chosen at random, and present what you discover (via PowerPoint) to the rest of the S.W.E.E.T. Conference. Here are the possible Conference presentation topics: City Life Playhouses The Plague Education Aristocracy Clothing Each group will present for 12-15 minutes on their topics, with each individual speaking for 2-3 minutes on their individual subtopic (to be decided in your initial group meeting). Your PowerPoint should have at least 5 slides (one per presenter) with bullet points, not paragraphs, of information. [Click Here] for more information on what goes into a great PowerPoint presentation. Make sure your information is concise, accurate, and interesting.

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The Process We few, we happy few, we band of brothers. For he today that sheds his blood with me Shall be my brother; be he ne'er so vile, This day shall gentle his condition. (Henry V, 4.3.60-4)‏ 1.First, you will be put into groups of 5-6. Get to know your group members—they will be your partners for the next two weeks and will assist you in your presentation at the conference! 2. We will be using the Bowl of Freedom © to assign your group of presenters one of the six possible presentation topics. 3. Once you have been assigned your topic, have a brief meeting with your conference partners to assign responsibilities for each individual. Refreshments will be provided by the S.W.E.E.T. Conference caterers: Foundation for the Omission of Overpriced Delicacies (F.O.O.D.)‏ Day 1 – Group Assignments

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The Process Day 2 – Research All her deserving Is a reservèd honesty, and that I have not heard examined. (All’s Well that Ends Well, 3.5.58-60) 1. Sitting in the Media Center, you are surrounded by an infinite number of resources! If you are reading this on a computer screen, then the closest resource to you right now is the Internet, so let's start there! Click on one of the following links to get a few ideas on where you can start your research: City Life Playhouses The Plague Education Aristocracy Clothing Remember, these are only to give you a start in your research. Look at other sites, books, etc. 2. As you research your topic, write down the MLA citation of your source on a 3x5 index card. On the back, write down 3-5 sentences. NOTE: If you write down the sentences exactly as they are written in the source, make sure you put quotes around the sentence to show that it is not in your own words. For every piece of information that you get from a source, you MUST have a parenthetical citation.

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The Process Day 3 – Collaboration, Note taking, and more Research So we’ll live, And pray, and sing, and tell old tales, and laugh at gilded butterflies… (King Lear, 5.3.11-13) 1. Have another brief meeting with your presentation group to assess how far along each presenter has gotten in his/her research. While in your meeting, assign a note taker to write down the main points of your meeting and discuss these following points: Discuss one or two new things you have learned in your research. Have your note taker write them down. Are you having any trouble finding information on your specific subtopic? Discuss tips/suggestions on how to effectively research topics on the Internet and have your note taker record them. How can you ensure that the website you are using is credible? Have your note taker make a list of possible characteristics of credible websites. ***Before you leave class today, make sure everyone's name is on your notes and hand them in. 2. Continue your research while keeping in mind what to look for in a credible Internet source. Remember to record your findings on your index cards!

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The Process Day 4 – PowerPoint In practice let us put it presently. (Much Ado about Nothing, 1.1.276) 1. During your group meeting, begin collaboration on the pieces of information you've gathered on your different subtopics. 2. Begin work on your PowerPoint slides. Put the facts and details of your research that you find most interesting on your slides in an organized manner—if you find it interesting, so will we! 3. Once you have made progress on your slides, you may either: Continue working on your slides Do more research **The choice is up to you and your presentation group members, so use your time wisely!

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The Process Day 5 – Finish Up and Reflect 1. This is the last day we will be in the Media Center, so it is important that you get as much done with your presentation as possible. 2. If you need to do some final research, take some time to do that, but your main focus should be on your PowerPoint presentation. 3. In the last 5 minutes of class, write a few sentences evaluating your participation in the group work, as well as the participation of everyone else in your group. I will be the only one reading these, so be honest! Consider these questions as you write: Did I use my time wisely in the Media Center? Did I cooperate with my group in a professional manner? Did I participate in the Day 3 note-taking process? (Were you the note-taker or did you assist in the discussion)‏ Was there anyone in my group who did more than anyone else, or who didn't put in as much effort as the rest of the group? Describe your process for finding and organizing your information and how it will benefit your overall presentation at the S.W.E.E.T. Conference. Any questions/comments/concerns? Marry, would the word ‘farewell’ have lengthened hours And added years to his short banishment, He should have had a volume of farewells… (Richard II, 1.4.15-17)

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Evaluation -- Presentation Rubric made with RubiStar CATEGORY 4 3 2 1 Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Stands up straight and establishes eye contact with everyone in the room during the presentation. Sometimes stands up straight and establishes eye contact. Slouches and/or does not look at people during the presentation. Volume Volume is loud enough to be heard by all audience members throughout the presentation. Volume is loud enough to be heard by all audience members at least 90% of the time. Volume is loud enough to be heard by all audience members at least 80% of the time. Volume often too soft to be heard by all audience members. Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word. Time-Limit Presentation is 5-6 minutes long. Presentation is 4 minutes long. Presentation is 3 minutes long. Presentation is less than 3 minutes OR more than 6 minutes. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Listens to Other Presentations Listens intently. Does not make distracting noises or movements. Listens intently but has one distracting noise or movement. Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements.

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Evaluation – PowerPoint Rubrics made with RubiStar CATEGORY 4 3 2 1 Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentation content. Requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met. More than one requirement was not completely met. Content Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors. Organization Content is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts. Workload The workload is divided and shared equally by all team members. The workload is divided and shared fairly by all team members, though workloads may vary from person to person. The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! With your hard work and excellent cooperation with your presentation group members, you are now fully prepared to show your stuff at the S.W.E.E.T. Conference. Over the weekend, rehearse what you will be saying at the conference to make your presentation as smooth as possible. After the conference, the administrators are offering a reception, catered by F.O.O.D., to celebrate what is sure to be a spectacular event. See you there! Conclusion

Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Internet Background image courtesy of John Taylor, NPG London http://tudorhistory.org/people/shakespeare/ Renaissance: The Elizabethan World http://elizabethan.org/ Shakespeare’s Globe http://www.bardweb.net/globe.html Shakespeare’s Biography http://www.bardweb.net/man.html Elizabethan England http://www.bardweb.net/england.html Plague and Public Health in Renaissance Europe http://www3.iath.virginia.edu/osheim/ Clothing in Elizabethan Times http://www.teachers.ash.org.au/mspouwbray/shakespeare/intro.htm#clothing Books Boyce, Charles. Shakespeare A to Z. New York: Roundtable Press Inc., 1990. Greenblatt, Stephen, ed. The Norton Shakespeare. New York: W. W. Norton & Co. Inc., 1997. Credits & References Publication made possible by WebQuest and Slideshare Rubrics designed using Rubistar

[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade English Designed by Kristina Schulz [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion The Life and Times of Shakespeare (Teacher)‏

[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Shakespeare is a required reading unit at least once in every student’s academic career. I understand that many students find the task of reading an entire play by Shakespeare a rather daunting task. A part of that, I believe, is due to the lack of background knowledge on Shakespeare and his life during the Renaissance. My goal in assigning this WebQuest is to have my students take charge in researching Shakespeare’s background, sorting out for themselves what is and is not relevant or important to know about Shakespeare. I am also taking into account the saying “If you can’t do, teach” and having the students do just that; they will be disseminating the information they learn in an oral presentation to the class. Evaluation Teacher Script Conclusion Introduction (Teacher)‏

[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The great thing about this lesson is that any grade studying Shakespeare can benefit from it. What I have focused on is the 9th grade because I am currently working in a school with 9th graders who are currently reading Shakespeare’s Romeo & Juliet . While studying Shakespeare in a college setting, I have learned that being taught some background about not only Shakespeare, but London during that time as well as the other people living there has helped immensely with my understanding of his plays. If the students I am working with now had been given some contextual information, they may have had an easier time starting Romeo & Juliet . The learners will not need to know anything about whichever play they will be starting because this WebQuest is designed to be implemented before the actual Shakespeare unit. They will need to have basic knowledge about internet research and how to find credible web sites (which tend to be elusive in this day and age). They will also require a basic knowledge of how to create and use PowerPoint presentations, but anything they have trouble with could easily be answered by a Media Center technician or myself. Because the end product of this assignment is an oral presentation, the students will also need to know the basics of giving a good presentation: eye contact, volume, preparedness, etc. Evaluation Teacher Script Conclusion Learners (Teacher)‏

[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Curriculum Standards (Teacher)‏ Reading and Writing Standards Addressed Standard 1: Students read and understand a variety of materials The students will make connections between their readings and what they already know, and identify what they need to know about a topic before reading it. The students will adjust their reading strategies for different purposes, such as scanning or skimming internet sites for information, and fitting learned information into an organizational pattern, such as the PowerPoint presentation. Standard 2: Students will write and speak for a variety of purposes and audiences The students will write and speak in front of their peers and teacher. The students will plan, draft, revise, proofread, and edit written and spoken communications The students will organize an oral presentation using strategies such as lists and outlining. The students will incorporate a wider range of sources in their writing and speaking. Standard 3: Students will write and speak using conventional grammar The students will apply correct usage in their writing and speaking. Standard 4: Students will apply thinking skills to their reading, writing, speaking, listening, and viewing The students will analyze, discriminate, and draw conclusions between fact and opinion in reading, speaking, and listening. The students will identify the purpose, perspective, and historical and cultural influences of an author. The students will evaluate the reliability and credibility of their information. Standard 5: Students will read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources The students will select relevant material for reading, writing, and speaking purposes. The students will understand the structure, organization, and use of various media, reference, and technological sources as they select information for their reading and writing. The students will paraphrase, summarize, organize, and synthesize information. The students will give credit for others’ ideas, images, or information The students will use information to produce a quality project Colorado Model Content Standards: Reading and Writing

[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Curriculum Standards (Teacher)‏ History Standards Addressed Standard 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships 1.2 The students will use chronology to organize historical events and people 1.3 The students will use chronology to examine and explain historical relationships Standard 3: Students understand that societies are diverse and have changed over time 3.1 The students will know how English society during the Renaissance was affected by contacts and exchanges among diverse peoples. 3.2 The students will understand the history of social organization in English Renaissance society. Standard 6: Students will know that religious and philosophical ideas have been powerful forces throughout history 6.2 The students will know how English Renaissance society has been affected by religions and philosophies. Colorado Model Content Standards: History

[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Each day of the WebQuest is written out in the Student Process section. This lesson should be implemented during a 5-day period; assuming that the high school operates under a block schedule (MWF one week, then TR the next week), then the students would be given 2 weeks to work on their research and PowerPoint presentation during class in the Media Center. The presentation will be given during the following week, making this background knowledge project a total of 3 weeks. The first step in assigning this project is to divide the class into groups and then assign one of the six possible research topics. For this theoretical assignment, I am assuming that I will have 30 students in one class, meaning that each group will have 5 students. These groups will be assigned randomly using what I call the “Bowl of Freedom” (a magical stress reliever that takes away the stress of having to make one’s own decisions). All the students’ names will be placed in the bowl and then drawn in class to show them the random process (amenities will be made if I see a grouping of students as inappropriate—who works well with whom and how doesn’t. Each individual group will also be assigned their topics using this same method. That way, there will be minimal complaints. As for the process slides that are separated by day, I plan on only putting up one slide per day until the end of the project. In other words, the first day would start with the “Day 1” process slide. The next time we were working on computers, I would add the “Day 2” slide so that both “Day 1” and “Day 2” were available, and so on. There is actually very little that the teacher needs to know or have skills in except understanding the process of researching and creating a PowerPoint presentation. The teacher will also need to make sure that s/he reserves the library or Media Center for her students so that they have access to the proper technology. In the event that the school does not have an adequate amount of technology, this project can easily be changed into a regular book search and oral presentation (using poster boards as opposed to PowerPoint); all that needs done with the WebQuest is to print a hard copy of it for each student. Evaluation Teacher Script Conclusion The Process (Teacher)‏

[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Resources (Teacher)‏ As stated in the Process section, the only important resource a teacher would need is a library or Media Center that has access to computers. Once again, in more detail in the Process section, this lesson can still be applied to classrooms or facilities that do not have access to the appropriate technology. For teachers that do have access to the appropriate technology, what you will need is: Computers for each student PowerPoint or some equivalent The internet YouTube for access to “How To…” videos ( Example ) Access to other resources, i.e. books, technical journals, etc Because the students are the ones taking charge of their own edification, I see the need for only one teacher to facilitate and make sure that everyone is participating and behaving appropriately. Because this project involves the history of the Renaissance in England in context with Shakespeare, there is room for a collaborative project with a world history teacher who may be teaching about Renaissance England around the same time. As for creating the WebQues t presentation, the teacher could make excellent use out of SlideShare and for the rubric, Rubistar .

[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Evaluation (Teacher)‏ In the Student Evaluation section, I have placed two rubrics, one for the presentation itself (including the grades for collaborative effort) and one for the PowerPoint presentation as a visual aid. One of my biggest pet peeves in PowerPoints as a visual aid is the tendency of students to put paragraphs of information on the slide, making the visual aid the focus and not the speaker. One of my main goals in this project is to help my students understand how to create a great, but not distracting, visual aid and use it appropriately while presenting their information. As for the Colorado Model Content Standards I have previously listed, my main goal (shown in Standard 4) for this project is to show how the purpose, perspective, and historical and cultural influences of an author can affect a piece of literature. If the students understand the historical context during which Shakespeare wrote his plays, they may be able to gain a deeper contextual understanding of the social aspects of the play, which may in turn allow them to take their critical thinking to a higher level that they originally thought they could.

[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Teacher Script (Teacher)‏ This WebQuest is mainly student facilitated, which can be expected of 9 th graders who have almost an entire lifetime of experience with the internet and technology. They may need some introduction to the idea of a WebQuest: Teacher : We will be doing a WebQuest, which means you all will be responsible for your own education in the next few weeks. When I give the signal, go to this website [wherever you have posted the WebQuest] and read along silently as I read this aloud to you. The teacher will then read the introductory paragraph of the WebQuest aloud while the students read along, and then s/he will instruct the students to go onto the next slide to read the Task section. Teacher : Alright, this is important because this page is describing exactly what you will be doing for the next 3 weeks. After reading the task section aloud with the students, the teacher will ask if there are any questions, then move on to the Day 1 Process page, read that aloud as well, and then begin the task of random group and topic assignments. By this point, the students will be allowed to begin taking control over the WebQuest, moving along at their own pace (with the slides that the teacher has made available by that day).

[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I strongly believe that if I had been given the chance to find out interesting facts about any author I was studying in high school, I would have been more invested in learning about the author and reading the actual text. The historical background of an author and his/her time period is critical contextual knowledge that all students should be aware of before reading a historical piece of literature, such as Shakespeare’s plays. After the students have completed this WebQuest, they will have learned in-depth facts about a specific aspect of the Renaissance, and they will learn even more while listening to the others presenting their information to the rest of the class. With all this new information rolling around in their heads, the students will be ready to embark upon the adventure that is Shakespeare! Evaluation Teacher Script Conclusion Conclusion (Teacher)‏

[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Internet Background image courtesy of John Taylor, NPG London http://tudorhistory.org/people/shakespeare/ Renaissance: The Elizabethan World http://elizabethan.org/ Shakespeare’s Globe http://www.bardweb.net/globe.html Shakespeare’s Biography http://www.bardweb.net/man.html Elizabethan England http://www.bardweb.net/england.html Plague and Public Health in Renaissance Europe http://www3.iath.virginia.edu/osheim/ Clothing in Elizabethan Times http://www.teachers.ash.org.au/mspouwbray/shakespeare/intro.htm#clothing Books Boyce, Charles. Shakespeare A to Z. New York: Roundtable Press Inc., 1990. Greenblatt, Stephen, ed. The Norton Shakespeare. New York: W. W. Norton & Co. Inc., 1997. Publication made possible by WebQuest and Slideshare Rubrics designed using Rubistar And a big thank you to those of my English professors at Colorado State University who took the time to introduce the life and times of every author we have read, making literature an even more interesting and exciting world. Evaluation Teacher Script Conclusion Credits & References (Teacher)‏

WebQuest: The Life and Times of Shakespeare

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WebQuest: The Life and Times of Shakespeare