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[Teacher Page]
A WebQuest for 11th Grade English Class
Designed by
Kimberly [email protected]
Based on a template from The WebQuest Page
The American Dream
IntroductionStudent Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
This activity will function as an introduction and overview of the American historical time periods to be covered in this eleventh grade American Literature class. The class will attempt to cover from the 1600’s to the 2000’s of American Literature. Students will be introduced to Colonialism, Puritanism, Romanticism, Transcendentalism, Realism, Modernism, and Contemporary literature. As an overview for the course, Students will complete in a pairs a Web Quest on the different time periods. Each pair group will take notes (based on a teacher prepared questionnaire with the exception of the 2000’s) on their specific time period.
Student Page
Introduction
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Evaluation
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[Teacher Page]
•Exploration of a specific time period in American History.•Compare and contrast the different time periods in American History and reflect on your own time period.•Analyze the changes in the American Dream over time.•Summarize and articulate your own personal insights into reasons for the changes.•Respond to the insights of your peers.
Title
The Task
1600’s Links
1700’s Links
1800’s Links
1900’s Links
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
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[Teacher Page]
To accomplish the task, the learner should follow the following steps:
1.First , you will be assigned a partner; you and your partner will be assigned a specific decade in American History.2.As a pair, you will use the following links to research your specific time period and use the following questionnaire to help focus your research.
1.Your pair will then be separated into larger groups of four. Each group will have a representative from each century. Your new groups will have the task of using their questionnaire from pair work to complete the Table Organizer that will serve to compare and contrast certain aspects of each time period. Then, in a group discussion, you will complete the 2000’s compare and contrast on the table. The 2000’s comparison and contrast will focus mostly on your own reflections of your own time period. 1.Based on your groups discussion and your organizer, you will have to submit, on a class blog, how the time periods were similar and different; how and why the dream changed over time; what you think the dream will be in the future.
2.You will be required to respond to at least three responses of peers.
The Process
Focus Research Questionnaire
1. What is your time period?
2. How do the citizens survive? (food, jobs, housing)
3. What is the average size of a family? Why?
4. Why are people immigrating into America?
5. What are the major businesses of the time?
6. What tools, technologies, medicines are used?
7. What are some of the traditions of families? Why?
8. What is/are the primary religion(s)?
9. What are the politics of the time?
10.What wars are fought? Why?
The American Dream Organizer
Century Food Jobs Housing Family Religion Origins Hopes Politics
1600’s
1700’s
1800’s
1900’s
2000’s
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Beginning1
Developing2
Accomplished3
Exemplary4
Score
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Evaluation
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You now have a prior knowledge base to use as we enter into our study of American Literature. One question you might be asking yourself is, “Why are we studying American History in and English Class?” The answer is quite simple; our literature comes within the time we live, and so many times it mirrors what the society is experiencing. To understand the thought processes of the people of any given time period, you must first understand the time in which they lived. You now have a base for that understanding to begin!
Conclusion
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List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.
List any books and other analog media that you used as information sources as well.
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
Credits & References
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 11th Grade English Class
Designed byKimberly Spears
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
The American Dream
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson was developed to serve as an example for a e-learning based lesson within a high school context. Introduction to the Learning event
This activity will function as an introduction and overview of the American historical time periods to be covered in this eleventh grade American Literature class. The class will attempt to cover from the 1600’s to the 2000’s of American Literature. Students will be introduced to Colonialism, Puritanism, Romanticism, Transcendentalism, Realism, Modernism, and Contemporary literature. As an overview for the course, Students will complete in a pairs a Web Quest on the different time periods. Each pair group will take notes (based on a teacher prepared questionnaire with the exception of the 2000’s) on their specific time period.
These pair groups will then be separated into larger groups of four. Each group will have a representative from each century. These new groups will have the task of using their questionnaire from pair work to complete the Table Organizer that will serve to compare and contrast certain aspects of each time period. Then, in a group discussion, they will complete the 2000’s compare and contrast on the table. The 2000’s comparison and contrast will focus mostly on the students’ reflections of their own time period.
Based on their table, each group will have to submit, on a class blog, how the time periods were similar and different; how and why the dream changed over time; what they think the dream will be in the future. Each individual will be required to respond to at least three posts of classmates.
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)
[Student Page]
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Introduction
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Teacher Page
Learner Profile Some of these EC students are on a fourth grade reading level, and even the regular education students in this class probably will not be over a seventh grade reading level. We have an EC department that is responsible for testing students and creating an IEP, Individual Education Plan, for each of the EC students. These IEP plans are then sent to the regular education teacher, and it is their responsibility to modify activities, tests, projects, and so forth to adhere to the IEPs of each of these students; IEPs are legal documents. An Inclusion class should be a ratio of 1/5 EC to Regular Education students, but often in public education the ratio goes higher. We have a large integration at our school of inner-city kids meshing with agriculturally base of students. This class will be made with very diverse cultures from African American, ESOLs, English as a Second Language, and Caucasian. They will also be very diverse economically and emotionally. While the reading levels, economic and emotional backgrounds of these students will at best be wide, there is one similarity that will make the technology based learning activity successful. These students are part of the “gaming” generation and most of them do not do well with lecture/note format.
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Learners (Teacher)
[Student Page]
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Learning ObjectiveThe WebQuest portion of the activity will serve as an overview
of the course with and in historical context. This activity will both create and reinforce prior knowledge as the class reaches each time period and connector between US History and US Literature. Our original blog will become a compilation of all the information we cover in class, as well as a compilation of class discussions. This compilation can serve as a spring board for writing ideas on the final exam.
Blogging is a very useful tool to use in a classroom. Its’ uses are far reaching and assists in creating thoughtful communication between parents, teacher, and peers. Parents can see what their children are thinking and how they are processing information. Teachers can keep parents informed and create a community environment. Students have the time to process information and their thoughts into a viable voice, as well as hear the voice of their peers.
•An overview of the course with historical context•Reflection on the growth and movement of a blended culture•Reflection on their own dreams and goals
Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
To accomplish the task, the learner should follow the following steps:
1.First , students will be assigned a partner; they will be assigned a specific decade in American History.2.As a pair, they will use the following links to research their specific time period and use the teacher generated questionnaire to help focus their research.3. The pair will then be separated into larger groups of four. Each group will have a representative from each century. The new groups will have the task of using their questionnaire from pair work to complete the Table Organizer that will serve to compare and contrast certain aspects of each time period. Then, in a group discussion, they will complete the 2000’s compare and contrast on the table. The 2000’s comparison and contrast will focus mostly on their own reflections of their own time period. 4. Based on their groups discussion and their organizer, they will have to submit, on a class blog, how the time periods were similar and different; how and why the dream changed over time; what they think the dream will be in the future. 5. They will be required to respond to at least three responses of peers.
Evaluation
Teacher Script
Conclusion
The Process (Teacher)
[Student Page]
Title
Introduction
Learners
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Process
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Teacher Page
Describe what's needed to implement this lesson. Some of the possibilities:
•Class sets of books•E-mail accounts for all students•Specific software (how many copies?)•Specific hardware (what kind? How many?)•Specific reference material in the classroom or school library•Video or audio materials
If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.
Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
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Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)Beginning
1Developing
2Accomplished
3Exemplary
4Score
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
[Student Page]
Title
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Standards
Process
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We as teachers are responsible for teaching more than just our curriculum; we must teach our students to be critical thinkers and good citizens. This lesson is designed to help begin our students on a journey towards all three goals!
Evaluation
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Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
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Credits
Teacher Page
List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.
List any books and other analog media that you used as information sources as well.
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)
