Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page ] A WebQuest for 10th Grade American Literature Designed by Alycia Chapman [email protected] Based on a template from The WebQuest Page What is their “American Dream”?
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Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 10th Grade American Literature
Designed by
Alycia [email protected]
Based on a template from The WebQuest Page
What is their “American Dream”?
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Introduction
For this project we are going to incorporate our yearlong concept. Our overarching concept for the year is to take a look at what it means to be an American and what the “American Dream” is to ourselves and others. In order for us to have a better understand that there is no one answer to what that dream is, I am going to have students conduct on interview with someone whom they feel has fulfilled or is fulfilling the “American Dream”. In order to complete the interview, they will have to learn how to conduct an interview, ask appropriate and insightful questions, and produce a final project displaying their results.
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
In order to complete this project you will be fine tuning many of the skills we have developed throughout the school year such as •Interview skills•Note taking skills•Report writing•Technology development•Preparation•Grammar and Vocabulary •Personal Reflection•ALL Essay writing skills•PowerPoint •Group work
And the list has the potential to grow!
TitleThe Task
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
The Process1.The first task students will need to complete is research about how to conduct an interview. I have listed several websites that either describe how to instructions, or are good examples of interview questions.
2.After they know how to have a successful interview, I will put students into groups of three. Each of the three students will participate in the process in one way or another; the tasks will include
1.The Interviewer; this student will conduct the interview and ask the questions and record the responses2.The Director; the director will find the person with whom the group has chosen to interview and set up the time and the place as well as ensuring the presentation will be applicable to the requirements. 3.The Producer; this student will work primarily behind the scenes setting up and taking care of any equipment, editing the final presentation, and ensuring everything goes as planned.
Although the students will each have their own designated tasks, the groups will work together to complete several critical elements including:•Choosing whom to interview•Deciding upon the method of final presentation•Creating questions to ask the interviewee •Developing the final presentation
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] CATEGORY 4 3 2 1
Setting Up the Interview The student introduced him/herself, explained why he/she wanted to interview the person, and asked permission to set up a time for an interview.
The student introduced him/herself and asked permission to set up a time for the interview, but needed a reminder to explain why he/she wanted to do the interview.
The student asked permission to set up a time for the interview, but needed reminders to introduce him/herself and to tell why he/she wanted to interview the person.
The student needed assistance in all aspects of setting up the interview.
Preparation Before the interview, the student prepared several in-depth AND factual questions to ask.
Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask.
Before the interview, the student prepared several factual questions to ask.
The student did not prepare any questions before the interview.
Notetaking The interviewer took occasional notes during the interview, but usally maintained focus on the person rather than the notes. Notes were added to immediately after the interview so facts were not lost.
The interviewer took occasional notes during the interview, but usally maintained focus on the person rather than the notes. No additional notes were taken.
The interviewer took notes during the interview, but did so in a way that interrupted the "flow" of the interview. Additional notes may, or may not, have been taken.
The interviewer took no notes during or after the interview.
Knowledge Gained Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class.
Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class.
Student can accurately answer a few questions about the person who was interviewed.
Student cannot accurately answer questions about the person who was interviewed.
Politeness Student never interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed.
Student rarely interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed.
Student rarely interrupted or hurried the person being interviewed, but forgot to thank the person.
Several times, the student interrupted or hurried the person being interviewed AND forgot to thank the person.
Report Writing The report is well organized and contains accurate quotations and facts taken from the interview.
The report is well organized and contains accurate facts taken from the interview.
The report contains accurate quotations and facts taken from the interview.
The report is lacking facts and quotations from the interview OR the quotes and facts are not accurately reported.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Throughout this year we have read literature from a multitude of different authors, eras, genres, and cultures. This project will use the information we have gathered in all of our reading in order to effectively communicate what we believe the “American Dream” to be. This project allows for ample creativity as well as the opportunity to show me what you have learned. Try to incorporate as many of the skills as we have covered this year and try to be creative. Remember that I am open to any ideas you may have about the project, just make sure to approve them with me before it is too late.
Conclusion
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Images were found on PowerPoint Clip Art Search.
Like this format? Try these! The WebQuest Page The WebQuest Slideshare Group
Credits & References
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 10th Grade American Literature
Designed by
Alycia [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Who Has the American Dream?
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)
For this project I am going to incorporate my yearlong plan for methods for Teaching Language Arts. My overarching concept for the year is to have students look at what it means to be an American and what the “American Dream” is to them and others. In order for students to understand that there is no one answer to what that dream is, I am going to have students conduct on interview with someone whom they feel has fulfilled or is fulfilling the “American Dream”. In order to complete the interview, they will have to learn how to conduct an interview, ask appropriate and insightful questions, and produce a final project displaying their results.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This project is designed for 10th and 11th grade American literature students. With more teacher guidance it could be adapted for slightly younger students (No lower than 8th grade would be my advice). This has been designed for mostly independent work, and younger than 8th grade the students might struggle with the independence, however, you may be able to adapt the lesson to a more guided lesson on research and interviewing.
Prior Knowledge Students will need to be successful: Public Speaking Basics Group work Etiquette Interview Basics
Evaluation
Teacher Script
Conclusion
Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Colorado Content Reading and Writing Standards Addressed:
• Incorporating material from a wider range of sources (for example, newspapers, magazines, interviews, technical publications, books) in their writing and speaking
• Selecting a focused topic and drafting, revising, editing, and proofreading a legible final copy
• Using manuscript forms specified in various style manuals for writing (for example, indenting for extended quotations, precise placement and form of page numbers, appropriate line spacing) • Identify the purpose, perspective, and historical and cultural influences of aspeaker, author, or director
Thinking and communications skills encouraged by this lesson:• Teamwork• Creativity in thinking/ planning• Compromise• Critical Thinking (In creating questions)
Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
The Process (Teacher)1.The first task students will need to complete is research about how to conduct an interview. I have listed several websites that either describe how-to instructions, or are good examples of interview questions.
2.After they know how to have a successful interview, I will put students into groups of three. (This can be done randomly, or alphabetically, but I prefer to be in charge of the groups to ensure the students have a fair distribution of types of learners, types of workers, and a variety of different thinkers). Each of the three students will participate in the process in one way or another; the tasks will include
1.The Interviewer; this student will conduct the interview and ask the questions and record the responses2.The Director; the director will find the person with whom the group has chosen to interview and set up the time and the place as well as ensuring the presentation will be applicable to the requirements. 3.The Producer; this student will work primarily behind the scenes setting up and taking care of any equipment, editing the final presentation, and ensuring everything goes as planned.
Although the students will each have their own designated tasks, the groups will work together to complete several critical elements including:•Choosing whom to interview•Deciding upon the method of final presentation•Creating questions to ask the interviewee •Developing the final presentation
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
What is needed to implement this lesson:
• Access to Computer Lab with internet access •Video or Audio Equipment•PowerPoint Access•Access to an interviewee • Access to a telephone, to make appointments•2-3 full class periods for work time, questions, group organization, ect.
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
I believe that I will know this lesson has been successful if it meets the standards that have been stated, and that the students enjoy themselves. A few more details I look for are reports form those that were interviewed, I would like to know that my students were prepared, thoughtful, professional, a courteous. I will grade these projects individually to make sure that students get a fair shot even if the group dynamics were not perfect. I will grade based on the following rubric (adapted from Rubistar4teachers.org). I also think it is important that students flourish in the creative liberty I have given them. If students take this lesson and adapt it to their skills, talents, and interests, I will know it has been successful.
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)
CATEGORY 4 3 2 1
Setting Up the Interview The student introduced him/herself, explained why he/she wanted to interview the person, and asked permission to set up a time for an interview.
The student introduced him/herself and asked permission to set up a time for the interview, but needed a reminder to explain why he/she wanted to do the interview.
The student asked permission to set up a time for the interview, but needed reminders to introduce him/herself and to tell why he/she wanted to interview the person.
The student needed assistance in all aspects of setting up the interview.
Preparation Before the interview, the student prepared several in-depth AND factual questions to ask.
Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask.
Before the interview, the student prepared several factual questions to ask.
The student did not prepare any questions before the interview.
Notetaking The interviewer took occasional notes during the interview, but usually maintained focus on the person rather than the notes. Notes were added to immediately after the interview so facts were not lost.
The interviewer took occasional notes during the interview, but usually maintained focus on the person rather than the notes. No additional notes were taken.
The interviewer took notes during the interview, but did so in a way that interrupted the "flow" of the interview. Additional notes may, or may not, have been taken.
The interviewer took no notes during or after the interview.
Knowledge Gained Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class.
Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class.
Student can accurately answer a few questions about the person who was interviewed.
Student cannot accurately answer questions about the person who was interviewed.
Politeness Student never interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed.
Student rarely interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed.
Student rarely interrupted or hurried the person being interviewed, but forgot to thank the person.
Several times, the student interrupted or hurried the person being interviewed AND forgot to thank the person.
Report Writing The report is well organized and contains accurate quotations and facts taken from the interview.
The report is well organized and contains accurate facts taken from the interview.
The report contains accurate quotations and facts taken from the interview.
The report is lacking facts and quotations from the interview OR the quotes and facts are not accurately reported.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
1)As a class, reserve a computer lab ahead of time. Have the selected list of websites that students will use. The list I have provided is extensive and may be repetitive. You may go through the list before hand and select 3 or 4 of the sites you feel are most valuable2)Ensure students are staying on task, learning about proper interview techniques. For younger students, or more dependent classes, you may consider a worksheet leading students to your desired outcome- knowing how to conduct an interview.3)When students have completed the research, move on to the interview portion of the directions.
1) Have students think of an easy access interviewee2) Approve their selection (make sure it is a realistic option)3) Have a conversation with the class about how to contact their selection,
ask permission, explain the project, and set up a date4) For younger students, consider requiring it be a family member
4)When Students have conducted the interview and have their nots about what was said, and/ or a recording, reserve the computer lab again.5)As a class discuss how they would like to present their projects: poster board with important quotes, PowerPoint, ect. 6)Allow all students to complete their final project (majority to be done in class, with guidance) 7)Have students present their interview results in their selected method.
This page is linked to the Process segment off of the Teacher Page
Evaluation
Teacher Script
Conclusion
Teacher Script (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
Throughout this year we have read literature from a multitude of different authors, eras, genres, and cultures. This project will use the information we have gathered in all of our reading in order to effectively communicate what we believe the “American Dream” to be. This project allows for ample creativity as well as the opportunity for students to show me what they have learned. I will have them try to incorporate as many of the skills as we have covered this year and try to be as creative as possible.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)
Images were found on PowerPoint Clip Art Search.
Like this format? Try these! The WebQuest Page The WebQuest Slideshare Group
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