mr1webquest
DESCRIPTION
TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 11th Grade
Designed by
Nick Sabolik
Based on a template from The WebQuest Page
Magical Realism,a Literary Genre
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
We’ve read a lot of fiction this semester, and we just begun to look at magical realism, a genre of fiction that often presents its fiction as nonfiction. Consider the following two sentences:
- “The boys...closed the doors and windows and broke the glowing lightbulb in one of the living room lamps. A jet of golden light as cool as water began to pour out of the broken bulb, and they let it run to a depth of almost three feet. Then they turned off the electricity, took out the rowboat, and navigated at will among the islands in the house.”158, Marquez
-“‘The dismantling of Spacetown was a consequence, I believe.’” “’It was – and that was something applauded by all Earth. You are also considered as having done quite well on Solaria two years ago…the result was a revision in the terms of trade treaties with the Spacer worlds…” Asimov
Both are unbelievable, but does one seem more believable than the other? In this assignment you will learn what magical realism is as a literary genre, who some of its writers are, and what separates it from other literary genres.
Introduction
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Here is a short list of famous books and writers that fall into the genre of magical realism. Once you’ve clicked on a few and read the book descriptions at the bottom of the page, work on filling out this chart based on the descriptions you just read (you may write this on your own paper, or print out the page to hand in).
Title
The Task
For the next part of this assignment, you’ll read the story that corresponds to the number you were given at the beginning of class (please see me if you aren’t sure of your number) You will read the story privately, and then meet with your fellow group members to discuss the story and its elements of magical realism.
Student Page
Introduction
Task
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[Teacher Page]
Title
After your group feels like it’s discussed everything it can about the story, your final role is to create a play based off the story. This is supposed to be fun, but there are several guidelines I want you to follow.
1.Each group member must participate in the play2. Your group must turn in one copy of their script that includes: -at least 3 instances of magical realism that the audience can identify
-one instance of magical realism that is not in the story (it is up to you as a group to decide what to come up with, it can be as funny or serious as you want, but this demonstrates to me that you understand the elements of this genre)
-one instance of another genre that is confused for magical realism (remember how we differentiated between science-fiction/fantasy and magical realism)
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Introduction
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[Teacher Page]The Process
1. I assign a number to each of you2. After receiving your number, read through the
introduction and complete the worksheet based off directions in slide 3
3. Read the story assigned to your number4. Meet with your group members to discuss the
story5. Work on your script and play together, making
sure to fulfill the requirements6. I will assign an order for each group to perform,
and then7. Your group will perform your play, fielding
questions and answers from the audience (I will be evaluating your audience participation when your group is not performing, as well)
8. Turn in your worksheet from slide three and your group’s script
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Introduction
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[Teacher Page]
Beginning1
Developing2
Accomplished3
Exemplary4
Score
CATEGORY 4 3 2 1Content 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.
Comprehension
Student is able to accurately answer almost all questions posed by classmates about the topic.
Student is able to accurately answer most questions posed by classmates about the topic.
Student is able to accurately answer a few questions posed by classmates about the topic.
Student is unable to accurately answer questions posed by classmates about the topic.
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.
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.
EvaluationExample:
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Introduction
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[Teacher Page]
You’ve now learned about some of famous authors of this genre and read about their works, you’ve read a full story from this genre, and you’ve demonstrated your comprehension of this literary genre by identifying its elements on your worksheet as well as through other group performances, and you’ve collaborated with your group members to create a script.
Conclusion
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[Teacher Page]
.
Strange Pilgrims. Gabriel Garcia Marquez. Copyright 1993. Publisher: Alfred A. Knopf, Inc. New York.
Credits & References
[Student Page]
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Introduction
Learners
Standards
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Credits
Teacher Page
A WebQuest for 11th Grade English
Designed by
Nick [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Magical Realism,a Literary Genre
[Student Page]
Title
Introduction
Learners
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Teacher Page
This lesson was created for educ331, a component of the teacher licensure program at Colorado State University. This specific WebQuest was created for an 11th grade high school English course.
This WebQuest is meant to build upon students’ introduction to magical realism – a major literary genre. In this lesson, students are required to navigate a specific website and read synopses of some of the genre’s key writers and their works, as well as the works of contemporary writers. In addition to these synopses, students are also required to read a brief short story of the genre, discuss their story in small groups, and create a brief play based off their story with certain requirements that demonstrate their understanding of the genre’s elements. Students are also able to build their understanding of the genre by watching and discussing the elements of other group’s plays.Evaluation
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Conclusion
Introduction (Teacher)
[Student Page]
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Introduction
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Teacher Page
This WebQuest is designed for 11th and 12th English classes, specifically English 3 or English 4.
Students will have read a brief synopsis detailing what the genre is. This lesson is intended to build upon their knowledge of the genre by giving them texts to read, discuss, and eventually create their own examples that demonstrate their comprehension.
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Learners (Teacher)
[Student Page]
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Introduction
Learners
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Teacher Page
This WebQuest addresses the following Colorado Department of Education Standards for Reading and Writing
Standard 1: Students read and understand a variety of materials.Standard 2: Students write and speak for a variety of purposes and audiences.Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
This lesson requires students to read and analyze several texts, individually as well as collaboratively. Students also are required to synthesize new information by writing a script and completing a worksheet that demonstrates their ability to identify and create elements of the genre.
Evaluation
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Curriculum Standards (Teacher)
[Student Page]
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Introduction
Learners
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Teacher Page
1. I assign each of you a number.There are 23 students in the class and 5 stories. Count students off by 5s. The first
group will read the first story, the second group will read the second story, and so on. There will be 3 groups of 5 and two groups of 4; in the event of absence(s) try to make each group have an equal number of students.
2. After receiving your number, read through the introduction and complete the worksheet based off directions in slide 3
Students will work independently completing their worksheet
3. Read the story assigned to your numberStudents will read their assigned story after they have completed their worksheet. 4. Meet with your group members to discuss the storyStudents will assemble into groups after they have completed their worksheet and
read their story on their own. 5. Work on your script and play together, making sure to fulfill the requirementsStudents will reference slide 4 for the specific requirements for this project as well
as slide 6 for a grading rubric with my expectations. It is a good idea to remind students to reference these slides, but other questions may arise.
6. Your group will perform your play, fielding questions and answers from the audience (I will be evaluating your audience participation when your group is not performing, as well)
Each group will perform their play, allowing roughly 3 minutes for the audience to identify different elements of magical realism and to identify elements of other genres, as well. As a teacher, you should be calling on students to make sure all students are being acknowledged (for participation and comprehension) , but allowing the students of the performing group to answer questions.
7. Turn in your worksheet from slide three and your group’s scriptRemind students that their worksheet should already be turned in. The group script
that is handed in should clearly identify each of the requirements listed on slide 3.
Evaluation
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The Process (Teacher)
[Student Page]
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Introduction
Learners
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Teacher Page
A computer is required for each student. Slide 3 asks students to complete a worksheet that they have the option of completing and printing out through the word processor or completing on a sheet of their own paper.
Students are required to access the following websites:
websites
This lesson only requires one teacher, primarily to facilitate the classroom and answer questions.
Evaluation
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Resources (Teacher)
[Student Page]
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Introduction
Learners
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Teacher Page
I have designed this lesson into two lessons (a small, individual one and a larger group one) so that as students first turn in their worksheet before moving on to the next lesson I can read through their answers to determine students’ comprehension of the material and address any areas of struggle that can be addressed before each group performs. An answer key with explanations will be provided for the worksheet for substitute teachers.While each group presents its play and audience members identify elements of the genre, I should have a general assessment of each student’s comprehension (there are 5 plays, each with at least 4 instances that illustrate the genre, this allows me to call on nearly every student to identify something. Students whose worksheets demonstrated proficient comprehension will probably not be called on, though depending on how each group creates its play there may be the opportunity to include each student.
You may want to just copy and paste the evaluation section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to make use of this lesson.
Evaluation
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Evaluation (Teacher)
[Student Page]
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The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
This page will include step by step directions to the facilitator, including:
•What to say at each point in the process•What to click on•What questions and misconceptions to anticipate•How long to take at each point•When to direct learners to work away from the computer
To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
Evaluation
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Teacher Script (Teacher)
[Student Page]
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Teacher Page
This lesson
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Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
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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
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Credits & References (Teacher)
http://www.amazon.com/Robots-Dawn-Isaac-Asimov/dp/0553299492/ref=pd_bbs_5?ie=UTF8&s=books&qid=1239322572&sr=8-5#reader