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A Webquest for 7th grade Language ArtsDesigned by

Lindsay KochLinds0108@gmail.com

Based on a template from The WebQuest Page

Exploring Multigenre

http://www.flickr.com/photos/churl/250235189

Process 2

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[Teacher Page]Welcome to the multigenre unit!

We are going to be exploring some new ways of writing by scouring through the internet for information of different genres, (or types of writing)! Sounds like fun, doesn’t it? During this webquest, you will choose a “role” to fill (listed below), and research that specific genre so

that you can present your findings to the other roles in your group!

*In examining different genres, think about the ways that writing in different genres affects the writing itself.

THE ROLES ARE:

It’s Time To Webquest!

Process 2

Elmer J Fudd – Found Poemhttp://www.flickr.com/photos/_plinth_/2295396272/

http://www.flickr.com/photos/spongebob-squarepants/2110721846/

Spongebob - Monologue

http://www.flickr.com/photos/friskysuezq/898702235/

Tweety Bird - Dialogue

http://media.photobucket.com/image/johnny%20bravo/cectayl/johnny_bravo.gif?o=1

Johnny Bravo – Character Sketch

http://media.photobucket.com/image/pinky%20and%20the%20brain/gurntham/Pinky%20and%0the%20Brain/pinky.gif?o=19

Pinky- Stream of Consciousness

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Your task is to research your genre, become an expert on it, and teach your classmates everything that you know so that they can be experts too! In researching your genre, you will use only the websites that are provided on the “procedures” page. Before you teach

your group, you will create a colorful visual on a piece of construction paper including all of the information below.

Make sure that your research can answer the following questions:1) How is the genre used?

2) What is an example of your genre?3) Can I see a visual of the format?

**** AND provide a prompt for your group (something that will get them to write using your researched genre) so that they can practice! This might include

explaining how someone writes your genre, and asking them to attempt writing one using the information you have provided.

Title

Your Mission (should you choose to accept it… and you will…)

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1. First, you will be placed in groups of five.2. Once you have picked which role you will play, write a short paragraph about what

you already know about this genre, what you think it is, or what you hope to learn. If you want, you can even demonstrate by writing a short example!

3. Then, use the links provided to find information on your topic. Arrange the information you find on the provided piece of construction paper. Make sure it is colorful, organized, and detailed!

4. Put together a short writing activity(provide a prompt) for your group members. Remember, pretend like they know absolutely NOTHING about your genre – you must teach them! In your presentation, include

- How it looks (is it paragraph form? Does it look like a list? Does it look like a poem?)- How to write one- Some examples of your genre- A few facts you found

* You will arrange your information on a piece of construction paper – make it look pretty/cool/awesome in every way (ie- use colors, be neat, organize your information, use the back if you must.)

*You are going to have your group members write their own! So give enough details that they are able to do this!

So You Wanna Know What To Do Now?

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5. Get together with your group and teach your group about your genre. Make sure you use detailsand examples. Use your construction paper visual in your presentation!

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Found Poem:http://www.readwritethink.org/lesson_images/lesson33/found-poem-instructions.pdfhttp://www.readwritethink.org/lesson_images/lesson33/foundparallelpoems.pdfhttp://www.readwritethink.org/materials/holes_mover/index.htmlhttp://www.poets.org/viewmedia.php/prmMID/5780

Monologue:http://www.vcu.edu/arts/playwriting/monologue.htmlhttp://www.blairhurley.com/2007/10/how-to-write--1.htmlhttp://hubpages.com/hub/How_to_write_effective_monologueshttp://www.artofeurope.com/shakespeare/sha8.htm

Dialogue:http://fictionwriting.about.com/od/crafttechnique/tp/dialogue.htmhttp://artsedge.kennedy-center.org/content/2233/2233_fictionchar_dialogue.pdfhttp://www.readwritethink.org/materials/dialogue-tags/http://www.readwritethink.org/lesson_images/lesson291/summer_excerpt.pdf

Stream of Consciousnesshttp://www.babylon.com/definition/Stream_of_consciousness_writing/Englishhttp://www.essortment.com/all/streamconscious_rbwd.htmhttp://www.writing.com/main/view_item/item_id/1260059http://ezinearticles.com/?How-to-Write-Stream-of-Conciousness-Articles-For-Fun-and-Profit&id=1515093

Character Sketch:http://www.engl.niu.edu/wac/char_sk.htmlhttp://home.hiwaay.net/~warydbom/duesouth/sketches.htmhttp://www.cdli.ca/CITE/twisters_character_sketch_help.pdf

YOUR LINKS!

Process 2

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Beginning1

Developing2

Accomplished3

Exemplary4

Score

Quality of Work

Provides work that usually needs to be checked/redone by others to ensure quality..

Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Provides high quality work.

Provides work of the highest quality.

Visual Visual is hard to read, information is not sufficient, lacks organization and neatness entirely.

Visual lacks in organization and neatness, perhaps information is left off the visual entirely.

Visual is somewhatorganized, could be neater, information is lacking.

Construction paper visual is colorful, organized, neat, and informational.

Delegation of Responsibility

One or more students in the group cannot clearly explain what information they are responsible for locating.

Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.

Each student in the group can clearly explain what information s/he is responsible for locating..

Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.

Focus on the Task

Rarely focuses on the task and what needs to be done. Lets others do the work.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Consistently stays focused on the task and what needs to be done. Very self-directed.

Internet Use Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance..

Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

Rubric

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Beginning1

Developing2

Accomplished3

Exemplary4

Score

Quality of Work

Provides work that usually needs to be checked/redone by others to ensure quality..

Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Provides high quality work.

Provides work of the highest quality.

Visual Visual is hard to read, information is not sufficient, lacks organization and neatness entirely.

Visual lacks in organization and neatness, perhaps information is left off the visual entirely.

Visual is somewhatorganized, could be neater, information is lacking.

Construction paper visual is colorful, organized, neat, and informational.

Use of Internet to find information

Little information is provided, internet usage limited. Does not demonstrate ability to use technology successfully to find information.

Some information provided, still lacks information and demonstration of ability to use technology to find information.

Adequate informationprovided, however there is still room for more. Websites were used to obtain information, but not to full ability.

Information is plentiful and student demonstrates appropriate usage of the internet to find information.

Focus on the Task

Rarely focuses on the task and what needs to be done. Lets others do the work.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Consistently stays focused on the task and what needs to be done. Very self-directed.

Internet Use Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance..

Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

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So, now you are all experts on these genres! Remember, there are many different genres out there! Do you think these will be useful in your

writing? Are there some you like more than others? Are there any of these that you might want to use in your final project? Remember, we will

continue to add to our genre toolbox up until the final project assignment!

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Thanks to:

www.readwritethink.orgwww.poets.orgwww.vcu.eduwww.blairhurley.comhttp://hubpages.comwww.artofeurope.comhttp://fictionwriting.about.comhttp://artsedge.kennedy-center.orgwww.babylon.comwww.essortment.comwww.writing.comhttp://ezinearticles.comhttp://www.users.muohio.edu/romanots/

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

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A WebQuest for 7th Grade (Language Arts)

Designed by

Lindsay KochLinds0108@gmail.com

Based on a template from The WebQuest Page

Evaluation

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Conclusion

Exploring Multigenre(Lindsay Koch)

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This lesson was created based on Tom Romano’s study of multigenre writing and research, introducing different styles and types of writing as a mode of expression in

presenting researched information.

This particular lesson serves as an introductory, exploratory activity. Throughout the activity, students will be researching using the provided websites in order to present an informative lesson on a specific genre to a small group of students. In participating in the activity, students will learn about a variety of different genres in

writing, providing them with background information that they will later use on a final end-of-the-year multigenre

writing project.

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This lesson is designed for seventh grade Language Arts, but can easily be adjusted to fit grade levels well beyond middle school as well.

In beginning this lesson, students will need to know what a genre is (a class or category of artistic endeavor having a particular form, content, technique, or the like according to Dictionary.com), and have experience in reading a variety of genres in order to understand that there are different ways in which a person can write.

Students should also be aware of the final multigenre project, which will require them to demonstrate their knowledge and understanding of genre writing to present information. Explaining the idea of a multigenre project may help them to understand the reason for the webquest.

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Language Arts Standards Addressed

•Standard 5: locating and selecting relevant information; using available technology to research and produce an end-product that is accurately

documented…locating and selecting relevant information; using organizational features of

electronic information; and using available technology to research and produce an end-product that is accurately documented.

*Along with learning about multigenre writing, students will be using teamwork skills, creative production skills, and observation skills.

*After this lesson, students will be able to explain and write in the researched genres.

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Curriculum Standards (Teacher)

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Teacher Page 1. First, students will be placed in groups of five (ideally, the teacher should arrange groups so that student learning styles, abilities, strengths, and intelligences are mixed).

2. Students will then choose which role they would like to fill. One they have picked which role they will play, they will each write a short paragraph about what you already know about their assigned genre, what they think it is, or what they hope to learn. Encourage them to write examples.

3. Distribute research questions to guide students in their work. Some questions they may address include:1. Explain the format of the genre (paragraph? Listing?)2. How is it used?3. How would you go about writing it?4. Can you find an example?5. How is it used/ Why would someone choose this genre?

3. Then, using the links provided, students will explore websites to find information on their topic. Give each student a colored piece of construction paper. After they have taken notes on their topic, they will arrange the information they find on the provided piece of construction paper making sure it is colorful, organized, and detailed!

4. Students will put together a short writing activity(provide a prompt) for their group members. After they have put together their visual, students will reunite with their groups to teach each other about their findings. Questions addressed must include

- How it looks (is it paragraph form? Does it look like a list? Does it look like a poem?)- How to write one- Some examples of your genre- A few facts you found- Why would someone use this genre?

5. Students will teach your group about your genre using details and examples, and using their visual. Make sure students are aware of the fact that their peers may not know anything about the other genres, so they need to be very specific.

The class will be conducted over two 45 minute class periods, and can be implemented in a class of any size as long as materials allow.

Grouping should incorporate a mix of students regarding diversity, intelligences, strengths, skills, etc. Although there is a lot going on throughout this lesson, the main skills that a teacher needs in order to run their classroom successfully are management and organization. Because there are frequent changes of location and activity, it is the teacher’s job to ensure that students remain on-task and understand what it is they are to be doing. The consistent movement and changing of activities may assist students in harnessing their energy a little more.

VariationsStudents may be given packets on genres instead of searching the internet, or a trip to the library may serve as beneficial also.

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Construction Paper (one for every student – bring extras just in case.Markers/ Colored Pencils/ CrayonsComputers Extra Paper/ Pencils for unprepared students

- One teacher can conduct this lesson in their classroom – although it may be helpful to have an assistant or teacher aid.

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How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above.

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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Conclusion

Evaluation (Teacher)Beginning

1Developing

2Accomplished

3Exemplary

4Score

Quality of Work

Provides work that usually needs to be checked/redone by others to ensure quality..

Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Provides high quality work.

Provides work of the highest quality.

Visual Visual is hard to read, information is not sufficient, lacks organization and neatness entirely.

Visual lacks in organization and neatness, perhaps information is left off the visual entirely.

Visual is somewhatorganized, could be neater, information is lacking.

Construction paper visual is colorful, organized, neat, and informational.

Use of internet to find information

Little information is provided, internet usage limited. Does not demonstrate ability to use technology successfully to find information.

Some information provided, still lacks information and demonstration of ability to use technology to find information.

Adequate informationprovided, however there is still room for more. Websites were used to obtain information, but not to full ability.

Information is plentiful and student demonstrates appropriate usage of the internet to find information.

Focus on the Task

Rarely focuses on the task and what needs to be done. Lets others do the work.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Consistently stays focused on the task and what needs to be done. Very self-directed.

Internet Use Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance..

Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

In evaluating students, it is important to consider their individual process in the given areas rather than evaluating each student by the same standards.

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1) (Teacher groups students into groups of 5. If there are un-even groups, choose a genre that will not be covered in that group.

2) Every student needs to take out a piece of notebook paper and a pen and write a short paragraph on what you think this genre is. If you have no idea, just make something up that sounds like it might work!

3) Okay, click on the Webquest link on the desktop. As you can see, your roles are listed. If you forget what you are supposed to be doing, just go back to this page and you can remind yourself. On the Process page, you will see a step- by step guide of what you will be doing (read the list and ask if there are questions). Copy down the questions on the Process section on a piece of notebook paper–you will need to answer those. On the next page, you will find a list of links for each genre. Use these pages to research information on your genre and jot down notes for the questions you copied down.

4) After you think you have every tiny piece of information you could possibly have on your genre, move away from the computers and make a poster out of construction paper. On these, I am looking for color, organization, and answers to all of those questions.

5) When you are done with your visuals, get back into your groups. (Give each genre 5 minutes to explain their genre to each other – then, come back together as a class to quickly review all of them in case there was something missed).

This page is linked to the Process segment off of the Teacher Page

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This lesson is important for students not only because it examines multiple genres which they will be using later on in the year, but also because it incorporates group work and technology, keeps students moving, allows them to be creative in their presentation, and also allows them to practice research skills.

Because technology is a skill that is of growing importance in today’s world, it is important to weave it into lesson plans in order to give students experience with technological tools.

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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.

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Credits & References (Teacher)