Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

A WebQuest for 11th Grade English Language ArtsDesigned byLaura LaBelle

Put Your E-mail Address Here

Based on a template from The WebQuest Page

photo courtesy of www.flickr.com/photos/ppdigital/2329195889

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

Have you ever been BORED by the books your English teacher assigns?

Do you think you would read MORE if you got to choose what to read?

Do you think your English teachers are OUT OF TOUCH with what today’s students want to read?

Do you wish YOU could choose the books to read in class?

If you answered YES to any of the above questions then this is your chance to be heard!

Student Page

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

In this WebQuest, you will create a brochure style reading list of the

TOP 25 MUST READ BOOKS-High School Edition-

In addition to your Top 25 List, your brochure will include:•Two paragraphs per book:

•Paragraph One will summarize the book for an audience of your peers•Paragraph Two will justify why this book appears on your list•pictures of the books, graphics, drawings, whatever you can use to make it colorful

Make your choices carefully because the brochure you create as your Top 25 List will be used as the Summer Reading List, Book Club List for next year, and possibly even for your assignments next year!

Title

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]1. First you'll be assigned to a team of 4 students…2. Each student will pick one of the following roles and research books based on your role

• Readability• Age Appropriateness/Content• Literary Quality• Enjoyment Factor

3. Once you've picked a role to play, you will use the list of websites below to identify and research books that you want to include on your list.

4. Each student should come up with about 10 books so that you have plenty of ideas5. You must now collaborate to narrow down the list to your TOP 25 and put them in order6. Once you have your TOP 25 LIST, you should each finalize your research portion7. Collaborate and turn your research into a cohesive paragraph stating why this book is

worthy of being in the TOP 25 based on each of your research roles8. After you have finished your justifications, begin summarizing each book (briefly)

( you may use the resources for this portion as well, but please put into your own words, and be sure to cite your sources)

9. Be creative and publish a brochure to hand out to your fellow students – Be sure to include your finalized TOP 25 LIST , pictures of books/graphics, paragraphs and sources!

10. Have Fun! Check the Rubric to be sure you have met all requirements & Turn it in!

Resources•Amazon – for sample texts and brainstorming•Goodreads – for ideas and recommendations•NY Times Book Reviews - for book reviews and summaries•BookSpot - for book award information•Literacy Trust UK – to assess readability of texts•LiteracyMatters – how to select adolescent lit•BookCritics – book reviews and critiques•Indiana University– multiple links to ad-lit lists, reviews & recommendations

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page] CATEGORY 4 3 2 1

Attractiveness & Organization

The brochure has exceptionally attractive formatting and well-organized information.

The brochure has attractive formatting and well-organized information.

The brochure has well-organized information.

The brochure's formatting and organization of material are confusing to the reader.

Content - Accuracy

All facts in the brochure are accurate.

99-90% of the facts in the brochure are accurate.

89-80% of the facts in the brochure are accurate.

Fewer than 80% of the facts in the brochure are accurate.

Spelling & Proofreading

No spelling errors remain after one person other than the typist reads and corrects the brochure.

No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure.

No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure.

Several spelling errors in the brochure.

Writing - Grammar There are no grammatical mistakes in the brochure.

There are no grammatical mistakes in the brochure after feedback from an adult.

There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.

There are several grammatical mistakes in the brochure even after feedback from an adult.

Writing - Organization

Each section in the brochure has a clear beginning, middle, and end.

Almost all sections of the brochure have a clear beginning, middle and end.

Most sections of the brochure have a clear beginning, middle and end.

Less than half of the sections of the brochure have a clear beginning, middle and end.

Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics.

Graphics go well with the text, but there are so many that they distract from the text.

Graphics go well with the text, but there are too few and the brochure seems "text-heavy".

Graphics do not go with the accompanying text or appear to be randomly chosen.

Sources Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure.

Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure.

Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure.

Sources are not documented accurately or are not kept on many facts and graphics.

Rubric created on rubistar.com # 1641367

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

So, now you have finished your very own list of the TOP 25 MUST READ BOOKS -High School Edition-and distributed your brochure to your peers.

Now, to conclude our project, we will have a group discussion to talk about the process of creating our Top 25 lists!

•Did you include any books that had been assigned to you in school? Why or why not?•Did all members of your group agree on all the books you chose?•Did you have a harder time finding enough books to include, or a harder time narrowing down a long list of books?•How many book choices overlapped between groups?•Do you feel more empowered now that your voices have been heard in the curriculum?•Are you excited to begin reading these books?•Would you like to do more WebQuests?

Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

Based on a template from The WebQuest Page

For more information, please see The WebQuest Slideshare Group

Thanks to Darren Hester for flickr photo on title page

Thanks to Rubistar for rubric template

[Student Page]

Title

Introduction

Learners

Standards

Process Part 1

Resources

Credits

Teacher Page

A WebQuest for 11th Grade English Language ArtsDesigned by Laura LaBellelaurakay@colostate.edu

Based on a template from The WebQuest Page

EvaluationTeacher Script

Conclusion

photo courtesy of www.flickr.com/photos/ppdigital/2329195889

Process Part 2

[Student Page]

Title

Introduction

Learners

Standards

Process Part 1

Resources

Credits

Teacher Page

This lesson was developed as part of Colorado State University’s EDUC331 class, Educational Technology and Assessment.

This WebQuest project allows students to think critically about the texts that they read in high school by creating a “Top 25” list of books they think all high school students should read. The students gain insight into the process of critically analyzing texts for content, readability, and enjoyment factor. They also work collaboratively in small groups to create one end product. Students learn how to conduct research on the internet. They then analyze and synthesize their findings into a comprehensive brochure that discusses why they chose the books they did, and summarizes each book. Students become actively involved and therefore more completely engaged in their own education.

Evaluation

Teacher ScriptConclusion

Process Part 2

[Student Page]

Title

Introduction

Learners

Standards

Process Part 1

Resources

Credits

Teacher Page

This lesson is designed for 11th grade English Language Arts. By teaching this lesson later in high school, students will already have been exposed to many types of literature in high school and therefore will have the background knowledge needed to complete this task successfully.

I recommend this lesson for the 11th grade, not 12th, so that the “Top 25” list created by the students could be used as a summer reading program or as part of the curriculum for their senior year. This way, students will be able to actively use the product they create and will benefit as much from its use as they did from creating the list.

The critical skills that students will need to know prior to beginning this lesson includes the following:

•Navigation of the internet•Summarizing texts•Evaluating texts•Prior exposure to a lot of literature•Computer skills including Microsoft Publisher, so they can create the brochure

EvaluationTeacher Script

Conclusion

Process Part 2

[Student Page]

Title

Introduction

Learners

Standards

Process Part 1

Resources

Credits

Teacher Page

Colorado Model Content Reading and Writing Standards Addressed

• 4. Students apply thinking skills to their reading, writing, speaking, listening, and viewing.• 5. Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.• 6. Students read and recognize literature as a record of human experience.

In addition to these Colorado standards, students will also be using the following skills:

•Critical Thinking•Comparison•Teamwork•Compromise•Creativity

EvaluationTeacher Script

Conclusion

Process Part 2

[Student Page]

Title

Introduction

Learners

Standards

Process Part 1

Resources

Credits

Teacher Page

• This lesson would be an ongoing semester project, ideally for the Spring semester, so the students could use their list for summer reading. Students would be allowed class time to work together in groups to begin compiling their list. After that, students could work on their own portions for a few weeks, then reconvene in groups to finalize their projects near the end of the semester.

• Student groups could be created either by allowing students to pick their own group, or by being assigned to groups – the teacher could decide based on what would work best for their students.

•This lesson does not require any special skills for the teacher. A novice teacher could do this project easily. All they need is a solid background knowledge of adolescent literature.

• This project would work best in a school with adequate access to student computers on a regular basis.

•Variations – this WebQuest could be varied to make a “Top 25” list of anything from authors, sci-fi books, classic literature, Shakespeare plays, movies etc.

•Please see the next page for the Annotated Student Process

EvaluationTeacher Script

Conclusion

Process Part 2

[Student Page]

Title

Introduction

Learners

Standards

Process Part 2Resources

Credits

Teacher Page

Annotated Student Process –

1.First you'll be assigned to a team of 4 students… (Or you can let students pick their own group)2.Each student will pick one of the following roles and research books based on your role

• Readability• Age Appropriateness/Content• Literary Quality• Enjoyment Factor (You may want to adjust the roles for your purpose)

3.Once you've picked a role to play, you will use the list of websites below to identify and research books that you want to include on your list. 4.Each student should come up with about 10 books so that you have plenty of ideas (At this point, students may need some help narrowing down their list)5.You must now collaborate to narrow down the list to your TOP 25 and put them in order (You may want to supervise their selection process to make sure all student voices are heard)6.Once you have your TOP 25 LIST, you should each finalize your research portion (This portion could be done individually, rather than in a group) 7.Collaborate and turn your research into a cohesive paragraph stating why this book is worthy of being in the TOP 25 based on each of your research roles (Reconvene groups for this portion)8.After you have finished your justifications, begin summarizing each book (briefly) ( you may use the resources for this portion as well, but please put into your own words, and be sure to cite your sources)9.Be creative and publish a brochure to hand out to your fellow students – Be sure to include your finalized TOP 25 LIST , pictures of books/graphics, paragraphs and sources! (Students should be familiar with Microsoft Publisher – if they are not, you will need to guide them in creating their final product) 10.Have Fun! Check the Rubric to be sure you have met all requirements & Turn it in! (Instructing students to check rubric will ensure they review their work for completion)

EvaluationTeacher Script

Conclusion

Process Part 1

[Student Page]

Title

Introduction

Learners

Standards

Process Part 1

Resources

Credits

Teacher Page

What you will need to implement this lesson: • Student accessible computers with internet access• Microsoft Publisher (one account for each group of four students)• Color printers and copiers so students can share their brochures• Creative Students!!!

Human Resources needed: • One teacher• Possibly an assistant if your class is large, or if you want to send some students to the computer lab while keeping some in the classroom

Websites Used:Amazon – for sample texts and brainstormingGoodreads – for ideas and recommendationsNY Times Book Reviews - for book reviews and summariesBookSpot - for book award informationLiteracy Trust UK – to assess readability of textsLiteracyMatters – how to select adolescent litBookCritics – book reviews and critiquesIndiana University– multiple links to ad-lit lists, reviews & recommendations

EvaluationTeacher Script

Conclusion

Process Part 2

[Student Page]

Title

Introduction

Learners

Standards

Process Part 1

Resources

Credits

Teacher Page

EvaluationTeacher Script

Conclusion

Process Part 2

CATEGORY 4 3 2 1

Attractiveness & Organization

The brochure has exceptionally attractive formatting and well-organized information.

The brochure has attractive formatting and well-organized information.

The brochure has well-organized information.

The brochure's formatting and organization of material are confusing to the reader.

Content - Accuracy

All facts in the brochure are accurate.

99-90% of the facts in the brochure are accurate.

89-80% of the facts in the brochure are accurate.

Fewer than 80% of the facts in the brochure are accurate.

Spelling & Proofreading

No spelling errors remain after one person other than the typist reads and corrects the brochure.

No more than 1 spelling error remains after one person other than the typist reads and corrects the brochure.

No more than 3 spelling errors remain after one person other than the typist reads and corrects the brochure.

Several spelling errors in the brochure.

Writing - Grammar There are no grammatical mistakes in the brochure.

There are no grammatical mistakes in the brochure after feedback from an adult.

There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.

There are several grammatical mistakes in the brochure even after feedback from an adult.

Writing - Organization

Each section in the brochure has a clear beginning, middle, and end.

Almost all sections of the brochure have a clear beginning, middle and end.

Most sections of the brochure have a clear beginning, middle and end.

Less than half of the sections of the brochure have a clear beginning, middle and end.

Graphics/Pictures Graphics go well with the text and there is a good mix of text and graphics.

Graphics go well with the text, but there are so many that they distract from the text.

Graphics go well with the text, but there are too few and the brochure seems "text-heavy".

Graphics do not go with the accompanying text or appear to be randomly chosen.

Sources Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure.

Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure.

Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure.

Sources are not documented accurately or are not kept on many facts and graphics.

[Student Page]

Title

Introduction

Learners

Standards

Process Part 1

Resources

Credits

Teacher Page 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 the following process for ELL or young students: 1.First you'll be assigned to a team of 4 students… (include one teacher aide in each group if possible)2.Each student will pick one of the following roles and research books based on your role (You may want to do away with roles and have students work together, or just get rid of the harder roles (such as readability))3.Once you've picked a role to play, you will use the list of websites below to identify and research books that you want to include on your list. (Teachers could create one website with the list of books they want students to use) 4.Each student should come up with about 10 books so that you have plenty of ideas (this step can be skipped if students are working collaboritively) 5.You must now collaborate to narrow down the list to your TOP 25 and put them in order (You may want to supervise their selection process to make sure all student voices are heard and that their choices are appropriate)6.Once you have your TOP 25 LIST, you should each finalize your research portion (This step could be skipped if research is too difficult) 7.Collaborate and turn your research into a cohesive paragraph stating why this book is worthy of being in the TOP 25 based on each of your research roles (Groups could write these based on previous knowledge rather than research)8.After you have finished your justifications, begin summarizing each book (briefly) ( you may use the resources for this portion as well, but please put into your own words, and be sure to cite your sources)9.Be creative and publish a brochure to hand out to your fellow students – Be sure to include your finalized TOP 25 LIST , pictures of books/graphics, paragraphs and sources! (if students are not computer savvy, they could create a poster instead of a brochure list) 10.Have Fun! Check the Rubric to be sure you have met all requirements & Turn it in! (Instructing students to check rubric will ensure they review their work for completion)

EvaluationTeacher Script

Conclusion

Process Part 2

[Student Page]

Title

Introduction

Learners

Standards

Process Part 1

Resources

Credits

Teacher Page

I hope that you will find this WebQuest fun and useful in your classroom.

Students will learn cooperation, creativity, critical analysis, comparative analysis, summarization and how to compromise and work effectively with their peers. In addition to these skills, students will also come away with a finished “Top 25” list that they can use to further their reading skills, share their knowledge with others and participate fully in creating curriculum that high school students will find engaging and stimulating.

Best of luck!

EvaluationTeacher Script

Conclusion

Process Part 2

[Student Page]

Title

Introduction

Learners

Standards

Process Part 1

Resources

Credits

Teacher Page

EvaluationTeacher Script

Conclusion

Process Part 2

Based on a template from The WebQuest Page

For more information, please see The WebQuest Slideshare Group

Thanks to Darren Hester for flickr photo on title page

Thanks to Rubistar for rubric template

Websites Used:Amazon – for sample texts and brainstormingGoodreads – for ideas and recommendationsNY Times Book Reviews - for book reviews and summariesBookSpot - for book award informationLiteracy Trust UK – to assess readability of textsLiteracyMatters – how to select adolescent litBookCritics – book reviews and critiquesIndiana University– multiple links to ad-lit lists, reviews & recommendations