INTRODUCTION
Hello Teachers! The following WebQuest was produced in response an assignment given to Graduate Students of the Masters in Education - K - 12 Teaching English as a Second Language program, by the professor of the Literacy II course, Dr. Judith Orth, at Jones International University. The aformentioned WebQuest is centralized around one of the texts assigned as required reading in one the high school courses in which I am currently conducted the field experience component of Literacy II, The Great Gatsby.
The Lesson is about primarily about dividing the students into groups of four and leading them through research of the text, The Great Gatsby, as an introductory activity to reading the novel. Student groups will be required to research an assigned aspect of the 1920’s and compare/ contrast with the current issues of our generations today.
The tasks that are to be completed by the students are as follows. The students will be dividing into groups of four (or less, at the Teacher’s discretion) and learn all that they can regarding the group’s assigned topic and the 1920’s in America, specifically New York. Each member of the group will need to work in cooperation with each other in order to compile research on their topic and produce a presentation at a minimum of five minutes in length and a maximum of fifteen minutes. In addition, each group will be required to produce a minimum of two double-spaced typed pages discussing the findings of their research and any connections (comparisons/ contrasts) that can be made with modern America. Students should be prepared to field questions from the class during an open-forum class discussion following each presentation, in tandem with this, Teacher’s should have prepared questions for each group in order to initiate some discussion in preparation for reading of the novel.
The ways studnets' learn are as different as the colors of the rainbow. Multiple intelligences can be used to navigate through observation, so teachers and parents can learn what kind of learners the children are and can then develop activities that make the most of their abilities. The Multiple Intelligences addressed in this section are Linguistic, Logical, Spatial, and Interpersonal.
Linguistic Intelligence is covered in this WebQuest through the fun and creative storytelling involved in the task. It presents itself as a task the students must complete by researching what the world was like in 1920’s America and make connections to modern America as well as imagining a feel for the world in which F. Scott Fitzgerald has set The Great Gatsby. The students are also required to produce a creative manner of presenting the findings of their groups research and ought to be encouraged to use props, costumes, and imagination. Logical Intelligence is addressed when students are asked to analyze the information collected and use deductive reasoning to make connections with life in America for their generation, as well as representing information to the rest of the class. The next intelligence addressed is Spatial, which consists of visual learners. In order to facilitate this, I added some fun pictures, and a colorful rubric to the WebQuest page. I have also recommended encouragement of the use of PowerPoint by the students. Of course, student groups will also be presenting the products of their research to the class through the use of their own visual aids, including props, costumes, skits, posters, and other visual stimulation. The last intelligence addressed in this WebQuest is Interpersonal. This is the Extrovert Learner where social gatherings, like group work, is important in keeping them engaged and excited about learning through the required work. This also provides leadership and teaches good cooperative skills. To meet the needs of the Interpersonal Intelligence the WebQuest includes an abundance of group cooperation and concludes each group’s presentation with an opportunity for class discussion.
There are several of the six levels of Cognitive Levels addressed in the WebQuest Lesson I have designed. The first of which, is the Cognitive Level of Knowledge, in the “Roarin’ Twenties” WebQuest students will be required to recall class lectures as well as applicable knowledge covered from the U.S History course textbook. The second Cognitive Level addressed is Comprehension. Students will be required to summarize information presented in the supplied references, (as well as sources found on their own) presenting the information again in the form of a written report and a audio/ visual class presentation. Students will also meet this through the class discussion in which they will be encouraged to equate observations on previous eras to the current state of our generations in America. Application, another of the Cognitive Levels, is addressed in the representation of what the students will have learned in the class discussion of comparisons and contrasts made between the 1920’s and modern America. The fourth Cognitive Level, Analysis, is covered by the WebQuest asking students to break down the 1920’s era into an analysis of various aspects of the culture and times as separate entities, evaluate each of the cultural aspects through comparison/ contrast with modern America, and research the components of the 1920’s that set up the era and establish the context of The Great Gatsby. The fifth of the Cognitive Levels, the last of those covered in the WebQuest, is Synthesis, addressed by the WebQuest requiring students to reformat the information covered in their research in the form of a presentation to be made before the class and writing a paper detailing the findings of each group’s research and any connections made between the 1920’s and America in the new millennium.
Concurrently, It is important to address information literacy in today’s classrooms because without the most basic composite skills in information literacy a student might encounter information which would remain difficult to decode or present itself as entirely impossible to approach. Without being taught the basic information literacy skills, students would not be able to conduct research through the electronic medium necessary for the completion of digital literacy directives. Digital Literacy is a new-age term coined to define the intermingling of content knowledge as it meets modern technological advancements and tools which may be employed in the classroom. Digital Literacy is also used to describe an individual’s comfort level with utilizing technology to complete literacy-based tasks/ assignments. Educators use technology as a means to assist students in content-area learning, to accommodate learning disabilities, or to generally just make lesson/ curriculum content more easily accessible to all students, equally. The use of technology in the classroom, to some extent, facilitates the student in taking ownership of their education, or being held accountable for the learning taking place in the educational setting. Of course, half the battle in the employ of technology in the classroom is in the student’s familiarity with it and their comfort level in manipulating the technology towards a specific goal or end.
To this end, Web Quests are essentially virtual Scavenger Hunts, or Projects which allow Teachers to provide students with either a short or long-term goal aimed at the acquisition, integration, and/or refining of specific knowledge. A WebQuest requires students to locate information on their own, interact with and/or manipulate the information, synthesize what they have learned or are learning, and demonstrate their understanding of the material by creating a product in a medium which others can respond or react to.
LEARNER
This lesson is anchored in an Eleventh Grade English (Literature) class and involves a working knowledge of U.S History in the 1920’s. It is geared for a Basic class though with little modification it could be used for an Advanced Tenth or Eleventh grade class. The students should have a basic knowledge of current events in America today and what the Roaring Twenties were about prior to beginning this WebQuest. Students will also have to know how to critically analyze topics and be able to construct informative and creative presentations and reports upon the content.
OBJECTIVES
Students will be able to analyze Internet resources provided for important/ usefull information.
Students will be able to produce a audio/visual/oral presentation re-interpreting information about the 1920's.
Students will be able to relate historical and social aspects of the 1920's to our generation in Modern America.
Students will be able to actively participate in discussion of research completed regarding the 1920's in America.
Students will be able to relate historical and social aspects of the 1920's to the F. Scott Fitzgerald text, The Great Gatsby .
TECHNOLOGY STANDARDS
NETS-S.1.A Students demonstrate a sound understanding of the nature and operation of technology systems.
NETS-S.1.B Students are proficient in the use of technology.
NETS-S.2.A Students understand the ethical, cultural and societal issues related to technology.
NETS-S.2.B Students practice responsible use of technology systems, information, and software.
NETS-S.2.C Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
NETS-S.3.A Students use technology tools to enhance learning, increase productivity, and promote creativity.
NETS-S.3.B Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
NETS-S.5.A Students use technology to locate, evaluate, and collect information from a variety of sources.
NETS-S.5.B Students use technology tools to process data and report results.
NETS-S.6.A Students use technology resources for solving problems and making informed decisions.
KANSAS COMMON CORE READING, WRITING, SPEAKING, LISTENING STANDARDS
KS.R.1.1.11 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
KS.R.1.1.11 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
KS.W.1.1.11 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
KS.W.1.1.11 1. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
KS.W.1.1.11 1. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
KS.W.1.1.11 1. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
KS.W.1.1.11 1. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
KS.W.1.1.11 1. e. Provide a concluding statement or section that follows from and supports the argument presented.
KS.W.1.2.11 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
KS.W.1.2.11 2. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
KS.W.1.2.11 2. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
KS.W.1.2.11 2. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
KS.W.1.2.11 2. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
KS.W.1.2.11 2. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
KS.W.1.2.11 2. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
KS.W.1.2.11 4. Write using well-developed content appropriate for the topic4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
KS.W.1.2.11 5. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback,
including new arguments or information.
KS.W.1.2.11 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
KS.W.1.2.11 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
KS.SL.1.11 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.
KS.L.1.11 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
KS.L.1.11 1. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
KS.L.1.11 1. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
KS.L.1.11 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
KS.L.1.11 2. a. Observe hyphenation conventions.
KS.L.1.11 2. b. Spell correctly.
KS.L.1.11 3. Apply knowledge of language to understand how language functions indifferent contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
KS.L.1.11 3. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
KS.L.1.11 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
KS.L.1.11 4. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
KS.L.1.11 4. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
KS.L.1.11 4. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
KS.L.1.11 4. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
KS.L.1.11 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
KS.L.1.11 5. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
KS.L.1.11 5. b. Analyze nuances in the meaning of words with similar denotations.
KS.L.1.11 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
KANSAS COMMON CORE READING, WRITING, SPEAKING, AND LISTENING STANDARDS FOR LITERACY IN HISTORY/ SOCIAL STUDIES
KS.SS.R.1.11 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
KS.SS.R.1.11 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
KS.SS.R.1.11 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
KS.SS.R.1.11 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
KS.SS.W.1.11 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
KS.SS.W.1.11 2. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to
create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
KS.SS.W.1.11 2. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
KS.SS.W.1.11 2. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
KS.SS.W.1.11 2. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity
of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
KS.SS.W.1.11 2. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
KS.SS.W.1.11 7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
KS.SS.W.1.11 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
KS.SS.W.1.11 9. Draw evidence from informational texts to support analysis, reflection, and research.
RESOURCES
Students will need to have at their disposal the following resources:
Printed Materials: A U.S History course Textbook would be a valuable reference, though not altogether required for this WebQuest. As referred to in the Audio and Visual Materials section, the Teacher may desire to ask the students to bring in Newspaper clippings or Internet articles about the current economic state of America in the modern era in order to link modern concepts to the cultural identity of the 1920’s.
Specific Reference Material in the Classroom or School Library: None
Supplies: Obviously, Students will benefit from having paper and pencils at their disposal to take notes on the website references provided.
Audio and Visual Materials: The Teacher may deem it of interest to watch segments of National News in class before discussing the aspects of culture and economy that define our country at this time.
Teacher Created Material: Teachers should be prepared to guide discussions regarding each of the aspects of 1920’s society/ culture, making connections to modern America as necessary.
Email Accounts for All Students: Certainly handy if the WebQuest will be completed over the course of more than one class period, though no required.
Internet Resources: As stated previously, any supplementary materials are at the Teacher’s discretion.
Specific Software Needed: A word processor program and an accessible Internet Browser; at least one copy of each per group of four students.
Specific Hardware Needed: At least one computer per group of four students (Complete with mouse, monitor, keyboard, speaker, and access to a printer). There may also, possibly be a need for a projection screen linked to a Teacher’s computer or Laptop, or a Television complete with VCR or DVD player (should students require a media player to present recorded portions of their presentations).
This WebQuest Lesson ought to be handled easily enough with one Teacher, however, if there are aides in the classroom it may certainly prove beneficial to have another pair of eyes to put towards making certain that all students are working on task and contributing equally. In the event that the History Teacher involved should like to make it an interdisciplinary lesson something might be worked out with the English/ Language Arts Teacher, that they may have time to work on and revise the writing emphasis portions of the WebQuest or work on a equal investment of in-class material for a greater cross curricular impact.
EVALUATION
Students will be evaluated in groups, primarily based upon the criteria provided in the attached rubrics for grading presentation and research papers. Therein, students will be expected to produce well written and informative research papers and presentation material, as well as make use of creativity and imagination to produce an interesting and engaging product using research conducted by the group on each aspect of the 1920’s. Of course, students will also be evaluated on their ability to read the provided materials, integrate them with prior knowledge of the subject matter, and articulate the synthesized information thoughtfully in a written form, expressing an understanding of the content. Lastly, in the conclusion of the WebQuest, it is stated that the students are to be prepared to ask and field questions regarding the content of their presentations and participate in discussion regarding what they ought to have learned from class lectures, notes, and the content of this WebQuest about “The Roaring Twenties” and The Great Gatsby.
RATIONALE
Overall, I like the design of my lesson/ WebQuest; I think it has a lot of potential to engage the students using a more modern and technologically rich approach to an important aspect of both American History and American Literature. The primary focus of the lesson is preparing to fully immerse students into F. Scott Fitzgerald's The Great Gatsby and acclimate them to the era in which the text was written in preparation for reading and contributing to thoughtfull discussion about the text in later class periods. Because I designed this particular WebQuest to commence before students had begun reading the novel, I felt it was more acceptable to step away from pure literary devices and stylistic choices of the author to cover aspects of "older" texts that may still prove to add perspective upon historic events in our modern time. I feel that this lesson plan and the reading of The Great Gatsby to follow also offers the opportunity of a cross curriculum integration unit with a U.S History class.
I have some concerns about this particular lesson. Of course, it would be better worked in as a portion of a larger unit plan simply due to the amount of time that I feel ought to be allowed students in order to facilitate group collaboration and allow students to produce imaginitive and inventive presentations of their research. I realize that this particular lesson/ WebQuest does not require students to do very much writing (In fact, the only requirements are note-taking and a minimum of two typed double-spaced pages of a research report from each group). However, I believe this provides students with enough freedom to present what they have learned to the rest of the class, while at the same time, offering just enough rope to hang a group should they attempt to get by without doing the research. The WebQuest also offers students an alternative to simply spitting out another paper, instead, allowing students to command the attention of the class and teach one another.
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