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Introduction | Task
| Process | Evaluation
| Conclusion | Credits
| Teacher Page
Introduction
[Begin with a short excerpt of an example of the genre. Tell the learner that they will soon be able to write a new piece in that same format.] Task
[Describe the task as being in two stages:
First, you and your group will study a number of examples and will tease out what these examples have in common and how they differ from each other.
Then, with that new understanding, you will create a new example of this form of expression. Process
- Provide a short list of examples of the genre and have all learners look that them.
- Discuss in class their reactions; what they saw, what they liked, Use this to develop a vocabulary for talking about this genre.
- Provide a longer list of examples and have groups of learners divide up the task of looking at all of them and identifying common themes, attibutes, or threads. Scaffold this by providing a features chart (see the one in Realm of Fairy Tales for inspiration) to guide their reading and give them a place to retain and organize their findings.
- Have a class discussion debriefing the analysis and consolidating any discrepancies in analyses from different groups.
- Now ask groups of students to use their analysis to create a new example of this genre based on their analysis. Scaffold this by providing a storyboard, prompted writing page, or other guide as appropriate.
Evaluation
Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades. You may want to have separate rubrics for individual and group work.
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Beginning
1
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Developing
2
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Accomplished
3
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Exemplary
4
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Score
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Analysis of Examples Given | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Fit with Genre | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Creativity | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Clarity of Writing | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Writing Mechanics | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
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Conclusion
Put a few sentences here that summarize what they will have accomplished or learned by completing this activity or lesson.
You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. To foster the habit of lifelong learning, give them links to additional information here that they can pursue on their own.
Credits & References
List here the sources of any images, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration.
Don't relist all the links you've already included. They're self-documenting.
As a matter of style and to keep ownership clear, all pages that you call up that are external to this site should appear in a new window outside of this frame. Add "TARGET=_BLANK" to the link to bring this about.
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 Design Patterns page so that others can acquire the latest version of this template and training materials.
You might want to include the following statement:
"We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL."
Last updated on (put date here). Based on a template from The WebQuest Page
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