Put the Title of the Lesson Here

A WebQuest for xth Grade (Put Subject Here)

Designed by Put Your Name Here

Put Your E-mail Address Here

Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page

Introduction

Part of learning about [art | literature | music | etc.] is developing an understanding of the styles used in that art form. One way to do that is to make it your own by temporarily becoming a particular artist, seeing the world through their eyes. Grab your [beret | quill pen | camera | etc. ] and let's get stylish!

Task

At the end of this unit, you will have created a [ work of art ] never before seen by human (or other) eyes. If you do it well, it will be just like one created by [artist or category of artist]. To get there, though, you'll have to get into his/her skin.

Process

1. First, examine these links describing what style is in general. [links]
2. Now, explore these examples of the style of [x]. The links are organized in groups of three, with two examples of style [x] and one of some other style. Working independently, examine each group of three and answer the question: what do the two examples of [x] have in common that is not apparent in the other example. For each group of three you might discover anywhere from 1 to 5 differences.
3. When you have completed your first examination, get together with two others and compare your notes. Work together to come up with a common list of the critical elements that distinguish style [x] from the rest.
4. We'll compare the group lists as a whole class activity. Modify your lists as needed based on class discussion.
5. Now, begin to create your own example of style [x], [provide advice here about topic, scope, milestones, etc. ]
6. We'll have a showcase at the end of the unit in which you will [read | display | perform | etc. } your creation and explain the ways in which it exemplifies style [x].

   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.

   	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
   Verbal description of the style being studied	Shows little ability to list critical attributes of the style	Can name some attributes of the style but there are inaccuracies	Can list many ctritical attributes of the style with few inaccuracies	Can list all important critical attributes of the style with total accuracy
   Accuracy of the emulation of the style	Product shows little resemblance to the style	Product gets some aspects of the style correctly, but there are aspects missed or incorrect	Product closely captures the style with minor errors	Product exemplifies the style perfectly
   Originaliry	Product apes the original style with no evidence of creative thought	Product has one or two elements that go beyond the examples shown	Product shows significant originality while staying true to the style	Product shows outstanding originality. The result is surprising, pleasing and appropriate
   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.
   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.

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   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."

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   Last updated on (put date here). Based on a template from The WebQuest Page