WebQuest Lesson Plan

NAME: Emer Geraghty

Type of Lesson: Tool

Lesson Plan Title – Snip! Slash! Toss!

Discipline and Topic –ELA/editing

Target Population – Junior High 6-8

Grade Level: 6
Population Characteristics: Urban middle school. Students have only limited experience with Internet research and using tools (Power Point and computer concept mapping).

Lesson Groupings: Individual

Curriculum Links –In this course students have read several books and subsequently watched movie adaptations. They have a fair amount of experience identifying the similarities and differences between the two mediums and have become comfortable expressing opinions on the choices made. Prior to this class the students chose books they would like to see adapted to the big screen.

Objectives –

Student will be able to identify main characters in a YA book of their choosing.

Student will be able to identify critical elements of the storyline.

Student will be able to edit storyline and characters providing persuasive statements for choices made.

Media Literacy Objectives –

Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity.

Students use technology tools to enhance learning, increase productivity and promote creativity.

Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications and produce other creative works.

Students use technology resources for solving problems and making informed decisions.

Materials and Timing –This lesson will take place over the course of two days--45 minute periods. The students will be allowed to reference their collection of personal reflections of book to movie adaptations. In additon they will access the website www.readthinklearn.org to utilize the interactive concept maps.

Scope and Sequence –

Day 1:
>Class will meet in the group study area of the Library Media Center. Each student will have a copy of the book they will be "pitching."
>To start they will be asked to review the personal references they have collected evaluating the book-to-movie genre. Students will be asked to share either a most or a least favorite adaptation. Other students will be able to respond during this open discussion.
> Students will be reminded to keep the opinions of others in mind as they work through their editing process.
> Students will then be sent to the computer banks where they will access the webquest posted on the school website.
> They will proceed to the Process section where the link to interactive concept maps are located.
>They will be instructed to complete a minimum of 5 concept maps with the possibility of needing many more depending on the number of characters/settings, etc. in the story. The infomation in the maps may be short but must adequately describe the characters/setting/conflict and resolution. This must be confirmed by a peer who has not read the chosen book. If the student cannot find a peer who has not read the book, the maps must be reviewed by the instructor.
>By the end of the period, the students must produce their collection of printed concept maps with peer review signature.

Day 2:
>Class will meet in the group study area of the Library Media Center.
>Students will be advised to "spread out" among the many tables.
>Students will be instructed to spread out their concept maps for review.
>Using their worksheet students will brainstorm on elements of the story and characters that will appear in the movies and elements /characters that will be eliminated.
>With their completed worksheet, students will move to computer banks to produce a Word document to be submitted to the instructor.

Supplemental Materials –Student worksheet.

Evaluation of Students –

Place your objectives in the left hand column, segmenting your objectives and/or adding additional rows, if necessary. Add either point values or evaluative words across the top row, adding or deleting columns as necessary. IN the grid, add descriptors of those behaviors which would be used to assign value to student’s work.

Objectives	1 point	2 points	3 points
Characters	Important characters missing and/or not decribed.	Most characters relevant to storyline identified. Some descriptions missing.	All characters relevant to the storyline identified and described.
Setting	Important settings missing and/or ot identified.	Most settings relevant to the story identified. Some descriptions missing.	All settings relevant to storyline identified and described.
Conflict/Resolution	Conflict and resolution not explained and/or descriptions too vague for understanding.	Conflict and resolution explained with some vague descriptions	Conflict and resoultion clearly outlined.
Edited storyline	Storyline not edited or explanations missing or vague.	Storyline edited with explanations. Some explanations missing or vague.	Storyline edited with clear, defensible explanations.

Evaluation of the Lesson –The instructor will meet in groups (four to five) with students to review the the edited storylines. The groups will contain both students who have and who have not read the book. Students will be asked how peer responses helped shape their editing choices (if at all) and what(if any) part of the editing process was most challenging. Students able to particpate in this roundtable will have met the criteria of the lesson.

Worksheet

Name______________________________________

Title of Book______________________________________

Author_______________________________________

Genre_______________________________________

This book/movie would appeal to______________________________________

Chararacters that must appear in movie (list)

___________________________________________

____________________________________________

Characters that be elimnated or "melded" with another character(list)

_____________________________________________

____________________________________________

_____________________________________________

______________________________________________

Elements of the story that must be appear in the movie (you can be somewhat general here)
_____________________________________________________________________________________________

______________________________________________________________________________________________

_____________________________________________________________________________________________

Elements of the story that can be eliminated without damaging the overall story(again, you can be
somewhat general here)

________________________________________________________________________________________________

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