Ø TLW Write Questions to Organize Research for Webquest

Wringer WebQuest Lesson Plans

Objectives:

 TLW write questions to organize research for WebQuest.  TLW organize and conduct an interview of a pigeon fancier.  TLW read and locate information to answer research questions.  TLW organize information for slideshow/or booklet.  TLW edit information for formal presentation.  TLW use internet resources and publishing software to collect and publish research.

Materials:

 Wringer, a novel by Jerry Spinelli  Wringer WebQuest, bookmarked for easy student access.  PowerPoint Software  Computers  Digital Cameras  Printer  Lucky in Love Reading Guide Worksheet (One copy per student)  Task Checklist  Research Guides Double Sided (4-5 per student)  Wringer Storyboard Worksheets Double Sided (2 copies per student)

Sequence of Activities:

1. After reading Chapter 17 of novel, have students brainstorm a preliminary list of questions they would want answered if they were in Palmer’s situation. 2. Using computers, have students access the WebQuest. Read introduction and task with students, stopping to answer any questions. 3. Using computers, have students read “Lucky in Love” and answer questions on reading guide. Review answers with students. Have students begin a glossary of important pigeon terms on a separate sheet of paper. 4. Review WebQuest Task and Evaluation. Pass out task checklist for students to keep in their work folders. 5. The day before pigeon fancier visit, have students prepare a formal list of questions to ask the pigeon fancier. Use brainstormed questions from Activity 1, discuss and share ideas. Have each student compile a list of questions. Encourage students to sort questions according to subject. Have students use double sided note-taking to construct an interview sheet for the day of the visit of pigeon fancier. Note: We had three digital cameras available for kids to take pictures of pigeons. 6. Using Research Guides: a. Have students take out questions from Activity 1 and Activity 4. Discuss and share questions again. b. Pass out Research Guides. Have students note the list of sources they will be reading on the top line of Research Guide. Note question in Topic or Question Column. Pass out novels. Explain example about “What do pigeons eat?” on front of research guide. Pass out novel. Have students read pages 89-90 in Wringer to find new information about feeding pigeons. c. Have students skim “Lucky in Love” to find information on feeding pigeons or baby pigeons. Add to Research Guide. d. Have students fill in back of Research Guide and other Research Guide pages with other questions they would like to answer in their slideshow. e. Let them use internet resources in WebQuest to answer these questions and take notes on Research Guides.

7. Slide Show Development: Using Storyboard Worksheet. a. Show students basics of PowerPoint if they do not know about it. b. Show students sample slides for presentation. c. Have students complete Storyboard Worksheet for slides. Stress the information to be put on each slide, not the layout and picture. Students may need more room to write text, so allow them to use two blocks if necessary on the Storyboard worksheet. d. When Storyboard worksheets are complete, allow students to search the internet for images and copy them to their student work folders for easy access. e. Students construct slides/slideshows.

8. Students create and publish glossary to be shared with class.

9. Presentation of Slide Shows a. Oral presentation b. Student Feedback c. Grade with rubric. Evaluation: 1. Use rubric to grade student presentation. Use as test grade. 2. Allow students to offer positive feedback on the slide shows of other students. 3. Collect and grade Research Guides and Storyboard Worksheets for completeness. Use as daily work grade.