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Seabiscuit a Webquest for 9Th Grade English

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Seabiscuit a Webquest for 9Th Grade English Seabiscuit A WebQuest for 9th Grade English Designed by Susan Richardson, Media Specialist [email protected] Norman Newburn, English Teacher [email protected] Introduction | Task | Process | Evaluation | Conclusion | Credits Introduction What in the world has happened? You went to bed after reading the biography from your Holt McDougal online textbook (page 126) about Seabiscuit’s success as a race horse in the 1930’s, and then you woke up outside of a horse stable where he’s being prepped for his next big race. You are penniless, jobless, and homeless. You try to not draw any attention to yourself while you attempt to figure out what is going on and how you will get back home to your current time period. You start seeing herds of people moving towards a stadium in the distance. People are dressed “to the nines” and the sounds of announcers screeching on the speakers drift to where you are. There seems to be an event going on. You figure you might be able to get some information from someone there. As you approach the gates, you realize that this is a horse race track. How will you get inside? Luckily for you, someone walking by thinks you’re a graphic artist for a major magazine that he met at a party and wants you to cover Seabiscuit’s next race and the influence of the Great Depression on the 1930’s. The only problem: You have no idea what the 1930’s are like, much less how to design a graphic about the Great Depression. You think for a long minute that you need shelter, food, and money. So, you decide to accept the job offer. However, you first goal is to find out about the Great Depression and what life was like during it. Then, you need to come up with a sequence graphic showing information about your significant topic concerning this time period. Big Question: “What makes a winner?” Guiding Question: “What would your life be like in the Great Depression during the 1930’s to become a winner?” Common Core State Standards: RI 3: Read and respond to nonfiction, fiction, and poetry RI 6: Determine an author’s purpose in a text. L 1: Academic vocabulary L 4c: Consult reference materials to determine or clarify a word’s meaning or etymology W 8: Editing grammar, usage, and mechanics SL 1: Collaborate and interact SL 3: Present knowledge and ideas MTR 1: The research process MTR 2: Research products CT 3: Cross­curriculum connections The Task Using PREZI, design a sequence graphic showing information about your significant topic concerning this time period. The Process I. First, you will self­select your group of four students. (***Note: Block 1 will have one (1) group of 3 students; Block 4 will have one (1) group of 2 students). II. The roles are as follows: Presenter, Leader, Recorder, and Time Keeper/Errand Monitor. (See this link for descriptions of each role Read­Write­Think Cooperative Group Role Cards) A. Next, you will be assigned a random topic about this time period. They are: 1. Fashion 2. Food/Drink 3. Travel 4. Performing Arts (Movies/Literature/Theater) 5. Visual Arts (Sculptures/Paintings/Comics) 6. Leisure Activities (Sports/Horse Racing) 7. Music 8. Radio III. Begin your research by: A. Defining the following Academic Vocabulary: 1. escapism 2. The Great Depression 3. underdog 4. Vocabulary in Context: a) trepidation b) inaudibly c) optimal d) increment (of speed) e) cadence f) inept g) inexplicably h) unequivocal B. Complete “Textual Analysis: Suspense in Biography” Worksheet and “Reading Skill: Identify Author’s Purpose” Worksheet C. Read the biography excerpt of Seabiscuit: An American Legend from your textbook. IV. Mrs. Richardson will give direct instruction on how to complete Internet research using “The Big 6” model and handouts. (See this link for her PREZI.) The stages are: A. Stage 1: Task Definition – Friday, 21 February 2014 – Location: Media Center ­ Worksheet pages: 3 and 6 B. Stage 2: Information Seeking Strategies – Monday, 24 February 2014 – Location: Media Center ­ Worksheet pages: 7, 8, 10, and 11 C. Stage 3: Location and Access – Monday, 24 February 2014 – Location: Media Center D. Stage 4: Use of Information – Wednesday, 26 February 2014 – Location: Media Center ­ Worksheet pages: 16 and 18 E. Stage 5: Synthesis – Wednesday, 26 February 2014 and Thursday, 27 February 2014 – Location: Media Center ­ Worksheet page 23 F. Stage 6: Evaluation – Friday, 28 February 2014 – Location: MCR #10 (***Note: You will complete “The Big 6” Worksheets for each of these stages. They are a part of your final grade!) V. Research: A. With your group, you will need to find the minimum number of the six different types of sources listed below: 1. website ­ 1 2. magazine article ­ 1 3. newspaper article ­ 1 4. print book ­ 1 5. pictures ­ 20 6. audio/video clip ­ 1 B. Note­taking: Use the following information about Cornell Notes to take accurate information. C. Citing your Sources: Use the following websites to cite your sources. If you do not cite your sources (Yes, this even includes each website for each picture), it is considered PLAGIARISM! 1. EasyBib 2. Citation Machine 3. Citation Maker 4. Plagiarism Evaluation Prezi Rubric: Part A Part B: Rubric 4 3 2 1 0 Works Cited All sources in 2 sources 4 sources 6 or more No Works Cited ***UPDATED*** presentation were missing missing sources Page = listed in proper missing PLAGIARISM = format, including ZERO! research information sites, images, and video(s) Number of Images & 20+ 18­19 16­17 15 or less Events on Timeline Big 6 Worksheets 100% completed 90% 80% 70% or less Group Participation 100% 90% 80% 70% or less Source Materials At least one items Missing 1 Missing 2 Missing 3 or (website, magazine, from each category required required more required newspaper, print book, source sources sources picture, & audio/visual) Conclusion By completing this WebQuest, you should have gained the following knowledge: 1. Ability to conduct Internet research using “The Big 6” stages. 2. Ability to determine what is required for the assignment. 3. Ability to know which information is needed to complete the assignment. 4. Ability to select/narrow/broaden topics. 5. Ability to formulate questions based on the topic/sub­topic. 6. Ability to pick out key words embedded in a question/assignment. 7. Ability to recognize that homework assignments require factual information from various sources. 8. Ability to determine statements that require evidence for support. 9. Ability to recognize the need to get information from people through the use of use of interviews, surveys, and questionnaires. 10. Ability to generate a list of potential information sources (texts/human). 11. Ability to recognize the variety of Internet capabilities as valuable resources. 12. Ability to ask the Media Specialist if there are any available web sources for information. 13. Ability to identify electronic resources­­not just the Internet!. 14. Ability to select sources that are suitable to meet the information need. 15. Ability to locate sources in a library using Dewey Decimal.. 16. Ability to various web search engines. 17. Ability to use an index and Table of Contents. 18. Ability to skim to find appropriate information on a website. 19. Ability to listen and comprehend. 20. Ability to list key points in an article, chapter, website related to a specific question/topic. 21. Ability to underline/highlight the topic sentence in a source. 22. Ability to paraphrase/summarize concisely. 23. Ability to copy and paste information and to correctly cite the source. 24. Ability to download graphics. 25. Ability to properly cite information from ANY source to prevent plagiarism. 26. Ability to a chronological timeline of key dates/events 27. Ability to organize different pieces of information in different formats. 28. Ability to synthesize information from various sources. 29. Ability to make a speech using multi­media aids. 30. Ability to evaluate multi­media content of self and peers. Directions: Answer the following questions in a well­constructed paragraph each: “Is the task completed? Is the assignment/problem solved?” 1. Effectiveness: Did the final product complete the original assignment/problem? How good is the product? What grade are you likely to receive? 2. Process: If I had more time, what would I do differently and explain why? How would you apply this information to future assignments? Resources: from Seabiscuit: An American Legend Copy Master Text Analysis Suspense in Biography A biography is a true account of someone’s life. A biographer can use the same techniques a fiction writer uses to engage readers. Suspense is the excitement or tension readers feel as they wait to find out how a story ends or a conflict is resolved. Directions: This chart shows some of the techniques an author can use to build suspense. Write examples of each technique in the chart. You can also use line numbers to identify specific passages. An example has been done for you. Narrative Technique Example 1. Raising questions in reader’s mind • Rosemont’s stock rose (lines 7–9) 2 Foreshadowing 3 Withholding certain information from Seabiscuit: An American Legend Copy Master Reading Skill Identify Author’s Purpose Author’s purpose refers to the reasons an author has for writing a particular work. An author may have more than one purpose for writing. Directions: As you read the selection, try to determine Hilllenbrand’s purpose. Complete the chart with specific examples from the text. If you don’t think there are examples of a particular purpose, leave the second column blank. Then answer the question that follows. Purpose Examples 1.
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