i'm caught in a brainstorm webquest
DESCRIPTION
TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for Ms. Mears’ 8th Grade English Class
Designed by
Meggan [email protected]
Based on a template from The WebQuest Page
I’m Caught in a Brainstorm!
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
There is a severe storm alert in effect! This is not a drill! We are all caught up in a brainstorm!Brainstorming is a process that writers use to get their thoughts out on paper and make them appear in an organized fashion. We have been given a very important and secret task to perform in order to save our classroom from mass chaos.
Make sure to bring lots of paper and writing utensils with us on our storm watch so that you can write down all of the information you find to write a “how to” magazine article that other students and teachers can read.
By the end of our weather cast you will be an expert in how to track your ideas in a brainstorm! Are you Ready?
Introduction
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Ok Brainstorm Trackers! You will all be working in groups of 3 and you will each have specific tasks that you must perform in order to write the best “how to track your ideas” magazine article for the annual Brainstorming Magazine. you will also be using the novel we recently finished in class to help you along your way .
Always remember good research specialists and trackers always take notes about what they have witnessed so keep that pen and paper handy. You can always refer back to your notes to help you write your article.
And Good Research specialists andTrackers always make sure to Work together and do their part!
Title
The Task
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Congratulations Trackers/Journalists!You are ready to begin your assignment.
First of all- Here are the tasks that you will have to perform, remember to split it up logically so that each person has a task.
1. Supervisor-You will be in charge of making sure that everyone is on task at all times so that your article meets it’s deadline!
2. Lead Editor-You will be in charge of editing the final version of the article before it runs in the magazine!
3. Topic Finder- You will be responsible for finding a sample topic for your brainstorming article. You must have a topic in order to effectively
demonstrate and explain the brainstorming process. Choose your topic from the novel that we have read recently. (examples may include: character analysis, or major themes in the book)
4. You will all serve as research specialists and writers of the article. You will all work collaboratively to research the websites on the internet and Each person will write one paragraph of the magazine article.
•The first storm warning has been issued at Bubblesville, USA. Make a trip to Bubblesville to research how to track a brainstorm using a concept map. Once there: map out your characters from your story and their qualities or the themes of the book you chose with supporting details. Make sure to print out your map and also take notes on how you made it for your article.
• The Next storm is rolling in quickly! Hurry up and get to Brainstown. Here your team will choose which storm to track. The options are free writing, bulleted lists, 3 perspectives or Cubing. (all of these are explained on the site) Use one of these options with your topic.
The Process
Process Page 2
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
• Now that you have been to both sites for brainstorm tracking it’s time to write your article. But First you must organize your information into an outline in order to have an awesome article. Visit The Outline Room, in your magazine’s “office” to do this.•Finally, your team will choose the brainstorming tool that you found most helpful and write your “how to” article about that tool. Each person will write a medium length paragraph(about 5 lines) describing how you made your brainstorm. The final paragraph will be collaborative and your team will explain how this tool is useful to students who need to write papers.
~So your article needs to be 4 paragraphs long. •Attach your group’s bubble map and your second brainstorm tool(whichever one you chose to do) and your outline to the article. ALL 3 Pieces must be there to receive full credit!
The Process, page 2
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] Evaluation
Research Report : "I'm Caught in a Brainstorm" Grading RubricTeacher Name: M Mears
Student Name: ________________________________________
CATEGORY 4 3 2 1
Paragraph Construction
All paragraphs include introductory sentence, explanations or details, and concluding sentence.
Most paragraphs include introductory sentence, explanations or details, and concluding sentence.
Paragraphs included related information but were typically not constructed well.
Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Graphic Organizer Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics.
Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics.
Graphic organizer or outline has been started and includes some topics and subtopics.
Graphic organizer or outline has not been attempted.
Organization Information is very organized with well-constructed paragraphs and subheadings.
Information is organized with well-constructed paragraphs.
Information is organized, but paragraphs are not well-constructed.
The information appears to be disorganized. 8)
Mechanics No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling, or punctuation errors.
Many grammatical, spelling, or punctuation errors.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Congratulations!You have successfully completed your storm tracking exercise! You have learned so much throughout your journey including how to create and use an online concept map, how to use one other brainstorming technique and how to successfully outline and organize your magazine article!
Great work
Make sure to turn in everything by the deadline and next time we have a severe brainstorm warning we’ll know who to call!
Conclusion
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Special Thanks to:
Jacob Bøtter ‘s Picture on the front page.
Other resources to make a webquest like this one or to get information about this one:
The WebQuest Page
The WebQuest Slideshare Group
Credits & References
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for xth Grade (Put Subject Here)
Designed by
Meggan [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
I’m Caught in a Brainstorm (Ms. Meggan Mears)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This Lesson was developed in order to increase student’s understanding of brainstorming techniques as well as ways to synthesize and organize previously collected information well enough to be able to write about it thoroughly and effectively.
In this specific lesson students are required to explore different online resources to find two different ways of brainstorming. They are required to provide hard copies (print-outs) of their work with these two brainstorming tools as well as write a report in the form of a magazine article that demonstrates their skills at utilizing these tools.
The first tool is a semantic map that can be accessed online and every group is required to fill in information about their topic into the map and print out a copy.
The second brainstorming tool is one that they chose from a website that explains how to use a variety of tools and they had to make one of them using information about their topic.
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is ultimately for 7th and 8th grade students who are just getting started with outlining and researching for projects. This works well in this level because it is teaching organizational strategies that will help them on in later years of high school and even college when they have to do research papers.
Before beginning this lesson students will need to know how to navigate through the internet well enough to be able to get to the webquest. They will also need to know how to categorize information so that when they are filling out the semantic map for Lets say a character, they will be able to tell that the character’s name should come first and then the character’s qualities are details that are linked to him/her.
Basic outlining skills will also be necessary.(this webquest is more to practice skills in outlining and brainstorming not introducing them from scratch).Evaluation
Teacher Script
Conclusion
Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Students will learn the following skills that are addressed in the
Colorado Reading and Writing Standards:Standard 2: Students write and speak for a variety of purposes and audiences.•Write for a variety of purposes including explaining concepts and procedures.•Write for a variety of audiences including peers and teacher• plan, draft, revise, proofread, and edit written communications• organize written and oral presentations using strategies such as lists, outlining, cause/effect relationships, comparison/contrast, problem/solution, and narrationSTANDARD 3:Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.•know and use correct grammar in speaking and writing;• apply correct usage in speaking and writing;• use correct sentence structure in writing; and• demonstrate correct punctuation, capitalization, and spelling.STANDARD 5: Students read to locate, select, and make use of relevantinformation from a variety of media, reference, andtechnological sources.• understand the structure, organization, and use of various media, reference,and technological sources as they select information for their reading andwriting;• paraphrase, summarize, organize, and synthesize information;• use information to produce a quality product.
The other skills that were incorporated into this lesson are communication skills and also skills to develop student’s ability to work in a team and also organizational skills are highly emphasized in this lesson.
Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need.
Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what?
If students are divided into groups, provide guidelines on how you might do that.If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them.
What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example?
If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow.
VariationsIf you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here.
Evaluation
Teacher Script
Conclusion
The Process (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Materials needed for this lesson:•Copies of the recent novel your class has finished reading•Computers with access to the internet•Students will need to provide their own paper and writing utensil for notes•You will need to set up a class account on http://www.bubbl.us/ and give the class the username and password so that they can utilize the site for their project.
The Websites used for this assignment are:1. http://www.bubbl.us/2. http://tinyurl.com/439y923. http://tinyurl.com/3n9vxq
One teacher is enough to monitor and help students, however depending on your class size(if it is inordinately large) then you may want to have an aide to help you. Also you may need to coordinate with your librarian or a computer lab worker in order to reserve enough computers for each group. Other than that you should be well set to just tell them where it is and let them go.
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
I determine that this webquest is successful if students understand how to navigate through web-pages to access relevant information, if they can correctly utilize the brainstorming tools and if they can write a paper that sufficiently and effectively demonstrates their knowledge on the subject. It is also important that the students write the paper that is well polished and explains their ideas completely and accurately.
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)
CATEGORY 4 3 2 1
Paragraph Construction
Students should be able to do this already.
All paragraphs include introductory sentence, explanations or details, and concluding sentence.
Most paragraphs include introductory sentence, explanations or details, and concluding sentence.
Paragraphs included related information but were typically not constructed well.
Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
The examples come from printing out the documents they create. But they should reference these documents in their paper.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Graphic Organizer Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics.
Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics.
Graphic organizer or outline has been started and includes some topics and subtopics.
Graphic organizer or outline has not been attempted.
Organization Information is very organized with well-constructed paragraphs and subheadings.
Information is organized with well-constructed paragraphs.
Information is organized, but paragraphs are not well-constructed.
The information appears to be disorganized. 8)
Mechanics No grammatical, spelling or punctuation errors.
Almost no grammatical, spelling or punctuation errors
A few grammatical spelling, or punctuation errors.
Many grammatical, spelling, or punctuation errors.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
1. On the introduction slide, make sure to read the information out loud. (You can either read it all yourself or you can have your students read it aloud as well)
2. Click the mouse to advance to the next slide3. On the Task Slide again read the information aloud or have the students read it.4. On the Process Slide- Read through the directions carefully with your students,
and ask each student which role they would like to play( i.e. Supervisor, Lead Editor and Topic Finder).
~Inform each student that they will all be researchers and writers in addition to their assigned roles.
6. Click on the first link in the process slide entitled BUBBLESVILLE, USA. This link will direct students to a webpage that allows them to create a semantic map online.
~once there tell the students the class ID and also the password so they can log into the class bubbl account.
~Assist them with the process of filling out the chart by telling them to put a character/ or a theme, down in one bubble and then supporting details in another bubble underneath it. Then let them try some on their own.
7. Go back to the webquest presentation. Read the next paragraph surrounding the next link carefully together with the students.
~Click on the second link entitled BRAINSTOWN. This will bring you and your students to a webpage that explains other brainstorming techniques. -once here instruct your students to scroll down and only
read the paragraphs about free writing, bulleted lists, 3 perspectives and Cubing.( be prepared to have them ask
you which four options they are supposed to look at again)8. Go back to Webquest and click on last link called THE OUTLINE ROOM. Guide them
through the process of outlining and help them outline the first few bullets then have them try it alone. Then direct them to begin writing their paper. Be available for questions.
This page is linked to the Process segment off of the Teacher Page
Evaluation
Teacher Script
Conclusion
Teacher Script (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This is a great lesson to help students practice their internet researching skills. They will learn not only how to find relevant information on a website but also how to utilize a web 2.0 tool and also find useful and effective ways of brainstorming so that they are managing their time and writing adequately.
They will also get a sense of working in a group setting and collaborating/communicating with other students. If you want you can have them present their articles to the class as well so that they get public speaking experience.
Overall students will be practicing and strengthening their skills on using the internet and also in writing papers, while playing along with a fun scenario online.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)Web-pages used/linked through this assignment
1. http://www.bubbl.us/ bubbl.us.com2. http://tinyurl.com/439y92 Brainstorm article online3. http://tinyurl.com/3n9vxq Online reference to outlining a
short essay/paper.
Special Thanks to:
Jacob Bøtter ‘s Picture on the front page.