Collection of webquests to be used for language arts instruction.

Collection Contents


This WebQuest allows students to take a virtual tour of the Museum of Jewish Heritage, described as "a living memorial to the Holocaust," in New York City. Students will examine photographs of artifacts from the Museum's collection and use the photographs and descriptions to answer questions about Jewish belief, traditions, and history. This exploration will help to prepare students to learn about the Holocaust and read Anne Frank: The Diary of a Young Girl.
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A webquest teaching students about history, the internet, and critical research.
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21st Century Questions

by andrew mccarter

21stcenturyquestions.com is a free online resource for teachers and students to promote self-directed student learning and the development of ITC digital literacy skills. I hope you find it useful.
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Of Mice and Modern Men

by Cassie Pugmire

Using the Pennsylvania State Standards below, students will be asked to pick a character from John Steinbecks "Of Mice and Men" and write in a blog as that character while reading the novel. Students then will be assigned to a group with a section of the novel and will be asked to make a video project of the novel set in current times. Tasks for the video project include creating individual character descriptions, writing a script using all of their blog entries, selecting appropriate costumes and props for the video, and filming and editing. Before presenting their video, each student will individually present their character description to the class and read the portion of their blog that will be in the video. Pennsylvania State Standards 1.1.11 A, B, C, D, E, F, G, H 1.3.11 A, B, C, D, E, F 1.4.11 A, B, C, D, E 1.5.11 A, B, C, D, E, F, G 1.6.11 A, B, C, D, E, F 1.7.11 A, B, C 1.8.11 A, B, C
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Goal: The goal of this unit is to strengthen the 21st Century skills of students by using the Internet. Objectives: Students will use research skills, critical thinking and problem solving skills, as well as creativity and communication skills in the implementation of this lesson plan. Timeframe: 4-5 class sessions, 45 minutes each Materials – Computer or handheld device with Internet access, printer and paper Grade: Intended for grades 5 - 6
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A Study on The Circuit

by Karen Larson

This unit engages students while reading The Circuit, by Francisco Jimenez. There are a variety of activities, including use of free online resources. I usually pick and choose from the collection, and not assign all of them. Many can be used in Literature Circle format.
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"Speak Up"

by CindyD King

A WebQuest for older high school students in a language or literature (English) course. Explores the novel "Speak" under various guises.
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Seeking the Nightingale

by V. Hinkle Redwood Middle School

Web Quest: When you read literature from another cultural setting, comprehension can be a challenge. What does the setting look like? Why do the characters think and behave the way they do? Have you had similar problems? In their shoes, would you have made the same decisions? Just as knowing a language will help you to understand a person's message, understanding the culture of a time and place will deepen your interpretation of the literature, and strengthen your connections to the march of humanity. Work together with your team to create a 10-minute presentation about the novel Of Nightingales That Weep. This interdisciplinary project combines the skills of reading, interpretation, research, writing, visual art, and speaking. Your oral presentation, combined with your writing and a poster as a focal point, will help your classmates understand their study of Japan and its place in world history.
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This WebQuest was developed as a part of West Chester University of Pennsylvania's Educational Technology program for the Fall of 2009. As pre-service teachers with concentrations in English and history, we found it important to incorporate both aspects, which allowed us to create a cross-curricular unit revolving around the Holocaust and The Diary of Anne Frank. This lesson focuses on the era of the Holocaust, including refugees such as Anne Frank and those who aided in the survival of those refugees. Throughout their project, students are forced to not only gather research, but also answer the essential question "Would you hide Anne Frank, risking your own life, or turn her over to the Nazi's, ultimately saving yourself?" introducing the idea of critical thinking. Students have the option of choosing one out of four roles, each of which is responsible for a different part of the research (refugees such as Anne Frank, concentration camps, persons who helped to hide refugees, and the Holocaust in general). Each group is expected to create a twenty minute PowerPoint presentation, clearly stating how they would answer the essential question, with supporting evidence found through their research. Students should expect to conduct their research in a minimum of two hours after they have completed reading The Diary of Anne Frank in their English class (the time for the actual reading will vary for each student and on how you decide to assign the reading). Collaboratively discussing their findings and creating the PowerPoint should take between one and a half to two hours, depending on how much information each person finds throughout the research. Presentations of the PowerPoint should be at least twenty minutes in length, with an equal five minutes for each group member. The multiple intelligences addressed in this lesson are: -Linguistic Intelligence: research, writing, and speaking. -Spatial Intelligence: completion of the PowerPoint. -Interpersonal Intelligence: individual research. -Interpersonal Intelligence: group work. The cognitive levels addressed in this lesson are: -Knowledge: Students should be familiar with basic facts and terms concerning the Holocaust. -Comprehension: Students should be able to summarize the information they find throughout their research and put it into their own words. An explanation of their answer to the essential question is expected to be presented in the PowerPoint. -Analysis: Students will be expected to form an opinion regarding the essential question, as well as pick out cause and effect relationships that occurred during the Holocaust. -Synthesis: Students will be creating a verbal presentation based on their reading of The Diary of Anne Frank as well as their other research. Learner: This WebQuest is designed for eighth graders to be used in both English and history courses. Students will need to know how to conduct research online and properly cite their sources. Basic writing and public speaking skills, as well as knowledge on the program of Microsoft PowerPoint is expected.
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This is a WebQuest activity designed so students can become more familiar with PowerPoint presentations. Students will be able to explore student created PowerPoint presentations and score them using a scoring rubric.
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A WebQuest to help students learn about YA author Walter Dean Myers.
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Utopia Webquest

by Chelsea Holland

This webquest is aimed for a high school classroom that is studying Utopias. This webquest has students conduct research on the topic and then create a writing component as well as a video project.
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Handmaid's Tale

by nickt1123

This is a WebQuest based on the reading of The Handmaid's Tale, focuses on a dystopian society and how one could achieve it and how they would run their own dystopian society.
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This is a great web quest that allows students to create their own dystopian society
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1 - WebQuest

by Chelsea Nilsson

This webquest is for use with lessons 1 - 5 of The Great Depression unit. Using links provided in the lesson plan and saved as bookmarks to all computers, students will respond to questions about articles, photos and video clips describing life in the 1930s. Following their completion of this research component, students will synthesize their learning by writing a letter to President Roosevelt from the point of view of an individual living during the 1930s. In their letters, they will (1) advise President Roosevelt of the difficult living conditions they are experiencing, (2) report to him the impact, if any, that the New Deal has had upon them, and (3) propose one additional action that the government should take to improve their situations. Included in this document are a rationale for the project, a brief description of the task, a pacing guide, a rubric, research questions, prewriting space and lined pages for the first draft. This resource is part of the Great Depression Unit collection.
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Jim Crow Web Activity

by Joshua Farrish

The activity gives students a chance to learn about Jim Crow laws through interactive websites
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9th grade English, 1st term

by Danika Amott Danika A

This curriculum set is for 9th grade English, 1st term. This is a complete curriculum for the term as all assignments are contained herein using documents, assignments, or open source books. This set has been created specifically for an online high school using open source curriculum. The children will read a Little Women or Jo's Boys by Louisa May Alcott and then participate in assignments including journaling, self-examination, and goal setting. Also included are daily grammar lessons as well as extra credit options through service based learning assignments.
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Plausible Fiction

by Jody Bruland

Discover information on the web that is plausibly presented but is actually false.
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