Do you remember your first day of school?  Your parents waving goodbye as you get on the bus, walking to you first class ever with your lunchbox in your back pack, and making friends with people that you play with in the school yard. How did you feel? Were you nervous? Excited? Did you like your teacher? In this web Quest you will be writing a detailed story and drawing your very own pictures in your own book about your first day of school.

The Task:

Today you will be creating a book to share with your classmates and parents about your first day of school. In your book you will give detail about your teacher, your classmates, how you felt, and what your favorite part of the day was. During your day as an author you will be researching online different types of adjectives, and synonyms. You will also be going on a scavenger hunt for different things around your school on the website such as a picture of your school, your mascot, and a photo of your principal.

The Process:

1. You will brainstorm ideas about what you remember from your first day of school

2. Write a rough draft of your story with pencil and paper, While writing your story you should explore http:// . This website will help you with different types of adjectives that you can use.When you are done writing your rough draft you must have your teacher proofread for any mistakes.

3. After your teacher has corrected your story, you then can give your story a name, and create a cover page using , When you fist click on the website a homepage comes up, you can then click on paint your own, which is the last button on the left hand side, after clicking on paint your own you then may click anywhere to start making your cover page. When you are finished your teacher must check your work before you print the cover page out.

4. After printing out your cover page you may then start to type your book while still using . To get a new page you can click on the start over button, which is the last button on the left hand side of your screen. On this screen you may draw and type your first page of work. Your teacher must take a quick look at every page you would like to print out. Once you have completed your first page you may move onto your second one, and so on.

5. Once you are finished writing your book grab a partner. With your partner you should log onto your school website to begin the scavenger hunt. While on your scavenger hunt you must find a picture of your school, a photo of your mascot, the name of your principal and vice principal, the name of your school soccer coach, and find something that interests you. You will add this information to the last page of your book.

5. Your book should not be more than 5 or 6 pages long.

6. Remember to have your teacher check over all your pages before they are printed out.

    -help with using adjectives
    -find synonyms

    -find information/pictures about school

- draw pictures to go along with the text of your book



  Beginning Developing Accomplished Exemplary
Following Directions The directions were not followed or the work was not appropriate to what was assigned. Some major steps were missing but most directions were followed.

Most directions were followed completely with no major steps missing.

All directions and requirements were followed to the full potential of the student.
Use of Adjectives Student did not understand the concept of using adjectives, using little to none. Student understood the concept of using adjectives but did not use many adjectives. Full use of adjectives was understood, and adjectives were mostly used properly. Adjectives were fully understood and properly used throughout the book.
Appearance Overall work was sloppy and unorganized. Book has some disorganization, and could be a little less sloppy. Presentation of book is well put together and neat. Book is well organized, tells a clear story and is interesting to look at.
Scavenger Hunt Students were off task and did not find objects within the instructions. Students found some objects, but did not work well with partner. Students either found all objects but did not work well with partner, or students worked well with partner but did not find all objects. Student were on task with the assignment, found all objects, and worked exceptionally well with partner.



Now that everyone in your class has completed their book about their first day of school, it is time to read your very own story to the class. After reading your book to the class you should take your book home and show your hard work to your parents.
In doing this WebQuest you should have learned how to find your way around your own computer by going website to website, understanding the concept for using adjectives and synonyms clearly in your project, and you should also learned the different emotions your classmates went through on the first day of school.


1.1.3.  GRADE 3

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:
A.    Identify the purposes and types of text (e.g., literature, information) before reading.
B.    Preview the text formats (e.g., title, headings, chapters and table of contents).
C.    Use knowledge of phonics, word analysis (e.g., root words, prefixes and suffixes), syllabication, picture and context clues to decode and understand new words during reading.
D.    Read text using self-monitoring comprehension strategies (e.g., predict, revise predictions, reread, use text organization including headings, graphics, and charts, and adjust reading rate).
E.    Acquire a reading vocabulary by identifying and correctly using words (e.g., antonyms, synonyms, categories of words). Use a dictionary when appropriate.

F.    Understand the meaning of and use correctly new vocabulary learned in various subject areas.
G.    Demonstrate after reading understanding and interpretation of both fiction and nonfiction text.
•    Retell or summarize the major ideas, themes or procedures of the text.
•    Connect the new information or ideas in the text to known information.
•    Clarify ideas and understandings through rereading and discussion.
•    Make responsible assertions about the text by citing evidence from the text.

H.    Demonstrate fluency and comprehension in reading.
•    Read familiar materials aloud with accuracy.
•    Self-correct mistakes.
•    Use appropriate rhythm, flow, meter and pronunciation.
•    Read a variety of genres and types of text.
•    Demonstrate comprehension (Standard 1.1.3.G.).
    (Recommend: 25 books/year)

1.2.3.  GRADE 3

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:
A.    Read and understand essential content of informational texts and documents in all academic areas.
•    Differentiate fact from opinion within text.
•    Distinguish between essential and nonessential information within a text.
•    Make inferences from text when studying a topic (e.g., science, social studies) and draw conclusions based on text.
•    Analyze text organization and content to derive meaning from text using established criteri

B.    Use and understand a variety of media and evaluate the quality of material produced.
•    Use electronic media for research.
•    Identify techniques used in television and use the knowledge to distinguish between facts and misleading information.
•    Assess the quality of media project (e.g., script, play, audiotape) that has been developed for a targeted audience.   
C.    Produce work in at least one literary genre that follows the conventions of the genre.


ISTE NETS for Teachers

1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of teaching, learning, and technology to facilitate learning experiences that advance student creativity and innovation in both face-to-face and virtual environments. Teachers:


a.promote, support, and model creative and innovative thinking and inventiveness
b.engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c.promote student reflection using collaborative tools to illuminate their own thinking, planning, and creative processes
d.model knowledge construction and creative thinking by engaging in face-to-face and virtual learning with students, colleagues, and others


2. Design Digital-Age Learning Experiences and Assessments
Teachers plan and design authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: or adapt relevant learning experiences to incorporate digital tools and resources that promote student learning and creativity
b.develop technology-enriched learning environments that enable students to become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c.customize and personalize student learning activities to address a variety of learning styles, working strategies, and abilities through the use of digital tools and resources
d.provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching


3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes that are representative of an innovative professional in a global and digital society. Teachers:
a.demonstrate fluency in the application of technology systems and the transfer of current knowledge to learning of new technologies
b.collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c.communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d.model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning


4. Promote Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:


a.advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright and the appropriate documentation of sources
b.address the diverse needs of all learners by using learner-centered strategies and providing access to appropriate digital tools and resources
c.promote digital etiquette and responsible social interactions related to the use of technology and information
d.develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools


5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice and exhibit leadership in their classroom, school, and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a.participate in local and global learning communities to explore creative applications of technology to improve student learning
b.exhibit leadership by embracing a vision of technology infusion, participating in shared decision-making and community building, and developing the leadership skills of others
c.evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d.contribute to the effectiveness,


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