Teacher's Information
Introduction
This lesson has been developed as part of eMints training. It has been created in mind for diversed learners to understand comparing and contrasting information. My class consists only of diversed learners and no more than five students in each session. This WebQuest allows flexibility to adjust materials, adjust student's reading level, and their comprehension level. This WebQuest can be modified to meet the dynamics of any classroom.
Learner
The students will need to understand the elements of a story. They will demonstrate the ability to verbally expressive themselves,develop correct written sentence structure, understand comparison and contrast, to research, and the ability to collaborate as well as share ideas. Graphic organizers, such as a Venn Diagram, benefit diversed learners. A Venn Diagram assist students as a visual aide to identify differences and common areas.
Net Standards
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
NJ Standards
STANDARD 3.1 Reading
ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.
3.1.3 G. Comprehension Skills and Response to Text
1. Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.
2. Interpret information in graphs, charts, and diagrams.
3. Ask how, why, and what-if questions in interpreting nonfiction texts.
4. Discuss underlying theme or message in interpreting fiction.
5. Summarize major points from fiction and nonfiction texts.
6. Draw conclusions and inferences from texts.
7. Compare and contrast story plots, characters, settings, and themes.
8. Participate in creative responses to texts (e.g., dramatizations, oral presentations).
STANDARD 3.3 Speaking
ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
3.3.3 D. Oral Presentation
1. Use pictures to support an oral presentation
2. Use appropriate strategies to prepare, rehearse, and deliver an oral presentation, such as word choice, expression, eye contact, and volume.
STANDARD 3.5 Viewing and Media Literacy
ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT,NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.
3.5.2 A Constructing Meaning
1. Speculate about characters, events, and settings in books, film, and television.
2. Compare and contrast media characters.
Credits & References
Please feel free to use this is as a model for your own WebQuest. Permission is hereby granted for other educators to copy, update, or modify it, and post this WebQuest elsewhere. In your website, please show a link back to the original URL of this WebQuest. If you do modify it, please let me know and provide the new URL. I like to see a new spin on ideas. If this website has been helpful or have any suggestions, let me know. Thanks.
Last updated on April 6, 2011. Based on a template fromThe WebQuest Page
This lesson has been developed as part of eMints training. It has been created in mind for diversed learners to understand comparing and contrasting information. My class consists only of diversed learners and no more than five students in each session. This WebQuest allows flexibility to adjust materials, adjust student's reading level, and their comprehension level. This WebQuest can be modified to meet the dynamics of any classroom.
Learner
The students will need to understand the elements of a story. They will demonstrate the ability to verbally expressive themselves,develop correct written sentence structure, understand comparison and contrast, to research, and the ability to collaborate as well as share ideas. Graphic organizers, such as a Venn Diagram, benefit diversed learners. A Venn Diagram assist students as a visual aide to identify differences and common areas.
Net Standards
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
NJ Standards
STANDARD 3.1 Reading
ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.
3.1.3 G. Comprehension Skills and Response to Text
1. Distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.
2. Interpret information in graphs, charts, and diagrams.
3. Ask how, why, and what-if questions in interpreting nonfiction texts.
4. Discuss underlying theme or message in interpreting fiction.
5. Summarize major points from fiction and nonfiction texts.
6. Draw conclusions and inferences from texts.
7. Compare and contrast story plots, characters, settings, and themes.
8. Participate in creative responses to texts (e.g., dramatizations, oral presentations).
STANDARD 3.3 Speaking
ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
3.3.3 D. Oral Presentation
1. Use pictures to support an oral presentation
2. Use appropriate strategies to prepare, rehearse, and deliver an oral presentation, such as word choice, expression, eye contact, and volume.
STANDARD 3.5 Viewing and Media Literacy
ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT,NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.
3.5.2 A Constructing Meaning
1. Speculate about characters, events, and settings in books, film, and television.
2. Compare and contrast media characters.
Credits & References
Please feel free to use this is as a model for your own WebQuest. Permission is hereby granted for other educators to copy, update, or modify it, and post this WebQuest elsewhere. In your website, please show a link back to the original URL of this WebQuest. If you do modify it, please let me know and provide the new URL. I like to see a new spin on ideas. If this website has been helpful or have any suggestions, let me know. Thanks.
Last updated on April 6, 2011. Based on a template fromThe WebQuest Page