Instructions and Suggested Use
This web quest is designed for 5th grade students and is intended to be worked on by students independently with periodic teacher and peer conferences to reflect and revise writing. Students should be encouraged to be creative in their projects and also attempt troubleshooting when challenges arise.
There are three chapters that students should complete; however, each chapter offers choices in the product the student creates. Feel free to extend the possible product options for students!
There are three chapters that students should complete; however, each chapter offers choices in the product the student creates. Feel free to extend the possible product options for students!
Possible Modifications
Teachers wishing to use this web quest with students younger than 5th grade, or with low levels of experience with technology may want to first provide an introduction and orientation to the basic navigation of the site.
This site includes various forms of UDL to it accessible to a wide range of learners, including multiple means of representation, action and expression, and engagement. In addition, it employs high contrast colors, audio and visual support, image tags and captions, video support, a consistent format, clear language, high levels of student choice. However, in addition to these attempts for accessibility, teachers may also wish to provide the following:
This site includes various forms of UDL to it accessible to a wide range of learners, including multiple means of representation, action and expression, and engagement. In addition, it employs high contrast colors, audio and visual support, image tags and captions, video support, a consistent format, clear language, high levels of student choice. However, in addition to these attempts for accessibility, teachers may also wish to provide the following:
- Additional prints of exemplar of writing for students needing easier access to examples while writing.
- Partner tasks to assist struggling students.
- Mini lessons and/or review of related content prior to web quest.
- Additional explanation of the rubric, followed by time for students to practice grading some exemplars against the rubric.
Standards
Writing
ELACC5W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)
ELACC5W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELACC5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
NETS-S:
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
Essential Question: How do I use technology and writing to record chapters of my autobiography?
Students will be able to:
· Independently navigate a web quest to create writing about their own life.
· Use writing exemplars to assist them in creating their own original writing in new formats.
· Reflect on their own learning and understanding of new skills.
· Trouble shoot basic technical difficulties.
ELACC5W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)
ELACC5W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELACC5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
NETS-S:
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
Essential Question: How do I use technology and writing to record chapters of my autobiography?
Students will be able to:
· Independently navigate a web quest to create writing about their own life.
· Use writing exemplars to assist them in creating their own original writing in new formats.
· Reflect on their own learning and understanding of new skills.
· Trouble shoot basic technical difficulties.