 |
Teacher's
Page
(This page is for the teacher
telling them what they need to do to help you complete your quest.
If you want to read it, you can but it won't be as interesting as the
other pages).
Why Webquests?
Webquests are an exciting way of using the
internet in a structured way to enhance children's problem solving
skills. This allows children to learn the value of research and
allows them to make quality decisions on the nature of
information.
The MacBeth
Webquest
National Curriculum
Objectives
These objectives listed in the National
curriculum for english at key stage 3&4 apply to this
quest.
Teaching should ensure
that work in speaking and listening, reading and
writing is integrated.
Speaking and
Listening
| Speaking |
| 1 |
To speak fluently and
appropriately in different contexts, adapting their talk for a range
of purposes and audiences, including the more formal, pupils should
be taught to: |
| |
a |
structure their talk
clearly, using markers so that their listeners can follow the
line of thought |
| |
b |
use
illustrations, evidence and anecdote to enrich and explain
their ideas |
| |
c |
use
gesture, tone, pace and rhetorical devices for
emphasis |
| |
d |
use
visual aids and images to enhance communication |
| |
e |
vary
word choices, including technical vocabulary, and sentence
structure for different audiences |
| |
f |
use
spoken standard English fluently in different
contexts |
| |
g |
evaluate the effectiveness
of their speech and consider how to adapt it to a range of
situations | |
| Listening |
| 2 |
To listen, understand
and respond critically to others, pupils should be taught
to: |
| |
a |
concentrate on and recall
the main features of a talk, reading, radio or television
programme |
| |
b |
identify the major
elements of what is being said both explicitly and
implicitly |
| |
c |
distinguish features of
presentation where a speaker aims to explain, persuade, amuse
or argue a case |
| |
f |
ask
questions and give relevant and helpful
comments. | |
| Group discussion and
interaction |
| 3 |
To participate
effectively as members of different groups, pupils should be taught
to: |
| |
a |
make
different types of contributions to groups, adapting their
speech to their listeners and the activity |
| |
b |
take
different views into account and modify their own views in the
light of what others say |
| |
c |
sift, summarise and use
the most important points |
| |
d |
take
different roles in the organisation, planning and sustaining
of groups |
| |
e |
help
the group to complete its tasks by varying contributions
appropriately, clarifying and synthesising others' ideas,
taking them forward and building on them to reach conclusions,
negotiating consensus or agreeing to
differ. | |
| Standard
English |
| 5 |
Pupils should be
taught to use the vocabulary, structures and grammar of spoken
standard English fluently and accurately in informal and
formal situations. |
| Language
variation |
| 6 |
Pupils should be
taught about how language varies, including: |
| |
b |
current influences on
spoken and written language |
| |
c |
attitudes to language
use |
| |
f |
the
development of English, including changes over time,
borrowings from other languages, origins of words, and the
impact of electronic communication on written
language. | |
Breadth of study
|
| 7 |
During the
key stage, pupils should be taught the Knowledge, skills and
understanding through the following range of activities,
contexts and purposes. |
| Speaking |
| 8 |
The range of purposes
should include: |
| |
a |
describing, narrating,
explaining, arguing, persuading, entertaining |
| |
b |
extended contributions to
talk in different contexts and groups |
| |
c |
presentations to different
audiences. | |
| Listening |
| 9 |
The range
should include listening to and watching: |
| |
a |
live
talks and presentations |
| |
c |
discussions in which
pupils respond straight
away. | |
| Group discussion and
interaction |
| 10 |
The range of purposes
should include: |
| |
a |
exploring, hypothesising,
debating, analysing |
| |
b |
take
different roles in groups [for example,
roles in organising or leading discussion, supporting others,
enabling focused
talk]. | |
Writing
| Composition |
| 1 |
Pupils should be
taught to draw on their reading and knowledge of linguistic and
literary forms when composing their writing. Pupils should be taught
to: |
| |
|
Writing to imagine,
explore, entertain |
| |
a |
draw
on their experience of good fiction, of different poetic forms
and of reading, watching and performing in plays |
| |
b |
use
imaginative vocabulary and varied linguistic and literary
techniques |
| |
|
Writing to inform,
explain, describe |
| |
e |
form
sentences and paragraphs that express connections between
information and ideas precisely |
| |
g |
consider what the reader
needs to know and include relevant details |
| |
h |
present material clearly,
using appropriate layout, illustrations and
organisation |
| |
|
Writing to persuade,
argue, advise |
| |
j |
use
persuasive techniques and rhetorical devices |
| |
k |
anticipate reader
reaction, counter opposing views and use language to gain
attention and sustain interest |
| |
|
Writing to analyse,
review, comment |
| |
l |
reflect on the nature and
significance of the subject matter |
| |
o |
take
account of how well the reader knows the
topic. | |
| Planning and
drafting |
| 2 |
To improve and sustain
their writing, pupils should be taught to: |
| |
a |
plan, draft, redraft and
proofread their work on paper and on screen |
| |
c |
analyse critically their
own and others'
writing. | |
| Spelling |
| 4 |
Pupils should be
taught to: |
| |
a |
increase their knowledge
of regular patterns of spelling, word families, roots of words
and derivations, including stem, prefix, suffix,
inflection |
| |
e |
use
different kinds of dictionary, thesaurus and
spellchecker | |
| Handwriting and
presentation |
| 5 |
Pupils
should be taught to write with fluency and, when required, speed. In
presenting final polished work, pupils should be taught
to: |
| |
a |
ensure that work is neat
and clear |
| |
c |
make
full use of different presentational devices where
appropriate. | |
| Standard
English |
| 6 |
Pupils should be
taught about the variations in written standard English and how they
differ from spoken language, and to distinguish varying degrees of
formality, selecting appropriately for a
task. |
Breadth of study
|
| 8 |
During the
key stage, pupils should be taught the Knowledge, skills and
understanding through addressing the following range of
purposes, readers and forms of writing. |
| 9 |
The range of purposes
for writing should include: |
| |
a |
to
imagine, explore and entertain, focusing on creative,
aesthetic and literary uses of language. The forms for such
writing should be drawn from different kinds of stories,
poems, playscripts, autobiographies,
screenplays, diaries |
| |
b |
to
inform, explain and describe, focusing on conveying
information and ideas clearly. The forms for such writing
should be drawn from memos, minutes, accounts,
information leaflets, prospectuses, plans, records,
summaries | |
Reading
| Understanding
texts |
| 1 |
To develop
understanding and appreciation of texts, pupils should be
taught: |
| |
|
Reading for
meaning |
| |
b |
to
analyse and discuss alternative interpretations, ambiguity and
allusion |
| |
c |
how
ideas, values and emotions are explored and
portrayed |
| |
d |
to
identify the perspectives offered on individuals, community
and society |
| |
e |
to
consider how meanings are changed when texts are adapted to
different media |
| |
|
Understanding the
author's craft |
| |
g |
how
language is used in imaginative, original and diverse
ways |
| |
h |
to
reflect on the writer's presentation of ideas and issues, the
motivation and behaviour of characters, the development of
plot and the overall impact of a text |
| |
j |
how
techniques, structure, forms and styles
vary | |
| English literary
heritage |
| 2 |
Pupils should be
taught: |
| |
a |
how
and why texts have been influential and
significant |
| |
b |
the
characteristics of texts that are considered to be of high
quality |
| |
c |
the
appeal and importance of these texts over
time. | |
| Printed and ICT-based
information texts |
| 4 |
To develop their
reading of print and ICT-based information texts, pupils should be
taught to: |
| |
a |
select, compare and
synthesise information from different texts |
| |
b |
evaluate how information
is presented |
| |
c |
sift
the relevant from the irrelevant, and distinguish between fact
and opinion, bias and objectivity |
| |
d |
identify the
characteristic features, at word, sentence and text level, of
different types of
texts. | |
Breadth of study
|
| 7 |
During the
key stage, pupils should be taught the Knowledge, skills and
understanding through the following ranges of literature and
non-fiction and non-literary texts. |
| Literature |
| 8 |
The range should
include: |
| |
a |
plays,
novels, short stories and poetry from the English literary
heritage, including: |
| |
| i |
two plays
by Shakespeare, one of which should be studied in key
stage 3 | |
| |
b |
recent
and contemporary drama, fiction and poetry written for young
people and
adults | |
| Non-fiction and non-literary
texts |
| 9 |
The range should
include: |
| |
b |
print and ICT-based
information and reference texts |
| |
c |
media and moving image
texts | |
Possible Lesson
Structures
1. Introduction and group sorting
(Computer Room Lesson)
This lesson introduces the project to the
class allows for some discussion around the subject and gives the class
time to organise themselves into groups. They can either choose
their own groups or the teachers can divide them up
appropriately.
Objective: To understand the project
and its goals and to make notes or a spider diagram about their initial
ideas that can be brought forward into the next lesson.
2. Production meeting 1 (Classroom
Lesson)
This lesson should introduce the concept of
working as a successful team. The groups should be given an agenada
to work through in their meeting, with the Teacher (Production Manager)
checking on the meetings progress. They can set the time of the next
meeting, however it might be handy if the teacher gives them some 15
minute windows for meetings.
Objective: the students should come
up with a plan of action that allows them to make a start on the
project.
3&4. Storyboarding (Computer Room)
The group have two lessons to make a good
start on both of their storyboards. The initial outlines of which
should have been decided at the production meeting.
They will need a good introduction to what
a storyboard is and what it does and will need showing how to access the
design grid and possibly how to cut and past off the internet. Some
members of the group may be searching for images, some may be assembling
the trailer or scene and some may be writing the captions.
Objectives: To make a start on the
storyboards, to use the internet for research and use it to create a
storyline. To begin to work effectively as a team.
5. Production meeting 2 (Computer
room)
This meeting allows the students to look at
their storyboards and to come up with an initial design for their
powerpoint slides. The will need to be in an IT room so that they
can look at the recomendations for layung out their
presentation.
The meeting should focus on all the
different slide sections, what the students want the slides to look like
and if what tasks need to be allocated to different people in order to
complete the presentation.
Once the meeting has finished if there is
time all the class should look at how PowerPoint works.
Objectives: Look at the
recommendations for the presentation and make decisions about content,
style and allocate tasks and an action plan. Make a start in
understanding how PowerPoint works.
6&7&8 Researching and designing
the presentation
This group of lessons is the time allocated
to researching and making the presentation. The group should follow
their action plan but be prepared to stop and have mini production
meetings as apprpriate.
Objectives: To finish building the
presentation and to work effectively as a team.
9. Practising the presentation (Stage
room)
The students have one lesson in which to
perfect their performance of the presentation, making changes where
appropriate and making notes if necessary.
Objectives: to ensure the
completeness of the presentation and to have a practice run through of
it.
10. Performing the presentation
(classroom or hall)
Either in class or in the hall
presenting the actual presentation. This could be just in front of
their own class or in front of their own year, depending on how confident
they feel. You might decide to hold a presentation in class first and then
see if the students feel like presenting to a larger audience.
Objectives: To effectively
communicate to an audience a presentation reflecting on how Macbeth can be
updated in modern cinema.
Evaluation of work
Looking at the Evaluation section should give the teacher a guideline
in what to look for in terms of evaluation. Remember to mark
all work progressively and check to ensure that the work contains
elements within both the evaluation and process page.
Monitoring and Evaluation of
Quest
You can use our webquest monitoring and
evaluation form to monitor the progress of the project.
Examples of monitoring &Forms and
guidance are available here:
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