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SWBAT: Use internet resources to research and gather information
SWBAT: Work collaboratively in a group setting.
SWBAT: Construct a prersuasvie essay from their assigned point of view.
SWBAT: Create a persuasive power point presentation.
8.1 (Computer and information literacy) All students will use computer applications to gather and orgainze inforamtion and to solve problems.
3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
3.2.12.B.5 Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper, etc.3.5 (Viewoing and Media Literacy) All students will access, view, evaluate,a nd respond to print, nonprint, and electronic texts and resources.
3.5 (Viewing and Media Literacy) All students will access, view, evaluate,a nd respond to print, nonprint, and electronic texts and resources
Concrete Random: Contribution of creative ideas, solve problems independently, lead others.
Abstract Random: Bring harmony to group situation and listen well to others.
Concrete Sequential: Obtaining and orgainizing facts and information, following directions.
Abstract Sequential: Apply logical reasoning and sequence when solving a given problem, and researching the information.
Verbal/Linguistic: writing persuasive essay, presenting power point presentation
Logical/Mathematical: analyzing data and using rational thinking to solve the problem
Visual/Spatial: creating powerpoint presentation, using images to create effective arguments
Interpersonal: group work
Inrapersonal: independent work
Bodily/Kinesthetic: using computer and website to complete project.
Musical: Students may incorporate music into their power point presentation to emphasize and enhance persuasion.
Most students have cell phones in today's society. The topic of banning cell phones from all public schools is a topic that students can relate to therefore, this should get students excited and interested in the assignment and would like to help the Board of Education make a fair decision regarding this topic.
Having the students look at this issue from several view points has a direct influence on the meaningfulness of the topic. Consquently, when answering the questions from various view points, students will be able to derive sense from this information and ultimately determine if this information is meaningful in their lives. Once meaning is derived the information can easily be passed along to long term memory.
Students time will be broken up between internet usage, filling in their factsheet and answering questions, analyzing gathered information, and then finally synthesizing information into two final projects.
Each level of Bloom's taxonomy are evident throughout this webquest. Students must show a basic knowledge and comprehension of the information in order to defend their assigned point of view. They also show a basic knowledge and comprehension when completing the fact sheet. The higher levels are achieved in creating the persuasive essay as well as creating the power point in a group setting. Here they are not only having to state their point of view, but they also have to debate and critique other positions on the topic. Ultimately, they must evaluate all the information they have learned regarding the topic and develop their own point of view.
Within the evaluation section of this project the persuasive essay rubric uses a mnemonic called COPS. This stands for Capitalization, Overall Grammar, Punctuation and Spelling. Students have been taught to use COPS when editing their writing assignments for the above mechanical components of writing. Including COPS in the evaluation reminds students to check and edit their work.
Published Primarily by:
Josephine Zinhobl and Russell E. Martone, Jr.