Lesson Plan for this WebQuest...
Here is the lesson plan for the Global Warming? Problem or Hype? WebQuest. This page was designed to provide teachers with an overview of the purpose, objectives, and learner characteristics associated with this WebQuest.
Purpose: The Global Warming? Problem or Hype? WebQuest was designed to give students a contemporary issue that leads them to form an educated opinion and be able to argue that opinion using persuasive methods of rhetoric, as well as to discern fact from fiction as they explore the creditability of various web resources.
Rationale: The ability to communicate effectively and discern creditability are of paramount importance in today's media-rich society.
Learner Description: This WebQuest was designed for high school students in an English or Social Studies class.
Prerequisites: It is assumed that students who use this WebQuest are familiar with Aristotle's Persuasive Techniques, Power Point, and the S-E-E Paragraph.
Instructional Objectives: As a result of completing this WebQuest the learner will
- learn how to investigate a variety of web resources for creditability;
- understand how to form an educated opinion on an issue;
- create an original PowerPoint presentation using persuasion;
- be able to explain both sides of the Global Warming issue;
- synthesize the information learned into a S-E-E Paragraph summary.
Standards Addressed: The set of standards selected for this WebQuest are the:
California Standards for English-Language Arts, Grades 11 & 12:
Reading Comprehension (Focus on Informational Materials):
2.4 Make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretations.
2.5 Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.
2.6 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion).
1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.
1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.
1.6 Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).
1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).
1.8 Integrate databases, graphics, and spreadsheets into word-processed documents.
Subject Matter Description: This WebQuest follows the model developed by Bernie Dodge and Tom March. It contains the following sections for learners:
- Introduction: This section provides an overview to help learners to become familiar with the topic.
- Task: The task to be completed is described in this section.
- Process: The list of steps to follow are provided.
- Evaluation: A rubric will be used by the instructor to assign a grade for work completed in this WebQuest.
- Conclusion: This section is used to prompt the learner to think about what they have learned during this WebQuest.
Assessment: Students will produce a PowerPoint presentation employing methods of persuasion, and synthesis the information into a S-E-E Paragraph. This product will be assessed with the rubric located in the evaluation section of the WebQuest.