Introduction

This lesson was developed as part of the University of Richmond's Education Course 343's technology assignment.

The assignment was to prepare a WebQuest on the World Wide Web that provides instruction, lesson plans, and web pointers. This unit must correspond to a topic found in the Virginia Standards of Learning in either history and social science, mathematics, English, or science.

This lesson is anchored in secondary level, specifically 12th grade, language arts and involves art, business, and history to a lesser extent. This project could easily be extended to other areas of literature (i.e. American literature, world literature). With some alterations, it would be possible to use a similar outline for projects in classes such as art history and drama.

Curriculum Standards

English Literature Standards Addressed (Referenced as VA SOL's)

• 12.3 The student will analyze the development of British literature.
• Relate literary works and authors to major themes and issues of their eras.
• Recognize major literary forms and techniques.
• 12.5 The student will read and critique a variety of poetry.
• Explain how the choice of words in a poem fits the speaker
• Compare and contrast . . . works of poets. . .
• 12.6 The student will read and critique dramatic selections from a variety of authors.
• 12.7 Writing: The student will develop expository and technical writings.
• Consider audience and purpose when planning for writing.
• Elaborate ideas clearly and accurately.
• Edit final copies for correct use of language, spelling, punctuation, and capitalization.
• 12.8 Research: The student will write documented research papers. (Note: In this project, the students will not be researching for a formal paper, but a final presentation. Similar skills are used, and listed below.)
• Present information in a logical manner
• Synthesize information to support the thesis.
• Use available technology.


This project implicitly teaches other types of thinking. In addition to the outcomes within traditional literary education, several thinking and communications skills are encouraged in this lesson: Critical thinking, creative production, categorization, teamwork, compromise. Virginia teachers may wish to use the language of the Virginia Standards of Learning.

Implementation Overview

This project is structured for both individual and group learning. Individual research and composition may be done outside of the classroom. However, some class periods should be devoted to the project, in order to allow the students to do the group discussions in class-- not forcing them to schedule meetings outside of class. The project should take about three to four weeks to complete. Because it is so lengthy, due dates for certain tasks in the project should be assigned and announced. For example, all selections must be made (submitted in writing to the teacher) ten days after the project is assigned.

Resources Needed

The following resources are needed in order to implement this project:

Student access to computers with Internet resources.

Specific software (Word Perfect or Word); at least two copies.

Specific reference material in the classroom or school library.

Reference materials in local community and university libraries.

The following humanresources are also advised:

One teacher is sufficient to introduce and oversee the lesson.

Non-driving students may need access to local libraries. Help from parents is required here.

Principals/ Superintendents at other schools should be notified that students will be contacting them and asking them a few questions about textbook standards.

Entry Level Skills and Knowledge

In order to complete this project, the learners must possess some entry skills. They must be able to use reference materials in the library. They must have an introductory-- though not advanced-- knowledge of Internet researching skills. They must have an introductory level knowledge of 19th and 20th century literature. (This project would be best implemented at the end of a school year. In this manner, the students have acquired their "introductory level knowledge of British literature" during the earlier parts of the year.)

In order for a teacher to present this project, he/ she must have a working knowledge of computers and Internet research. There is no need for the teacher to direct debates or role play. This assignment is truly placed in the hands of the students, and mostly requires a teacher to oversee that the project is in motion (i.e. creating a time-line for the course of the project so that the students make the most of the time they have to prepare their project and are not rushing around at the last minute to complete the project.
 

Since this is a two part project, the grade for this assignment will reflect both individual and group work. For more information, read the evaluation guidelines.

Conclusion

This lesson is intended to initiate independent thinking on the part of the students, while also encouraging them to work in a group environment. Students are using the skills that they have learned during the first part of the year and applying them by reading and evaluating literature on their own. They are asked in several instances to use creativity in their work. They are told that their opinions are valid. In choosing their own literature, even the student most opposed to studying literature may find some merit in this subject. It also serves to introduce students to a means by which they may apply the knowledge that they learn in a literature classroom to the developing world. "Studying literature" does not only mean reading "some old story." By making this a multidisciplinary project, students are able to utilize their talents in other areas to compliment the literature aspect. They are also given a concrete task-- create a textbook-- which demonstrates a means by which literature skills can be carried into a career situation.

References

Based on a template from The Webquest Page.
Graphics from Hee Yun's Graphic Collection
Apple graphic from Emilia's Educational Clipart
Dept. of Education Seal from Department of Education Website
Textbook graphic from Prentice Hall Publishing: Literature on-line site
Waterhouse's Ophelia painting from The Pre-Raphaelite Collection