Introduction
Task
Process
Evaluation Conclusion
William Shakespeare
A WebQuest journey on Shakespeare’s life and times
Students: click the Task button on the toolbar
for your instructions!
Teachers: click HERE to learn how to use
this for your own classes!
Introduction
Task
Process
Evaluation Conclusion
Before we read Romeo and Juliet, we are going to
research the famous man who wrote it.
Part #1. Create a drawn and
Part #2. Write a 150 word journal
colorful timeline of the key
events in Shakespeare’s life . Use
details and pictures to fill the
entire page!
OR You may write a one page
report on Shakespeare's
biography. Check out the rubric
on the Evaluation page if you
want more details.
giving your personal opinion on the
Shakespeare authorship
controversy.
Click on the Process
tab to get started!
Any Questions?
cdavidson01@bellarmine.edu
Introduction
Task
Process
You will want to get a piece of
paper and pen out in order to
write down key information
for your timeline or report.
Click the books to continue or
click the home button to return
to the main page.
Evaluation Conclusion
Introduction
Section
Task
4 Distinguished
Students include 8-10
key details of
Shakespeare’s life and
display them in a
creative and thoughtful
manner using a variety
Graphic Timeline
of resources.
Process
3 Proficient
Students include 5-7
key events in
Shakespeare’s life and
arrange them in a
thoughtful manner
using pictures and a
variety of resources.
Evaluation Conclusion
2 Apprentice
1 Novice
Students include only Students include only one or two
3-5 key events in
events in Shakespeare’s life
Shakespeare's life and using no pictures and
place them with color demonstrating very little effort.
on the paper in a
manner that
demonstrates little
effort.
Students write three
Students write three
Student did not write Student did not write in
complete paragraphs, complete paragraphs complete paragraphs, complete paragraphs,
with 8-10 details on
with fewer than 8 key left out important
demonstrated little attention to
Shakespeare’s life with details, and may have details, and made
Shakespeare’s life, and made
some mechanical
numerous mechanical errors in
Biography Report no mechanical errors in some mechanical
punctuation, spelling, errors in punctuation, errors in punctuation, punctuation, spelling, or
or grammar.
spelling, or grammar. spelling, or grammar. grammar.
Student formed an
Student formed an
Student did not give
Student did not offer an opinion
opinion on
opinion on
clear opinion on the
on the Shakespeare authorship
Shakespeare’s
Shakespeare’s
Shakespeare
controversy, and also made
authorship controversy, authorship controversy, authorship controversy, numerous mechanical errors in
with no mechanical
but had some errors in and made some
punctuation, spelling, or
Journal
errors in punctuation, punctuation, spelling, mechanical errors in
grammar.
spelling, or grammar or grammar.
punctuation, spelling,
or grammar.
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the
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Introduction
Task
Process
Evaluation Conclusion
Click the HOME button to return to main page
Process
Did Shakespeare
really write all of his
plays??
Click to learn more about
the Authorship Controversy!
Process
Go to
conclusion!
Introduction
Task
Process
Evaluation Conclusion
For TEACHERS:
Additional Resources
http://www.watson.org/~leigh/shakespeare.html#bio
http://voices.yahoo.com/shakespeares-lost-years540579.html?cat=37
http://www.pbs.org/shakespeare/
http://www.shakespeare.org.uk/home.html
http://www.shakespeare-online.com/biography/
Click here
for Teacher
page on
standards
and
procedures.
Introduction
Task
Process
Evaluation Conclusion
For TEACHERS:
Objectives:
-Students will be able to identify key details about the life
of Shakespeare and his famous career.
-Students will become familiar with the Shakespeare
authorship controversy and form an opinion on the topic.
-Students will become familiar with the Globe Theater and
the life and times surrounding Shakespeare’s work.
Grade Level: 9
Modifications can be made by giving more choices beyond the
two listed, or by allowing students to work in pairs.
Click here
for
standards!
Introduction
Task
For TEACHERS:
Standards:
Using Tools and Technology:
Process
Evaluation Conclusion
Any Questions?
cdavidson01@bellarmine.edu
8. Demonstrate command of technology and other tools to produce, revise, and
distribute writing, as well as to interact online with others about writing, including
responding to and providing feedback.
Integrating Information and Evaluating Evidence:
7. Synthesize information presented graphically or visually in print, videos, or
electronic texts and, when appropriate, note discrepancies of fact or interpretation.
8. Rigorously evaluate the logic and reasoning of the text, including assessing whether
the evidence provided is relevant and sufficient.
Conducting research:
Demonstrate proficiency at performing short, focused research projects as that
demonstrate an command of the subject under investigation.
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