Meryl Fishman
Grace Dodge Vocational H.S.
Merylinez@aol.com
WEBQUEST- MIGRANT FARMERS in the
Introduction: Today in the
TASK: Working in-groups you will be asked to write an article based on the following findings. Your article will follow essay format and have 150-200 words. You must refer to the characters in the book and explain your answer and site examples (step 2). You will also need to use four outside sources. They can include books, magazines, and web sites. The web sites will be provided for you. For your assignment you will need to follow the following procedures.
PROCEDURE:
Step 1:
State the problem that you are asked to solve.
*Be sure
to relate the experiences of Lenny and George when comparing their struggles to
the migrant workers today.
Worksheet 1-“Defining the social Problem.”
http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.doc
* Be sure to use the text to show
necessary examples and help state the problem.
Worksheet 2- “
Gathering evidence of the problem.”
http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.doc
Step 3: Identify the causes and effects of the
problem.
* Use Textbooks and Web sites to
gather information.
Worksheet 3- “Identifying the cause of the problem.”
http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.doc
Step 5: Choose the laws and policies to solve the problem and
http://www.maxwell.syr.edu/plegal/TIPS/worksheet5.doc
Class requirements:
The class will be broken up into groups of 3-4 people.
Each group will be responsible for presenting information gathered.
All worksheets can be found
@http://www.maxwell.syr.edu/plegal/hsppareg.html
WEBSITES:
One
Thousand Questions in
El
Niño-Southern Oscillation Impacts on Winter Vegetable ...
Evaluation:Rubric
|
A(100-90) |
B(89-80)
|
C(79-70) |
D969-60) |
F(59-<) |
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Step1-Intro |
Background
information Thesis
statement and examples |
Thesis statement and examples of essay
direction |
Thesis
statement and 1 example |
Thesis
statement |
Background
information
|
|
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Step2-Evidence |
Show
evidence from text to prove thesis (at least 3 for each character) |
Show
evidence from text to prove thesis (at least 3 for each character) |
Show
evidence from text to prove thesis at least 2 for each character) |
Show
evidence from text to prove thesis (at least 1 for each character) |
Provides
evidence and thesis statement as a unit |
|
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Step3-Causes |
From
research show possible causes for problem (at least 3 causes) |
From
research show possible causes (at least 2) |
From
research show possible causes (at least 1) |
From
research show possible causes (at least 1) |
Shows
one possible cause of problem. |
|
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Step
4-Laws which existed |
Site
at least 2 laws that helped the migrant farmer find employment. |
Site
at least 2 laws that helped the migrant farmer find employment. |
Site
1 law that helped the migrant farmer find employment |
Site
1 law, that helped the migrant farmer, find
employment. |
Does
not site a law that verifies claim |
|
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Step
5- Reform possibilities |
Give
at least 3 possibilities |
Give
3 possibilities |
Give
2 possibilities |
Give
2 possibilities |
N/A |
|
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Step
6- Best solution |
Of
the three choose the best one |
Of
the three choose the best one |
Choose
the better of the two choices |
Choose
the better of the two choices |
Gives
a recommendation |
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Spelling,
grammar and punctuation |
There
should be a minimum of 5 |
There
should be a minimum of 6 |
There
should be a minimum of 8 |
There
should be a minimum of 10 |
There
should be a minimum of 11 |
Conclusion: At the end of this project each student,
and group will become familiar with the public policies of John Steinbeck and
the plight of the migrant farmers in the
The Webquest
focuses on the following English Language arts performance standards.
Students will read, write, listen, and speak
for information and understanding.
As
listeners and readers, students will collect data, facts, and ideas, discover
relationships,
Concepts, and generalizations; and use
knowledge generated from oral, written, and
Electronically produced
texts. As speakers and writers, they will use oral and written language
to acquire, interpret, apply, and transmit information.
Students will read, write, listen,
and speak for literary response and expression.
Students will read and listen to oral, written and electronically
produced texts and performance relate texts and performances to their own
lives, and develop an understanding of the diverse social historical, and
cultural dimensions the texts and performances represent. As speakers and
writers, students will use oral and written language for self-expression and
artistic creation.
Students will read, write, listen, and speak
for critical analysis and evaluation. As listeners and readers, students will
analyze experiences; ideas, information, and issues presented by others using a
variety of established criteria. As speakers and writers, they will present, in
oral and written language and from a variety of perspectives, their opinions
and judgments on experiences, ideas, information and issues.
CONGRATULATIONS!!!!