Photo Story: When I Become a Teacher

Edgar Allan Poe WebQuest

A Journey Through early American Gothic Literature

Double Entry Journal #12

Digital Generation: The migration from mass traditional media towards digital media
Technology Revolution

Thomas pg. 101-105
Rischard pg. 13-15

     As  I was reading the assigned material something rather interesting jumped out at me. It was within a section entitled "Studying Digital Youth" in the book Deconstructing Digital Natives by Michael Thomas. "Today, there is a lot of empirical data on digital youth. One line of research is directed towards quantitative studies of use patterns and frequencies. For example, in a recent study of media use among American youth, the Kaiser Foundation used the term 'Generation M2' to describe the increasing time spent with such media by American youth, tracing developments from 1999-2009" (pg 102). The passage continues by saying that in order to better grasp the more qualitative aspects of media use, certain focus areas of media use need to be specified, such as fan fiction cultures, gaming cultures, and media production cultures. This statement just makes sense. It is understood that a large amount of people are using digital technologies more frequently but it isn't addressed as to how they are being used and why they are being used. Digital Natives are always the ones in which tests and studies are being completed concerning the amount of technology they use. They give inadequate reports that have nothing to do with the needed information and then publishing companies report this information to the general public. However, as mentioned before, it is not being publicized as to what the digital natives are doing with the technology they use. Some use it for entertainment purposes such as, gaming, blogging, and writing fan fiction but then there are other young users who use the technology they have to better their education and the knowledge they posses. So when digital natives are being analyzed and critique more needs to be asked other than the typical question of, "how much technology do you use on an average day and do you consider yourself to be tech-savvy?" 

iPad Evaluation

iPad Evaluation

2 different Apps

• ·         iCell
• ·         Building Titanic

     It is obviously safe to say that the world we live in is bombarded by mass amounts of technology. Whether it’s considered a burden or an aiding device however, is solely left for the determination of the user. There are individuals who use certain technological advancements to prompt and keep in operation major businesses, which is a great use of the material. However, there are also individuals who choose to use technology solely for entertainment purposes, or simply to waste time.  I am not writing to critique or criticize the use of technology in any form, in any way. I am simply writing to present the simple fact that the use of electronic devices are definitely changing the way we go about doing certain tasks. In one major instance electronic devices are completely replacing the use as well as the availability of text books. With the modern iPad students have the ability to explore certain resources more fully as well as in an interactive environment. Students are allowed to download educational apps (applications or programs) to further the research that they may be conducting. There are certain apps that allow students to dissect a human cell as well as the cells of animals and bacteria.

     I was recently assigned to explore two applications that were available on an iPad, ones that not only entertain but that would also be beneficial to the classroom. As I began my journey through the “I” world I explored an app called iCell. As mentioned previously, this was the application that enabled students to explore the segments and microscopic pieces of individual cells. I started by exploring the human or animal cell. I was immediately presented with an animated replication of a cell. I began the exploration by merely tapping a piece of the cell. Once I had done so I was given information about the functions and responsibility of that elemental piece of cell. (For example: cell membrane- is a protective covering of the cell itself and acts as a barrier that allows certain materials to pass with its walls). One thing that made this application so beneficial is that the information given could be set for the appropriate grade level.

     Another app that I was able to explore was called, “Building the Titanic”. The application took students through the entire process of building the cruise liner the Titanic. The program started with a picture of two different men. When the student tapped the men’s picture information about the gentlemen and what their responsibility was concerning the giant ship. At the bottom of the screen a timeline was displayed, spanning the years 1907 to 1912. When a chosen date was selected the student was immediately taken to the events, related to the Titanic, and the progress of the ship was reported. When I clicked on the date March 1909 I was told that this was the day in history that the Titanic was started. I was taken to the Belfast ship yard and I watched as the first step of the ship was completed. All in all, this app was very educational. However, I felt that it was really lacking the necessary entertainment elements that many students are hungering for. It was definitely a higher educational application. Technology is without a doubt advancing, and there is simply no stopping it. So, I guess the idea is to incorporate it in everything we possibly can, including education. With this being said it is important, however, to keep that element of education in the technology that we use. I explored two apps that were entertaining as well as highly educational…so it can be done.

My Final WebQuest

Edgar Allen Poe: WebQuest

Driving Question:
     What are the similarities and differences between all three of the pieces we read and studied? How does Edgar Allen Poe carry our his theme of Gothic Literature in all three pieces?

Final WebQuest Product

     The WebQuest that I have been deconstructing is, Romeo and Juliet. My students have been assigned to select one scene from the tragedy and change the dialogue so that a dramatic twist takes place and the ending of the story is changed either for the better or for the worse. This will take multiple levels of research on my students' part, for they will have to submerge themselves in the world of Shakespeare and change his writing to make it their own. Following is my final product. I have selected a small section of Scene V. A Hall in the Capulet's House where Juliet is conversing with her nurse concerning the identity of the mysterious guest (Romeo). For my final product I will creatively expound on the text/dialogue 

JULIET

Go ask his name: if he be married.

My grave is like to be my wedding bed.

Nurse

His name is Romeo, and a Montague;

The only son of your great enemy.

JULIET

My only love sprung from my only hate!

Too early seen unknown, and known too late!

Prodigious birth of love it is to me,

That I must love a loathed enemy.

Nurse

What's this? what's this...

Scene V continued...with my writing 

Juliet:
 I love him. I love him.
there is nothing I can do.
My feelings are so immense,
that I know not what to say.
Oh, Nurse will I be disowned?

Nurse:
Child, the answer I am afraid is yes. 
He is your mortal enemy...nothing more
Nothing less. 

Juliet:
Sweet Nurse, how do you mend a broken heart?

Nurse: 
You are being ridiculously absurd. You only just met...
How can your heart be broken? Say nothing more...
Sleep is what you need.

Juliet:
Maybe...if I speak to father.
Will he lift this ban, this dishonor?
The possibility of peace how long will it take?

Nurse:
Juliet, your father loves you that is true,
But you are asking him to forgive something 
that is not his to forgive.
This rivalry between the families has been occurring for years. 
I almost think they both have forgotten the reason to hate.

Juliet:
See! I must reason with him! I can change his mind.
I will love my Romeo and love him freely. 
Good-night nurse! Farewell...

Juliet and her Nurse by faithkline1793 on GoAnimate

Video Maker - Powered by GoAnimate.

WebQuest Evaluation: Updated Task and Process

Task:

Student Roles:

Each Student in your group will have a job.

You will be placed in groups of four, which will be listed on the board in the front of class. Even though each student has a specific role, remember that this is a group activity. With this being said you must work together in every area to complete the task. For example: when the assigned reader is re-reading the play please follow along with him/her. As individual students it is your responsibility to be comfortable and familiar with every aspect of William Shakespeare's Romeo and Juliet. You are becoming the writers. Therefore, you each must know the characters extremely well. (Group effort will definitely be a part of your final grade.)

Student 1: Reader

- You will be the one who reads/ skims the web pages listed and tells the group what each one said. Make sure you give complete and detailed information since this is what you will be using to write your story. Even though this is your assigned task please collaborate with the other group members. Choose web pages that every group member agrees on. 

Student 2: Note taker 

- As the reader is exploring multiple web pages you will write down on the worksheet what each web site said. Make sure you make your notes as specific as possible so you have clear information to work with. If you need something repeated or are unclear about something, talk with the reader. You are the co-pilot to the reader.

Student 3: Brainstormer/ Rough Draft

- After appropriate research has been conducted and documented. Your group will meet to discuss what has been found and how you will present the information in a creative and enjoyable manner. This is when you will choose the scene from Romeo and Juliet that you and your group would like to re-write. You will be in charge of writing down what your group discusses during your brainstorm. How you choose to brainstorm is completely up to you. Just make sure your typist has an easy time reading it for the final draft. 

Student 4: Typist 

- After a rough draft has been written your group will turn it in to me (the teacher) and I will either approve or suggest further research. Once the rough draft has been approved the typist will begin typing up the final draft. If it can not be completed in class, due to lack of time, you can take home your story and type it in Times New Roman, 12 point font. Make sure it is formatted like a play! You will need to bring a copy for each of your group members and one for me. 

Your task :

Your group has been assigned to choose one scene from William Shakespeare's Romeo and Juliet, and re-write it to form a different outcome. First, your group must choose a side or household to support.  

Using the characters closest to the side you have chosen, you will re-write an Act of your choosing.

You will be taking into considerations other conversations characters have had with Romeo and Juliet, things Romeo and Juliet have expressed in their soliloquies, etc.

Your rewrite of the Act will show how Romeo or Juliet could have avoid death had others spoken with them or Romeo and Juliet had been more opened about their relationship. 

Process:

 Review the following websites to take notes on basic parts of the story, characterization, major conversations that take place, plot/ events.

Shakespeare's Monologues 
This web page gives a list of William Shakespeare's monologues from any play and spoken by any character. It can be used to aid in the research portion of your assignment. Remember you are to write in the style that Shakespeare used himself. This web page can further expound on his chosen style.

Romeo and Juliet Basic Plot 

This web page goes over basic parts of the play including plot, vocabulary we reviewed, and summaries so you can decide quickly which act you would like to do.

Romeo and Juliet Characters 

This web page lists all the characters in the play and their characteristics.

Famous Quotes 

Can't remember that important turning moment that was sparked by a famous quotation? Take a look here. The specific act and scene is listed next to the quotation. 

Some Inspiration 

Here you will find an example of an alternative ending for Romeo and Juliet that may help you and spark an idea for your own re-write.