Introduction
This WebQuest was created using the Flordia State Standard: SS.K.A.1.1 Develop an understanding of how to use and create a timeline.
We will be reading a story called "Unique Monique," and covering the placement of important events in chronological order following what happened with Monique throughout her day at school. All students will work on their timeline activity while in school and be provided with guided assistance from their teacher (ME).
Task
Students will be creating a timeline that fits into reading our story "Unique Monique."
We will be writing key details on the smartboard about our story as we read along on how Monique's day at school went. Students will also be able to draw pictures to go along with their timelines. Students will be provided a rubric describing what they will need in their timeline and how it will be graded. The teacher will go over the rubric with students and explain what is required in their timeline.
Process
The students will be assigned a partner where they will be able to discuss what has happened in the story. They will share ideas and write what they may have found to be important details to write in their timeline (beginning, middle, and end).
The teacher will walk around asking students what they found to be important and assisting them in writing their pieces to add to their timeline. The students will also be provided printed-out copies of the book to look over and assist in their writing. The teacher will also provide students with cut-out pictures of the story that students can add if they would like as an alternative for those who have difficulties drawing.
Evaluation
The teacher will call each student up to her desk and staple their paper and rubric together. The teacher will grade by the rubric and give points where they were earned. The rubric will consist of five different parts.
- Did the students attempt to write their first names?
- Writing how well did the students do in writing their sentences (grammar and punctuation) for each part of their timeline.
- How well did they use color and creativity in their timeline (does my picture match my story and does it make sense).
- Students will be graded on if they used finger spaces between my words.
- Finally organization.
All areas will be graded earning 1-4 points for each section of the rubric. (1) Needs improvement (2) Fair (3) Good (4) Excellent. Students can earn a total of 25 points for this assignment.
Conclusion
For the conclusion, students will talk to their shoulder partners about their timeline. They will give details on why they thought these parts were important to them and exchange their favorite part of the story. The teacher will then ask students to explain which part of the story was their favorite and why. This will give the teacher a better understanding of how students understood the story.