Introduction
This Web Quest is about the Novel (Chinese Cinderella). In Chinese Cinderella Adeline lives in Shanghai with her family later moving to a Tianjin convent school were she soon becomes the only student due to a civil war. Near the end of the book she gets taken to Hong Kong by her Aunt and Uncle, then finally travelling to England to go to university. In this web quest you will be learning about the history of Shanghai in the time of Chinese Cinderella 1936-1952.
Task
In partners you will need to create a A4 poster including at least three pictures, 5 interesting facts about Shanghai and a timeline of anything in Shanghai's history. Include dates of events on timeline.
Process
Here is a helpful website to find your information: https://www.timelines.ws/20thcent/1936.HTML.
You can use other websites if nessasary
When you have completed A4 Poster, prepare a short 1-2 minute presentation to share to your class.
Evaluation
Cabra Dominican College Year 7-8 English Performance Standards
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Comprehension |
Analysis |
Application |
Communication |
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Detailed understanding and/or evaluation of ideas and opinions in texts. Well-developed understanding and or explanation of ways in which texts are created for various purposes, audiences, contexts Detailed knowledge and understanding of how visual / oral and written, language are used, to create meaning. |
Wide-ranging identification of ways in which authors develop, and present, ideas with clear analysis.
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Sophisticated use of a wide range of appropriate language features and stylistic conventions to produce coherent texts for different purposes audiences and contexts Detailed and appropriate selection of evidence from texts to develop support and competently explain responses. Sophisticated integration of ideas and concepts from texts into innovative and original transformations. |
Extremely fluent and precise writing/ speaking
Effective use of language for a particular audience, context and purpose.
Sophisticated, independent and precise grammatical control |
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Clear understanding and/or evaluation of key ideas and opinions in texts. Developed understanding and or explanation of ways in which texts are created for various purposes, audiences, contexts Knowledge and understanding of how visual / oral and written, language are used, to create meaning |
Identification of ways authors develop, and present ideas; with some analysis. |
Effective use of a range of language features and stylistic conventions to produce coherent texts for different purposes audiences and contexts. Considered selection and use of evidence from texts to develop, support and explain responses. Effectively integrates ideas and concepts from texts into new and original transformations. |
Fluent and precise writing/ speaking
Well considered use of language for a particular audience, context and purpose.
Consistently accurate control and appropriate use of grammar. |
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Understanding and or/ evaluation of some key ideas and opinions in texts. Accurate understanding and or some explanation of ways in which texts are created for various purposes, audiences, contexts Some knowledge and understanding of how visual / oral and written, language are used, to create meaning |
Some Identification of ways authors develop, and present ideas, with simple analysis.
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Appropriate use of applicable language features and stylistic conventions to produce suitable texts for different purposes audiences and contexts At most times, selection and use of suitable evidence and attempted explanation to support responses. Some integration of ideas and concepts from texts into new transformations. |
Mostly fluent and generally precise writing/ speaking
Appropriate use of language for a particular audience, context and purpose.
Appropriate grammatical control; some superficial errors with overall meaning achieved. |
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Some understanding and or/ evaluation of restricted key ideas and opinions in texts. Limited understanding and or restricted explanation of ways in which texts are created for familiar purposes, audiences, contexts Limited knowledge and understanding of how visual / oral and written, language are used, to create meaning |
Reference to ways authors present ideas with limited analysis.
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Some creation of texts, which use written/ visual/ oral conventions in restricted contexts. Inconsistent but attempted description of evidence from texts used to shape responses. Limited integration and constricted transformation of ideas and concepts |
Occasionally fluent and at times unclear writing /speaking
Occasionally appropriate use of language for a particular audience, context and purpose.
Limited but developing grammatical control; errors at times limit meaning. |
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Restricted understanding and or/ evaluation. Restricted knowledge and understanding of key ideas and opinions in texts. Restricted understanding and explanation of ways in which texts are created. Limited and restricted knowledge and understanding of how visual / oral and written, language are used. |
Restricted reference to ways authors, present ideas.
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Restricted creation of texts with a limited application of the written/ visual/ oral conventions Limited description and selection of textual connections restricting response. Restricted transformation of ideas and concepts
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Restricted fluency and incoherent writing/ speaking
Limited and restricted understanding and application of language for the audience, context and purpose.
Restricted grammatical control
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Conclusion
Thank you for completing this web quest, I hope you learn't more about Shanghai's history.