Welcome to the Wonderful World of Dialects

Tim McCandless

April
Topic: Theatrical Dialects Audience,
gth _72th

201,4

Grade

Summary: My web quest introduces students to a variety of different types of vocal dialects and accents that are most common in the theatrical world, both on camera and onstage. There are many examples of authentic-sounding dialects provided that will give students a good idea of the phonetics of how different dialects differ from the traditional American accent that typically is their natural dialect.

Activities: Students will first watch an introductory video in which

woman introduces herself in twenty-one different dialects. Students will be required to fill out a crosswordpuzzle that contains the vocabulary words and definitions of the main terms covered in this lesson. They will also be required to listen to three different dialects of their choosing, write down the main phonetic differences between their natural dialect and the three they are studying and then speak a series of six sentences in those three dialects. They will then write a reflection on how difficult or easy it was to pick up different dialects and speak convincingly with them.

Website Resources:
Gareth |ameson, Vocal Coach Various videos located on YouTube 21 Dialects of Amy Walker https :l/www.yo utub e.com/watch?v=

UgpfSp

2t6k

International Dialects of English Archive (IDEA)

http : / /www. dial ectsarchive. com/

Welcone to the JulEle! Webquest Activity

"AffH'T"
Topie "The Jungle" and the Progressive Era
Audience: lOth-Ufr grade
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Summory: This webquest will ollow students to explore the historicol details of why the book, "The Jungle," by Upton Sinclair, was written. It will allow students to define vocabulary fhat will help support the texf, as well as allow students to gain a betler understanding of the chonges thot were made during the Progressive Era.

Activities: The studenfs will explore o ronge of topics by viewing a PowerPoint and filling in guided notes. Students will wotch o short video clip that explains the time period and the meaning behind the book. The sfudents witt play a comprehension lpme to ensure they took ProPer notes ard understand concepts. The students will olso write a short essay on their choice of writing pronrpt, provided by the feacher.
Super cool websites:

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org/wiki/The Jungle
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http:/lwvrw.gwu.eduf-erpapers/teachinger/glossary/progressive-era.cfm

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Martin Luther and the 95 Theses

Tanya Alcala

April2014

Summary: My webquest helps students understand the document that changed so much of the sociallandscape 8*irrg the beginning of the 166 century. Students will be able to go through the theses and be able to discuss the bigger ideas within the text, as well as be able to talk about certain points in depth. They will be able to connect the text to the greater part of the time that it was written in, and make connections between all of this to gain a better understanding of the European Reformation.

Activities: Students will frst go over background information for when the 95 Theses was first published. I have provided a couple links to websites that give them this information. The students will then be able to look at what the 95 Theses actually contains-going from point to point and picking out three of their favourites. After that the students can then go and complete a mini vocabulary lesson/test in order to help them discover and remember useful vocabulary that they can then use for the final activity, which is a 5 paragraph essay that they will write and tum in. In this essay, the students will explain exactly why the document was so confoversial for the time, and whether or not these changes were beneficial to the
laypeople of the time.

Cool'Websites:
http://www.l uther.de/en/a nsch Ias. htm
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http://www. history.com/topics/ma rtin-l uther-a nd-the-95-theses

http ://www.spu rgeon.ore/-p
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l/h istorv/95th eses. htm

http:1/q uizlet.com/1.4571728lchapter-17-european-renaissance-and-reformation-vocabularv-flash-

cards/

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Topic: Exploring the lnteresting World of lnternational Organizations Audience: 11th Grade Globalstudies Students WebQuest lDz 170534, L70538, L70539,170536, t7O54O Summary: Students will get to explore cool websites about the origin of international organizations and their role in the world, using a pre-reading, vocabulary, writing and assessment assignment after they

view the context below. They will look at the first international organization in the world, the
lnternational Red Cross/Crescent and some words that are common in international discussions in social studies. Then, they will look at one "tree" or "web" of international organizations working on the same issue (human rights), and for assessment, will browse a report on Nepal & China as a human rights issue. Activities: Students will explore the cool websites below to understand how international organizations are deeply tied to world history. They will look at the League of Nations, the "Big Five", a virtual tour of the Holocaust Museum, the Nuremburg Trials on video, Spy Planes/The Bay of Pigs, and an optional video by John Green on the Cold War. CoolWebsites:
League

of Nations: http://www. pbs.orglwgbh/a mex/wilson/portra itlwp leasue. htm

The "Big Five": http://topics.nvtimes.com/top/reference/timestopics/organizations/s/securitv

council/

Tour the

Un

ited States Holoca ust

M useum :

http://www. ushmm.orgllea rn

Watch clips from the Nuremberg Trials: http://www.amnestvusa.orglour-work/issues/internationaliustice/international-and-internationalized-tribunals/the-legacv-of-nuremberg

Spy Planes: http://www.historv.com/news/u-2-spv-planes-retirement-signals-the-end-of-an-era

Cold Wa r by Joh n

ree n :

https://www.vo utu be.co

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Topic: Oxidation and Reduction Reactions

Audience: 11th and 12th Grade WebQuest lD# L7O579

Summary:

My webquest helps students learn about the different types of oxidation and reduction reactions. Students will get experience working with different types of problems that involve oxidation and reduction reactions. Embedded in the webquest is a problem set activity that will allow students to balance equations and identify the atoms and compounds that are either reduced or oxidized. Students will also learn different terms that are used in oxidation and reduction reactions by reading and watching a YouTube video on the reactions. The writing activity allows students to summarize their learnings in their journals while searching for application problems that represent oxidation or reduction. The webquest uses various forms of diagrams, reactions, and problem sets in order to help students learn about oxidation and reduction reactions. Students will be graded on a rubric that is related to their success on the problem set and writing portion of the webquest. Activities:
Students will read about the different forms of oxidation and reduction reactions in regards to receiving or donating electrons, hydrogen, and oxygen in a reaction. Embedded in the reading, students will also see example problems that are half reactions for oxidation and reduction reactions. After the students have become familiar with the

different types of oxidation and reduction reactions, they will then use a problem set to balance equations and most importantly identify atoms and compounds that are oxidized and reduced. ln order to assess comprehension, students will then write a one page summary of oxidation and reduction reactions while giving sample problems that are both oxidation and reduction.
The main thing students will get from the webquest is experience with oxidation and reduction reactions. Also the students will be able to recognize and identify electron transfer in reactions. Students will be able to utilize reading and writing in this webquest activity.

Website for Good Problem Sets and You Tube Videos on Oxidation and Reduction Reactions:

War of 1812
M r.

Prickett http ://poster.4teachers.ore/worksheet/view.php?id=170655

Student Name: Vocabulary List: (Define & use in a sentence)

Napoleonic Status quo posthumous prot6g6 lmpressment Embargo commissioned quarrelsome Blockade whitewash (vs. paint) engraving Ratified
Guided Notes on the lesson: The War of 1812 was primarily caused by the British fighting

of

who

was conquering Europe, because the British were so focused on him, they cared little for anything else.

Their policies of
themselves with

sailors directly off of American ships at sea, allying

for the protection of British North America (Canada), and from American territories all aggravated America, so President
declared war upon Britain.

their slow

The three (3) areas of land where the war took place were 1)

and 3)

. Additionally,

there were naval battles on the 1) got its nickname "Old

and

2l

including one where the

USS

lronsides". The most critical British army commander in the first area was
leader of the British's lndian allies was

The

ln the second area, what was burned?

ln the second area, the lyrics to what were composed?

Who was the hero that led the defense in the last area?

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LaunaWhite and Sara Eick Mind Mapping A Really Short Story of Nearly Everything Author: Bill Bryson

Summary of Book: "A Really Short History of Nearly Everything" is a short and illustated version of the book "A Short History of Nearly Everything". It is a comprehensive narr:ative about everydring from The Big Bang to the rise of civilization. It relates scientifc data in a form that is relatable to both child and adulr Along with the scientific data, it also includes histories about the people that are responsible about our
undcrstanding of modern science.

Target Readers:
"A Really Short History of Nearly Everything" - 7" to 12" "A Short History of Nearly Evcrything"- 11" to 12" Reading Stragety Description: Mind Mapping
A Mind Map is a type of graphic organizer that has one cenhal word/image where supplementary words, ideas or concepts are added. Main ideas "branch out" from the central word with sub-catagories radiatingfrom the main ideas. This allows studenb tn visually see how the ideas are realted and how they interconnct with the cencral thought of the map.

Additional Activities
research on that topic. Snrdents could pick a sub-topic from the mind map and then make their own illusrations and do 'fhen they would present what they found to the class.

Appropriate IJses:
Besides being used in a science class this book is great for either English or History. They could look at the history of the people in the book and do further research. Then do biogrpahical research on a

particulal person and then give a presentation of what they leamed. Also, a look into the time period of when the theories were discovered. Snrdents could leam aboutwhatwas happening at that time (politics, society, wars) and see what impacts they had

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Analogy Chart Strategy in a History Classroom Animal Farm: A Fairy Story Author: George Orwell

Summary of the Book: Napoleon and Snowball, two pigs at Manor Farm, lead a revolution against their farm owner, Mr. Jones. They rename the farm, "Animal Farm', and declare that all animats are created equal. However, over the course of the book Napoleon and his dogs begin to abuse their power and adopt the oppressive attitudes of their past human owners. Napoleon leads a purge of his political rivals, including Snowball. In the end, the animals' revolutionary ideals fall to the wayside. The revolution fails and the animals look more and more like the humans that they once overthrew.
Grade Level: 9-10 Grade Reading Stratery: Analory Chart

Description: An analogy chart allows sfudents to make connections between the material being discussed in class and terms they are already familiar with. In this example we are comparing revolution (the students would have already learned about numerous revolutions before taking part in this activity) to the plot of the novel. The analogy chart emphasizes similarities and differences while summing everything up into concrete themes. Because of
these connections the material becomes more relevant to the students.

Source: Classroom Strategies for Interactive Learning by Doug Buehl, pp. 56-57

Thematic Unit: This lesson could be used for any unit that involves the study of revolutions. Particularly, this lesson could be taught alongside Soviet Union and Russian Revolution studies, as the book was written explicitly about the oppression in Stalinist Russian. The activity's main purpose would be to link the events and characters in the book with the main themes in the USSR lessons - focusing on the post-revolutionary authoritarianism found in both Animal Farm and the USSR.