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Wordsmithing The Bard Using Fotobabble

Wordsmithing The Bard Using Fotobabble. A Webquest for 9 th Grade Designed by Tracy Shipley tshipley01@bellarmine.edu. Go to the Introduction. Introduction. Home. Shakespeare was a “wordsmith,” an expert in the use of words. His creative use of language challenges many.

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Wordsmithing The Bard Using Fotobabble

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  1. WordsmithingThe BardUsing Fotobabble A Webquest for 9th Grade Designed by Tracy Shipley tshipley01@bellarmine.edu Go to the Introduction

  2. Introduction Home Shakespeare was a “wordsmith,” an expert in the use of words. His creative use of language challenges many. You will become a wordsmith by deconstructing his vocabulary in Romeo & Juliet. Explore THE BARD’s word choices and meanings! Tasks Process Resources Evaluation Conclusion Go to Tasks

  3. Tasks Home Introduction For this assignment, students will work with partners to study the vocabulary of Romeo & Juliet. Students will first use the internet to “wordsmith” vocabulary (or phrases) from the text. Students will create a brief summary (flashcard) to match to a visual clue. Students will then use Fotobabble to create audio-visual flashcards to study the text. Each group will produce 3 flashcards. Process Resources Evaluation Conclusion Go to Process

  4. Process Back to Tasks Ahead to Resources Follow the steps below in order to create audio-visual flashcards! Use internet resources to help! Go to step 1

  5. Step 1 Ahead to Resources Back to Process • Select five (5) words or phrases from Romeo & Juliet. (You may examine proper names, but if you do you must define the word from which the name originates and the character’s relationship’s in the play.) • Create a word document to save your flashcards. • Note the word, the line or passage and its location in the play. Go to Step 2

  6. Step 2 Ahead to Resources Back to Process • Use the internet to define the word. • Look at multiple sites. See Resources. • Copy links to the sites you use into your document. • As wordsmith, include the following information: • Definition, synonyms, a unique sentence. • You may also include: • Antonyms, etymology, origins, first use, and other information useful to deepening understanding of the word, name or phrase. • Include these items in your flashcard document. Back to Step 1 Go to Step 3

  7. Step 3 Ahead to Resources Back to Process • Find a photograph or image that links to each of your wordsmith flashcards • Save the images. Back to Step 2 Go to Step 4

  8. Step 4 Ahead to Resources Back to Process • Go online to Fotobabble. • Create an account. • Upload your five (5) photographs or images. (*make sure each image is set to private) Back to Step 3 Go to Step 5

  9. Step 5 Ahead to Resources Back to Process • Using Fotobabble, create a recording to match each word or phrase to the photograph or image. • Include: • Word or phase • Shakespeare’s use • Your unique sentence • Other information. • Save your Fotobabble flashcards. • Paste the links that match each Fotobabble into your flashcard document. Back to Step 4 Go to Step 6

  10. Step 6 Ahead to Resources Back to Process • Choose your three (3) best flashcards to share with the class. • Email me your flashcard document, including all five (5) flashcards and links to Fotobabble. Back to Step 5 Go to example

  11. Back to Step 1 example Go Home Mercutio – kinsman to the Prince and friend of Romeo. Famous for the Queen Mab speech and his last pun, “Ask for me tomorrow and you shall find me a grave man.” RJ III.i.97. Dervied from mercurial, meaning having an unpredictable and fast changing mood or of the planet Mercury. Mercurial is from the name of the ancient Roman messenger of God, Mercury. Sourced online from the Free Dictionary, Oxford Dictionaries, and Shakespeare’s Words. Back to Step 6 Go to Resources

  12. Resources Home Introduction • Dictionary • Merriam-Webster Dictionary • One Look Dictionary Search • Cambridge Dictionaries • Oxford Dictionaries • The Free Dictionary • Folger Shakespeare Library (great images!) • Shakespeare’s Words • Shakespeare Online • Fotobabble • There are many other resources available! Tasks Process Evaluation Conclusion Go to Evaluation

  13. Evaluation Home Introduction • Click here to view the rubric for your work. This is how you will be graded. • You will be graded on: self-guided activities, partnership and effort, documented websites, the typed flashcards, and the Fotobabbles. • Remember, your goal is to become a wordsmith! Tasks Process Resources Conclusion When you are finished, go to the Conclusion!

  14. Back to Evaluation Wordsmith Rubric

  15. Conclusion Home Congratulations! You have now practiced the art of wordsmithing – one of the skills that distinguish Shakespeare and other famous authors! Tomorrow the class will view the audio-visual flashcards created on Fotobabble! For Teachers

  16. For Teachers Home Introduction • This Webquest was designed for use in a 9th grade English classroom to accompany reading of the text Romeo & Juliet by William Shakespeare. • According to Kentucky’s Common Core Standards Initiative, English students should acquire and use a grade-appropriate vocabulary of words taught directly and gained through reading. Students also should understand the nuances of words, and gain a clearer sense of a word’s meaning and use by comparing it to synonyms. (See the Commons Core Standards Initiative, English Language Arts: Grades 9–10: Vocabulary (pg. 17, numbers 6 and 7). • Students also should exchange information and speak effectively. Specifically the Common Core Standards require students to present information and points of view, structuring and organizing comments to support their purposes and guide the listener. Students also should vary intonation and phrasing for emphasis and effect, demonstrating command of formal English. (See the Common Core Standards Initiative, English Language Arts: Grades 9–10: Vocabulary (pg. 15).) • This Webquest was designed to allow students to work cooperatively and to scaffold presentations into manageable segments. • This Webquest meets KYTS standard 6 and NETST because it incorporates technology into instruction. Students use technology to facilitate learning and are required to use technology to absorb and create, furthering learning (6.3). Students create study materials and unique study aids, even as they assimilate the material. This is a digital-age learning experience with assessment of technological incorporation. This mechanism allows a teacher to share information and easily collaborate with colleagues and parents. Tasks Process Resources Evaluation Conclusion

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