Process

PROCESS (Stage One)

1.   Before starting the WebQuest, ensure that the student has first completed the novel, Animal Farm, participated in a literary circle about the novel's themes, and written about the themes through an evaluative essay exam.

2.   After having the students select their three-to-five person groups, instruct them first to review the Seven Commandments from the novel and then research and analyze the symbolism of the number seven, using the weblinks provided as well as any others discovered with search engines.

http://www.britannica.com/eb/article.248164/number-symbolism

http://www.math.siu.edu/kocik/seven.htm

http://www.blavatsky.net/blavatsky/arts/NumberSeven.htm

http://luckymojo.com/number7/html

3.   Provide the student groups with a graphic organizer to compile their research/analysis.

4.   Have the student groups review the Seven Commandments again, this time in specific detail, then have them research and analyze the seven deadly sins/ absolute virtues, using the weblinks provided as well as any others discovered with search engines.

http://en.wikipedia.org/wiki/Seven_Deadly_Sins

http://deadlysins.com

http://vocationalpsychology.com/essay_11_sins.htm

http://sevendeadlysins.theladders.com

5.   Provide the students groups with a graphic organizer to compile and connect their research/analysis to the specific Seven Commandments from the novel.

6.   Provide the student groups with a copy of the local student code of conduct/dress code, have them discuss the seven rules most in need of change/modification or those not followed by everyone or are creatively adapted by some, and instruct them to create a poster modeled after the revised Seven Commandments written by Squealer on the side of the barn that shows their revised seven rules/codes.

http://www.saisd.net/parent/handbook/Parent-StudentHandbook_06-07.pdf

7.  Have the student groups research and analyze other schools/districts/states for their code of conduct/dress code, using the weblinks provided as well as any others discovered with search engines.

http://www.firstamendmentcenter.org/speech/studentexpression/topic.aspx?topic=clothing_dress_codes_uniforms

http://www.lee.k12.fl.us/community/parents/familyconnections/codeconduct.htm

http://www.hawaii.edu/student/conduct

http://eric.uoregon.edu/publications/digests/digest117.html

http://www.modrall.com/articles/article_13.html

8.   Instruct the students to choose those rules/codes of conduct that they would like to see changed or modified and which can be persuasively presented for serious consideration by the local school board.

 

PROCESS (Stage Two)

1.   Assign student groups the task of creating a multimedia presentation to be presented to the local school board about those rules/codes of conduct that they feel need to be changed or modified.

2.   Emphasize to the student groups that this multimedial presentation must be persuasive and therefore as professional as possible.  Suggest to them that they reexamine their research and analysis with this context in mind.

3.   Like a director of a movie, have the student groups organize and plan out a storyboard of slides that they will utilize in their persuasive presentation.

PROCESS (Stage 3)

1.   Reiterate to the student groups the importance that the final product be both persuasive and professional, using the grading rubric as a guide to what will be most effective.  Show them that the final product must be highly organized and persuasive, use a variety of multimedia effects, and document a variety of sources to ensure the authenticity of the presentation's content.

2.   Allow the student groups to make their presentations in class.  If applicable, have them decide if one group's work warrants a spot on the next school board meeting's agenda.