Freedom Summer Webquest Teacher Page
My name: Mr. Nate Pennycuff
My occupation: 3rd Grade Teacher
Length of employment: 7 years
Reason for this webquest: Final project for LTCY 519
Pursuing Master's Degree in ELED at WKU
My purpose in creating this Webquest was to address the different ability levels and diverse learning styles of the readers in my classroom based on a quality picture book. I want students to turn a critical eye to the impact that the civil rights movement had on children just like themselves. They will gain a new perspective and it will cause them to think about freedom, how we treat others and if we value our own rights. My students will also build competency using a variety of web based resources to increase their knowledge of content in reading, writing, storytelling, history, and technology.
This web quest was created for students in grades 2-3 (using end of primary core curriculum content). Students will be heterogeneously grouped in order to provide scaffolding for members who need extra support for reading and writing. Activities (graphic organizers and web activities) provide students with a variety of critical thinking situations and the open-ended formats provide for the diverse needs of learners (differentiation).
Objectives and Learning Goals: Kentucky Core Content 4.0
Objective: Students will be able to use critical thinking skills in conjunction with technology in a variety of applications before, during and after reading.
Reading: Developing an initial understanding
2.4 (DOK 2) Students will identify specialized vocabulary (words and terms specific to understanding the content).
Reading: Forming a foundation for reading
1.6 (Dok 2) Students will formulate questions to guide reading and 4.1 connect information from passage to students’ lives (text-to-self).
Reading: Interpreting text
3.6 (DOK 2)Students will identify information in the passage that is supported by fact.
Reading: Reflecting and responding to text
4.1 (DOK 3) Students will connect information from a passage to students’ lives (text-to-self,), real world issues (text-to world), or other texts (text to text)