Hi fellas!
how're you doing?

https://www.youtube.com/watch?v=KRGjigfnRDk



1. What does the name of the song mean, according to the story?

2. How did you like the song?

3. How do you think they met (Tommy and Gina)?

4. What would you have done, if you were Tommy?

5. What, if you were Gina?

6. Make up a beginning, for the story, and an ending.

7. Imagine that things got so wrong between them
that they decided to take a distance for a while,
but it was one of them who left the other
but without saying goodbye, face to face.  
So write a short letter from Gina to Tommy, or Tommy to Gina.

8. Check the followig song, where any of them
showing his/her repentance decided to dedicate to the other.

a. What do you think it happened?
b. What would you have done in his/her role?

https://www.youtube.com/watch?v=ndzDNnNkURY

Hi Guys!
this is the wall you're going to post your advances into the WebQuest

WebQuests

Hi guys!

I want you to check these three short videos about WebQuests to let you know what a WQs really is and have an idea of what we are going to do for the final task.

1. https://www.youtube.com/watch?v=P6e46g_QcnY

2. https://www.youtube.com/watch?v=o4rel5qOPvU

3. https://www.youtube.com/watch?v=iJnOrKKQ9f8


Then, In groups
Check the document about WQs for a better comprehension.

WebQuests for the Classroom

by Blake Day Blake

Day is a social studies teacher at Littlerock High School in Littlerock, California. He has been teaching for 11 years and holds a B A from Chapman University and MA from California State University, Bakersfield. He has been an AP World History Reader for 3 years.

What is WebQuest?

1. WebQuest requires a teacher to structure and format a lesson in advance. By doing so, the teacher will be better able to ensure students are on task and working toward a particular objective.

2. WebQuest includes an introduction. The introduction includes necessary background information, and question(s).

3. WebQuest involves a task that leads to a final product.

4. WebQuest is a process, which will aid the student to stay on task and achieve a positive outcome.

The following is a WebQuest sample that addresses standard three of 10th grade California World History, the Industrial Revolution. Standard three links standards two and four. Standard two is the Scientific Revolution and Enlightenment Era. This era is regarding freedom to experiment within the hard sciences and expression of ideas. The monarchs, nobility, and church once stifled these sciences and expressions. The welfare of all people improved once bonds loosened and inventions were built. The result was wealth brought about by an unfettered and unrestricted explosion of market forces known as the Industrial Revolution. Although advantageous, it was also the result of increased misery in working and living conditions, as defined by the following WebQuest:

Title Page

This page starts the WebQuest, titled Industrial Revolution WebQuest. Each item on this page should be one or two words to give a summary of what the page will be. For the purposes of WebQuest, there is an Introduction, Task, Process, Evaluation, Conclusion, Teacher's Page, and Credits. The page should include graphics or pictures, representing elements of the WebQuest. Introduction The introduction is a short, brief description of the Industrial Revolution. "In the middle of the 17th to 18th century. Great Britain entered a new phase of history. Changes in farming introduced an Agricultural Revolution. This revolution included new technologies and methods to improve the productivity and efficiencies of growing and harvesting crops. The opening of society to innovations did not end during this revolution, but kick started a new change for Great Britain called the Industrial Revolution. It is this revolution that will forever change the economic, social, and cultural landscape of society."

Task

A short concise explanation of the events is taking place during the Industrial Revolution and the product a student must produce. For this assignment, students are investigators. They are to investigate the social/living conditions of the people of Britain. Prepare recommendations for changes in government policy.

Process The process splits the variety of detailed tasks that the students are to accomplish. The following is an example:

1. Assign students to a team.

2. Provide each team with a set of the following responsibilities to a particular task:

a. conditions enabling England to be the first country to industrialize

b. causes for the urbanization of England and examples of increases

c. life and living conditions of children

d. working conditions of children.

e. Hfe and living conditions of women

f. working conditions of women

g. living conditions of families

h. working conditions in factories

i. working conditions in mines

j . sanitary impacts in urban areas

k. environmental impacts in urban areas

l. conditions of poorhouses

3. to obtain and process information by collaborating with teammates

4. to present findings and formulate recommendations

The Production of Products The production of products includes:

1. a typed double-space essay including findings and recommendations

2. a PowerPoint presentation, to the class, showing conditions and recommendations for change

Sites to Review and Research Students will receive a list of sites for the assignment. However, a teacher who wishes to access sites can easily establish a hyperlink to each. An example would be if I wished to view the link: http://www.womeninworldhistory.com/lesson7. html, I might use the hyperlink of The Plight of Women's Work in Early Industrial Revolution. Examples of websites for this assignment are as follows

http://www.victorianweb.org/index.html

http://www.victorianweb.org/technology/ir/

http://wv^rw.victorianweb.org/history/sochistov. html

http://wv^^w. victorianweb.org/history/hist8. html http://eh.net/encyclopedia/article/tuttle.labor. child.britain http://europeanhistory.about.com/lr/industrial_ revolution/7386/1/ http://www.nationalarchives.gov.uk/education/ victorianbritain/industrial/ http://www.spartacus.schoolnet.co.uk/IRchild. htm http://www.fordham.edu/Halsall/mod/modsbookH. asp http://www.womeninworldhistory.com/lesson7. html http://www.schoolshistory.org.uk/IndustrialRevolution/

http://www.workhouses.org.uk/

http://history-world.org/Industrial%20Intro. Htm

Evaluation

A recommendation for evaluation is the use of rubrics. Examples are as follows:

1. Power Point Presentation:

a. Preparedness

b. Comprehension

c. Completeness

d. Using authority while staying on topic

2. Essay:

a. focus on thesis statement

b. evidence and examples

c. position statement

d. support for position, and accuracy.

3. Collaboration:

a. contributions

b. quality of work

c. attitude

d. focus on task

e. working with others The above mentioned is from Rubistar.com

Conclusion

The conclusion will incorporate the student(s) accomplishments, as well as acknowledgement for a job well done.

Teacher's Page

This page lists the Califomia History Standards, English Standards, and National Technology Foundation Standards. The following resources were used:

CaHfomia History/Social Science Standards

10.3.1: Analyze reasons why England was the first country to industrialize.

10.3.2: Examine how scientific and technological changes, as well as new forms of energy, brought about massive social, economic, and cultural changes. (Taught separately)- Discuss the important inventions and discoveries of the Industrial Revolution. (E.g. James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison.)

10.3.3: Describe the growth of cities and populations that resulted from the Industrial Revolution. Examine how the Industrial Revolution resulted in large-scale rural to urban migration.

10.3.4: Describe the changes in work and labor that resulted from the Industrial Revolution. Discuss the effects of industrial labor, such as mining and manufacturing, on Europeans (especially women and children) during the Industrial Revolution.

English Language Arts

1.0 Writing Strategies Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument.

Organization and Focus

1.1 Establish a controlling impression or coherent thesis

1.2 Use precise language. Research and Technology

1.3 Use clear research questions and suitable research methods to elicit and present evidence from primary and secondary sources.

1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium

2.0 Writing Applications (Genres and Their Characteristics)

2.3 Write expository compositions: a. Marshal evidence in support of a thesis. b. Convey information and ideas.

2.4 Write persuasive compositions:

1.0 Listening and Speaking Strategies Students formulate adroit judgments about oral communication. Organization and Delivery of Oral Communication

1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations

2.5 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects):

2.6 Deliver descriptive presentations:

National Technology Foundation Standards for Students

1. Basic operations and concepts Students are proficient in the use of technology-

2. Social, ethical, and human issues Students practice responsible use of technology systems. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3. Technology productivity tools Students use technology tools to enhance learning. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4. Technology communications tools Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to process data and report results. Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

6. Technology problem-solving and decisionmaking tools Students use technology resources for solving problems and making informed decisions. Students employ technology in the development of strategies for solving problems in the real world.

Credits Page

This page is reserved for providing the appropriate credits. For this WebQuest, Bemie Dodge of SDSU, Rubistar for rubrics and what graphics and images were used in the webpage.

After thoughts

I have found that after putting together a WebQuest and presenting it to my students for the first time is to reñect upon the process. This will help in making the necessary changes to the project in the future and any other WebQuests a teacher may design for other subjects.

Sources for this article are as follows:

Dodge, B. (1997). Some thoughts about WebQuests. San Diego State University Website: http://webquest.sdsu.edu/about_webquests. html

March, T. (1998). Why WebQuests? An introduction. Ozline Website: http://www.ozline.com/ writings/intro_wq.php

Milson, A. J. (2001). Engaging Students in Historical Inquiry Using Internet Resources. Waco, TX: Baylor University. (ERIC Document Reproduction Service No. ED 462360.

Starr, Linda, (2005). Meet Bemie Dodge - The Frank Lloyd Wright of Learning Environments!. Education World: The Educator's Best Friend: Wire Side Chat, http://www.educationworld.

JUST THE WAY YOU ARE!
https://www.youtube.com/watch?v=LjhCEhWiKXk