1. Spanish Renaissance Poetry Student Page Title Introduction Task Process: Students Student Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 11 th grade Spanish Designed by Gina Barringer [email_address] Based on a template from The WebQuest Page © Flickr: wie-wolf 2008 Process: Headmasters Headmaster Evaluation

6. Evaluation of Students: Student Page Title Introduction Task Conclusion Credits [ Teacher Page ] Student’s Name: ____________________ University: (circle one) Salamantine Sevillian Process: Students Process: Headmasters Student Evaluation Headmaster Evaluation CATEGORY 4 3 2 1 Neatness The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like. Focus on Topic The entire story is related to the assigned topic and allows the reader to understand much more about the topic. Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. Some of the story is related to the assigned topic, but a reader does not learn much about the topic. No attempt has been made to relate the story to the assigned topic. Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the story. The author does not seem to have used much imagination. Requirements All of the written requirements for length were met. There are at least 20 lines in the poem. The poem is composed of between 15-19 lines. The poem is composed of between 10-14 lines. The requirements for length were less than adequate. Title Title is creative, sparks interest and is related to the period and topic. Title is related to the period and topic. Title is present, but does not appear to be related to the period and topic. No title.

7. Evaluation of Headmasters: Student Page Title Introduction Task Conclusion Credits [ Teacher Page ] Headmaster’s Name: _____________________ Process: Students Process: Headmasters Student Evaluation Headmaster Evaluation CATEGORY 4 3 2 1 Knowledge of Subject Able to identify relevant themes of the period's literature without use of informational resources. Able to identify relevant themes of the period's literature, but through use of some informational resources. Only able to identify themes of the period's literature through use of informational resources. Unable to identify relevant themes of the period's literature. Distinguish between Schools Able to identify which school the student attended without use of informational resources. Able to identify which school the student attended, but through use of some informational resources. Able to identify which school the student attended, but only through use of informational resources. Unable to identify which school the student attended. Meets length requirements All of the written requirements for length were met. There are at least 20 lines in the poem. The poem is composed of between 15-19 lines. The poem is composed of between 10-14 lines. The requirements for length were less than adequate. Title Title is creative, sparks interest and is related to the period and topic. Title is related to the period and topic. Title is present, but does not appear to be related to the period and topic. No title.

8. Conclusion Student Page Title Introduction Task Conclusion Credits [ Teacher Page ] Congratulations students! You have successfully read poems by Fray Luis de Le ón and Fernando de Herrera and composed a poem that contains the characteristics of the Spanish Renaissance. Those of you who scored above 15 points on your poem will graduate from your university. Congratulations headmasters! You have learned how to identify basic elements of the Spanish Renaissance period and how to distinguish between the poetry of the Salamantine and Sevillian schools. Those of you who earned scored above 10 points will not be asked to evaluate students’ poems again next year and have earned tenure. Process: Students Process: Headmasters Student Evaluation Headmaster Evaluation

9. Credits & References Student Page Title Introduction Task Conclusion Credits [ Teacher Page ] Luis Ponce de León: http://en.wikipedia.org/wiki/Fray_Luis_de_Le%C3%B3n “ La Perfecta Casada” by Luis Ponce de León: http://tinyurl.com/2al4ec “ De Los Nombres de Cristo” by Luis Ponce de León: http://tinyurl.com/29sju7 Fernando de Herrera: http://en.wikipedia.org/wiki/Fernando_de_Herrera#Poetry “ Voy Siguiendo la Fuerza de mi Hado” by Fernando de Herrera: http://users.ipfw.edu/JEHLE/POESIA/VOYSIGUI.HTM “ Rojo Sol” by Fernando de Herrera: http://users.ipfw.edu/JEHLE/poesia/rojosol.htm History of Spanish literature: http://www.history.com/encyclopedia.do?articleId=222821 Influences on Spanish Renaissance Literature http://www.dean.sbc.edu/ingber.html Golden Age of Spanish literature: http://www.factmonster.com/ce6/ent/A0861260.html Spanish Renaissance literature: http://en.wikipedia.org/wiki/Spanish_Renaissance_literature#The_Renaissance_poetry Pictures: Wie-wolf. 2 April 2008. http://flickr.com/photos/14868225@N04/2382412925/ Driftwood, Otis B. 30 March 2008. http://flickr.com/photos/obdriftwood/2374809775/ Process: Headmasters Process: Students Student Evaluation Headmaster Evaluation

10. [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page Designed by Gina Barringer [email_address] Based on a template from The WebQuest Page Teacher Script Conclusion Spanish Renaissance Poetry A WebQuest for 11 th grade Spanish Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster

11. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page This lesson was developed while I was completing the course requirements for teacher licensure at Colorado State University in Fort Collins, CO. The course was called EDUC331: Educational Technology and Assessment. The course contained a variety of technology-related activities that future teachers could incorporate into their classrooms. After completing the WebQuest, students should be able to identify basic elements of the Spanish Renaissance period and to distinguish between the poetry of the Salamantine and Sevillian schools. They will have read poems by Fray Luis de Le ón and Fernando de Herrera. Some students will compose a poem that contains the characteristics of the Spanish Renaissance, while others will grade these poems using their acquired knowledge. . Teacher Script Conclusion Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster

12. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process: Student Resources Credits Teacher Page This lesson was created for an 11 th grade Spanish class, who will be working on incorporating both their reading and writing skills into a unit on Spanish culture. The unit will be covering the Golden Age: the Spanish Renaissance and the literature of the period. As students at the advanced level further extend their knowledge, what they know and are able to do includes analyzing and synthesizing reading materials; recognizing the author's point of view and purpose; expressing personal reactions to reading materials; and interpreting cultural elements found in reading materials. For students extending their foreign language education, what they know and are able to do may include using literary terminology accurately including setting, character, conflict, plot, resolution, and theme; and responding to and discussing a variety of authentic texts. As students at the advanced level further extend their knowledge, what they know and are able to do includes analyzing and drawing conclusions; incorporating information from foreign language resource materials in their writing; selecting and expressing ideas and opinions on topics from various content areas; and using specialized vocabulary and more advanced grammatical structures. For students extending their foreign language education, what they know and are able to do may include: writing business letters and/or advertisements; using writing skills to analyze, persuade and hypothesize with increasing accuracy; and writing creative poetry and short stories. Evaluation: Headmaster Teacher Script Conclusion Evaluation: Student Process: Headmaster

13. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page This WebQuest will be implemented during the cultural unit on literature, and will help meet the course's reading and writing requirements. 1.3 READING: Students read and derive meaning from a variety of materials written in a foreign language. 1.4 WRITING: Students write in a foreign language for a variety of purposes and for diverse audiences. As students at the advanced level further extend their knowledge, what they know and are able to do includes analyzing and synthesizing reading materials; recognizing the author's point of view and purpose; expressing personal reactions to reading materials; and interpreting cultural elements found in reading materials. For students extending their foreign language education, what they know and are able to do may include using literary terminology accurately including setting, character, conflict, plot, resolution, and theme; and responding to and discussing a variety of authentic texts. As students at the advanced level further extend their knowledge, what they know and are able to do includes analyzing and drawing conclusions; incorporating information from foreign language resource materials in their writing; selecting and expressing ideas and opinions on topics from various content areas; and using specialized vocabulary and more advanced grammatical structures. For students extending their foreign language education, what they know and are able to do may include: writing business letters and/or advertisements; using writing skills to analyze, persuade and hypothesize with increasing accuracy; and writing creative poetry and short stories. Teacher Script Conclusion Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster

17. Evaluation of Student Role (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page After completing the WebQuest, students should be able to identify basic elements of the Spanish Renaissance period and to distinguish between the poetry of the Salamantine and Sevillian schools. They will have read poems by Fray Luis de Le ón and Fernando de Herrera. These students will compose a poem that contains the characteristics of the Spanish Renaissance. Teacher Script Conclusion Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster CATEGORY 4 3 2 1 Neatness The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it. The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it. The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry. The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like. Focus on Topic The entire story is related to the assigned topic and allows the reader to understand much more about the topic. Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. Some of the story is related to the assigned topic, but a reader does not learn much about the topic. No attempt has been made to relate the story to the assigned topic. Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the story. The author does not seem to have used much imagination. Requirements All of the written requirements for length were met. There are at least 20 lines in the poem. The poem is composed of between 15-19 lines. The poem is composed of between 10-14 lines. The requirements for length were less than adequate. Title Title is creative, sparks interest and is related to the period and topic. Title is related to the period and topic. Title is present, but does not appear to be related to the period and topic. No title.

18. Evaluation of Headmaster Role (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page After completing the WebQuest, students should be able to identify basic elements of the Spanish Renaissance period and to distinguish between the poetry of the Salamantine and Sevillian schools. They will have read poems by Fray Luis de Le ón and Fernando de Herrera. These students will grade the poems submitted by other students using their acquired knowledge of the Spanish Renaissance style of literature. Teacher Script Conclusion Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster CATEGORY 4 3 2 1 Knowledge of Subject Able to identify relevant themes of the period's literature without use of informational resources. Able to identify relevant themes of the period's literature, but through use of some informational resources. Only able to identify themes of the period's literature through use of informational resources. Unable to identify relevant themes of the period's literature. Distinguish between Schools Able to identify which school the student attended without use of informational resources. Able to identify which school the student attended, but through use of some informational resources. Able to identify which school the student attended, but only through use of informational resources. Unable to identify which school the student attended. Meets length requirements All of the written requirements for length were met. There are at least 20 lines in the poem. The poem is composed of between 15-19 lines. The poem is composed of between 10-14 lines. The requirements for length were less than adequate. Title Title is creative, sparks interest and is related to the period and topic. Title is related to the period and topic. Title is present, but does not appear to be related to the period and topic. No title.

19. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page I would like to have either a few teacher’s assistants or willing and available parents who would be willing to monitor and work with the students to make sure they are making adequate use of the labs and progressing as the week goes on. Friday before : Introduce the class to the WebQuest projects. Announce that class will be meeting in the computer lab on Monday. Monday: Students will begin the WebQuest. After 20 minutes, the teacher’s assistants and/or parents will ask them to pick which role they’d like to take. Those choosing the student role will remain in the lab. Those choosing the headmaster role will be escorted to a second computer lab. Tuesday & Wednesday: Research/reading days. There will be ‘mark’ points that they should meet. Thursday: Students will compose their poems. As the teacher, I will be in the computer lab with the headmasters. I will be guiding them on what to look for in the poems, proper evaluation techniques, and how to use the provided rubric. Friday: the teacher’s assistants and/or parents will collect the poems and distribute them equally to the “headmasters.” In an isolated and quiet room, the “headmasters” will use their rubric to grade the poems. They will have the entire class period to finish this task. Once they finish grading, they will resubmit the poems to the teacher’s assistants and/or parents, who will return them to me. Weekend: I will give each of the poems a final glance-over during the weekend. I will also grade all the participants over the weekend. Monday after: I will return grade evaluation forms and/or poems. Teacher Script Conclusion Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster

20. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page By completing this WebQuest, students will have accomplished a number of tasks, all while enjoying a unique twist on a cultural unit. In addition, the WebQuest will allow me to help meet the reading and writing requirements of this course. After completing the WebQuest, students should be able to identify basic elements of the Spanish Renaissance period and to distinguish between the poetry of the Salamantine and Sevillian schools. They will have read poems by Fray Luis de Le ón and Fernando de Herrera. Some students will compose a poem that contains the characteristics of the Spanish Renaissance, while others will grade these poems using their acquired knowledge. Teacher Script Conclusion Process: Student Process: Headmaster Evaluation: Headmaster Evaluation: Student

21. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Resources Credits Teacher Page Teacher Script Conclusion Luis Ponce de León: http://en.wikipedia.org/wiki/Fray_Luis_de_Le%C3%B3n “ La Perfecta Casada” by Luis Ponce de León: http://tinyurl.com/2al4ec “ De Los Nombres de Cristo” by Luis Ponce de León: http://tinyurl.com/29sju7 Fernando de Herrera: http://en.wikipedia.org/wiki/Fernando_de_Herrera#Poetry “ Voy Siguiendo la Fuerza de mi Hado” by Fernando de Herrera: http://users.ipfw.edu/JEHLE/POESIA/VOYSIGUI.HTM “ Rojo Sol” by Fernando de Herrera: http://users.ipfw.edu/JEHLE/poesia/rojosol.htm History of Spanish literature: http://www.history.com/encyclopedia.do?articleId=222821 Influences on Spanish Renaissance Literature http://www.dean.sbc.edu/ingber.html Golden Age of Spanish literature: http://www.factmonster.com/ce6/ent/A0861260.html Spanish Renaissance literature: http://en.wikipedia.org/wiki/Spanish_Renaissance_literature#The_Renaissance_poetry Pictures: Wie-wolf. 2 April 2008. http://flickr.com/photos/14868225@N04/2382412925/ Driftwood, Otis B. 30 March 2008. http://flickr.com/photos/obdriftwood/2374809775/ Process: Student Process: Headmaster Evaluation: Student Evaluation: Headmaster