This WebQuest is based on a WebQuest created by David waselko. Because I focused on some different essential questions and themes and have slightly different expectations, I created this Webquest for the use of my own students. You are free to use it with your own classes. This WebQuest is licensed under the terms of a Creative Commons Attribution-noncommercial-Share Alike 3.0 United States License.
This Webquest is the performance task or culminating assessment in a unit on the novel frankenstein available at the UbD Educators wiki.
frankenstein is a novel often read as part of the curriculum in many schools. My students read the Norton Critical edition, based on the 1818 version of the story. For an interesting article on various editions, you might be interested to read Anne K. Mellor’s article “choosing a text of frankenstein to teach,” which can be found in the Norton Critical Edition. In addition, many of the resources in the student pages refer to articles that may be found in the norton Critical edition.
The purpose of this webquest is to help students understand the importance of themes and ideas expressed in the novel, such as the importance of taking responsibility for one’s actions, the ethics of scientific advancement, the relationship and responsibility between creator and creation, and the debate over nature versus nurture.
This webquest features three roles: Editor-in-chief, copy editor, and photo/graphic editor and is designed for groups of three or four. Students work together to produce a scientific journal that contains article summaries and critiques from each group member, an opinion piece written by the editor-in-chief, thematic analyses written by each member, graphics, and a works cited page. The resulting product is created using Microsoft publisher or Apple iWork's pages. Alternatively, you may choose to have students publish their work on the web.
This webquest is anchored in the British literature and composition curriculum at the Weber school. British literature and composition is a course taken predominantly by eleventh graders. However, the webquest can be adapted for use by students at other levels. I recommend that students in high school or college complete the webquest due to the complexity of the web sites and literary criticism used. Before beginning this webQuest, students will need the following skills:
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Knowledge of basic literary terms and definitions -
knowledge of basic story elements
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ability to use Microsoft publisher or apple iwork's pages
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ability to comprehend and summarize information
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knowledge of mla documentation and format
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ability to work cooperatively to complete tasks
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ability to access bookmarked web sites
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ability to locate appropriate images and offer appropriate credit for their use
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knowledge of how to locate and use information with appropriate attribution
standards
This webquest addresses NCTE standards, Georgia performance standards, and ISTE NETS-S Standards:
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NCTE 1: students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the culture of the united states and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
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NCTE 2: students read a wide range of literature from many periods and genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
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NCTE 3: students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. they draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
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NCTE 4: students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences for a variety of purposes.
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NCTE 5: students employ a wide range of strategies as they write and use different process elements appropriately to communicate with different audiences for a variety of purposes.
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NCTE 6: students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
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NCte 7: students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.G., print, and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
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NCTE 8: students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
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NCTE 11: students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
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NCTE 12: students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
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GA ELABlrl 1: the student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and characteristics) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation.
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Ga ELABLRL 2: the student identifies, analyzes, and applies knowledge of a theme in a work of british and/or commonwealth literature and provides evidence from the work to support understanding.
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GA ELABLRL 3: the student deepens understanding of literary works by relating them to their contemporary or historical background, as well as to works from other time periods.
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GA ELABLRL 4: The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in selected literary works. the student composes essays, narratives, poems, or technical documents.
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ISTE Nets-S 1: students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a) apply existing knowledge to generate knew ideas, products, or processes; b) create original works as a means of personal or group expression; c) use models and simulations to explore complex systems and issues; d) identify trends and forecast possibilities.
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ISTE Nets-s 2: students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a) interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media; b) communicate information and ideas effectively to multiple audiences using a variety of media and formats; c) develop cultural understanding and global awareness by engaging with learners of other cultures; d) contribute to project teams to produce original works or solve problems.
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ISTE Nets-s 3: students apply digital tools to gather, evaluate, and use information. Students: a) plan strategies to guide inquiry; b) locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media; c) evaluate and select information sources and digital tools based on the appropriateness of specific tasks; d) process data and report results.
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ISTE Nets-S 4: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a) identify and define authentic problems and significant questions for investigation; b) plan and manage activities to develop a solution or complete a project; c) collect and analyze data to identify solutions and/or make informed decisions; d) use multiple processes and diverse perspectives to explore alternative solutions.
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ISTE Nets-s 6: students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a) understand and use technology systems; b) select and use applications effectively and productively; c) troubleshoot systems and applications; d) transfer current knowledge to learning of new technologies.
Classroom resources
You will need the following materials in order to implement this webquest:
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A class set of the novel frankenstein, preferably the Norton critical edition; however, the lesson can be adapted for use with other editions
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access to computers with microsoft publisher or apple iwork's pages
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access to computers with a reliable internet connection
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Access to internet sites provided in resource section on student pages
Evaluation
You may use or adapt the rubrics provided for each role.
questions
If you have questions you may contact me at dana dot huff at gmail dot com. You do not need to contact me for permission to use this webquest (see the terms of the creative commons license).
Image credits
“Munster Frankenberry.” markymunster’s profile on photobucket. Web. 27 Dec. 2009.
“Manuscript page from frankenstein by mary shelley.” images from the abinger collection. The bodleian library, university of Oxford. Web. 27 Dec. 2009.
Inspiration
Waselko, David. “Frankenstein WebQuest.” Mr. Waselko. 30 Jan. 2005. Web. 27 Dec. 2009.
Cooper, Janice and Mary ann hubschman. “frankenstein 2018.” 10 Apr. 2005. Web. 27 Dec. 2009.
