Teacher Page Amanda Ivankovic Dr. Seuss WebQuest

Project Justification There are many internet resources which students can utilize to enhance their reading experiences. By learning about authors and books in multiple formats, students can increase their background understanding of those authors and their work. Using learning standards for third-grade classes, this interdisciplinary WebQuest encompasses content area goals across the curriculum.

Technology Standards  Third grade students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology as demonstrated by the creation of their persuasive essay on their favorite Dr. Seuss book.  Third grade students will apply digital tools to gather, evaluate, and use information as demonstrated by their use of the websites provided to gather knowledge about Dr. Seuss and utilize this knowledge to create a Wordle and online timeline.  Third grade students will 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 as demonstrated by their adding to classroom work through the creation of a Google presentation to depict why their favorite Dr. Seuss book is the best.

Language Arts Standards  Third grade students will read the Author Study of Dr. Seuss's biography and use the information to create a visual timeline of Dr. Seuss's life on the web application, Timetoast.com, noting at least 5 events with their corresponding dates.  Third grade students will collaborate with a partner in creating a 5 slide Google presentation persuading an audience that the book of their choice is Dr. Seuss's best book.  Third grade students will collaborate with a partner in creating 5 persuasive paragraphs to correspond with 5 slides of a Google presentation as its script toward the goal of convincing an audience that the book of their choice is Dr. Seuss's best book.  Third grade students will utilize the contents of the video, 'Interview with Audrey Geisel' to list at least 5 words which describe Dr. Seuss and put them together to create a word cloud through the web application, 'Wordle.net'.

Teacher Process  Duration:  This WebQuest is designed to run over the course of several weeks.The outline of the process and standards can be applied to any author with only the Seuss-specific websites and further resources needing to be updated.  Preparation Needed: Preparation for this unit includes a classroom library organized with a Dr. Seuss section, read aloud of a variety of Dr. Seuss books and assigning students to read Dr. Seuss books during D.E.A. R. times.  Some of the resources should be introduced prior to the introduction of this unit, specifically the creation of a Google presentation. Students should have accounts set up prior to the beginning of the unit and should possess at least a beginning working knowledge of this program. This cloud technology skill can be shared with parents and teachers may want to consider sending an informational note which offers instruction and allows parents to view their child's work from home.   A classroom bar graph for the school's favorite Dr. Seuss needs to be created and hung prior to the unit. Placement where students can input their data and the class can follow the results are essential.

Teacher Process Continued  Collaboration  This WebQuest should be taught with the school's technology teacher as a collaborative unit as it addresses both content specific objectives as well as promotes the use of technology as a learning resource.  Disclaimer  As a disclaimer, teachers are responsible for checking all recommended web sites prior to use as situations on the internet are subject to change.  Student Modifications  For mildly visually impaired students, teachers can utilize the 'Ctrl' and '+' keys to enlarge the contents of the screen.  For hearing impaired students, teachers may utilize the written transcript of the video interview with Mrs. Geisel provided by Reading Rockets.  For gifted students, an enrichment section is provided at the conclusion of each checkpoint.

Resources  Books:  Cohen, C. (2004). The Seuss, The Whole Seuss, and Nothing But the Seuss: A Visual Biography of Theodore Seuss Geisel. New York: Random House.  Johnson, S. (2004). The Boy on Fairfield Street. New York: Random House.  Nel, P. (2007). The Annotated Cat: Under the Hat of Seuss and his Cats. New York: Random House.  Podcasts  NPR.org (2011). Talk of the nation: The 100th birthday of Dr. Seuss {podcast}. Retrieved from action=1&t=1&islist=false&id= &m= http:// action=1&t=1&islist=false&id= &m=  Videos:  Reading Rockets (2011). An interview with Audrey Geisel {video}. Retrieved from ohttp:// o

Resources Continued  Websites:  International Society for Technology in Education (2007). Standards. Retrieved from student-standards aspxhttp:// student-standards aspx  National Center for Education Statistics (n.d.). Learning with NCES: Kids zone. Retrieved from  New York State Education Department (1996). Learning standards for English language arts. Retrieved from  New York State Education Department (n.d.). New York State P-12 common core learning standards for mathematics. Retrieved from nysp12cclsmath.pdfhttp:// nysp12cclsmath.pdf  Read.Write.Think.org (2011). Interactive Venn diagram. Retrieved from  Seussville.com (2011). Author study. Retrieved from %20ON%20FAIRFIELD%20STREET.pdfhttp:// %20ON%20FAIRFIELD%20STREET.pdf  Timetoast (2011). Retrieved from  Wordle (2011). Retrieved from