Reflection: Technology is a useful tool I have used to enhance to literary content I teach.  Students within this class enjoyed viewing my self-constrcuted WebQuest to gain a more informed understanding of how Fahrenheit 451 related to Nazi Germany.  Students worked constructively in groups to complete the task I had detailed.  Students were able to better visualize the similarities and differences between this time period and the novel.  The skit provided students with ownership and accountability for knowledge gained.  Looking back at this lesson, I see nothing I would change.  Students worked together and created authentic and original projects.

Topic:  Historical backdrop in Fahrenheit 451. Grade Level: Grade 8  Instructional Objectives: Students will utilize prior knowledge of the novel Fahrenheit 451. Students will navigate through their website to the correct pages to complete the activity. Students will cooperate in groups to gather and prepare information for all portions of the activity. Materials: Computer Paper for rough draft work Blackboards for brainstorming (Advertisement groups only). Poster board Markers Crayons Four Library books on Hitler and Nazi Germany Concepts addressed: students will focus the following topics fro their WebQuest.  The topics include: Comparison of the character Beatty to Hitler, overall comparison of Fahrenheit 451 to Nazi Germany, and a persuasive advertisement..Click the following link to view how this lesson aligns with Pennsylvania State Standards:  Standards Engagement/ Anticipatory set: Students will be asked what government control is and how it is displayed within the novel We will begin to talk about the work they have done in History class, work on drafting their own Constitution.  They will be asked how life in a society with a Constitution differs from the society as a whole in Fahrenheit 451. I will begin to introduce the concepts within the WebQuest. Students will be broken into groups of approximately 8 at this time. Procedure: Students will review the information provided on the WebQuest. Each group will designate group roles. This enables a sense of ownership within each of the groups.  Students will begin to work on the activity. The groups will rotate to other parts of the activity in approximately 43 minute intervals. (This activity was started on a day with a double block teaching schedule).   Key discussion questions: Click on the following links to view the discussion questions from the website. Historical Comparison Character Comparison Persuade me!!   Closure: Students, I each individual group will end the class by discussing their finding from the searching of the web and books.. Extension activity/ Homework: Research this topic on your own find any additional links or books that will help your work on this project!

Here are the rubrics for each of the parts of the Activity Center: Rubric for individual work in the group: 4 points Rubric for Historical Comparison Rubric for Character Comparison Rubric for Advertisement Skit Total point value of the project = 19 points

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