1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page ] Designed by Alyson Mazza [email_address] Based on a template from The WebQuest Page

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] ATTENTION CITIZENS OF THE UNITED STATES OF AMERICA MY APOLOGIES IN ADVANCE FOR INTERRUPTING THE FLOW OF YOUR FEEDS, BUT I HAVE AN IMPORTANT MESSAGE, A CALL FOR HELP. A RECENT GLITCH HAS IN THE SYSTEM IS CAUSING FAILURES WITH CERTAIN FEEDS AND WE ASSUME IT’S DUE TO FAULTY INFORMATIVE SITES. AS OUR CONSUMERS AND EAGER SPENDERS, WE ARE CURRENTLY SEARCHING FOR RELIABLE SOURCES THAT WILL PROVIDE INFORMATION THAT YOU WILL BENEFIT FROM THE MOST. WE WOULD GREATLY APPRECIATE YOUR FEEDBACK AS WE CONTINUE TO IMPROVE OUR INFORMATION HIGHWAY! THERE IS NO NEED TO PANIC, YOUR FEEDS WILL RESUME THEIR INVALUABLE TASKS MOMENTARILY. THANK YOU. -THE PRESIDENT OF THE UNITED STATES

3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title As the consumers in this altered reality, it is your job to filter the information you are constantly bombarded with. Here, you will review some of the websites the President and the government use as their sources. After evaluating the reliability of these sites and whether or not they should still be used, we need your ideas as to what other content should be included in the Feed, as well as credible places to find it. YOU ARE WRITING TO THE PRESIDENT, SO YOUR PERSUASIVE ESSAY SHOULD LOOK PROFESSIONAL AND REFLECT YOUR POLISHED WRITING SKILLS.

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6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] DEAR CONSUMER, YOUR INPUT IS GREATLY VALUED AND YOUR IDEAS WILL BE TAKEN INTO CAREFUL CONSIDERATION AS THE FEED IS CONSTANTLY ADJUSTED TO MEET YOUR NEEDS. While the world we live in now has not reached the point of direct Feeds to our brains, we are constantly influenced by media and outside sources. It is important to realize that the while information is out there, posted on a site for the public, it is not necessarily reliable. Wouldn’t it be comforting to know that, if the futuristic, alternate reality of Feed was our reality, that we were getting fed valuable information? After you’ve completed your persuasive essay, think about how the credibility of sources applies to you. Which sources can you trust? What makes a sources credible and how do you decide?

7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This webquest was produced by Alyson Mazza at Colorado State University in Summer, 2008. The template is from The WebQuest Page . Visit the Webquest Slideshare website here Photo Credits: Opening Collage, Flickr: Laniv & Arienanna http://flickr.com/photos/ianivarieanna/6760531/ “ Woman Marries a Shark” truthcompletelytold.blogspot.com “ Your Coworker Could Be A Space Alien” Flickr: Coffeelatte http://flickr.com/photos/telltaleheart/299066066/

8. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Designed by Alyson Mazza [email_address] Based on a template from The WebQuest Page

9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson plan is intended to follow the reading of M.T. Anderson’s novel, Feed. It is a cautionary tale about the future of the United States in which everyone in this country lives in an alternate reality. The “Feed” is the flow of information constantly delivered directly to a computer chip in people’s brains supplying a combination of every source of media: television shows, news, advertisements, and the President’s national addresses. Based on what the Feed thinks people need, it then bombards them with what is “in” and what they just can’t live without. In today’s society, students are influenced greatly by the media they go out and find. This webquest is designed to encourage them to carefully examine the information that is out there. Just because it’s on a webpage does not mean it holds credibility. The internet is a great source for information if they know where and how to look for it. Like the Feed, television and magazines and other media advertise what they think teens want to see. Now, stepping into the roles of Titus and Violet, students speak out and demand more control over what they are “fed,” ensuring that they will learn something valuable. Evaluation Teacher Script Conclusion

10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for eleventh graders. It is around this stage in their education that they are critically engaging with text and can make connections with their world. It could also be used in twelfth grade classrooms with slight modifications to the paper or the webquest itself. Evaluation Teacher Script Conclusion

14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students will be evaluated based on their ability to sift through information to find what is relevant and reliable as well as their writing skills. The final essay should reflect a careful examination of outside sources and their connection to the book itself. Through the character’s voice, they must clearly prove their points and come up with solutions and amendments. The final product should be error-free and well organized, a neat document that they intend to address the President with. Evaluation Teacher Script Conclusion

15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Day One: 1. After finishing Feed, discuss with students, covering some major topics related to this webquest such as: Which characters object to the Feed? Why? What information is provided to citizens through the Feed? What is not included and how does this affect the reality they live in? Should they trust everything they hear from the Feed? 2. Have students pair off and decide who is going to be Titus and Violet. Have them talk with each other about their character’s opinion of the Feed as presented in the book. 3. With computers in front of them, have them begin the webquest, two to a computer. As they read through it, point out the link “persuasive essays” as it will show them how to write one. If you have a more specific format, make copies and hand it out now, explaining that this is what they will be creating at the end. 4. Before they begin checking out the provided websites, some that are reliable and some that are not, have them take out a sheet of paper to take notes on. The easiest way would be to fold in length wise, one column labeled “Traits of Reliable Sites” and the other “Traits of Unreliable Sites”. Here they will jot down their findings as they go along. 5. For homework, have each student write a rough draft of their essay and print out three copies of it. Write an essay as an example that shows what tone and form you are looking for to show to the class Day 2. Day Two: 1. Break into pairs from day one and assign each pair another pair to workshop with. In groups of four, they will read over each other’s essays looking for clear points, correct grammar and punctuation, and that they achieved their purpose in making it professional and persuasive. 2. After they have given their constructive feedback, provide examples of successful essays, answer any questions, and have them revise their essay to hand in the following day. Evaluation Teacher Script Conclusion

16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page As students go out into this technological future, it is key that they are comfortable utilizing the internet to find answers. Maybe some alternate reality with personal computer chips embedded in our brains in where we are headed, but until then, students can control what they read and what sources they get it from. This lesson will teach them how to evaluate sources, how to pick out what is unreliable, and how to sift through and find what they need. They will also be polishing their writing skills, probably in a new format, as their final product must look professional. The workshop will allow students to bounce ideas off each other and help others improve their work. Also, by recognizing flaws in someone else’s writing, students are more likely to correct the same mistakes in their own. Evaluation Teacher Script Conclusion

17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This webquest was produced by Alyson Mazza at Colorado State University in Summer, 2008. The template is from The WebQuest Page . Visit the Webquest Slideshare Group website here Photo Credits: Opening Collage, Flickr: Laniv & Arienanna http://flickr.com/photos/ianivarieanna/6760531/ Evaluating Sources http://www.lesley.edu/library/guides/research/evaluating_web.html Evaluation Teacher Script Conclusion