1. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 11th Grade
Designed by
Nick Sabolik
ncsabo@rams.colostate.edu
Based on a template from The WebQuest Page
Magical Realism,
a Literary Genre

2. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
We’ve read a lot of fiction this semester, and we just begun to
look at magical realism, a genre of fiction that often presents its
fiction as nonfiction. Consider the following two sentences:
- “The boys...closed the doors and windows and broke the glowing lightbulb in one of the
living room lamps. A jet of golden light as cool as water began to pour out of the broken
bulb, and they let it run to a depth of almost three feet. Then they turned off the electricity,
took out the rowboat, and navigated at will among the islands in the house.”
158, Marquez
-“‘The dismantling of Spacetown was a consequence, I believe.’”
“’It was – and that was something applauded by all Earth. You are also considered as
having done quite well on Solaria two years ago…the result was a revision in the terms of
trade treaties with the Spacer worlds…”
Asimov
Both are unbelievable, but does one seem more believable than
the other? In this assignment you will learn what magical realism
is as a literary genre, who some of its writers are, and what
separates it from other literary genres.
Introduction

3. Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Here is a short list of famous books and
writers that fall into the genre of magical
realism. Once you’ve clicked on a few and
read the book descriptions at the bottom of
the page, work on filling out this chart
based on the descriptions you just read
(you may write this on your own paper, or
print out the page to hand in).
Title
The Task
For the next part of this assignment,
you’ll read the story that corresponds to
the number you were given at the
beginning of class (please see me if you
aren’t sure of your number) You will read
the story privately, and then meet with
your fellow group members to discuss
the story and its elements of magical
realism.

4. Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Title
After your group feels like it’s discussed everything it can
about the story, your final role is to create a play based off
the story. This is supposed to be fun, but there are several
guidelines I want you to follow.
1.Each group member must participate in the play
2. Your group must turn in one copy of their script that
includes:
-at least 3 instances of magical realism that the audience
can identify
-one instance of magical realism that is not in the story (it
is up to you as a group to decide what to come up with, it
can be as funny or serious as you want, but this
demonstrates to me that you understand the elements of
this genre)
-one instance of another genre that is confused for magical
realism (remember how we differentiated between science-
fiction/fantasy and magical realism)

5. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
The Process
1. I assign a number to each of you
2. After receiving your number, read through the
introduction and complete the worksheet based
off directions in slide 3
3. Read the story assigned to your number
4. Meet with your group members to discuss the
story
5. Work on your script and play together, making
sure to fulfill the requirements
6. I will assign an order for each group to perform,
and then
7. Your group will perform your play, fielding
questions and answers from the audience (I will
be evaluating your audience participation when
your group is not performing, as well)
8. Turn in your worksheet from slide three and your
group’s script

6. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score
CATEGORY 4 3 2 1
Content Shows a full
understanding of the
topic.
Shows a good
understanding of the
topic.
Shows a good
understanding of
parts of the topic.
Does not seem to
understand the topic
very well.
Comprehensi
on
Student is able to
accurately answer
almost all questions
posed by classmates
about the topic.
Student is able to
accurately answer
most questions posed
by classmates about
the topic.
Student is able to
accurately answer a
few questions posed
by classmates about
the topic.
Student is unable to
accurately answer
questions posed by
classmates about the
topic.
Time-Limit Presentation is 5-6
minutes long.
Presentation is 4
minutes long.
Presentation is 3
minutes long.
Presentation is less
than 3 minutes OR
more than 6
minutes.
Collaboration
with Peers
Almost always listens
to, shares with, and
supports the efforts of
others in the group.
Tries to keep people
working well together.
Usually listens to,
shares with, and
supports the efforts of
others in the group.
Does not cause
"waves" in the group.
Often listens to,
shares with, and
supports the efforts of
others in the group
but sometimes is not
a good team member.
Rarely listens to,
shares with, and
supports the efforts
of others in the
group. Often is not a
good team member.
Evaluation
Example:

7. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
You’ve now learned about some of famous authors of this
genre and read about their works, you’ve read a full story
from this genre, and you’ve demonstrated your
comprehension of this literary genre by identifying its
elements on your worksheet as well as through other group
performances, and you’ve collaborated with your group
members to create a script.
Conclusion

8. Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
.
Strange Pilgrims. Gabriel Garcia Marquez. Copyright 1993.
Publisher: Alfred A. Knopf, Inc. New York.
Credits & References

9. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 11th Grade English
Designed by
Nick Sabolik
ncsabo@rams.colostate.edu
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Magical Realism,
a Literary Genre

10. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson was created for educ331, a component of the teacher licensure
program at Colorado State University. This specific WebQuest was created for an
11th
grade high school English course.
This WebQuest is meant to build upon students’ introduction to magical realism – a
major literary genre. In this lesson, students are required to navigate a specific
website and read synopses of some of the genre’s key writers and their works, as
well as the works of contemporary writers. In addition to these synopses, students
are also required to read a brief short story of the genre, discuss their story in small
groups, and create a brief play based off their story with certain requirements that
demonstrate their understanding of the genre’s elements. Students are also able to
build their understanding of the genre by watching and discussing the elements of
other group’s plays.Evaluation
Teacher Script
Conclusion
Introduction (Teacher)

11. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This WebQuest is designed for 11th
and 12th
English classes, specifically English 3
or English 4.
Students will have read a brief synopsis detailing what the genre is. This lesson is
intended to build upon their knowledge of the genre by giving them texts to read,
discuss, and eventually create their own examples that demonstrate their
comprehension.
Evaluation
Teacher Script
Conclusion
Learners (Teacher)

12. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This WebQuest addresses the following Colorado Department of Education
Standards for Reading and Writing
Standard 1: Students read and understand a variety of materials.
Standard 2: Students write and speak for a variety of purposes and
audiences.
Standard 4: Students apply thinking skills to their reading, writing, speaking,
listening, and viewing.
This lesson requires students to read and analyze several texts, individually as well
as collaboratively. Students also are required to synthesize new information by
writing a script and completing a worksheet that demonstrates their ability to
identify and create elements of the genre.
Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)

13. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
1. I assign each of you a number.
There are 23 students in the class and 5 stories. Count students off by 5s. The first
group will read the first story, the second group will read the second story, and
so on. There will be 3 groups of 5 and two groups of 4; in the event of
absence(s) try to make each group have an equal number of students.
2. After receiving your number, read through the introduction and complete the
worksheet based off directions in slide 3
Students will work independently completing their worksheet
3. Read the story assigned to your number
Students will read their assigned story after they have completed their worksheet.
4. Meet with your group members to discuss the story
Students will assemble into groups after they have completed their worksheet and
read their story on their own.
5. Work on your script and play together, making sure to fulfill the requirements
Students will reference slide 4 for the specific requirements for this project as well
as slide 6 for a grading rubric with my expectations. It is a good idea to remind
students to reference these slides, but other questions may arise.
6. Your group will perform your play, fielding questions and answers from the
audience (I will be evaluating your audience participation when your group is not
performing, as well)
Each group will perform their play, allowing roughly 3 minutes for the audience to
identify different elements of magical realism and to identify elements of other
genres, as well. As a teacher, you should be calling on students to make sure
all students are being acknowledged (for participation and comprehension) , but
allowing the students of the performing group to answer questions.
7. Turn in your worksheet from slide three and your group’s script
Remind students that their worksheet should already be turned in. The group script
that is handed in should clearly identify each of the requirements listed on slide
3.
Evaluation
Teacher Script
Conclusion
The Process (Teacher)

14. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A computer is required for each student. Slide 3 asks students to complete a
worksheet that they have the option of completing and printing out through the
word processor or completing on a sheet of their own paper.
Students are required to access the following websites:
websites
This lesson only requires one teacher, primarily to facilitate the classroom and
answer questions.
Evaluation
Teacher Script
Conclusion
Resources (Teacher)

15. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
I have designed this lesson into two lessons (a small, individual one and a larger
group one) so that as students first turn in their worksheet before moving on to the
next lesson I can read through their answers to determine students’ comprehension
of the material and address any areas of struggle that can be addressed before
each group performs. An answer key with explanations will be provided for the
worksheet for substitute teachers.
While each group presents its play and audience members identify elements of the
genre, I should have a general assessment of each student’s comprehension (there
are 5 plays, each with at least 4 instances that illustrate the genre, this allows me to
call on nearly every student to identify something. Students whose worksheets
demonstrated proficient comprehension will probably not be called on, though
depending on how each group creates its play there may be the opportunity to
include each student.
You may want to just copy and paste the evaluation section of the student page (
Evaluation) into this space and add any clarifications needed for another teacher to
make use of this lesson.
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)

16. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The WebQuest model is best suited for learners who can navigate the Web on their
own and can read the kinds of material commonly found on the Web. We can
stretch the format to reach primary-aged learners, developmental English Language
Learners and special populations by creating a facilitated WebQuest, one that
requires an adult or older peer to drive things.
Use this page to create a script for that facilitator. The facilitator would print this
page out and use it to guide their progress through the WebQuest.
This page will include step by step directions to the facilitator, including:
•What to say at each point in the process
•What to click on
•What questions and misconceptions to anticipate
•How long to take at each point
•When to direct learners to work away from the computer
To help the facilitator, you might want to include screen dumps of particular screens
embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
Evaluation
Teacher Script
Conclusion
Teacher Script (Teacher)

17. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)

18. [Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
List here the sources of any images, music or text that you're using. Provide links back to
the original source. Say thanks to anyone who provided resources or help.
List any books and other analog media that you used as information sources as well.
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
others can acquire the latest version of this template and training materials.
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)
http://www.amazon.com/Robots-Dawn-Isaac-Asimov/dp/0553299492/ref=pd_bbs_5?
ie=UTF8&s=books&qid=1239322572&sr=8-5#reader