.

Thanks to the following for their role this Web Quest:

This is a Web Quest on the subject of our missing soldiers. It is at the core of a study unit on the subject. This subject has been chosen since I hope the task and process will help pupils learn more about it. The by-product is that pupils will learn English as well.

Web Quests are an excellent tool to engage pupils in real learning, so I am sure that pupils will do much more than learn English.

Proficiency - Although I can see a good 10^th grade class using this Web Quest, I guess it suits 11^th and 12^th grade pupils (both 4 and 5 points) best.

I have in mind a heterogeneous 11^th and 12^th grade class.

I have tried to cater to "Multiple Intelligences", provided I understand that term well. Pupils of varied abilities will find a way to contribute to the final product, and learn English all along. Obviously, they will all learn about the Israeli Missing in Action, a very important subject in our country indeed.

The level of English might be too high for some pupils, but the unit lends itself for collaborative work: "strong" pupils in English may peer-teach vocabulary, whereas those students who are more "Computer-literate" may take the lead in this area.

The unit also provides options for different products and for how pupils should present them. This may allow, to mention but one example, the best lecturers to come from those pupils whose written performance may not be the best.

I am inclined to give seemingly "weaker" pupils the chance to work on this unit because they will be using "real-life skills".

The materials have been chosen along the guidelines set by "The Standards for Pupils of English: A Curriculum for Israeli Schools" in the section "Principles Underlying the Choice of Materials".

Domain: Social Interaction

Level: Proficiency

Ask and answer questions on the topic of the Missing Israeli soldiers

Interact and respond appropriately in conversations and discussions on Missing Israeli soldiers

Give and receive information using accurate language and varied vocabulary.

Engage in a conversation confidently, adapting language to suit context, audience and purpose.

Domain: Access to Information

Intermediate Level:

Understand the main ideas and significant details of a text.

Proficiency Level:

Understand how the rhetorical organization of the text affects its meaning.

Follow the argument in a range of expository texts.

Compare and contrast attitudes and arguments from a variety of sources.

Domain: Presentation.

Level: Proficiency

Express opinions with supporting facts and arguments.

Organize thoughts and ideas using discourse markers with accurate use of elaborate language structure to match purpose and audience.

Domain: Appreciation of Literature and Culture, and Language.

Level: Proficiency

Benchmark: Gain insight into how social acts and social traditions represent a particular culture. (In the Web Quest, the idea that Israel doesn't -shouldn't give up on any of its soldiers)

This Web Quest is a unit that may require some pre-teaching regarding both the contents and the form. Teachers may have to introduce the situation, and also explain that the Abducted Israeli soldiers were neither captured together, nor by the same group or organization. And that hey were not captured at the same time, either.

Additionally, students unfamiliar with navigating the Internet and working between software programs may need help. This may mean scheduling extra time in the Computer Lab if the facility is available in the school. Teachers may enlist the Technology teacher in this area (I don't think that we, as teachers of English, should be expected to teach Technology). By bringing in teachers from other subject matters, we may make this an Inter-disciplinary unit.

The Web Quest requires collaborative work. Some pupils may need extra help in doing this. For example, teaching guidance may be welcome to pupils with learning disabilities (not only to them!). Teachers may have to appoint pupils to help Special Need pupils in any area.

The following is an excellent article on "Using Strategy cards to enhance Cooperative learning for students with Learning Disabilities" -

Depending on the size of the class, and access to computers, this Web Quest may take10 - 15 lessons, that is to say, between 3 - 4 weeks assuming that there will be lessons devoted to other subjects / areas within the Curriculum as well.

Again, depending on the size of the class, teachers may decide to create teams of 12 pupils. In this case, there will be two pupils per role in each group.

Teachers who may not be at ease using the form (a Web Quest), which requires integrating Technology into their teaching of English, should not be put off by their legitimate concern. As I see it, they may need the flexibility to allow their "more Computer-literate" pupils to help them. There is much that both teachers and pupils can learn from this experience. That procrastinator, or even that other troublemaker in our class, for example, may turn to be the pupil who will make the work of everybody in this unit a smooth and profitable one.

Teachers using this Web Quest may need special resources such as print resources in the CLab, video and audio materials, and a permanent place to shthe exhibition.

Teachers may consider the possibility of inviting the school's principal, and / or any other member the schboard to attend the presentation. Pupils should be informed ahead of time if this happens. This will give the presentations an added value.