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A WebQuest for seventh grade English
Designed by
Sheryl [email protected]
Based on a template from The WebQuest Page
Greek Mythology I Search
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This WebQuest has been designed as a research tool that will help you to choose a god, goddess, or prominent figure in Greek mythology. After researching the figure of your choice you will be required to perform a three-minute monologue for the class.
Introduction
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You will be required to:1.Have three-minute monologue memorized and in first person.2.You must provide important facts about the god/goddess and relate a myth in which the god/goddess plays a prominent role. Be sure to focus on the CHOICES the god/goddess made and the consequences of those choices.3.You must have at least one prop for your monologue.4.You must appear in costume.
Your final product will include: a graphic organizer (that I will provide in class)
your research notes from this WebQuest a copy of your outline, bulleted list, written speech, or whatever form you choose to
prepare your monologue in.
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The Task
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1. Select a god, goddess, or major Greek figure. Sign up in class!2. Go to the following websites for your research:
www.wingedsandals.com or
www.mythweb.com 3. Take notes using your source. Notes may be kept on note cards, on notebook paper, or
in a Word document. These notes will be collected.4. After compiling your notes, decide on the most important and interesting facts that you
will include in your monologue. Also, decide on the myth you will be retelling. Make sure the myth is fairly brief, for your time is limited. Remember, these facts must be in your own words. I want you to synthesize the data, not regurgitate it!
5. Complete monologue graphic organizer. 6. Compose monologue.7. Decide appropriate costume and props. Assemble these.8. Rehearse! Rehearse! Rehearse!9. Perform your monologue and submit requested materials.10. Celebrate! You’re done!
The Process
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Beginning1
Developing2
Accomplished3
Exemplary4
Score
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
Stated objective or Performance
Description of identifiable performance characteristics reflecting a beginning level of performance.
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
Description of identifiable performance characteristics reflecting mastery of performance.
Description of identifiable performance characteristics reflecting the highest level of performance.
EvaluationExample:
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This project marks the conclusion of the Greek mythology section for this semester’. You have read lots of myths during this unit. Now, you will finally have a chance to show off what you have learned. You now have enough background knowledge about Greek mythology, that you will be prepared for your future classes.
Conclusion
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I would like to thank Mrs. Larson at Preston Junior High School for her wonderful ideas.
Photos from: Creative Commons
Credits & References
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A WebQuest for xth Grade (Put Subject Here)
Designed by
Sheryl [email protected]
Based on a template from The WebQuest Page
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Greek Mythology I Search
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This lesson is intended for use after studying a unit on Greek mythology. Assessing student comprehension is the primary goal of this project.
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Introduction (Teacher)
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This lesson enables teachers to easily assess student comprehension in mythology, while giving students the chance t express themselves and their own perspectives.
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Learners (Teacher)
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Students will have the background knowledge necessary for high school English classes that will be centered on Greek mythology.English Standards Addressed
•Analyze and synthesize information on Greek mythology•Learn about the mythology, legends, values and beliefs of a people.
This lesson encourages independent study skills, creativity, and critical thinking.
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Curriculum Standards (Teacher)
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This lesson will take place over the course of one week. The students will be introduced to the lesson and complete all of the research through the WebQust in one class period.
Even a novice teacher could utilize this lesson plan. Making sure that all of the students have signed up for their monologue is probably the most difficult part of this lesson.
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The Process (Teacher)
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What is needed to implement this lesson:
•Class sets of books•Specific software to run a PowerPoint program•Internet access•Specific reference material in the classroom or school library
Only one teacher is needed to implement this lesson plan
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Evaluating the graphic organizer, the student’s notes, and the monologue will be sufficient in assessing student comprehension.
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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
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This is a wonderful lesson that allows students to be creative. It gives them a chance to use technology for their research and gives them the freedom of choice. This freedom usually promotes student interest in the subject and improved comprehension of Greek mythology.
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Thanks to Mrs. Kelly Larson t Preston Junior High School and to creative commons for their photos.
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