Within the this entry you will find a variety of differentiation strategy models.

Survey Monkey

     This link gives access to an interest survey created for "Differentiation Supported By Technology". The purpose of the assignment was to create a student-interest survey (15-20 questions) for your grade level and subject area using an online survey tool.

 

     This survey is designed for my 4th through 6th graders. This will be of great help in determining what habits may affect their school work and what skills (and technology access) they possess. I used Survey Monkey because I absolutely love the flexibility it offers with appearance (though I did not use the graphics input feature) and types of questions you may ask. One downfall is that the free version does limit each survey to only 10 questions. Because of this, I am submitting two surveys (part 1 and part 2). If you choose to take my survey, please complete both parts. Thanks and I would appreciate any and all feedback!

Please click here to take "Me, Myself and I (Part 1)"

Please click here to take "Me, Myself and I (Part 2)"

Tiered Lessons

     This tiering srategy was developed for "Differentiation Supported By Technology". The focus of the assignment was to describe how you would use three different technology tools in your content area and grade level as part of a tiered lesson.

 

Culminating Project Title: Flipside Fairy Tale Creation

     Project Description: Students will create an original version of a fairy tale using the "bad guy's" perspective under the premise that he (or she) is totally innocent and was actually the victim. Students would receive a rubric describing project guidelines, including: beginning, middle and end; logical sequencing and progression; and graphics. Presentation will be displayed for parents during a book fair evening event.

 

Tier I

Basic (below grade level)

Tier II

Proficient (at grade level)

Tier III

Advanced (above grade level)

Technology Medium

PowerPoint (slideshow)

MovieMaker (slideshow)

Alice (3-D animation)

Presentation Length (Time)

 

3-5 minutes

 

3-5 minutes

 

3-5 minutes

Text

Title screen; Descriptive phrases on slides

Title screen; Complete overlayed sentences

Title Screen; Dialog and narration

Number & Types of Graphics

Minimum of 5 images

Original creations using MS Paint/Draw or images found on an archive and altered as needed with a graphic editor

Minimum of 8 images

Images taken with digital camera or retrieved from an archive and altered as needed using a graphic editor

Minimum of 10 objects added onto the "world":

Minimum of 3 animated objects; Minimum of 1 originally created object; Minimum of 6 other objects

Audio

Story narration recorded using Audacity; Optional background music

Story narration using Audacity; background music

Story narration using Audacity; sounds effects from the Alice database; background music or other sound effects retrieved from an archive

 

 


R.A.F.T.T

     This example of the interest-based R.A.F.T.T. differentiation strategy was created during "Differentiation Supported By Technology". The focus of the assignment was to create a post in which you describe how you would use the R.A.F.T.T. strategy in your content area and grade level, including details about the roles, audiences, formats, topics, and technologies available to use during the R.A.F.T.T. process. I chose the book report unit I do with 5th grade on the book Bunnicula.

     Description: For this project, the students would receive a rubric of expectations after reading Bunnicula in class. They will complete an interest survey for the purpose of grouping students with similar project desires together. The intent is for these projects to be completed in mixed ability groups of three. Homogeneous grouping may be used for IEP students who will work well together with appropriate accommodations as needed. All projects must have graphics and text. In most cases, graphic images will need to be altered using Picnik or other graphic editor. All projects will be posted to the class WikiSpace for evaluation. Evaluations of the project will be in the form of self, peer, and teacher evaluations. Self evaluations will include what they learned from the process, what their most and least favorite parts of the projects were, and what they would do differently next time.

 

Role

Audience

Format

Topic

Technology

1. Bunnicula (vampire rabbit) Harold or Chester Cartoons or Comic Strip Bunnicula is a character who does not speak in the book. Create a comic strip (pictures and text) which illustrates Bunnicula's point of view on his activities (foraging/feeding, observing the household, his opinion of his life, etc). MS Paint, ToonDoo, FluxTimeMake Beliefs Comics, PixtonOurStory, or PowerPoint using images altered on Picnik or other graphic editor
2. Toby or Pete (boys) Classmates in School Timeline Pete and Toby are self-absorbed in their own lives, but they also show a tight bond to their pets' lives. Create a timeline of events as they would have seen them from the movie where they found Bunnicula to the results of the visit to the vet. xTimeline, Picnik or other graphic editor
3. Harold (friend to Bunnicula, dog who tells the story) Mom and Dad Monroe Illustrations Harold is the fictitious author of this book, however his gift lies in storytelling, not illustrating. Choose your favorite scene from the book to illustrate as Harold saw it. Include captions which relate the events being illustrated. Pinky Dinky Doo, Kerpoof Studio, StoryStarters, PowerPoint, MovieMaker, PhotoStory, Picnik or other graphic editor
4. Chester (cat, know-it-all) "The World" Newspaper Article Chester's premise throughout the book is that Bunnicula is a danger to the household and ultimately the world. Write an article for the local newspaper from Chester's point of view. Give the details of the problem with specific examples from the story (with graphics) as he sees it in his plea for help. MS Publisher or Glogster, Picnik or other graphic editor

 


R.A.F.T.T

     This example of the interest-based R.A.F.T.T. differentiation strategy was created during "Differentiation Supported By Technology". The focus of the assignment was to create a post in which you describe how you would use the R.A.F.T.T. strategy in your content area and grade level, including details about the roles, audiences, formats, topics, and technologies available to use during the R.A.F.T.T. process. I chose the book report unit I do with 5th grade on the book Bunnicula.

     Description: For this project, the students would receive a rubric of expectations after reading Bunnicula in class. They will complete an interest survey for the purpose of grouping students with similar project desires together. The intent is for these projects to be completed in mixed ability groups of three. Homogeneous grouping may be used for IEP students who will work well together with appropriate accommodations as needed. All projects must have graphics and text. In most cases, graphic images will need to be altered using Picnik or other graphic editor. All projects will be posted to the class WikiSpace for evaluation. Evaluations of the project will be in the form of self, peer, and teacher evaluations. Self evaluations will include what they learned from the process, what their most and least favorite parts of the projects were, and what they would do differently next time.

 

Role

Audience

Format

Topic

Technology

1. Bunnicula (vampire rabbit) Harold or Chester Cartoons or Comic Strip Bunnicula is a character who does not speak in the book. Create a comic strip (pictures and text) which illustrates Bunnicula's point of view on his activities (foraging/feeding, observing the household, his opinion of his life, etc). MS Paint, ToonDoo, FluxTimeMake Beliefs Comics, PixtonOurStory, or PowerPoint using images altered on Picnik or other graphic editor
2. Toby or Pete (boys) Classmates in School Timeline Pete and Toby are self-absorbed in their own lives, but they also show a tight bond to their pets' lives. Create a timeline of events as they would have seen them from the movie where they found Bunnicula to the results of the visit to the vet. xTimeline, Picnik or other graphic editor
3. Harold (friend to Bunnicula, dog who tells the story) Mom and Dad Monroe Illustrations Harold is the fictitious author of this book, however his gift lies in storytelling, not illustrating. Choose your favorite scene from the book to illustrate as Harold saw it. Include captions which relate the events being illustrated. Pinky Dinky Doo, Kerpoof Studio, StoryStarters, PowerPoint, MovieMaker, PhotoStory, Picnik or other graphic editor
4. Chester (cat, know-it-all) "The World" Newspaper Article Chester's premise throughout the book is that Bunnicula is a danger to the household and ultimately the world. Write an article for the local newspaper from Chester's point of view. Give the details of the problem with specific examples from the story (with graphics) as he sees it in his plea for help. MS Publisher or Glogster, Picnik or other graphic editor

 

Tic-Tac-Toe Board (New Technologies)

     This "Smart" chart was created for "Differentiation Supported By Technology". The task was to create a post in which you describe what you might add to the table about “Ideas to Create a Tic-Tac-Toe Board”. Explanations are below the chart.

 

Logic Smart

JumpStart (CD) software and Online JumpStart Educational Games http://www.jumpstart.com/MyAccount/Register1.aspx?url=/FunForKids/ChildLogin.aspx&pid=googpd&cid=online%20educational%20games&gclid=CJPgytHugp0CFQRM5QodJCjCbw The CD versions of these Knowledge Adventure games are puzzle-type adventure games which work on key skills (ex: math, reading, spelling, science). Grade levels are Preschool through sixth. There are also specialized Reading software for Kindergarten and 1st grade.

Graphic organizers – Kidspiration, Mindomo (www.mindomo.com)

Body Smart

Claymation and movie software – PowerPoint, MovieMaker, iMovie, PhotoStory

Alice 3-D Interfacing Animation – Students create animated stories using images in database or those they create. When animating, they learning programming needs involved with moving whole body parts without disjointing.

Wonder Smart

All About Explorers – www.allaboutexplorers.com – This is an online reference tool designed to teach students the value of validating information. The site is set up with misinformation on common explorers. There is a WebQuest and a teacher lesson section. They have also created Treasure Hunt which are designed at three different levels.

Google Earth - Virtual field trips

Music Smart

Podcasting (ex: GCast)

Audio editors – Audacity, GarageBand

People Smart

Edublogging - http://edublogs.org/

Wikis – WikiSpaces (www.wikispaces.com)

Diigo (www.diigo.com)

Google Docs 

Picture Smart

Graphic editors (Picnik – http://www.picnik.com, PhotoShop, PaintShop, Gimp)

Video Slideshows/Presentations – Animoto (http://animoto.com/), SmileBox (http://www.smilebox.com/slideshows/)

Image archives – Discovery Education (www.discoveryeducation.com)

Nature Smart

Zoo archives – many zoos offer educational programs for schools. Ex: http://nationalzoo.si.edu, http://www.eriezoo.org, http://www.louisvillezoo.org/news/, http://www.philadelphiazoo.org/, http://www.zoo.org, http://www.sandiegozoo.org, http://www.zooatlanta.org

Word Smart

Microblogging – ex: Twitter (http://twitter.com/) – Microblogging forces people to communicate with very concise language expression.

Self Smart

Personal blogs and discussion forums set up through the class wiki.

"Logic Smart" holds some of the main components for libraries: databases. Most libraries are now automated using databases for the cataloging and circulation functions. In my own situation I do not believe that I should do anything for the students that they are capable of doing themselves - I do not believe in enabling students or anyone else. This means that from the first week of school they learn how to use all the equipment and programs to some extent. The youngest students learn how to use the barcode scanner, mouse, and recognize items on the monitor. The older students use the entire catalog and circulation programs. The catalog features require "thinking" to type the correct keywords to find what they are looking for.

"Nature Smart" is the analytic intelligence that will enable me to work more collaboratively with classroom teachers. Most classrooms have environmental topics for research. The library is more heavily used by the science departments, but only for providing materials. If I can provide some of my own resources I can make my services more meaningful. This is the easiest, most varied curricular area to delve into because it is the one most desired by students at every grade level.

"People Smart" is one of the most important areas for 21st century skills. Our students need to learn how to collaborate globally, especially considering the rate at which jobs are being outsourced and off-shored. Jobs are becoming increasingly more technology based (obviously) and more collaborative in nature. If we do not teach students how to communicate online with others, they will not be able to function in their future. My district does not allow open collaboration yet, but we are working in the right direction. I have a few projects that I plan to institute involving ePals and digital storytelling. These projects rely heavily on concise written expression to get their points across. Stories would be traded online for illustrating. Once the illustrations are complete, the stories would be traded back for evaluation. Students would be able to see how well they communicated their thoughts in the words they used. They would be able to evaluate where the misinterpretations took place and how they could have been avoided.

"Self Smart" deals with personal reflection focusing on "self". This is an excellent opportunity in my curriculum, especially in the older grades (6th in particular). My main project is a sixty page autobiography. The "self smart" intelligence offers alternatives to this monster of a project. Blogging is something that I added to the chart because of the opportunities provided to the students for contributions from within themselves. The topics can be as personal or impersonal as the teacher desires and still promote personal creativity which is an important part to motivation and self-esteem.

 

Tic-Tac-Toe (Learning Styles)

     This example of the "Tic-Tac-Toe" strategy was developed for "Differentiation Supported by Technology". The assignment was to create your own tic-tac-toe board (modeled after the one on p. 83 in your text), specific to your grade level and content area, make sure that you include an appropriate technology option and a clear product description/brief instructions for each of the nine Multiple Intelligences. To see the accompanying rubric for this activity go to the "Rubrics" page of this wiki.

 

BROKEN ARROW BOY

Choose one activity from each column/color to make a

Tic-Tac-Toe winning move!

Logic

Adam’s Timeline

 

  Using xTimeline, create a timeline of at least eight events from Adam’s book. Include everything from the accident to his “broken arrow ceremony” at the end. Each item on the timeline needs either a text description or an image illustrating the event. Images can be altered from Discovery Education, taken with a digital camera, or created using MicroSoft Paint.

Body

Medical Photojournal

 

  Using a digital camera (staged shots) or by altering images from Discovery Education, illustrate a PhotoStory presentation about Adam's medical care. Address all of the following questions with at least one example each. How did the doctors care for Adam when he first got hurt? What fears did the doctors have? How did they help Adam retrain his brain and his body to do normal things (include physical therapy)? What special needs and medical care did Adam require when he left the hospital? What kinds of tests were done when Adam started having trouble again? Use text sentences or narration to explain each point.

Wonder

“Now I break this arrow...”

 

  Using a digital camcorder and Movie Maker, create a video presentation showing Adam's “broken arrow ceremony”. Show Adam's thoughts as he reflects on the past year of his life during his recuperation from this tragedy. Illustrate major points from each aspect of his life: the accident, the hospital, home, school, and family and friends. Video must include a title slide and be at least three minutes long. A PowerPoint may also be used with a minimum of eight slides and pictures altered from Discovery Education.

Audio

News Podcast

 

  Using Audacity, create a podcast as a news reporter relating the details of Adam’s tragedy and recovery. Include at least one detail from each: scout camp/accident, the hospital, home, and school. The podcast must be at least three minutes long and include a music selection somewhere. It can be in the form of an interview or a simple newscast. It is to be uploaded to GCast for sharing and linked on the class WikiSpace.

People

Psychiatry Blog

 

  On the class WikiSpace begin a discussion thread as Adam's psychiatrist, Dr. Govaerts. Describe where and how Adam's accident took place and what he learned from this experience. In your post discuss how this will change Adam's life. Ask for advice from fellow psychiatrists on how to help Adam get back to a normal life and how to prevent this from happening to others.

  Have online conversations with another classmate who has posted as another psychiatrist. During your conversations discuss preventions and also offer advice on ways to help Adam regain a normal life. Your advice may not repeat the advice from your classmate.  Communicate at least three additional times with your “psychiatrist” friend (not counting your initial post communication).

  Make one final posting which summarizes Adam's case and what you recommend for his care.

Illustration

Archery Safety Glogster

 

  Research using books and the internet to learn about archery safety. Using at least three pictures found on Discovery Education and one more picture drawn using MicroSoft Paint, create a poster advertising archery safety. Provide details about do’s and don’ts. Pictures may be edited using Picnik. Glogster page must include a link to your research bibliography created on EasyBib. Use at least three sources (one of which must be a book or encyclopedia).

Nature

Cub Scout Camp Agenda

 

  Using Diigo, create list of at least five sites which have activities for kids attending a scout camp. Sites must have details highlighted and annotation notes must be added to all bookmarked entries. Sites must have outdoor activities which are designed to teach kids about respect for the environment. At least three of the sites must directly relate to the activities at the camp where Adam had his accident or to the events which followed.

Word

Puzzle Central!

 

  Using Discovery Education Puzzlemaker, create a crossword puzzle for Broken Arrow Boy. Include vocabulary and details of events from each category of the book: the accident, the hospital, home events, school issues, family and friends. Include at least 15 words with clues in your puzzle (each category must have a minimum of two words/details from it). Attach at least one illustration related to the story. Illustration may be clip art, an image from Discovery Education, or be drawn using MicroSoft Paint.

Self-Reflection

Adam and I...

 

  On the class WikiSpace create a blog posting that relates Adam's life to your own. Discuss specific events that were difficult and why. Discuss the emotional troubles that Adam faced. How did you handle similar difficulties? What advise would you offer to Adam to help him through the tough times? Describe at least three similar incidences and at least three pieces of advice on how to get through the stress. Experiences may be ones from someone you know or from your own personal life.

 


I-Search

     This example of the inquiry based instructional strategy of I-Search was created during "Differentiation Supported By Technology". The focus of the assignment was to describe how you would use the I-Search strategy in your content area and grade level, including details about how you would cluster students and the process they would follow.

             

 

Bloom's Revised Taxonomy

     This taxonomy was developed for "Differentiation Supported by Technology". The focus of the assignment was to create a three-column model of Bloom’s Revised taxonomy with the 18 technology tools (3 per level) you use or plan to use with your content area and grade level. In column 1, list the revised Bloom’s levels, and in column 2, list the technology tools. In the third column, explain how you would use each tool. Include both traditional and Web 2.0 tools.

 

 

Bloom’s Revised Taxonomy

Technology Tools

Implementation into

Library Media Skills

1. Remembering

recognize, recall

1. Diigo

 

 

 

 

 

2. EasyBib

 

 

 

3. Type to Learn 3; Garfield’s Typing Pal Junior; Learn2Type

 

 

1. Social bookmarking, annotating, and highlighting - When students are engaged in research they use Diigo to highlight, bookmark, and annotate entries for sites used. This is especially helpful for lower level students who have difficulty with note taking.

 

2. Bibliography creator - After students complete and compile their research they plug their bibliographic information into EasyBib for automatic citation creation.

 

3. Individualized keyboarding - Learn2Type is an online keyboarding instruction tool used for younger students whose fingers are too small to hold proper keyboarding positioning. It is used mainly for key recognition. Type to Learn 3 is for 3rd graders to learn basic keyboarding skills with proper positioning. Games must be played to move up through the levels. Garfield’s Typing Pal Junior is used for 5th graders who do not need constant game reinforcement but enjoy the humor of animations with occasional game breaks.

 

2. Understanding

interpret, exemplify, classify, summarize, infer, compare, explain

1. Mindomo

 

 

 

 

 

2. I Spy: “Oops Hoops”

 

 

 

3. Twitter

1. Categorizing - Graphic organizers will be used to help students learn how to sort, categorize, and organize their information. Beginning skills can be modeled using organizers which have been started by the teacher and left for the students to finish.

 

2. Categorizing - I Spy is a game CD. The “Oops Hoops” section of the original game is used to introduce kindergarten students to sorting and classifying.

 

3. Microblogging; beginning collaboration - By its very nature, Twitter encourages students to think carefully about their wording while communicating with others. This introduction to collaboration would teach them the importance of choosing minimal words to relay an idea. Regular blogging and email would be a logical progression once students understand the need to be precise in their communication language.

 

3. Applying

implement, execute

1. TeacherTube; SlideBoom; GCast; WikiSpaces

 

 

 

 

 

 

 

2. Digital camera and camcorder

 

 

 

 

 

 

3. Graphic editors (ex: Picnik)

1. Uploading and sharing - When students complete projects using technology, these projects are to be uploaded for sharing with parents and peers or for collaboration purposes. TeacherTube allows for video uploading; SlideBoom allows for PowerPoint uploading; Gcast provides for audio uploading for pod casting or other audio needs; and WikiSpaces allows for uploading projects to a class site for easy and safe sharing.

 

2. Running and operating - Students are instructed in the proper handling and use of digital cameras and camcorders. Students will also be instructed as to the importance of storyboarding prior to recording. Images and video footage will be used in the creation of other projects, including MovieMaker and PowerPoint presentations.

 

3. Editing - Students are permitted to “play” with graphic editors to learn their capabilities. The altered images will be used for other projects, including MovieMaker and PowerPoint presentations.

 

4. Analyzing

differentiate, organize, attribute

1. xTimeline

 

 

 

 

 

 

2. SurveyMonkey; Zoomerang

 

 

 

 

 

 

3. MicroSoft Excel

1. Organization and information relationships - Timelines are helpful for students to organize chronological material. Graphic organizers would be a prerequisite to timeline creation as they organize all information, not just time related. Once information is organized by date it can be used to compare the data.

 

2. Data gathering/online survey tools - Students select a topic of interest and create an online survey using SurveyMonkey or Zoomerang to collect responses. Students use the data analysis features to sort the information and make inferences based on that data. They then would publish a report which summarizes their data.

 

3. Organizing and analyzing data - Students learn to use basic spreadsheet layouts to organize and compare data. They would explore the application of features such as sorting. Data could be from their surveys or from teacher generated materials.

 

5. Evaluating

check, critique, judge

1. AllAboutExplorers

 

 

 

 

 

 

 

 

2. EduBlog

 

 

 

 

 

3. Ning

1. Information validity - As an introduction to internet research, students would choose an explorer to research. They would gather basic biographical information from AllAboutExplorers. This website has been specially created with false information to teach students the importance of validating research with a second source. The website also includes a five step lesson plan in a teacher section and a “treasure hunt” webquest to further the lesson.

 

2. Reflective practice - Students begin the blogging process by participating in teacher-led discussions posted in the class EduBlog account. Once students are accustomed to the format of blogging. They will create their own blog discussions and respond to those of their peers.

 

3. Collaborating and networking - Once students are familiar with online collaboration through email, microblogging, and blogging they will contribute to the class Ning. The class Ning will also provide links to other educational Nings which students will be encouraged to contribute postings to.

 

6. Creating

generate, plan, produce

1. MovieMaker

 

 

 

 

 

 

 

 

2. PowerPoint

 

 

 

 

 

 

 

 

3. Audacity

 

 

 

 

 

 

4. Alice

 

 

 

 

5. Glogster; MicroSoft Publisher

1. Videocasting/remixing - Students learn the power of creating video presentations with MovieMaker. Through “playing” they learn animation and transition techniques as well as special effects which make their presentation creative and complete. Videos used may be student created material or video clips from archives like Discovery Education. Presentations are uploaded for sharing with parents and peers.

 

2. Publishing - Students learn the power of creating presentations with PowerPoint. Through “playing” they learn animation and special effects along with the importance of timings and transitions. Images and video clips may be student created with digital cameras and camcorders or those retrieved from an online database like Discovery Education. Presentations are uploaded for sharing with parents and peers.

 

3. Podcasting - Students learn the techniques necessary to create a pod cast for literary enrichment. They sill record material they have previous scripted and add background music. Recordings may also be used as narration and background music for other presentations. Presentations are uploaded for sharing with parents and peers.

 

4. Programming/animating - Students will create 3-D animated stories using the Alice interfacing tools. Students will learn the importance of sequencing and formatting by “playing” within the Alice program.

 

5. Publishing - Students will use the creative flexibility of Glogster or MS Publisher to create educational posters and posters advertising literature enrichment activities, like author interviews and book promotions. Materials are uploaded for sharing with parents and peers.

 

 

Think Dots

     This strategy contains two charts and was created for "Differentation Supported by Technology". The purpose of the activity was to create a Cubing or ThinkDots assignment appropriate for the grade level and content area that you teach. Offer at least two versions of your assignment to show how you would differentiate by interest, learning profile or readiness. Make sure that your tasks are technology-driven.

 

Project Description:

     This ThinkDot activity and variation is another array of activities which can be used as book report presentations. All activities would be presented to the class once completed. The blue visual ThinkDots variation includes activities which are more text-based or graphic in nature. The red kinesthetic and auditory ThinkDots variation includes activities which involve adding voice or staged action to the presentations. Each activity directly relates to its partner activity on the opposing card. Students may be permitted to choose ahead of time which types of activities they would prefer to roll for, however, if it is apparent that a student is a specific type of learner, I may sway which variation they roll from.


 

 Learning Contract

     This complete Learning Contract was created for "Differentiation Supported By Technology" The task was to create a learning contract for independent students to follow during a unit for your grade level and content area using a digital tool. It should contain both required activities and a choice of activities, directions, dates, rubrics, learning conditions, and a provision for late or unsatisfactory work.

5th Grade Mythology Unit

Culminating Activities Learning Contract

 

            This is a learning contract between Mrs. Whiteman and ____________________. Before beginning, we will read through all of your requirements. Contracts will be collected daily so your progress can be tracked. You may record any questions or problems on the “Notes for Mrs. Whiteman” page. At the bottom of this page you will find the “Contract Agreements” which need to be checked and signed. Remember that when you sign this agreement, you are agreeing to complete all parts responsibly.

During this last marking period you will learn about many Greek and Roman myths and the history behind them. There are several activities which need to be completed, including some choices for you. As you complete each activity, place a check in the box next to it. Watch your deadlines!

WILKES NOTE: Work Sessions may be more than one class period depending on the group and the projects. Actual dates would be assigned and written in as they are determined.

 

Required Activity

Choose Your Own Activity

Work Session #1

Creation Timeline

----

Work Session #2

----

God/Goddess Interview

Work Session #3

Mythology Puzzle

----

Work Session #4

----

Argonauts Want Ad

Work Session #5

The Midas Touch

----

Work Session #6

----

Hercules Presentation

 

Consequences for not completing an activity satisfactorily

For every activity not completed responsibly you will be assigned the following extra times to complete the required activities and an additional handwritten research report on a topic that Mrs. Whiteman will assign to you. Please remember that you will still be required to complete the assigned activities from this contract.

An activity not completed: Recesses – begin one page research report

A second activity not completed: Add After-School Detentions – research report becomes a two page report

A third activity not completed: Add Saturday Detentions – research report becomes a three page report & phone conference with your parents, you, Mrs. Whiteman, and the principal to discuss further consequences

 

Contract Agreements

       I agree to follow all class ground rules.

       I agree to complete all work responsibly and on time or to accept the listed consequences.

       I agree to do my best work on all activities.

       I agree to let Mrs. Whiteman know as soon as possible if I do not understand something or if I need help.

       I agree to keep a positive attitude and try to have fun!

 

Student Signature __________________________________________ Date__________

 

 

Teacher Signature __________________________________________ Date __________

 

Required Activities

  1. Creation Timeline

       Using xTimeline, create a timeline which shows eight major events of the Creation Myths from Chaos to the Olympian reign. You can make up the dates but make sure that the order of your events is correct.

       Post the link to your timeline on the class wiki by the end of Work Session #1.

  1. Mythology Puzzle

       Using Discovery Puzzlemaker, create a puzzle (criss-cross, word search, or hidden message) which uses at least 10 descriptions of myth-related items (heroes, gods/goddesses, mortals, stories, creatures) as your clues and the 10 corresponding answers are put into the puzzle.

       Print two copies of your puzzle and a separate answer key.

       Complete at least one classmate’s puzzle.

       Hand in one clean copy of your puzzle, your answer key, and the classmate puzzle you completed by the end of Work Session #3

  1. The Midas Touch

       Draft a proper paragraph with this topic sentence: “As King Midas, I would wish for the gift of _______.” Describe the consequences of your wish and what you had to do to have it removed. Add one sentence (after the paragraph) with the lesson you learned.

       Post your paragraph the Discussion Forum on the class wiki by the end of Work Session #5.

 

 

SEE THE OTHER SIDE FOR YOUR

“CHOOSE YOUR OWN”

ACTIVITIES
Choose Your Own Activities

Choose ONE activity from EACH COLOR column; the activity content is the same for each color, however the method of delivery is different: one internet-based, one computer-based, and one non-technology-based.

 

God/Goddess Interview

Due by the end of Work Session #2

Argonauts Want Ad

Due by the end of Work Session #4

Hercules Presentation

Due by the end of the unit (Work Session #6)

       Podcast

Using Audacity and a microphone, script and record a one to two minute interview with your favorite god or goddess. Items for discussion must include: their realm, their family, and at least one story about them. Remember that interviews have an interviewer and an interviewee. Each role should vary in voice. Upload to class wiki for presenting.

       Glogster

Using Glogster, create a “Want Ad” poster advertising the Olympic Games to find heroes worthy of becoming an Argonaut and sailing to the “ends of the world” to obtain the Golden Fleece. You must include at least one original graphic created using Paint and the details of the competition (who may participate, types of events, when and where, what the winners get, when you sail). Upload link to class wiki.

       Comic Strip

Using ToonDoo, create a five (or more) cell comic strip which shows the details of your favorite labor of Hercules. You must be extra creative because you may not show “blood and guts” violence in your version. Images may be from the ToonDoo database, Discovery Education database, or your own creations scanned in. Upload link to class wiki and present to class.

       Newspaper Article

Using MicroSoft Word, create a one page interview with your favorite god or goddess. Items for discussion must include: their realm, their family, and at least one story about them. Remember that interviews have an interviewer and an interviewee. Print for display.

 

       Publisher

Using MicroSoft Publisher, create a “Want Ad” poster advertising the Olympic Games to find heroes worthy of becoming an Argonaut and sailing to the “ends of the world” to obtain the Golden Fleece. You must include at least one original graphic created using Paint and the details of the competition (who may participate, types of events, when and where, what the winners get, when you sail). Print for display.

       Slideshow

Using PowerPoint, create a five (or more) slide presentation which shows the details of your favorite labor of Hercules. You must be extra creative because you may not show “blood and guts” violence in your version. Images may be from the Discovery Education database, staged stills using the digital camera (be creative: live, toys, claymations, etc) or your own creations scanned in. Present to class.

       Talk Show

With a friend doing the same project, script and perform a one to two minute interview with your favorite god or goddess. Items for discussion must include: their realm, their family, and at least one story about them. For your interview you will play the interviewer; for your friend’s interview you will be the god/goddess being interviewed. Perform for your classmates.

       Poster Display

Using materials from the art room, create a “Want Ad” poster advertising the Olympic Games to find heroes worthy of becoming an Argonaut and sailing to the “ends of the world” to obtain the Golden Fleece. You must include at least one original graphic created by you and the details of the competition (who may participate, types of events, when and where, what the winners get, when you sail). Hang for display.

       Skit

Using one or two friends who are doing the same project, script and perform your favorite labor of Hercules. You must be extra creative because you may not show “blood and guts” violence in your version. The skit must be one to two minutes in length for each person participating. Don’t forget to use props. Present to class.

 

SEE THE OTHER SIDE FOR YOUR

REQUIRED ACTIVITIES
Rubric for Mythology Unit Activities

Page 1 (see other side for Page 2)

 

Activity

15 Point Criteria

10 Point Criteria

5 Point Criteria

1 Point Criteria

Work Session #1

Creation Timeline 

Timeline includes all eight major events and was uploaded to the class wiki on time.

Timeline has six to seven major events and was uploaded to the class wiki on time.

Timeline has four to five major events OR it was uploaded to the class wiki late.

Timeline has four to seven major events AND it was uploaded to the class wiki late.

Work Session #2

God/Goddess Interview 

Interview is the correct length (one/two minute podcast, one page article, one/two minute talk show) and was presented for display on time. It includes at least three key elements: their realm, their family, and at least one story about them.

Interview is the correct length (one/two minute podcast, one page article, one/two minute talk show) and was presented for display on time. It includes two of the three key elements: their realm, their family, and at least one story about them.

Interview was less than one minute and/or had two of the key elements: their realm, their family, and at least one story about them OR was presented for display late.

Interview was less than one minute and/or had two of the key elements: their realm, their family, and at least one story about them AND was presented for display late.

Work Session #3

Mythology Puzzle 

Puzzle contained at least ten clues/answers and you did at least one classmate’s puzzle. You turned in one clean copy with the answer key on time.

Puzzle contained eight to nine clues/answers and you completed at least one classmate’s puzzle. You turned in one clean copy with the answer key on time.

Puzzle contained six to seven clues/answers and you completed at least one classmate’s puzzle OR your clean copy with the answer was turned in late

Puzzle contained seven to nine clues/answers and you completed at least one classmate’s puzzle AND your clean copy with the answer was turned in late

Work Session #4

Argonauts Want Ad 

Want Ad has at least one original graphic and includes all six details of the competition (who may participate, types of events, when and where, what the winners get, when you sail). It was uploaded or presented for display on time.

Your Want Ad has least one original graphic and four to five details of the competition (who may participate, types of events, when and where, what the winners get, when you sail). It was uploaded or presented for display on time.

Your Want Ad uses graphic(s) you did not create yourself and four to five details of the competition (who may participate, types of events, when and where, what the winners get, when you sail) OR was uploaded/presented for display late.

Your Want Ad has least one original graphic and four to five details of the competition (who may participate, types of events, when and where, what the winners get, when you sail) AND was uploaded/presented for display late.

Work Session #5

The Midas Touch 

Proper paragraph includes your gift, consequences, and how it was removed. You included the lesson learned and posted to the class wiki Discussion Forum on time.

Proper paragraph includes your gift, consequences, and how it was removed, but you forgot the lesson learned. You posted to the class wiki Discussion Forum on time.

Your paragraph is not in proper form but includes your gift, consequences, and how it was removed and/or you did not include the lesson learned OR you posted to the class wiki Discussion Forum late.

Your paragraph is not in proper form but includes your gift, consequences, and how it was removed and/or you did not include the lesson learned AND you posted to the class wiki Discussion Forum late.

Anything less than the 1 point criteria will not be accepted and will proceed to the consequences.

Rubric for Mythology Unit Activities

Page 2 (see other side for Page 1)

 

Activity

15 Point Criteria

10 Point Criteria

5 Point Criteria

1 Point Criteria

Work Session #6

Hercules Presentation 

Presentation is the correct length (five cell comic, five slide PowerPoint, or one/two minute skit), includes appropriate graphics/props and was uploaded/presented on time.

Presentation is short (three or four cell comic, three or four slide PowerPoint, or less than one minute skit). It includes appropriate graphics/props and was uploaded/presented on time.

Presentation is short (three or four cell comic, three or four slide PowerPoint, or less than one minute skit), but includes inappropriate graphics/props OR was uploaded/presented late.

Presentation is short (three or four cell comic, three or four slide PowerPoint, or less than one minute skit) and includes appropriate graphics/props AND was uploaded/presented late.

Anything less than the 1 point criteria will not be accepted and will proceed to the consequences.

 

 

NAME _________________________

Notes for Mrs. Whiteman

 

Use this page to record any questions you have, any problems or concerns you are having, and anything else you would like to say about how your work session went.

 

Work Session #1

            What would you like Mrs. Whiteman to know?

 

Work Session #2

            What would you like Mrs. Whiteman to know?

 

Work Session #3

            What would you like Mrs. Whiteman to know?

 

Work Session #4

            What would you like Mrs. Whiteman to know?

 

Work Session #5

            What would you like Mrs. Whiteman to know?

 

Work Session #6

            What would you like Mrs. Whiteman to know?