1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page A WebQuest for seventh grade English Designed by Sheryl Cubin mishsheri@hotmail.com Based on a template from The WebQuest PageThe WebQuest Page Greek Mythology I Search

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page 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

3. Student Page Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page 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. Title The Task

4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page 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

5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page Beginning 1 Developing 2 Accomplished 3 Exemplary 4 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. Evaluation Example:

6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page 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

7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page]Teacher Page I would like to thank Mrs. Larson at Preston Junior High School for her wonderful ideas. Photos from: Creative Commons Credits & References

8. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for xth Grade (Put Subject Here) Designed by Sheryl Cubin mishsheri@hotmail.com Based on a template from The WebQuest PageThe WebQuest Page Evaluation Teacher Script Conclusion Greek Mythology I Search

9. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is intended for use after studying a unit on Greek mythology. Assessing student comprehension is the primary goal of this project. Evaluation Teacher Script Conclusion Introduction (Teacher)

10. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson enables teachers to easily assess student comprehension in mythology, while giving students the chance t express themselves and their own perspectives. Evaluation Teacher Script Conclusion Learners (Teacher)

11. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page 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. Evaluation Teacher Script Conclusion Curriculum Standards (Teacher)

12. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page 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. Evaluation Teacher Script Conclusion The Process (Teacher)

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

14. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluating the graphic organizer, the student’s notes, and the monologue will be sufficient in assessing student comprehension. Evaluation Teacher Script Conclusion Evaluation (Teacher)

15. [Student Page]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 PageProcess segment Evaluation Teacher Script Conclusion Teacher Script (Teacher)

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

17. [Student Page]Student Page Title Introduction Learners Standards Process Resources Credits Teacher Page Thanks to Mrs. Kelly Larson t Preston Junior High School and to creative commons for their photos. Evaluation Teacher Script Conclusion Credits & References (Teacher)