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  1. 1. Student Page [Teacher Page] A WebQuest for 10th Grade Literature Title Introduction Designed by Task Lisa Winslow Process Lisa.winslow@colostate.edu Evaluation Conclusion Flikr: litmuse Credits Based on a template from The WebQuest Page
  2. 2. Student Page [Teacher Page] Title Years after Odysseus has completed his adventures, Telemachus’s   Introduction children look to you as  their mentors to relate the story of their grandfather  to them.  Presently, you both are surrounded by the your students as well as  Task the other children in the service of the house, all begging to be told how  Process Odysseus was transformed into a hero!  To help the children track the places in  the story one of you begins drawing a map, explaining where each part of the  Evaluation tale takes place. Conclusion One of the Children impatiently interrupts the other mentor, who  has just begin telling the story and asks, “At what MOMENT did Odysseus  become a hero?”   The story teller begins to respond by saying, there was not ONE  moment, there was a whole adventure !  All the children settle down and  attentively listen to you describe the adventure e of Odysseus and his journey  to becoming a hero. Credits
  3. 3. Student Page [Teacher Page] Title At the end of your story you will have identified: Introduction Task •The steps involved in the HERO’S JOURNEY •The points in the story where Odysseus completes another step in the hero’s journey  Process •The main places where Odysseus traveled to and the people he met and how both  (people and places) advanced Odysseus hero’s journey. Evaluation Conclusion Your end product will be: A poster map of Odysseus’s adventures with each setting  having Place title, a list of characters he met there and a number  referencing the step of  the Hero’s journey it relates to. (if you decide Troy is Odysseus’s first setting and the first  step of his hero’s journey, the picture on the map will have a number one by it.)  The steps  will be identified in separate paragraphs , summarizing the step of the journey and how  Odysseus completed the step. Flikr: litmuse Credits
  4. 4. Student Page [Teacher Page] Title Once you have completed reading Homer’s Odyssey: Introduction •You will be paired with one classmate to complete this project. •You and your partner will need to review the two roles the project requires, decide which  Task role you want to play and follow the steps listed underneath your role. Process The Storyteller •As the storyteller you will need to know and summarize the steps of the hero’s journey. Evaluation •You will need to be able to describe how Odysseus is able to complete each step within the  process through his adventures. Conclusion •Combine both steps into 1 paragraph PER STEP!!!! •Arrange the paragraphs in order of the steps of the Hero’s journey The Cartographer •You will need to map out Odysseus’s journey by either drawing or finding another form of  representation for each setting in the story. •Your representation and placement of each place should reflect a real map (so put the real  countries and real islands in their correct places, your map should not be a flat place 1 next to  place 2 which is next to place 3!!!) •Every place on your map should be titled and include a list of characters who were present at  each place. Also include the number of the step in the hero’s journey which was completed at  the place (this should go in parenthesis following the setting’s title). These websites may help you tell your story and create your map: 1. What is a Hero’s Journey? 2. The Hero’s Journey 3. People and Places of the Odyssey 4. Monomyth Hero’s Journey 5. Helpful Maps 6. A simple Map of Odysseus’s adventure Credits
  5. 5. Student Page [Teacher Page] Title Group Planning ‐‐ Research Project : A Hero's Jouney Teacher Name: Lisa Winslow Introduction Student Name:  ________________________________________ Task CATEGORY Ideas/Research  4 3 2 1 Researchers independently  Researchers independently  Researchers identify, with Researchers identify, with  Questions reasonable, insightful,  identify reasonable ideas/  some adult help,  considerable adult help,  Process creative ideas/  interpretations to pursue  reasonable ideas/  ideas/ interpretations to  interpretations to pursue  when doing the research. interpretations to pursue  pursue when doing the  Evaluation when doing the research. when doing the research. research. Conclusion Delegation of  Each student in the group  Each student in the group  Each student in the group One or more students in  Responsibility can clearly explain what  can clearly explain what  can, with minimal  the group cannot clearly  information is needed by  information s/he is  prompting from peers,  explain what information  the group, what  responsible for locating. clearly explain what  they are responsible for  information s/he is  information s/he is  locating. responsible for locating,  responsible for locating. and when the information  is needed. Plan for Organizing Students have developed a  Students have developed a  Students have developed  Students have no creative  Information clear and creative plan for  clear and creative plan for  a clear plan for organizing  clear plan for organizing  organizing the information  organizing the information  the information as it is  the information AND/OR  as it is gathered and in the  in the final research  gathered, but lack  students in the group  final research product. All  product. All students can  creativity. All students can cannot explain their  students can independently independently explain this  independently explain  organizational plan. explain the planned  plan. most of this plan. organization of the  research findings. Date Created: May 29, 2008 05:02 pm (CDT) Credits
  6. 6. Student Page [Teacher Page] Title At the end of your story, you  have taken your students through  Introduction the steps of the hero’s journey which Odysseus  completed, by describing the  steps and telling the story of The Odyssey.  You have also provided the children  Task with a visual representation of what Odysseus’s hero’s journey!!!  Process Evaluation TAKE A BOW!!! Conclusion Credits
  7. 7. Student Page [Teacher Page] Title Images used in this Webquest presentation were found at: Introduction Fliker Task Username: litmuse Link to Picture Process Fliker Evaluation Username: litmuse Link to Picture Conclusion Additional Webquest sources can be found at these links: The WebQuest Page  The WebQuest Slideshare Group Credits
  8. 8. [Student Page] Teacher Page A WebQuest for 10th Grade Literature Title Introduction Designed by Learners Lisa Winslow Standards Lisa.winslow@colostate.edu Process Resources Evaluation Teacher Script Conclusion Flikr: litmuse Credits Based on a template from The WebQuest Page
  9. 9. [Student Page] Teacher Page Title The incorporation of Homer’s The Odyssey into this lesson plan was Introduction initiated by teacher’s in Colorado’s St. Vrain School District. By using characters Learners such as Odysseus to inform students of the steps which must be completed on the Hero’s Journey. The high school which this lesson plan was originally designs by Standards reported great success. Process In this lesson plan students will learn the steps involved in the process of the hero’s Journey, which is a common theme in literature. Students will also link Resources the steps in the Hero’s Journey to the sequence of event which take place in the Odyssey. By creating a map which includes the people and places which Odysseus Evaluation encountered in his adventure, students will also be able to identify moments and situations where Odysseus completed another Hero’s Journey step. Teacher Script Conclusion Credits
  10. 10. [Student Page] Teacher Page Title This lesson plan is originally designed for 10th grade literature students Introduction because it challenges the students to analyze the text, including characters and Learners places, as to how the effect the main character and the rising events in the story. This lesson plan has the ability to be made appropriate for both younger grades and Standards older, through changing a few minor factors to increase or decrease the difficulty level of the assignment. The make it appropriate for grades below 10th, teachers Process could add more group members so that the tasks are half as hard and the students are not required to do as much. To increase the level of difficulty, teachers can ask Resources students to work alone, which would require more research and more work. Also you can increase/decrease the amount of writing which must be done surrounding Evaluation the Hero’s Journey steps, depending on their grade level. Teacher Script Prior to this lesson students will have had to have read The Odyssey and be able to Conclusion identify that Odysseus’s character undergoes several changes throughout the text. Credits
  11. 11. [Student Page] Teacher Page Title Students will learn about and demonstrate the steps of the linguistic Introduction Hero’s Journey by completing their projects, which align with the following Colorado State Reading/Writing Standards. Learners Reading/Writing Standards Addressed Standards •Students read to locate, select, and make use of relevant Process information from a variety of media, reference, and technological sources. (Standard 5). Resources • Students read and recognize literature as a record of Evaluation human experience. (Standard 6.) Teacher Script . As a result of this project students will walk away with developed group Conclusion communication, team work and both students will be able to identify connections and differences between the literary tale and everyday life. A good follow up question/project my be to ask them to do the same format of this project but to apply it to their life, instead of Odysseus’s. Credits
  12. 12. [Student Page] Teacher Page Title The project should be completed during class time, which allows you to measure the amount of success your students are having, the project should be completed in one week (give or Introduction take the weekend). Groups should be done in the way which will best benefit your students, every class room is different! Learners •Students will be paired with one classmate to complete this project. Standards •The paired students will need to review the two roles the project requires, decide which role you want to play and follow the steps listed underneath your role. Process The Storyteller Resources •As the storyteller students will need to know and summarize the steps of the hero’s journey. •Students will need to be able to describe how Odysseus is able to complete each step within the process through his adventures. Evaluation •Combine both steps into 1 paragraph PER STEP!!!! •Arrange the paragraphs in order of the steps of the Hero’s journey Teacher Script The Cartographer Conclusion •Students will need to map out Odysseus’s journey by either drawing or finding another form of representation for each setting in the story. •The student’s representation and placement of each place should reflect a real map (so put the real countries and real islands in their correct places, your map should not be a flat place 1 next to place 2 which is next to place 3!!!) •Every place on the map should be titled and include a list of characters who were present at each place. Also include the number of the step in the hero’s journey which was completed at the place (this should go in parenthesis following the setting’s title). To complete this task you may request that the “storyteller” goes to the lab to write their paragraphs and the Cartographer remains in the class room working on the poster of the map. However, teamwork would be ideal for this project and therefore it is recommended you have computers available and the location the group work on the project is left to them to deiced. Credits
  13. 13. [Student Page] Teacher Page Title Required Resources for this project: Introduction •Each group must have a copy of the text. Learners •Computers/ internet access •Poster bored/ butcher paper Standards •Art supplies (glue, scissors, markers) Process These basic websites may provide information surrounding the steps involved in the Hero’s journey as well as several lists and descriptions of people and places in the Resources Odyssey: Evaluation 1. What is a Hero’s Journey? Teacher Script 2. The Hero’s Journey 3. People and Places of the Odyssey Conclusion 4. Monomyth Hero’s Journey 5. Helpful Maps 6. A simple Map of Odysseus’s adventure Credits
  14. 14. [Student Page] Teacher Page Title Introduction At the end of this project students should feel comfortable describing Learners the steps of a typical Hero’s journey. As a follow up you can do what was previously suggested and have them write a mini paper describing their Hero’s Journey. By Standards doing this you would be able to identify if the lesson plan was successful. Process When evaluating the student’s work and presentations their ideas and explanation should break into a deeper connection. They should use relevant Resources textual evidence to support their ideas to show critical thinking. Evaluation Also it is important to see where students got their sources from. The text should be often referenced but encourage your students to take advantage of Teacher Script the websites you gave them and include that information within their presentation as well. This shows their flexibility and skills at using several sources to gain valuable Conclusion information. Credits
  15. 15. [Student Page] Teacher Page Title Step one: Have the students divided into their groups and sitting next Introduction to each other at computers. Have the students read the Title, Introduction and Task slides silently. Ask for questions. Learners Step 2: Read the process slide out loud to the entire class while they Standards follow along. When reading the roles tell students they will given an opportunity to choose AFTER the entire project has been introduced. Process Clarify the team members WILL WORK TOGETHER, while the parts are different they will need to make sure that both parts are Resources connected. Ask for any questions. Evaluation Step 3: When looking at the rubric, read over the highest and the lowest, it is a pretty basic rubric that doesn't need to be gone into in Teacher Script great detail. Ask for question. Conclusion Step 4: Ask students to write you a note saying which role each has take on and their goal to complete for the day. This should allow you to keep track of progress. Step 5: As students work in their pairs, walk around asking them what point they are making, which step has been the easiest to identify, just hit them with questions that keep them task oriented and interested in perusing the topic. Encourage them to think critical and stretch their point with good backup coming from their research. Credits
  16. 16. [Student Page] Teacher Page Title Introduction The Hero’s Journey is a literary technique which is relevant in many Learners other text outside the classics like The Odyssey, and therefore students need to be taught how to identify the steps and the importance of each step. The Journey Standards impacts not only the characters but the entire plot of the text. It also encourages the students and readers alike to make a connection between fiction and reality. Process By doing the project in the format of a webquest student’s feel as if it is Resources innovative and unique to their education. A webquest requires individual responsibility and leads to better teamwork. If the project were presented in an Evaluation everyday paper format, the lesson would not impact the students skills and comprehension as well as a webquest does. Teacher Script Conclusion Credits
  17. 17. [Student Page] Teacher Page Title Introduction Learners Images used in this Webquest presentation were found at: Fliker Standards Username: litmuse Link to Picture Process Fliker Resources Username: litmuse Link to Picture Evaluation Additional Webquest sources can be found at these links: Teacher Script The WebQuest Page  Conclusion The WebQuest Slideshare Group Credits