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Ancient Celtic Literature Web Quest
 

Ancient Celtic Literature Web Quest

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    Ancient Celtic Literature Web Quest Ancient Celtic Literature Web Quest Presentation Transcript

    • Ancient Celtic Literature
    • Introduction Tasks & Processes Resources Evaluation Process Conclusion
    • Sit down for a rest next to the glowing firelight and warm yourself with the Ancient Celts’ literary cloak. Become acquainted with the legends of CuChulainn … and Fionn Mac Cumhaill … their kings, queens and comrades … and their unequalled prowess … in battle and poetry.
    • Song of the Timeless Myths Sing O Muse, Sing to us of the glorious gods, who ruled the land and sea. And tell us Of the fair beauty of the goddesses who dwell in Eternal Olympus. "Sing to us, O Muse: Of Ages that have come to pass, Of those mighty warriors wielding their deadly spears, From the lores Of our Timeless Myths.“ -from Book of Heroes Unknown Bard
    • All of this and a myriad of enticements can be found in Ancient Celtic Literature. Heroes, heroines and villains, love and hate, honor and treachery, and of course magic… … everything needed to make an unforgettable story.
    • Welcome to the Ancient Celtic Literature WebQuest! You are beginning a quest which is comprised of three stages: The Prologue The Project The Epilogue All three stages must be completed in the order presented above. Have fun on your journey! Go to STAGE ONE: The Prologue
    • STAGE ONE: The Prologue Task: Exploration and Investigation In this stage. you will conduct research to acquire a basic understanding of the Ancient Celtic culture. Areas for research include basic history and geography, language, social and economic structure, government/leaders, daily life and entertainment.
    • STAGE ONE: The Prologue Before beginning the small group work, please view the Celtic Images PowerPoint so you can acquire a “visual awareness” of the culture you are about to experience. Click on the icon below to view show. Image from the Book of Kells
      • Process:
      • 1. Choose three members for your group.
      • 2. Each member will select one of the following roles:
      • Director Responsible for determining what information the group needs to gather and if information on a specific page is
      • valuable for the group's task.
      • Researcher Responsible for operating the computer and navigating t
      • he sites visited by the group.
          • Recorder Responsible for taking clear and concise notes on information. Also responsible for determining when information should be
          • printed out for note-taking away from the computer.
      • Research and collect information
      • Select one of the Ancient Celtic culture topics listed below to research:
          • Geography & History Language Social & Economic Structure Politics Daily Life Entertainment
      • Present choice to teacher; no two groups may choose the same area. Use the questions provided below each heading as a springboard for your research.
      • Using the links provided in the Resources section, collect and record information on your topic. Be thorough, but stick to your topic.
      • Feel free to include interesting trivia or stories. Keep all notes in a notebook (paper copy or etext on disk) … you will need them throughout this stage of the WebQuest.
    • Geography & History Where was the land of the Celts? What was the climate? How far did the Ancient Celtic Empire at its height of power? What did the Romans think of the Celts? Language What Language did the Celts speak? How is that language different from English? What is the name of the ancient Celts written language? What does the Celtic writing look like? What role did poetry play within the culture? Social & Economic Structure How was the Celtic society structured? Who were the fianna? What crops or goods did Celts sell or trade to other countries? What did Celtic money look like? What was the basis of Celtic wealth?
    • Politics Who were the most famous Celtic leaders? What were the qualities of a good Celtic leader? Who could hold a seat of power in the Celtic culture? How were Celtic laws made? Where did the Celts meet to conduct official business? Daily Life What was the daily family routine? What was the Celtic attitude toward marriage, divorce and adoption? What was Celtic religion like? What sort of foods were in the Celtic diet? What role did women play within the Celtic culture? Entertainment What sort of activities did the Celts think were fun? What were some popular Celtic games? What were some of the feasts/festivals celebrated by the Celts? “ Back” to project instructions.
      • Discussion
      • Discuss your findings and be sure the entire group is
      • comfortable with the amount of information your have gathered before you present your research to the whole class.
      • All students should take notes during the presentations.
      • Stage One: The Prologue
      • RESOURCES
              • The Celts: Encarta
              • Ancient Celts: Wikipedia
              • World of Ancient Britons
    • Congratulations! You have completed Stage One of the Ancient Celtic Literature WebQuest! You are now continuing on your quest for knowledge and experience by choosing your project. Click on The Project below and follow the guidelines. The Prologue The Project The Epilogue Remember, all three stages must be completed in the order presented above. Have fun! Go to STAGE TWO: The Project
    • STAGE TWO: THE PROJECT Before beginning Stage Two, you will need to select a new small group. After you have decided upon your group, choose only ONE of the following projects to complete in Stage 2: Option A: Archetypes PowerPoint Option B: Interview with the Gods and Goddesses Option C: Celts vs Greeks or Romans Brochure/Scrapbook You must choose one of the projects before you can progress further on your quest.
    • STAGE TWO: The Project Task Option A: Archetypes PowerPoint In this task you will demonstrate your knowledge of literary archetypes and the presence of archetypes in Ancient Celtic Literature through the creation of a PowerPoint presentation. Students will work in groups of three to accomplish this task. “ Back:” to Project Options list
      • Process:
      • 1. Choose three members for your group.
      • 2. Select roles for producing your project
      • Print Specialist Responsible for writing the text for the product and ensuring that it is clear, interesting and error-free. Responsible for citation information for all written material
          • Image Specialist Responsible for the overall look of the product including background,
          • font choice and pictures. Responsible for citation information for all images
      • Technician Responsible for inputting the information into the computer. This should be a different member than the Researcher in Stage One.
      • Research
      • Using the links provided in the Resources section, for this task, investigate the different literary archetypes. Be thorough, but stick to your topic
      • Identify the literary archetypes present in the Ultonian and Fenian Cycles.
      • Be sure to write all of your research findings in a notebook or etext file. Do not forget to create a back-up if you choose to save information on the computer.
    • Research Note: You must include Works Cited at the end of your project!. All images and copied text must be cited at the end of your project presentation. Use the links provided to assist you in creating your “Work Cited” entries: Web Page Citations On-Line Encyclopedia Citing Electronic Sources Scroll down to get to images and photographs) Remember to stay on task! Remember… Your focus is the identification of archetypes in Ancient Celtic Literature! “ Back:” to Research instructions.
      • Requirements and First Draft
      • PowerPoint presentation requirements include the following:
      • 12 or more slides with custom backgrounds
      • 12 or more graphics from outside sources
      • 12 or more custom animation in transitions
      • 6 or more advanced features (sound effects or Celtic music)
      • Digital photos, video and/or links
      • Title slide
      • Table of Contents slide
      • Work Cited slide.
      • Hint: You may want to look at the POWERPOINT PRESENTATION RUBRIC
      • to see expectations of the final presentation.
      • Requirements and First Draft (continued)
      • The first draft includes a hand-written plan or “story board” demonstrating the slide organization and content organization. This must be completed and approved before computer creation begins.
      • Use common sense when choosing images for your PowerPoint production…APPROPRIATE IMAGES ONLY! If you question the appropriateness of an image, it should NOT be used.
      • Discuss and Revise
      • Offer suggestions and make revisions based upon open discussion and consensus within the group. Occasionally, when consensus cannot be achieved, “agreeing to disagree” and continuing to work effectively is the next best thing. Compromise is the name of the game in some
      • situations . 
      • Be sure to proofread very carefully!
      • 6. Final Edition
      • Create your final version of the PowerPoint Presentation.
      • Rehearse your class presentation during this stage as well.
      • 7. Submit Print Copy
      • Submit print copy of the PowerPoint to the teacher .
      • Presentation
      • You will present your project to the entire class.
      • Be prepared for questions!
      • 9. Evaluation
      • Print one copy of the self-evaluation process . Complete and submit
      • a formal typed copy to your teacher.
      • Print one copy of the WebQuest evaluation process . Complete and
      • and submit a formal typed copy to your teacher.
    • Stage Two: The Project Resources : Task Option A Cuchulainn Fionn Mac Cumhaill (Finn MacCool) Understanding Archetypes Understanding Literary Archetypes “ Back:” to Research Instructions.
    • STAGE TWO: The Project Task Option B: Interview with the Gods and Goddesses You will demonstrate your knowledge of Ancient Celtic gods and goddesses and the roles the gods played in the Celtic culture through the creative endeavor of “becoming” one of the gods/goddesses and presenting your god/goddess peersona to the class. “ Back:” to Project Options list
    • Process: 1. Choose three members for your group. 2. Select roles for producing your project Director & Assistant Director Responsible for determining what information the group needs to gather and if information on a specific page is valuable for the group's task. Responsible for the orderly organization and flow of the presentation. Responsible for conducting the “interview” of the gods/goddesses in the class presentation. Researcher & Assistant Researcher Responsible for gathering information on the gods and goddesses that will be interviewed. Responsible for operating the computer, navigating the sites visited by the group, and selecting the material to be used by each god/goddess to create his/her persona. Creative Consultant & Assistant Creative Consultant Responsible for creating the stage production and costuming list. Assists the Research team in selecting the material to be used by each god/goddesses to create their persona. Creates the atmosphere for the production based upon the information gathered by the Research Team.
      • Collect Information
      • Using the links provided in the Resources section, collect information on the Celtic pantheon.
      • Be thorough, but stick to your topic.
      • Include interesting background, trivia and stories about the gods and goddesses chosen to be interviewed.
      • Hint: You may want to look at the
          • POWERPOINT PRESENTATION RUBRIC
          • to see expectations of the final presentation.
      • Create your first draft of the project and choose your
      • persona (including the interviewer.)
      • Students should create a scripted presentation to insure that all of the information is revealed. This presentation may become a “day-time talk show”, “news show interview”…or any other “interview” setting.
      • The gods should at some point tell a story in tandem (a tale in which they both took part) Example: Frigg may say, “Odin, do you remember the time that you…?”
      • 5. Discuss and Revise
      • Offer suggestions and make revisions based upon open discussion and consensus within the group. Occasionally, when consensus cannot be achieved, the ability to “agree to disagree” and continue
      • to work effectively is necessary. Compromise is the name of the game in some situations. 
      • 6. Final Edition
      • Create your final version of the Interview with the Celtic Gods & Goddesses Presentation. Rehearse your class presentation during this stage as well. Don’t forget your costuming!
      • 7. Submit Print Copy
      • Submit a printed copy of the script to the teacher
      • Presentation
      • You will present your interview to the class .
      • 9. Evaluation
      • Complete the self-evaluation process and submit a formal typed copy to your teacher.
      • Complete the WebQuest evaluation process and submit a formal typed copy to your teacher.
    • Stage Two: The Project Resources: Task Option B Irish Mythology Tuatha De Danann Myths and Their Meanings : Celtic Fairyland Author: Max J. Herzberg Celtic Gods and Heroes Author: John Patrick Parle Article 1: Introduction to Celtic Gods Article 2: Celtic Gods of Mainland Europe Article 3: The Gods of Ancient Ireland “ Back:” to Project instructions
    • STAGE TWO: The Project Task Option C: Celts vs. Greeks or Romans Brochure or Scrapbook Students will demonstrate their understanding of the continuity of literary cultures through a creative endeavor which compares and contrasts Ancient Celtic Literature to either Ancient Greek Literature or Ancient Roman Literature. Students will choose to create either a multi-fold Informational Brochure or a Scrapbook. “ Back:” to Project Options list
      • Process:
      • 1. Choose three members for your group.
        • Select roles for producing your project
        • Print Specialist Responsible for writing the text for the product and ensuring that it is clear, interesting and error-free. Responsible for citation information for all written material
      • Image Specialist Responsible for the overall look of the product including background, font choice and pictures. Responsible for citation information for all images
      • Technician Responsible for inputting the information into the computer. This should be a different member than the Researcher in Stage One.
    • 3. Research and Record Before beginning your research, work collaboratively to create a list of at least 6-8 literary elements to investigate (i.e. heroes, writing style, plots, etc.). Using the generated list and the resources available, research the literary cultures of the Ancient Celts and either the Ancient Greeks or Ancient Romans. Record the similarities and differences that exist between the two literary cultures. Hint: You may want to look at the BROCHURE-SCRAPBOOK PROJECT RUBRIC to see expectations of the final presentation.
      • 4. Create your first draft of the project
      • Use common sense when choosing images for your brochure/scrapbook style production…APPROPRIATE IMAGES ONLY! If you question the appropriateness of an
      • image, it should NOT be used.
      • All images and copied text must be cited on a separate panel at the end of your brochure or scrapbook
      • Use the link provided to create your “Work Cited” entries.
          • Web Page Citations
          • On-Line Encyclopedia
          • Citing Electronic Sources ( Scroll down to get to images and photographs)
    • 5. Create your first draft of the project (continued) You may use one of the downloadable brochure templates found at one of the following sites: Brochure Templates 1 Brochure Templates 2 Remember to stay on task! Your focus is the comparison of Ancient Celtic literature to the literature of either Ancient Greek or Ancient Romans! 
    • 6. Discuss and Revise Offer suggestions and make revisions based upon open discussion and consensus within the group. Occasionally, when consensus cannot be achieved, the ability to “agree to disagree” and continue to work effectively is necessary. Compromise is the name of the game in some situations.  Be sure to proofread very carefully! 7. Final Edition Create your final version of the brochure or scrapbook. Rehearse your class presentation during this stage as well. If you choose to create a brochure, you may use one of the brochure templates provided or create your own in Microsoft Word. Submit a formal typed copy to your teacher.
    • 8. Submit Print Copy Submit print copy of the Informational Brochure or Scrapbook to the teacher 9. Presentation You will present your final project to the class. Be ready to answer their questions! 10. Evaluation Complete the self-evaluation process and submit a formal typed copy to your teacher. Complete the WebQuest evaluation process and submit a formal typed copy to your teacher.
    • Stage Two: The Project Resources: Task Option C Ulster Cycle Fenian or Ossianic Cycle Ancient Greek Literature Greek Mythology Ancient Roman Literature Roman Mythology Roman Mythology2 “ Back:” Project Instructions.
    • Congratulations! You have completed Stage Two of the Ancient Celtic Literature WebQuest! You are now continuing to the third and final stage of your sojourn. Click on “The Epilogue” below and follow the guidelines. The Prologue The Project The Epilogue Remember, all three stages must be completed. See you on the other side! Go to STAGE THREE: The Epilogue
    • STAGE THREE: The Epilogue You will complete the Final Stage independently. This stage will require some homework time.
    • STAGE THREE: The Epilogue Final Task: Poets Extraordinaire You will demonstrate your appreciation of the Ultonian and Fenian Cycles by creating an original piece of poetry focusing on one of two Celtic Literary Cycles. The poem must contain alliteration and a minimum of 14 lines.
      • Read the Ultonian Cycle excerpts listed below
      • Birth of Cuchulainn
      • the Naming of CuChulainn
      • CuCuhailainn Trains ...
      • The Cattle Raid of Cooley
      • the Combat with Ferdiad and Cuchulainn
      • Death of the Bulls
      • The Awakening of Ulster
      • The Death of Cuchulainn
      • Cuchulainn
      • Magic and Mythology
      • Read the Fenian Cycle excerpts listed below: (You may read additional excerpts if you would like.)
      • The Coming of Finn
      • The Boyhood Deeds of Fionn
      • The Hunt for Slieve Cuilen
      • How Fiionn Became Grey-haired
      • Fionn's Household
      • Fionn's Madness
      • Darmaid and Grainne
      • The Death of Fionn
      • Fionn Mac Cumhail (Finn MacCool)
      • Magic and Mythology
      “ Back:” to Ultonian Cycle list
    • 3. Create an original poem using one of the Ancient Celtic Cycles as your focus. Your poem must contain some alliteration and be a minimum of 14 lines. The poem subject may be about any aspect of the heroes and/or their stories. You are honoring the heroes, their quests and what they stood for in their culture. Ancient Celts held poetry and poets in very high esteem . Your poetry must reflect this cultural value. In other words, create the most awesome poem you have ever written!
    • Hint: You may want to look at the POETS EXTRAORDINAIRE PROJECT RUBRIC to see expectations of the final presentation . 4. Revise and rewrite Proofread your first draft. Make certain that your word choices are accurate and reflect the mood and of your poem 5. Final Draft Type the final draft of your poem. Save it to a disk as a Word Document. 6. Submit Copy Submit your computer disk and a print copy of your poem to the teacher. “ Back:” to Project instructions
    • 7. Evaluation Complete the self-evaluation process and submit a formal typed copy to your teacher. Complete the Web Quest evaluation process and submit a formal typed copy to your teacher.
    • CONGRATULATIONS! You have successfully completed your WebQuest experience. It is my sincere hope that you have … … gained knowledge of the presence of archetypes in Ancient Celtic Literature … gained knowledge of the importance of religion in the Ancient Celtic culture … gained an appreciation of Ancient Celtic Literature and its place in Literary history … gained an understanding of the role history plays in literary culture. “ Next” to view WebQuest Resources
    • Print Sources Myths and Their Meanings : Celtic Fairyland by Max J. Herzberg Allyn and Bacon, Inc. 1964 ISBN # 0-205-0001-4 “ Celtic Gods and Heroes” http://realmagick.com/articles/10/1310.html Celtic Gods and Heroes: Introduction to Celtic Mythology by John Patrick Parle Celtic Gods and Heroes: Celtic Gods of Mainland Europe by John Patrick Parle Celtic Gods and Heroes: The Gods of Ancient Ireland by John Patrick Parle Multimedia Sources Ancient Celtic Images PowerPoint
    • Internet Sources Celtic Folklore http://www.sacred-texts.com/neu/celt/index.htm Tuatha De Danann A http://en.wikipedia.org/wiki/Tuatha_De_Danann Tuatha De Danann B http://www.timelessmyths.com/celtic/danann.html Ulster Cycle http://en.wikipedia.org/wiki/Ulster_Cycle Magic and Mythology: Cuchulainn http://www.shee-eire.com Cuchulainn of Muirthemne http://www.sacred-texts.com/neu/celt/cuch/index.htm
    • Fenian Cycle http://en.wikipedia.org/wiki/Fenian_Cycle Magic & Mythology: Fionn Mac Cumhaill http://www.shee-eire.com Myths and Legends of the Celtic Race: Tales of the Ossianic Cycle http://www.ardue.org.uk/library/book5/ossian.html Irish Mythology Tuatha De Danann Web Page Citations On-Line Encyclopedia Citing Electronic Sources
    • Brochure Templates 1 Brochure Templates 2 Understanding Archetypes Understanding Literary Archetypes The Celts: Encarta Ancient Celts: Wikipedia World of Ancient Britons
    • Celts vs. Greeks or Romans Brochure/Scrapbook Beginning Developing Proficient Exemplary Project 0-5 points 6 - 10 points 11 - 15 points 16-20 points Content No product produced; very little evidence of work or effort Information was incomplete or contained many errors. Information was complete and accurate. All major elements of the subject addressed. Information is comprehensive and worthwhile without being overly long. Subject was explained in detail. Design No product produced.; very little effort of product design Product was laid out in a confusing manner. Colors or images were inappropriate or garish. Product was organized with appealing theme and appropriate images. Product displays an exciting and interesting design with pleasing colors and images that contribute to understanding. Mechanics No product produced; very little material to assess Writing was confusing or difficult to read. Text contained many errors in grammar and/or spelling. Writing was clear and interesting with a moderate amount of errors. Writing was easily understandable and exciting to read. Text contained few or no errors. Organization No presentation given. Presentation was haphazard and confusing. Little or no print materials or presentation aids used. Presentation was moderately well planned. Adequate print materials or presentation aids used. Presentation was planned in a logical manner. Print materials or presentation aids useful for others interested in the topic. Delivery No presentation given. Presentation was not rehearsed. Presenters were confused and difficult to understand. Presentation was rehearsed. Presenters shared tasks and were understandable. Presentation was well rehearsed and coherent. Presenters shared tasks equally.
    • Ancient Celtic Literature Interview with Gods and Goddesses Beginning Developing Proficient Exemplary Project 0-5 points 6 - 10 points 11 - 15 points 16-20 points Content No product produced; very little evidence of work or effort Information was incomplete or contained many errors. Information was complete and accurate. All major elements of the subject addressed. Information is comprehensive and worthwhile without being overly long. Subject was explained in detail. Design No product produced.; very little effort of product design Product was laid out in a confusing manner. Colors or images were inappropriate or garish. Product was organized with appealing theme and appropriate images. Product displays an exciting and interesting design with pleasing colors and images that contribute to understanding. Mechanics No product produced; very little material to assess Writing was confusing or difficult to read. Text contained many errors in grammar and/or spelling. Writing was clear and interesting with a moderate amount of errors. Writing was easily understandable and exciting to read. Text contained few or no errors. Organization No presentation given. Presentation was haphazard and confusing. Little or no print materials or presentation aids used. Presentation was moderately well planned. Adequate print materials or presentation aids used. Presentation was planned in a logical manner. Print materials or presentation aids useful for others interested in the topic. Delivery No presentation given. Presentation was not rehearsed. Presenters were confused and difficult to understand. Presentation was rehearsed. Presenters shared tasks and were understandable. Presentation was well rehearsed and coherent. Presenters shared tasks equally.
    • Ancient Celtic Literature Poets Extraordinaire Beginning Developing Proficient Exemplary Project 0-5 points 6 - 10 points 11 - 15 points 16-20 points Content No product produced; very little evidence of work or effort Information was incomplete or contained many errors. Information was complete and accurate. All major elements of the subject addressed. Information is comprehensive and worthwhile without being overly long. Subject was explained in detail. Design No product produced.; very little effort of product design Product was laid out in a confusing manner. Colors or images were inappropriate or garish. Product was organized with appealing theme and appropriate images. Product displays an exciting and interesting design with pleasing colors and images that contribute to understanding. Mechanics No product produced; very little material to assess Writing was confusing or difficult to read. Text contained many errors in grammar and/or spelling. Writing was clear and interesting with a moderate amount of errors. Writing was easily understandable and exciting to read. Text contained few or no errors. Organization No presentation given. Presentation was haphazard and confusing. Little or no print materials or presentation aids used. Presentation was moderately well planned. Adequate print materials or presentation aids used. Presentation was planned in a logical manner. Print materials or presentation aids useful for others interested in the topic. Delivery No presentation given. Presentation was not rehearsed. Presenters were confused and difficult to understand. Presentation was rehearsed. Presenters shared tasks and were understandable. Presentation was well rehearsed and coherent. Presenters shared tasks equally.
    • Ancient Celtic Literature Archetypes PowerPoint Beginning Developing Proficient Exemplary Project: 0 – 5 points     6-10 points   11-15 points 16 – 20 points   Content Includes little essential information and one or two facts Includes some essential   information with few citations and few facts. Includes essential inform-ation with most sources properly cited. Includes enough elaboration to give readers an under-standing of the topic. Covers topic completely and in depth. Includes properly cited sources and complete inform-ation. Encourages readers to know more. Design Includes 3 slides or less. Few graphics from outside sources. No custom animations in transitions.  No advanced features such as sounds (transition, voiceover, or music), digital photos, videos, and/or internet links. Title slide, table of contents, and bibliography requirements are not met Includes 6 slides or less. Fewer than 6 graphics from outside sources. Fewer than 6 custom animations in transitions. 2 advanced feature such as sound (transition or music), digital photos, video, or internet links.  Title slide, table of contents, and bibliography requirements are not fully met. Includes at least 9 slides, at least 9 graphics from outside sources and at least 9 custom animations in transitions. 4 advanced features, such as sounds (transitions or music), digital photos, video and/or internet links. Title slide, table of contents, and bibliography are included. Includes 12 or more slides, 12 or more graphics from outside sources, 12 or more custom animations in transitions. 6 or more advanced features, such as sound (transitions, voiceover, or music), digital photos, video and/or internet links. Title slide, table of contents, and bibliography are included. Citations for bibliography follow acceptable format. (Citation Maker may be used.) Mechanics Includes more than 5 grammatical errors, mis-spellings, punctuation errors, etc. Includes 3-4 grammatical errors, misspellings, punct-uation errors, etc. Includes 1-2 grammatical errors, misspellings, punctuation errors, etc. Grammar, spelling, punctuation, capitalization are correct. No errors in the text. Organization Presentation given with little or no attempt to organize material or thoughts. Presentation was hap-hazard and confusing. Little or no print mater-ials or presentation aids used. Presentation was mod-erately well planned. Adequate print materials or presentation aids used. Presentation was planned in a logical manner. Print materials or presentation aids useful for others interested in the topic. Delivery Great difficulty commun-icating ideas.  Poor voice projection.   Little preparation or incomplete work Some difficulty comm-unicating ideas, due to voice projection, lack of preparation, or incomplete work Communicates ideas with proper voice projection. Adequate preparation and delivery. Communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery.  Maintained eye contact and audience's attention.