Formative Assessment Strategies
Greek Gods/Goddesses Power Point
By Erlyn Fukushima
Students will be introduced to the ideals of oral traditions, ways of transmitting
history, literature or law from one generation to the next in a civilization without a
writing system. We will focus mainly on Greek mythology, learning how the ancient
Greeks believe the world began, to the creation of the gods and goddesses and their
specific roles in the world. This assignment ties in nicely with sixth grade history’s study
of ancient Greece.
After reading some myths, we will then read the novel, The Lightning Thief by
Rick Riordan. This fantasy book takes place in our present day, and revolves around the
main character Percy, whose mother is mortal, and whose father is Poseidon, god of the
sea (making Percy a half–blood; half mortal and half god). We learn as we read that the
ancient gods have survived all these years, and have moved with western civilization.
The gods have also had children with mortals; some who are quite famous and some who
cause too much destruction with their god powers (it is hinted that Hades, god of the
underworld, is father to Hitler). The book intertwines some of the ancient myths with
modern day touches, and gives the student another view at Greek mythology.
When the book is finished, students will be assigned a specific god or goddess to
become an expert on. They will research their god/goddess and then create a Power Point
of the information they have found. This should take no more than a week. When the
projects are completed, each student will then present their slide show to the class.
The first day of the project will be held in class. Students will be given the
directions for this project by watching the Power Point I created. (They will also be given
a printout of my Power Point directions, so that they can write notes, if needed.) They can
do some of the research by using their text book, as well as the many books I have on
Greek mythology. I will also show them how they will be graded (by showing them the
rubric) and then show them some exemplar projects done by former students.
Days two through five will be in our technology lab. Here, they can use the
internet to research the rest of the information they couldn’t find in my books. They can
then start on the slide show, but will be told, and often reminded, that they may not add
any effects, or graphics to their slides (including changing the fonts), until all the
information is down on their slides. They will be told that the information is more
important than the bells and whistles.
When all is done, students will present their projects to the class. Students in the
audience will also critique each presentation by writing two things they enjoyed about the
slide show presentation, as well as two things they would change if that was their project.
Student will also be reminded of what are appropriate critique comments and as well as
what is appropriate audience behavior.