Formative Assessment Strategies
                       Greek Gods/Goddesses Power Point
                             By Er...
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Formative assessment strategies


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Formative assessment strategies

  1. 1. 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.