Background:
This lesson would be used as a project in a high school English class to supplement the reading of The Odyssey. The lesson will be uploaded in it’s entirety, but the group project portion is our main focus for this assignment. The assignment consists of three parts: The group presentation, an individual paper and an art project. Although there are rubrics for the individual essay and the art project, only the group project rubric will be included. Group project rubric has been adapted from: www.cpcc.edu/.../rubrics/Effective%20Collaborator%20Rubric.doc
Prior Knowledge/Time Frame:
This lesson will be used in conjunction with reading Homer’s Odyssey. Students will not have prior knowledge of Homer, ancient Greeks or the story, unless it was presented in previous coursework from a different class. The lesson should span approximately 3 weeks. One week for the group assignment, one week for the essay and one week for the art project. Students will be reading The Odyssey concurrently while completing the class work assigned.
Outcomes:
The students should be able to understand the life and setting in which the author’s experiences are drawn from. Students will research the history of the ancient Greeks and how it influenced the story.
Students will be able to evaluate the life of Homer and how his personal experiences are reflected in his story by researching background knowledge of the author.
Students will be able to illustrate the characters in the story by creating a scrapbook page that represents each character.
Students will gain experience using a webquest and demonstrate proper research techniques and citations.
Students will design and develop a presentation using new technology (Glogster) to demonstrate their knowledge gained through this assignment.
Students will develop cooperative learning skills by collaborating on the group portion of the project.
Modifications:
Modifications will be made as stated in individual students’ IEPs. ELL students will be grouped with at least one student who is not identified as ELL. Additional resources such as translation dictionaries will be available to students who request them. The Odyssey will be made available in other languages, if needed, and if available.
Description:
Group Assignment: The group will collaborate on a research project and present their findings of the history of ancient Greeks. The group will create a Glogster to present their information. Each group member must contribute to at least one aspect of the Glogster presentation. (See Rubric).
Individual Paper: Each student will be responsible for researching and completing an Essay on the author of the The Odyssey.
Art Project: Each student will pick 6 characters from the story and create a scrapbook page for each using graphics, text and other media.
Activities in Sequence:
Group Work:
1. Students will use computer lab time to research ancient Greeks. Students will be given two class periods to compile their research. Students will be given a handout of suggested topics to research as well as important facts to include.
2. Students will be given an interactive lecture on how to sign up and use Glogster. This lecture should be approximately 20 minutes.
3. Students will collaborate with team members to develop a plan and rough draft of their Glogster presentation. Students will be given half a class period to discuss.
4. Students will be given two class periods to create their Glogster page as a group.
Individual Essay:
1. Students will use computer lab time to research Homer. Students will be given two class periods to compile their research.
2. Students will be given two class periods to brainstorm and write their Essays. If not completed in this timeframe, Essays will be assigned as homework.
Art Project:
1. Students will be given 3 class periods to create their scrapbook pages. Students will choose six characters from the story and create a scrapbook page to display their knowledge of each character.
1
(0 Points)
|
2
(5 Points)
|
3
(10 Points - unless otherwise indicated)
|
4
(15 Points - unless otherwise indicated)
| |
Contribution to Group’s Tasks
(15 Points)
| Chooses not to participate Shows no concern for goals | Participates inconsistently in group. Shows sporadic concern for goals | Participates in group most of the time. Shows concern for goals most of the time | Participates actively. Models caring about goals |
Completion of Personal Tasks
(15 Points)
| Impedes goal setting process. Impedes group from meeting goals. Does not complete assigned tasks | Participates sporadically in goal setting. Participates sometimes in meeting goals. Completes assigned tasks | Participates in goal setting most of the time. Completes assigned tasks the majority of the time | Helps direct the group in setting goals. Helps direct group in meeting goals. Thoroughly completes assigned tasks |
Discussion Skills
(15 Points)
| Discourages sharing. Does not participate in group discussions | Shares ideas occasionally when encouraged. Allows sharing by most group members | Shares ideas most of the time. Sometimes encourages groups | Shares many ideas related to the goals. Encourages all group members to share their ideas |
Active Listening
(15 Points)
| Does not listen to others. Not considerate of others’ feelings and ideas | Listens to others sometimes Considers other people’s feelings and ideas sometimes | Listens and takes other’s feelings into consideration most of the time | Listens attentively to others Empathetic to other people’s feelings and ideas |
Contribution to Group’s Evaluation
(15 Points)
| Discourages evaluation of how well the group is working | Participates marginally in group evaluation | Encourages group evaluation | Encourages group to evaluate how well they are working together as well as self evaluation |
Problem-solving
(15 Points)
| Chooses not to participate in problem-solving | Offers suggestions occasionally to solve problems Demonstrates effort sometimes to help the group work together | Offers suggestions to solve problems and sometimes encourages group participation | Involves the whole group in problem-solving |
Time
(10 Points)
| Promotes fragmentation of group; distracts other group members and does not use class time appropriately | Does not impede group’s efforts, but does not appropriately use class time | Demonstrates effort to help the group work together and uses class time appropriately most of the time(7 Points) | Actively participates and uses class time appropriately. (10 Points) |
Content
(50 Points)
| · Does not demonstrate group participation in postings. Information does not correlate to topic. Significant errors in grammar and spelling are present | · Not all group members posted to the presentation. Information is accurate but only somewhat relevant. Many errors in grammar and spelling are present. | · At least one posting by each group member, information is accurate and mostly pertinent to the topic. Only a few minor errors in grammar and spelling. (40 Points) | · At least one posting by each group member, information is accurate, focused and pertinent to the topic. Free from spelling and grammatical errors (50 Points) |
Bibliography
The Effective Collaborator Rubric for Group Project Evaluation. (n.d.). Retrieved October 21, 2012, from Central Piedmont Community College website: www.cpcc.edu/.../rubrics/Effective%20Collaborator%20Rubric.doc
Webquest Instructions
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