Copy and paste your GRASP information into the journal entry. Don't forget to sign your name.
23 comments:
Anonymous
said...
John Knudsen
1. Briefly describe the following components of your WebQuest. 2. At the end of class, copy and paste your GRASPS plan into the online journal. 3. Don’t forget to sign your name.
GRASPS Goal (introduction page) Create a metaphor or allegory that accurately represents how you feel about your place in the social order of this school. Role (introduction page) Composer, author or director/producer. Audience (introduction page) Parents. Situation (introduction page) Must be artistic, may be represented through any of the arts. Product or Performance (task page) You will create a poem, song, short story, painting, drawing or short skit that demonstrates to your parents how you feel about your place in the social order of the school. Standards (standards page) Reading EALR: 2: The student understands the meaning of what is read. Writing EALRS: 1. The student understands and uses a writing process. 3. The student writes clearly and effectively.
Below are writing “stems” to help you develop each area above.
Goal: Your task is… The goal is to… The problem/challenge is… The obstacle to overcome is…
Role: You are… You have been asked to… Your job is…
Audience: Your client is… The target audience is…You need to convince…
Situation: (As teacher, write a description of the scenario the students are working within.)
Product or Performance: You will create a … to… You need to develop/design a … so that…
Standards for Success: Your performance needs to… Your work will be judged by…
1. Briefly describe the following components of your WebQuest. 2. At the end of class, copy and paste your GRASPS plan into the online journal. 3. Don’t forget to sign your name.
GRASPS Goal (introduction page) Create a metaphor or allegory that accurately represents how you feel about your place in the social order of this school. Role (introduction page) Composer, author or director/producer. Audience (introduction page) Parents. Situation (introduction page) Must be artistic, may be represented through any of the arts. Product or Performance (task page) You will create a poem, song, short story, painting, drawing or short skit that demonstrates to your parents how you feel about your place in the social order of the school. Standards (standards page) Reading EALR: 2: The student understands the meaning of what is read. Writing EALRS: 1. The student understands and uses a writing process. 3. The student writes clearly and effectively.
Below are writing “stems” to help you develop each area above.
Goal: Your task is… The goal is to… The problem/challenge is… The obstacle to overcome is…
Role: You are… You have been asked to… Your job is…
Audience: Your client is… The target audience is…You need to convince…
Situation: (As teacher, write a description of the scenario the students are working within.)
Product or Performance: You will create a … to… You need to develop/design a … so that…
Standards for Success: Your performance needs to… Your work will be judged by…
Goal (introduction page) To build awareness of opportunities in the community for service and/or involvement, and to open doors to possible contacts for such opportunities. Role (introduction page) You work for the Parks and Recreation Department in your local community. Audience (introduction page) Citizens within your community who are looking for things going on (recreation, volunteer opportunities, and other activities) in your community. Situation (introduction page) The Parks and Recreation office of your community is in need of a comprehensive community guide that not only lists activities provided by Parks and Rec., but also other things that are going on in the community. Product or Performance (task page) Your job is to contribute to this comprehensive guide. Your contribution will be compiled, along with contributions from your fellow students, to create the guide. You will also be asked as part of this project to involve yourself in two of the activities (one of which you will be a participant and one of which you will be a volunteer). Standards (standards page) This task will be evaluated according to the EALR’s Rebecca Kehn
Goal (introduction page)Your task is to create a presentation based on the works of the Latin American authors that we have been reading in class.
Role (introduction page)You are a high school English teacher who needs to find a creative way to introduce these authors and their text to your students.
Audience (introduction page)Your target audience is your “make believe students.” You need to convince your students that the author and book is worth reading and getting interested in.
Situation (introduction page)Pretending that you are a high school English teacher. You need to create an introductory presentation that will provide your students with background information about the author and the texts that we have read over the course of this year.
Product or Performance (task page)You will need to create a presentation that will capture your students’ attention. You can create a PowerPoint presentation, a skit, a poster, a typed or handwritten report (you still need to present this to the class). If you come up with an idea that I have not listed, please come to me for approval.
Standards (standards page)Your work will be judged by how well you have integrated the assignment requirements, creativity of the project, individual participation, and how well you present your project to the class.
GRASPS Goal (introduction page) There are many endangered species in our country. Most of them are this way because their habitat, the place that they live, has been destroyed. You will have the chance to pick from a list of species. Your goal will be to help save these species by planning how to restore their habitat. Role (introduction page) You will take on the role of Wildlife Biologists. There is an old farm with a creek and pond that used to be habitat for an endangered species. Your job will be to decide what plants to add or what changes to make to create a habitat for the endangered species out of the old farm. Audience (introduction page) You need to convince the Washington Department of Fish and Wildlife that your plan will help save this endangered species. Situation (introduction page) The students will be given a list of endangered species from which the group will choose one to save. They will be given a map of an old farm field with a creek and pond. They will need to decide what they would change, what plants they would add, and how they would help that species use the farm as a habitat. Product or Performance (task page) You will produce a map describing how you would restore the habitat of the endangered species and a letter explaining to the WDFW how your plan would best save the endangered species. Standards (standards page) Your map will be judged based on the plants you choose to add or any other changes you might make. The choices you make will be judged based on how appropriate they are for your chosen species. Your letter will be judged based on how persuasive you are and the quality of the information that you find.
GRASPS Goal:The goal is to write a personal memoir poem. Role: You are submitting a personal memoir poem to the class anthology. Audience:Your classmates. Situation:Various works will be collected throughout the school year for the anthology, and it will be published at the end of the year and given to each class member. Product or Performance:You will create a unique poem. Standards:Your performance needs to be a process. There will be a number of drafts. How you use and apply the teacher and peer critique will be assessed. Ruhiyyih
Kelsey Aske GRASPS Goal (introduction page) As part of our poetry unit your goal will be to research the life of a famous poet. Role (introduction page) Your job is to find information about a certain poet and create a short presentation to share with your group mates. Audience (introduction page) Your audience will be fellow students in your group. Situation (introduction page) The students will be researching about a poet online, and sharing what they find with their group. Product or Performance (task page) You will create a short biography to share with the group Standards (standards page) Your work will be judged by your group members and mywself. Kelsey Aske
GRASPS Goal--Persuade the administration (Mr. Moore) to choose whether or not to make “intelligent design” a required topic in the biology class. This persuasion will be weighed according to how well you support your position with appropriate data.
Role--You are an advocate arguing the reasons why your stance (evolution-only or “intelligent design”) is the most logical fit within the biology classroom.
Audience--The high school administration (Mr. Moore) will take all arguments into account.
Situation--Within recent history, the biology classroom has become a no-man’s-land in the battle between science and religion. School administrators have been pressured to “teach the controversy” by religious groups so that alternatives to evolution might gain equal time within lessons.
Product or Performance--You will participate in a debate focused on the topic of teaching “intelligent design” within the constraints of a high school biology class.
Standards--Your speech needs to focus on one or two of the main arguments that support your stance, should have verifiable evidence supporting your argument, and will be 5-10 minutes in length. Your work will be judged by your ability to argue in a civil manner, inclusion of references, and how you answer questions.
GRASPS Goal (introduction page) Your task is to connect literature to history, art, and music through the creation of an exhibit. Role (introduction page) Your job is to review a piece of music and a piece of art as it relates to a piece of historical literature. Audience (introduction page) You need to convince those who come to view your exhibit that your connections are accurate. Situation (introduction page) Students will explore how culture, politics, and art are interconnected through various activities which prepare them for this task. Product or Performance (task page) You will create an exhibit that explains the connection between the pieces you choose. Standards (standards page) Your work will be judged by the community visitors, your peers, and me.
Goal (introduction page) To grab the students attention with a compelling idea. The classroom will be transformed into a museum of places around the world.
Role (introduction page) Become a designer of a museum exhibit and brochure highlighting your own exhibit as well as including other classmate’s exhibits.
Audience (introduction page) Museum goers! Situation (introduction page) You’ll be making a museum exhibit and brochure based on your research of a specific place. You will present your project to the class and leave it in the classroom for others to see as well.
Product or Performance (task page) 1.) Pick a partner 2.)Pick a place anywhere in the world you would like to explore. 3.) Pick what you want your exhibit to consist of: a picture, painting, sculpture, or model. Talk to me if you have other suggestions. Remember, you have to create whatever your exhibit is going to be. 4.) Research you place of interest. Create your exhibit based on the culture, an influential figure, an interesting event, or ask if you come across something you want to share with the class. You have a ton of freedom on this assignment; I want you to research and decide what is important. Your brochure will consist of other information, not included in your exhibit, about the place you researched. Include information from two other groups about the places they researched. Highlight your exhibit. You want the museum clientele to come see your exhibit; make it shine!
Goal Your goal is to persuade the voting public to understand and believe in your opinion of a controversial local issue.
Role You have been chosen to perform your side of the argument of said political issue to the voting public artistically through styles of story-telling.
Audience Local community members/voters who will be deciding the fate of the proposed initiative. Many of these people have heard both sides of the argument, however most are on the fence regarding where they would like to see their taxes go.
Situation Political turmoil strikes the city at its heart as a heated debate rages on between those who would have more tax-payer-dollars go to public schools versus those who would rather them fund public safety operations.
Product or Performance You will create a story…. OR… You will create a skit which you will then perform… OR… You will create a rap (that tells a story)…
You have the choice in how you will present your side of the argument. You will need to think critically about the long term effects that each situation may create. This is meant to inspire you to create a story/skit/rap that you may use to illustrate what the benefits are to voting in your favor. You may also wish to consider what would happen if the opposition won the sympathy of the voters and illustrate this as it may very well be more successful rhetorically.
Standards The standards of the assignment will be evaluated in how well the genre of writing is understood, how well the incorporation of persuasion is executed, and how students measure up to the given EALRs and GLEs that associate with this assignment.
1. Goal Your task is to persuade others to read the book you have chosen based on the interest of the book’s setting (place/time/history) 2. Role You are a travel agent who is “selling” the idea of traveling to this place/time 3. Audience Your target audience are “potential clients” 4. Situation You will work alone, giving a presentation in class on the time/place of your selected book. 5. Product or Performance Students will act as travel agents and will present a sales pitch to “potential clients” (their classmates) persuading them to visit a time and place based on the book they have recently read. For instance, if a student is reading Dickens’ A Christmas Story, then the student will pitch a trip to Victorian London. Students will give information such as historic background, layout of the city, etc. 6. Standards Your “sales pitch” needs to be innovative, original, informative, well researched, and convincing. Your classmates will rate you on a scale to determine effectiveness (how likely they would be to go to that time/place).
GRASPS Goal (introduction page) Your task is to write a “letter to the author” of the book you used for your book review and to tell him/her how you felt about the book. Role (introduction page) Your task is to write a “letter to the author” of the book you used for your book review. Audience (introduction page) Your audience is the author of the book. Situation (introduction page) You are to write a “letter to the author” of the book you used for your book review. Please relay any applicable feelings, thoughts, questions, and issues that you would like to present to the author about his/her book. Please use proper and professional letter format when creating your letter. Resources for this format can be found at http//: www… Product or Performance (task page) You will write a “letter to the author” of the book you used for your book review. Standards (standards page) Your letter will be judged by the content of your letter and whether you have relayed your feelings, thoughts, questions, and issues regarding the book. This letter’s format should adhere to standard letter writing format.
I was talking to Levi and I'm thinking that the class anthology will be an online publication. We will have a class website where students (after teacher approval) will publish their work. Yey! Fun! Ruhiyyih
Goal (introduction page) Your task is to write your own lyrics for a song from the Civil War era. Role (introduction page) You are to assume the role of either a slave/former slave or a soldier from either the north or the south (4 choices). You are to express your position on the war through the lyrics of your song. Audience (introduction page) Your audience will be the rest of the country that is being affected by the war. Otherwise, this will depend on the character you choose (i.e. if you are soldier from the north, your audience will be supporters of the Union). Situation (introduction page) The year is 1863, and the war has been waging on for two years. While sitting around the fire after a long and bloody battle, you decide to express your frame of mind through a song. Product or Performance (task page) You will create lyrics to a song, using any musical rhythm you choose, to convey your character’s point of view on the war. Standards (standards page) Your song needs to clearly demonstrate who your character is, which side they are on, and their opinion on the war. It can be patriotic, anxious for the end, anxious to fight, etc. Barret Schwerin
Goal (introduction page) Goal is to write a memoir of your travels using the markers in google maps or google earth. Role (introduction page) You are a graduate who has decided to see the world and keep your family up to date on your travels. Audience (introduction page) The audience is your family and your friends. Situation (introduction page) You are traveling the world, nation, state, and finding your current location when you arrive at your destinations so that you can describe your travels since your last location. Product or Performance (task page) Produce a “Google maps story” of your travels to present to the class either in class or with a link on-line Standards (standards page)
GRASPS - Travis 1. Goal Your task is to determine how to balance competing uses for a popular bay
2. Role Students will be in teams, each focusing on one interest group: Fishing, Industrial, Environmental, and Boating
3. Audience Science City mayor (teacher)
4. Situation A new mayor has been elected in Science City and the users of Science City Bay are lining up to advocate for their groups about the use of the bay.
5. Product or Performance You will need to write a paper detailing the different uses of a bay and the ways that each use can positively or negatively affect the others. You will also participate in a “town hall” meeting in which you will present your groups position and interests before the City Mayor
6. Standards Your work will be judged in two parts: the content of your paper
Situation The students are examining things they interact with in real life, specifically, the ingredients in the foods that they eat.
Product or Performance Each student picks one ingredient and researches it, reporting two or three facts back to the class. Each group is responsible for developing one visual aid.
GRASPS Goal (introduction page) Inform classmates as to the costs of buying & owning a car.
Role (introduction page) A Financial/Business Reporter Audience (introduction page) High School Algebra 2 class Situation (introduction page) They have 2 weeks for the assignment Product or Performance (task page) Research report with visuals (graphs), presented orally to class Standards (standards page) Report is clear, good graphics & audience seems engaged By Scott Koss
Goal (introduction page) Your task is to plan a trip to a location of your choice in North America. The goal is to use MapQuest, calculate gas mileage, calculate cost of gas for the trip, and create graphs representing miles/gallon. The problem/challenge is to select a location, learn processes for calculating gas mileage, represent it in graphical form, and present your project to the class.
Role (introduction page) You are a parent. You want to plan a trip that will be meaningful and enjoyable for your junior high age children. Your job is to work out the details of navigation and gas costs for the entire trip. Audience (introduction page) Classroom context; audience is teacher and classmates. Situation (introduction page) You have a three week vacation and x amount of dollars for gas. Product or Performance (task page) You will download maps, create graphs, and calculate transportation costs. All of this will be neatly presented in portfolio/folder form at the end of two weeks. You will also have an opportunity to share your choice and your results with the class. Standards (standards page) Location of choice; maps demonstrating your navigational route; accurate calculations of gas mileage, graphs, fully answered questions, neatness, organization; presentation of results to class By Elaine Califf
Goal: Your task is to understand the perspective of one of the characters in Shakespeare’s Romeo and Juliet. You will comment on one of the major themes or issues in the play from this character’s perspective by writing a monologue and delivering it in character to the class. Try to persuade the audience into agreeing with your character’s point of view.
Role: You will become a character from Shakespeare’s Romeo and Juliet.
Audience: Your audience is Mrs. Mosier and the rest of the class. You need to help us understand your character’s point of view as you (as your character) try to convince us of this perspective through your monologue.
Situation: (As teacher, write a description of the scenario the students are working within.) Students will have finished reading Shakespeare’s Romeo and Juliet. This activity will allow students to share their knowledge of the different perspectives of different characters from the play.
Product or Performance: You will create a monologue from the perspective of a character from Romeo and Juliet to show your understanding of that character and his or her perspective on one of the major themes or issues in the play.
Standards for Success: Your performance needs to show the perspective of your chosen character. You may not necessarily agree with their perspective. Write in the voice of your character. Your work will be judged by how well you write in the character’s voice, how well you convince us of your character’s position and how well you deliver your monologue.
Content: English Topic: Science Fiction Grade Level: 11th GLEs/Learning Targets: 3.2. Uses appropriate style. Develops ideas and organizes writing. 2.4. Writes for career applications. 1.5. Publishes text to share with audience. Product/Performance: Compose your own Science Fiction short story that you will submit to the school newspaper for publication.
1. Briefly describe the following components of your WebQuest. 2. At the end of class, copy and paste your GRASPS plan into the online journal. 3. Don’t forget to sign your name.
GRASPS Goal (introduction page) To create a short story for publication Role (introduction page) Aspiring Science Fiction Writer Audience (introduction page) School Newspaper editors / Student Body Situation (introduction page) School Newspaper is holding a Science Fiction Writing contest that you will be participating in. Product or Performance (task page) Composer your own Science Fiction short story that you will be submitting to the school newspapers Science Fiction Story Contest. Standards (standards page)
1. Briefly describe the following components of your WebQuest. 2. At the end of class, copy and paste your GRASPS plan into the online journal. 3. Don’t forget to sign your name.
GRASPS Goal (introduction page) For students to learn about the transfer of nutrients between life and its surrounding environment Role (introduction page) Students are playing the role of a park ranger giving a tour Audience (introduction page) The audience is a group of students on a field trip to your state park Situation (introduction page) You are standing in front of a classroom of students in front of a nature seen (students choice), and you are describing how a particular element transfers from one form to another as it moves from species to species and from the surrounding environment to species. Product or Performance (task page) Standards (standards page) Describe how organisms sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy.
Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis.
Describe how individual cells break down energy-rich molecules to provide energy for cell functions.
23 comments:
John Knudsen
1. Briefly describe the following components of your WebQuest.
2. At the end of class, copy and paste your GRASPS plan into the online journal.
3. Don’t forget to sign your name.
GRASPS
Goal
(introduction page) Create a metaphor or allegory that accurately represents how you feel about your place in the social order of this school.
Role
(introduction page) Composer, author or director/producer.
Audience
(introduction page) Parents.
Situation
(introduction page) Must be artistic, may be represented through any of the arts.
Product or Performance
(task page) You will create a poem, song, short story, painting, drawing or short skit that demonstrates to your parents how you feel about your place in the social order of the school.
Standards
(standards page) Reading EALR:
2: The student understands the meaning of what is read.
Writing EALRS:
1. The student understands and uses a writing process.
3. The student writes clearly and effectively.
Below are writing “stems” to help you develop each area above.
Goal: Your task is… The goal is to… The problem/challenge is…
The obstacle to overcome is…
Role: You are… You have been asked to… Your job is…
Audience: Your client is… The target audience is…You need to convince…
Situation: (As teacher, write a description of the scenario the students are working within.)
Product or Performance: You will create a … to…
You need to develop/design a … so that…
Standards for Success: Your performance needs to…
Your work will be judged by…
John Knudsen
1. Briefly describe the following components of your WebQuest.
2. At the end of class, copy and paste your GRASPS plan into the online journal.
3. Don’t forget to sign your name.
GRASPS
Goal
(introduction page) Create a metaphor or allegory that accurately represents how you feel about your place in the social order of this school.
Role
(introduction page) Composer, author or director/producer.
Audience
(introduction page) Parents.
Situation
(introduction page) Must be artistic, may be represented through any of the arts.
Product or Performance
(task page) You will create a poem, song, short story, painting, drawing or short skit that demonstrates to your parents how you feel about your place in the social order of the school.
Standards
(standards page) Reading EALR:
2: The student understands the meaning of what is read.
Writing EALRS:
1. The student understands and uses a writing process.
3. The student writes clearly and effectively.
Below are writing “stems” to help you develop each area above.
Goal: Your task is… The goal is to… The problem/challenge is…
The obstacle to overcome is…
Role: You are… You have been asked to… Your job is…
Audience: Your client is… The target audience is…You need to convince…
Situation: (As teacher, write a description of the scenario the students are working within.)
Product or Performance: You will create a … to…
You need to develop/design a … so that…
Standards for Success: Your performance needs to…
Your work will be judged by…
Goal
(introduction page) To build awareness of opportunities in the community for service and/or involvement, and to open doors to possible contacts for such opportunities.
Role
(introduction page) You work for the Parks and Recreation Department in your local community.
Audience
(introduction page) Citizens within your community who are looking for things going on (recreation, volunteer opportunities, and other activities) in your community.
Situation
(introduction page) The Parks and Recreation office of your community is in need of a comprehensive community guide that not only lists activities provided by Parks and Rec., but also other things that are going on in the community.
Product or Performance
(task page) Your job is to contribute to this comprehensive guide. Your contribution will be compiled, along with contributions from your fellow students, to create the guide. You will also be asked as part of this project to involve yourself in two of the activities (one of which you will be a participant and one of which you will be a volunteer).
Standards
(standards page) This task will be evaluated according to the EALR’s
Rebecca Kehn
Jessica McKee
GRASPS
Goal
(introduction page)Your task is to create a presentation based on the works of the Latin American authors that we have been reading in class.
Role
(introduction page)You are a high school English teacher who needs to find a creative way to introduce these authors and their text to your students.
Audience
(introduction page)Your target audience is your “make believe students.” You need to convince your students that the author and book is worth reading and getting interested in.
Situation
(introduction page)Pretending that you are a high school English teacher. You need to create an introductory presentation that will provide your students with background information about the author and the texts that we have read over the course of this year.
Product or Performance
(task page)You will need to create a presentation that will capture your students’ attention. You can create a PowerPoint presentation, a skit, a poster, a typed or handwritten report (you still need to present this to the class). If you come up with an idea that I have not listed, please come to me for approval.
Standards
(standards page)Your work will be judged by how well you have integrated the assignment requirements, creativity of the project, individual participation, and how well you present your project to the class.
GRASPS
Goal
(introduction page) There are many endangered species in our country. Most of them are this way because their habitat, the place that they live, has been destroyed. You will have the chance to pick from a list of species. Your goal will be to help save these species by planning how to restore their habitat.
Role
(introduction page) You will take on the role of Wildlife Biologists. There is an old farm with a creek and pond that used to be habitat for an endangered species. Your job will be to decide what plants to add or what changes to make to create a habitat for the endangered species out of the old farm.
Audience
(introduction page) You need to convince the Washington Department of Fish and Wildlife that your plan will help save this endangered species.
Situation
(introduction page) The students will be given a list of endangered species from which the group will choose one to save. They will be given a map of an old farm field with a creek and pond. They will need to decide what they would change, what plants they would add, and how they would help that species use the farm as a habitat.
Product or Performance
(task page) You will produce a map describing how you would restore the habitat of the endangered species and a letter explaining to the WDFW how your plan would best save the endangered species.
Standards
(standards page) Your map will be judged based on the plants you choose to add or any other changes you might make. The choices you make will be judged based on how appropriate they are for your chosen species.
Your letter will be judged based on how persuasive you are and the quality of the information that you find.
Bryan Schmidt
GRASPS
Goal:The goal is to write a personal memoir poem.
Role: You are submitting a personal memoir poem to the class anthology.
Audience:Your classmates.
Situation:Various works will be collected throughout the school year for the anthology, and it will be published at the end of the year and given to each class member.
Product or Performance:You will create a unique poem.
Standards:Your performance needs to be a process. There will be a number of drafts. How you use and apply the teacher and peer critique will be assessed.
Ruhiyyih
Kelsey Aske
GRASPS
Goal
(introduction page) As part of our poetry unit your goal will be to research the life of a famous poet.
Role
(introduction page) Your job is to find information about a certain poet and create a short presentation to share with your group mates.
Audience
(introduction page) Your audience will be fellow students in your group.
Situation
(introduction page) The students will be researching about a poet online, and sharing what they find with their group.
Product or Performance
(task page) You will create a short biography to share with the group
Standards
(standards page) Your work will be judged by your group members and mywself.
Kelsey Aske
Cody Moore posits this:
GRASPS
Goal--Persuade the administration (Mr. Moore) to choose whether or not to make “intelligent design” a required topic in the biology class. This persuasion will be weighed according to how well you support your position with appropriate data.
Role--You are an advocate arguing the reasons why your stance (evolution-only or “intelligent design”) is the most logical fit within the biology classroom.
Audience--The high school administration (Mr. Moore) will take all arguments into account.
Situation--Within recent history, the biology classroom has become a no-man’s-land in the battle between science and religion. School administrators have been pressured to “teach the controversy” by religious groups so that alternatives to evolution might gain equal time within lessons.
Product or Performance--You will participate in a debate focused on the topic of teaching “intelligent design” within the constraints of a high school biology class.
Standards--Your speech needs to focus on one or two of the main arguments that support your stance, should have verifiable evidence supporting your argument, and will be 5-10 minutes in length. Your work will be judged by your ability to argue in a civil manner, inclusion of references, and how you answer questions.
GRASPS
Goal
(introduction page) Your task is to connect literature to history, art, and music through the creation of an exhibit.
Role
(introduction page) Your job is to review a piece of music and a piece of art as it relates to a piece of historical literature.
Audience
(introduction page) You need to convince those who come to view your exhibit that your connections are accurate.
Situation
(introduction page) Students will explore how culture, politics, and art are interconnected through various activities which prepare them for this task.
Product or Performance
(task page) You will create an exhibit that explains the connection between the pieces you choose.
Standards
(standards page) Your work will be judged by the community visitors, your peers, and me.
Goal
(introduction page) To grab the students attention with a compelling idea. The classroom will be transformed into a museum of places around the world.
Role
(introduction page) Become a designer of a museum exhibit and brochure highlighting your own exhibit as well as including other classmate’s exhibits.
Audience
(introduction page) Museum goers!
Situation
(introduction page) You’ll be making a museum exhibit and brochure based on your research of a specific place. You will present your project to the class and leave it in the classroom for others to see as well.
Product or Performance
(task page) 1.) Pick a partner 2.)Pick a place anywhere in the world you would like to explore. 3.) Pick what you want your exhibit to consist of: a picture, painting, sculpture, or model. Talk to me if you have other suggestions. Remember, you have to create whatever your exhibit is going to be. 4.) Research you place of interest. Create your exhibit based on the culture, an influential figure, an interesting event, or ask if you come across something you want to share with the class. You have a ton of freedom on this assignment; I want you to research and decide what is important. Your brochure will consist of other information, not included in your exhibit, about the place you researched. Include information from two other groups about the places they researched. Highlight your exhibit. You want the museum clientele to come see your exhibit; make it shine!
Standards
Goal
Your goal is to persuade the voting public to understand and believe in your opinion of a controversial local issue.
Role
You have been chosen to perform your side of the argument of said political issue to the voting public artistically through styles of story-telling.
Audience
Local community members/voters who will be deciding the fate of the proposed initiative. Many of these people have heard both sides of the argument, however most are on the fence regarding where they would like to see their taxes go.
Situation
Political turmoil strikes the city at its heart as a heated debate rages on between those who would have more tax-payer-dollars go to public schools versus those who would rather them fund public safety operations.
Product or Performance
You will create a story….
OR… You will create a skit which you will then perform…
OR… You will create a rap (that tells a story)…
You have the choice in how you will present your side of the argument. You will need to think critically about the long term effects that each situation may create. This is meant to inspire you to create a story/skit/rap that you may use to illustrate what the benefits are to voting in your favor. You may also wish to consider what would happen if the opposition won the sympathy of the voters and illustrate this as it may very well be more successful rhetorically.
Standards
The standards of the assignment will be evaluated in how well the genre of writing is understood, how well the incorporation of persuasion is executed, and how students measure up to the given EALRs and GLEs that associate with this assignment.
Elissa Bush
1. Goal
Your task is to persuade others to read the book you have chosen based on the interest of the book’s setting (place/time/history)
2. Role
You are a travel agent who is “selling” the idea of traveling to this place/time
3. Audience
Your target audience are “potential clients”
4. Situation
You will work alone, giving a presentation in class on the time/place of your selected book.
5. Product or Performance
Students will act as travel agents and will present a sales pitch to “potential clients” (their classmates) persuading them to visit a time and place based on the book they have recently read. For instance, if a student is reading Dickens’ A Christmas Story, then the student will pitch a trip to Victorian London. Students will give information such as historic background, layout of the city, etc.
6. Standards
Your “sales pitch” needs to be innovative, original, informative, well researched, and convincing. Your classmates will rate you on a scale to determine effectiveness (how likely they would be to go to that time/place).
GRASPS
Goal
(introduction page) Your task is to write a “letter to the author” of the book you used for your book review and to tell him/her how you felt about the book.
Role
(introduction page) Your task is to write a “letter to the author” of the book you used for your book review.
Audience
(introduction page) Your audience is the author of the book.
Situation
(introduction page) You are to write a “letter to the author” of the book you used for your book review. Please relay any applicable feelings, thoughts, questions, and issues that you would like to present to the author about his/her book. Please use proper and professional letter format when creating your letter. Resources for this format can be found at http//: www…
Product or Performance
(task page) You will write a “letter to the author” of the book you used for your book review.
Standards
(standards page) Your letter will be judged by the content of your letter and whether you have relayed your feelings, thoughts, questions, and issues regarding the book. This letter’s format should adhere to standard letter writing format.
I was talking to Levi and I'm thinking that the class anthology will be an online publication. We will have a class website where students (after teacher approval) will publish their work. Yey! Fun!
Ruhiyyih
Goal
(introduction page) Your task is to write your own lyrics for a song from the Civil War era.
Role
(introduction page) You are to assume the role of either a slave/former slave or a soldier from either the north or the south (4 choices). You are to express your position on the war through the lyrics of your song.
Audience
(introduction page) Your audience will be the rest of the country that is being affected by the war. Otherwise, this will depend on the character you choose (i.e. if you are soldier from the north, your audience will be supporters of the Union).
Situation
(introduction page) The year is 1863, and the war has been waging on for two years. While sitting around the fire after a long and bloody battle, you decide to express your frame of mind through a song.
Product or Performance
(task page) You will create lyrics to a song, using any musical rhythm you choose, to convey your character’s point of view on the war.
Standards
(standards page) Your song needs to clearly demonstrate who your character is, which side they are on, and their opinion on the war. It can be patriotic, anxious for the end, anxious to fight, etc.
Barret Schwerin
Goal
(introduction page) Goal is to write a memoir of your travels using the markers in google maps or google earth.
Role
(introduction page) You are a graduate who has decided to see the world and keep your family up to date on your travels.
Audience
(introduction page) The audience is your family and your friends.
Situation
(introduction page) You are traveling the world, nation, state, and finding your current location when you arrive at your destinations so that you can describe your travels since your last location.
Product or Performance
(task page) Produce a “Google maps story” of your travels to present to the class either in class or with a link on-line
Standards
(standards page)
GRASPS - Travis
1. Goal
Your task is to determine how to balance competing uses for a popular bay
2. Role
Students will be in teams, each focusing on one interest group: Fishing, Industrial, Environmental, and Boating
3. Audience
Science City mayor (teacher)
4. Situation
A new mayor has been elected in Science City and the users of Science City Bay are lining up to advocate for their groups about the use of the bay.
5. Product or Performance
You will need to write a paper detailing the different uses of a bay and the ways that each use can positively or negatively affect the others. You will also participate in a “town hall” meeting in which you will present your groups position and interests before the City Mayor
6. Standards
Your work will be judged in two parts: the content of your paper
Ben Allinger
Goal
Learn about food as a biological resource.
Role
Consumers
Audience
Fellow consumers
Situation
The students are examining things they interact with in real life, specifically, the ingredients in the foods that they eat.
Product or Performance
Each student picks one ingredient and researches it, reporting two or three facts back to the class. Each group is responsible for developing one visual aid.
Standards
(nothing yet.)
GRASPS
Goal
(introduction page) Inform classmates as to the costs of buying & owning a car.
Role
(introduction page) A Financial/Business Reporter
Audience
(introduction page) High School Algebra 2 class
Situation
(introduction page) They have 2 weeks for the assignment
Product or Performance
(task page) Research report with visuals (graphs), presented orally to class
Standards
(standards page) Report is clear, good graphics & audience seems engaged
By Scott Koss
Goal
(introduction page) Your task is to plan a trip to a location of your choice in North America. The goal is to use MapQuest, calculate gas mileage, calculate cost of gas for the trip, and create graphs representing miles/gallon. The problem/challenge is to select a location, learn processes for calculating gas mileage, represent it in graphical form, and present your project to the class.
Role
(introduction page) You are a parent. You want to plan a trip that will be meaningful and enjoyable for your junior high age children. Your job is to work out the details of navigation and gas costs for the entire trip.
Audience
(introduction page) Classroom context; audience is teacher and classmates.
Situation
(introduction page) You have a three week vacation and x amount of dollars for gas.
Product or Performance
(task page) You will download maps, create graphs, and calculate transportation costs. All of this will be neatly presented in portfolio/folder form at the end of two weeks. You will also have an opportunity to share your choice and your results with the class.
Standards
(standards page) Location of choice; maps demonstrating your navigational route; accurate calculations of gas mileage,
graphs, fully answered questions, neatness, organization; presentation of results to class
By Elaine Califf
Goal:
Your task is to understand the perspective of one of the characters in Shakespeare’s Romeo and Juliet. You will comment on one of the major themes or issues in the play from this character’s perspective by writing a monologue and delivering it in character to the class. Try to persuade the audience into agreeing with your character’s point of view.
Role:
You will become a character from Shakespeare’s Romeo and Juliet.
Audience: Your audience is Mrs. Mosier and the rest of the class. You need to help us understand your character’s point of view as you (as your character) try to convince us of this perspective through your monologue.
Situation: (As teacher, write a description of the scenario the students are working within.)
Students will have finished reading Shakespeare’s Romeo and Juliet. This activity will allow students to share their knowledge of the different perspectives of different characters from the play.
Product or Performance:
You will create a monologue from the perspective of a character from Romeo and Juliet to show your understanding of that character and his or her perspective on one of the major themes or issues in the play.
Standards for Success:
Your performance needs to show the perspective of your chosen character. You may not necessarily agree with their perspective. Write in the voice of your character.
Your work will be judged by how well you write in the character’s voice, how well you convince us of your character’s position and how well you deliver your monologue.
Danielle Mosier
Content: English
Topic: Science Fiction
Grade Level: 11th
GLEs/Learning Targets: 3.2. Uses appropriate style. Develops ideas and organizes writing. 2.4. Writes for career applications. 1.5. Publishes text to share with audience.
Product/Performance: Compose your own Science Fiction short story that you will submit to the school newspaper for publication.
1. Briefly describe the following components of your WebQuest.
2. At the end of class, copy and paste your GRASPS plan into the online journal.
3. Don’t forget to sign your name.
GRASPS
Goal
(introduction page) To create a short story for publication
Role
(introduction page) Aspiring Science Fiction Writer
Audience
(introduction page) School Newspaper editors / Student Body
Situation
(introduction page) School Newspaper is holding a Science Fiction Writing contest that you will be participating in.
Product or Performance
(task page) Composer your own Science Fiction short story that you will be submitting to the school newspapers Science Fiction Story Contest.
Standards
(standards page)
Content: Science
Topic: Nutrient cycles
Grade Level: 9
GLEs/Leaning targets:
Product/Performance: Display with oral report
1. Briefly describe the following components of your WebQuest.
2. At the end of class, copy and paste your GRASPS plan into the online journal.
3. Don’t forget to sign your name.
GRASPS
Goal
(introduction page) For students to learn about the transfer of nutrients between life and its surrounding environment
Role
(introduction page) Students are playing the role of a park ranger giving a tour
Audience
(introduction page) The audience is a group of students on a field trip to your state park
Situation
(introduction page) You are standing in front of a classroom of students in front of a nature seen (students choice), and you are describing how a particular element transfers from one form to another as it moves from species to species and from the surrounding environment to species.
Product or Performance
(task page)
Standards
(standards page) Describe how organisms sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy.
Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis.
Describe how individual cells break down energy-rich molecules to provide energy for cell functions.
Fred
Post a Comment