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Quarter 4 iBook Project Objective: Students will create an iBook based on the epic poem The Odyssey by Homer.

This project will be from the perspective of 9th Graders for an audience between 6th Grade and 9th Grade. The project will engage in meaningful tasks using contemporary learning skills and 21st century mastery techniques. Instructions: Task 1: Introduction: Literary Connection. Keynote + video Review on students perspective on the poem (interview) Why is this story considered an epic poem? Hero- Challenges- Values Why is this work considered a significant piece of Literature until this very day? (penned around 7th-8th Century BC) What can we infer about the Greek culture and its impact on the world today? Introduce characters Task 2: Books 1-12: The Wanderings (Visual narrative) Timeline of Odysseus journey Map embedded in Odysseus destinations and adventures. Visual effects. Dramatic music.

Task 3: Books 1-12: The Wanderings (Visual narrative) Design your own images or find copyright free images. Open Education Resources Reflective critical thinking questions (multiple choice)- at the end of each Book. Creation of script and narrative (podcast)

Task 4: Books 16-23: The Homecoming (iBook Textbook) Description of events from 9th Graders perspective (writing) Quotes and clues for comprehension from the epic poem. Audio commentary (a student commenting on the events: their understanding)

Task 5: Special Effects Glossary (Greek/Latin root of vocabulary) Interactive activities: a maze, a crossword, an acrostic poem (The Odyssey, Odysseus, Penelope, Telemachus, Tiresias, Circe, Calypso, Athena, Poseidon, Cyclops) Reviews from Ss on the iBook (interview)

Skills Practised: Reading Writing Listening Speaking Critical Thinking Students will:

Quarterly Assessment: Homework- Participation-PerformanceClasswork (65%) Final Project: iBook (35%)

Have a little more experience with the process, so theres actually a better chance of them actually producing something better. Have an opportunity to improve their writing skills. Be more motivated, as the larger the audience is, the more engaged they will be. Be producing their own media to reflect and show what they have learned. Position themselves as pioneers in authoring a school-wide collection of iBooks. Be working in alignment with Common Core Standards. Example provided below. Be working in alignment with ISTE standards for students. Example provided below also. Alignment with CCSS: CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 910 here.) CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Alignment with ISTE standards: Communicate information and ideas effectively to multiple audiences using a variety of

media and formats Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Develop cultural understanding and global awareness by engaging with learners of other cultures. Create original works as a means of personal or group expression General Rubric: 100-94 Product shows a large amount of original thought. Ideas are creative and inventive and truly enhanced the finished iBook. 93-85 Product shows some original thought. Work shows new ideas and insights that enhanced the finished iBook. 84-70 Struggled to think outside of the box and produce original work. Contributed little uniqueness to enhance the finished iBook. Met most project expectations, and made an effort when prompted. Below 70 Did not exhibit clever or original ideas in their work. Lack of creativity hindered the finished iBook product.


Exceeded project expectations, worked to the Effort Demonstrated best of their ability, and gave maximal effort for the duration of the project. Proficiently applied personal knowledge of Applying Knowledge The Odyssey to compliment the task at hand. Works to complete all Team Member group goals. Effectiveness Performed all department duties, enthusiastically contributed knowledge, opinions, and

Met project expectations, and made good, consistent, effort for the duration of the project.

Did not meet project expectations, and demonstrated minimal effort.

Sufficiently applied personal knowledge of The Odyssey to compliment the task at hand. Usually helps to complete group goals. Performed nearly all department duties, contributed some knowledge, opinions, and

Struggled to apply personal knowledge of The Odyssey to assist the task at hand. Occasionally helps to complete group goals. Performed a few department duties, contributed a small amount of knowledge,

Personal knowledge towards The Odyssey is not evident. Does not work well with others and shows no interest in completing group goals. Did not perform department duties, and did not contribute knowledge, opinions or skills to share with the

Task Completion

skills to share with the team. Always did the assigned work.

skills to share with the team. Completed most of the assigned work. The content of the book is properly organized and logical. Most of the content is paraphrased and reflects some learning. Good quality questions for the assessment.


The content of the book is well organized and logical. The content is well paraphrased and reflects learning. High quality questions for the assessment.

opinions, and skills to share with the team. Completed very little of the assigned work. The content of the book is poorly organized and not very logical. Part of it is paraphrased. Poor quality questions for the assessment.

team. Relied on others to do the work.

The content of the book is poorly organized and confusing. The content is well plagiarized and reflects no learning. Mediocre quality questions for the assessment, if any.