almwebquest

           Welcome to the Autonomous Learner Model's:
     Images of Greatness - Eminent People Webquest

Introduction Tasks   Process   Evaluation   Conclusion   Resources   Teacher   Credits Contact

    In order for a person to understand one's own potential it is important to understand the terms that are often linked to potentional such as "giftedness", "talent", "intelligence" and "creativity". Once these concepts are understood, how might we connect these concepts to our own lives? One way to begin to understand eminent people is by looking at their lives through research using many resources. To fully appreciate the impact these people had on our lives, we will step into the shoes of these eminent people and become them for the MAIN EVENT.

INTRODUCTION:
"Who am I?" Let's get started! You have been invited to ultimately become an eminent person; to step into the shoes of someone who has effected our lives in a prominent way. But what made these eminent people who they are? Which one of these words best describes your person; gifted, talented, intelligent or creative? Or could all of these terms define your person and WHY? Let's first define the variations of these terms, then we can begin to understand what makes a person "eminent". Be sure to enjoy the process!!!
(*See Resources sections for terminology and helpful tips)
(Teachers, see the Teacher section for Teacher Tips)

TASKS:
In order to begin and not miss any of the nuances leading up to the Main Event you will be required to complete 6 tasks prior to the Main Event. Good Luck! But of course, before this you will need to decide "Who am I?" or should I say "Who will I be!?" Let's begin with a Warm-UP!

WARM-UP: "Who am I?"
With your classmates, you will develop a "Who am I?" board to help you decide who you will be for the Main Event. With your classmates begin to look for eminent people in books, on the internet, in magazines, in videos, etc. As you come across potential eminent people to portray list their names and a clue (fact) about them on the board. Try to catergorize them under the field they are known for. Once a multitude of names and clues are listed begin to focus on an eminent person of choice.
CHOOSE YOUR EMINENT PERSON.

1. Research & Brief Report:
(Self-Understanding, Communication, Skills of the Independent Learner)
You will be compiling as much information as you can about your eminent person with your product resulting in a mini research report that will assist your during your News Conference and the MAIN EVENT. Be sure to talk to your classmates just in case someone finds some valuable information you may be able to use.

2. Lifeline/Timeline:
(Interpersonal, Skills of the Independent Learner)
There will be a classroom Lifeline/Timeline in the classroom. Your task will be to choose what you believe are important facts about your person and then place them on the Lifeline/Timeline at the appropriate place.

3. Bio-Riddle:
(Self-Understanding, Creativity, Communication)
You will be writing a bio-riddle based on your eminent person. You will use your information to provide “identity clues” to write your bio-riddle. Here's my bio-riddle! (CLICK HERE)

4. Quotable Quote:
(Self-Understanding, Interpersonal)
Try to find a quote or two that your eminent person spoke that you can share at the MAIN EVENT. You will also "Post a Quote" - your favorite quote - in the classroom.
Here are a few quotes by Georgia O'Keeffe
"I found I could say things with color and shapes that I couldn't say any other way - things I had no words for."
"Nobody sees a flower really; it is so small. We haven't time, and to see takes time - like to have a friend takes time."
"To create one's own world in any of the arts takes courage."
"You get whatever accomplishment you are willing to declare."

5. Learning Center:
(Interpersonal, Creativity, Communication)
You will be designing a Learning Center about their person.
This learning center will be on display for others to see during the week before, during and after our MAIN EVENT.

6. News Conference:
As a warm-up to the MAIN EVENT we will hold a News Conference to help all of you get into character. We will need some characters to be interviewers and others to be interviewees. Maybe we can go live on the Morning Announcements!
(Communication)

7. Main Event: Glimpses of Greatness or Night of the Notables - or BOTH!
(Self-Understanding, Interpersonal, Creativity, Communication)
All of our hard work will become finalized at our SRMarmon celebration as well as an event we will hold separate of this day just for your family and friends. We will discuss all the details as we get closer to the date(s) of performance. (To Be Announced/Added).

PROCESS:
1. Research & Brief Report:
Remember, even though you're flying solo with your research, your friends can help you! Here are some IDEAS to help you explore and research.
*Read books, magazines, check out the internet (See Resources section for a few helpful websites)
*Call them if they are living, interview them or interview someone who knew them
*View films, videos, look at pictures
*Listen to tapes or records to hear their voices
*Use notecards and keep track of resources you have used (a bibliography is required).

There are several pieces of information that you are required to find.
* What did they wear? - you will be required to be in costume for the two events
* What are their favorite food(s)? - you will want to make a sample to share at the MAIN EVENT
* Several quotes (see Quotable Quote section)

Once you’ve collected all of your information, write a brief report about your person. Write this report as if you are this person. Here's and brief example:
“I am Vincent VanGogh, and I was born in ______ in a town called _____. If I were alive today I would be ______. One of my favorite paintings I created was _____ I lived in France for a part of my life. . . .

2. Lifeline/Timeline:
In order to add to the classroom lifeline/timeline, you will need to actively take notes while you are doing research. The objective is to recognize historical events that were occuring (or are occuring) during your famous person's life.

3. Bio-Riddle:
Remember this is a riddle so you will not use your person's name in the riddle. When writing your bio-riddle use as many writing techniques that you have learned such as: alliteration, simile, metaphor, rhyme, etc. Your poem should be no less than 6 lines (kinder); 10 lines (primary); 20 lines (intermediate).

4. Quotable Quote:
Look up quotes by your famous person. You can look in books, such as an autobiography or a biography or you can look on the internet. (See Resources for websites regarding quotes). You will need to memorize at least (2) quotes for the (2) events. You will also pick your favorite quote and design a poster with the quote on it. This quote will become part of our class collection to eventually "Post a Quote" to share with everyone.

5. Learning Center:
A learning center can be a display, it can be interactive, it could involve a game, it can be as creative as you would like to make it. Keep in mind that you must include several things. They are as follows: a biography of your person,    pictures of your person and what they are/were famous for, artifacts about your person, a complete list of references and a brief essay explaining how this person has CHANGED(or impacted) the world.

6. News Conference: STOP HERE PLEASE

7. Main Event: Glimpses of Greatness or Night of the Notables - or BOTH! STOP HERE PLEASE

EVALUATION: Student Check-Ins
WARM-UP: “Who am I?”
Primary students should contribute no less than 3 different names and clues.
Intermediate students should contribute no less than 6 different names and clues.                                  As you find people to add to the "Who am I?" Board, categorize them under the proper field they are known for. Add categories to the board as needed. Study the boards as you add to them to assist you with picking your person. This will be the step that identifies your person.                                           ________

1. Research & Brief Report:
Collect information and write a brief report. Be sure to use the Writing Rubric as your guide.

CATEGORY	4 - Above Standards	3 - Meets Standards	2 - Approaching Standards	1 - Below Standards	Score
Attention Grabber	The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, or in the form of a question.	The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.	The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.	The introductory paragraph is not interesting AND is not relevant to the topic
Sentence Structure	All sentences are well-constructed with varied structure.	Most sentences are well-constructed and there is some varied sentence structure in the report.	Most sentences are well constructed, but there is no variation is structure.	Most sentences are not well-constructed or varied.
Grammar & Spelling	Author makes no errors in grammar or spelling that distract the reader from the content.	Author makes 1-2 errors in grammar or spelling that distract the reader from the content.	Author makes 3-4 errors in grammar or spelling that distract the reader from the content.	Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
Closing paragraph	The closing paragraph is strong and leaves the reader knowing, in a personal way, who the eminent person is or was.	The closing paragraph is strong. The author is able to express who the eminent person is or was.	The closing paragraph restates information about the eminent person but is not expressive.	There is no conclusion - the paper just ends.

RubiStar/Rubric Made (with the help of): RubiStar ( http://rubistar.4teachers.org )
Click on Teacher below for Teacher Tips

2. Lifeline/Timeline:
Each of you will be required to add your person to the LifeLine with Primary students adding no less than 3 life events and 3 historical events about each person. Intermediate students should add no less than 6 life events and 6 historical events.                                                                                    _______

3. Bio-Riddle: "Who am I
You are required to write a bio-riddle about your famous person. Remember that it is a riddle so you will not use your person's name in the riddle.Use as many writing techniques that we have discussed as you can: alliteration, simile, metaphor, rhyme, etc. Your poem should be no less than:
6 lines (kinder);
10 lines (primary);
20 lines (intermediate)                                                                                   _______

4. Quotable Quote:
Found and memorized at least (2) quotes by your eminent person.                                   _______
Made a "Post a Quote" to post and share in our classroom for future use!                     _______

5. Learning Center:
Here is what is required at your Learning Center:
Biography            ________    Pictures            _________
Artifacts            ________    References         _________
An brief essay explaining how this person has CHANGED(or impacted) the world         ________

Here are a few suggestions of ways you can design your Learning Center. Make a diarama, poster, display historical papers, make a pamphlet or a slide-show, make a movie, THINK OUTSIDE OF THE BOX!            ________

6. News Conference: STOP HERE PLEASE

7. Main Event: Images of Greatness or Night of the Notables - or BOTH! STOP HERE PLEASE

CONCLUSION:
As a closure to the event, we you will need to complete three final pieces - SEE BELOW (to be added)
Self-Evaluation:
Group Discussion:
Teacher Evaluation and Conference:

RESOURCES:
Vocabulary
1. Gifted: those who are capable of high performance and can demonstrate achievement or potential ability in any of the following areas - general intellect, academic aptitude, creative or productive thinking, leadership ability, or visual and performing arts.

When discussing the Autonomous Learner Model, there are three different types of learners who have the potential to become autonomous learners.

2. Intellectually gifted (intelligence): These learners are identified by achievement or IQ tests. Most score 130 or above, with 120 being the lowest score (considering other factors). They tend to not be risk takers. This is often the most typically recognized as being gifted.

3. Creatively gifted: These learners are creative, divergent thinkers. They think outside of the box! They are risk takers and seek the unknown or imaginary. Their IQ's usually range between 120-125. These learners score higher on tests of creativity and will be identified through performance.

4. Talented: These learners excel in one specific area.There interest area presents as a PASSION which is lifelong. These learners are often identified through observation and performance.

5. Multi-potentiality: Always remember that learners can possess one, two or all of these qualities. (Does your eminent person hold one, two or all three of these qualities?)

A Few Helpful Websites:
http://ericec.org/fact/famous.html
http://www.bertiekingore.com/biographies.htm
http://home.rochester.rr.com/dyslexiahelp/famous_people_gifted_with_dyslex.htm
http://www.ldonline.org/kidzone/inter_act/celebrity_quiz.html
http://www.disabilityhistory.org/people.html
http://dmoz.org/Kids_and_Teens/People_and_Society/Biography/
http://www.biography.com/
http://www.famouspeople.com/famous_biographies.htm
http://library.thinkquest.org/J002678F/
http://members.aol.com/TeacherNet/Famous.html
http://www.kcls.org/hh/bioexplorers.cfm
http://www.gardenofpraise.com/leaders.htm
http://coloquio.com/famosos/alpha.htm
http://www.kidinfo.com/American_History/Famous_Historical_People.htm
http://www.dyslexia.com/qafame.htm
http://www.emints.org/ethemes/resources/S00000989.shtml
http://www.reddisability.org.uk/DisFamous.htm
http://www.eia.doe.gov/kids/history/people/pioneers.html
http://www.time.com/time/time100/
QUOTABLE QUOTES WEBSITES:
http://quotations.about.com/cs/inspirationquotes/a/FamousPeople1.htm
http://www.cs.virginia.edu/~robins/quotes.html
http://www.todancewithangels.com/famousquotes.html
http://quotations.about.com/cs/inspirationquotes/a/FamousPeople1.htm

TEACHER:
Click on Teacher to link to Teacher Tips.

CREDITS:
Betts, G.T. & Kercher, J. (1999). Autonomous learner model: Optimizing ability. Greelee, CO:         Autonomous Learning Publications & Specialists.
Williams, K.D. (1989). Images of Greatness. Greelee, CO: Autonomous Learning Publications &         Specialists.

RubiStar ( http://rubistar.4teachers.org )

CONTACT:
Stephanie R. Haynes: email - <haynes@aps.edu>