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year 7

Skellig WebQuest

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Skellig

By David Almond

 

A year 7 webQuest

 

 

Designed by

Mr.Foley

 

 

 INTRODUCTION

‘We can’t know. Sometimes there are things that we have to accept there are things we can’t know…we have to allow ourselves to see what there is to see, and we have to imagine. Mina pg. 131.

  1. Writers usually have an idea about the world that they want to  explore or share with others.
  2. They often have to complete a lot of research before they begin to write a novel and this can sometimes take years.
  3. What they then do is take all the things that they have been interested in and begin to weave them all together into their story.

TASK

 

  • In groups of 4 you will complete a piece of research similar to that which David Almond may have completed before he started writing Skellig.

  • Divide up your jobs –Research will be emailed to a team editor who will assemble your ideas into an Information booklet using Publisher.

  • You will have too much material and must edit this down to the most important facts and some small images.

  • We can then try to make links between this strange collection of ideas.

 

PROCESS

 The Process

Group 1  What was Archaeopteryx- why is it important?

Group 2   What is evolution who is, famously, associated with it?

Group 3   Who was Persephone why did she eat pomegranates?

Group 4    What does the poet William Blake have to say about 
                  school?

5 Group     What are angels?

Group 6      What is arthritis/what are owl pellets?

Group 7       Why can’t humans fly? Who was Icarus?

Group 8      Editorial group-assembling information-looking for connections.

 

RESOURCES

 

  1. Begin by using MS Encarta –Start/programs/ms Encarta –then do a search for your item.

 

  1. Use the INTERNET-the following sites will help:

 

 

http://www.bbc.co.uk/schools/ks3bitesize/science/biology/skeleton2_intro.shtml

 

 

ASSESSMENT

 

ICT assessment -Processing Text and Images

Working towards Level 5

Level 5

Working towards Level 6

Work in a group to produce a booklet combining different forms of information, exchanging ideas about layout and presentation of the document.

Work collectively to organise, refine and present a booklet document that uses acquired and processed images. Work is applied to future layouts using templates to control and promote consistent standards

Working collaboratively the production of a booklet is sub-divided into tasks with clear targets and controlled presentation styles and standards. They use templates to ensure consistency and efficiency.

 

It should be clear to students what they have to do to achieve at each level. They themselves should be able to assess how well they have met the criteria.
CONCLUSION

 

Peer assessment –                    

                    

how well did your group cooperate? What would you do differently next time?

 

 

 

Are you impressed with the final product?

 

 

 

What level does it deserve?

 

 

 

TEACHER NOTES

 

Download Skellig Scheme of Work

 

En2 Reading

Knowledge, skills and understanding

Understanding texts

1 to develop understanding and appreciation of text pupils should be taught:

 

Reading for meaning

 

a.        to extract meaning beyond the literal, explaining how the choice of language and style affects implied and

         explicit meanings               

b       to analyse and discuss alternative interpretations, ambiguity and allusion

c       how ideas, values and emotions are explored and portrayed

d       to identify the perspectives offered on individuals, community and society

e        to consider how meanings are changed when texts are adapted to different media

f        to read and appreciate the scope and richness of complete novels, plays and poems

 

Understanding the author's craft

1.      how language is used in imaginative, original and diverse ways

2.      to reflect on the writer's presentation of ideas and issues, the motivation

        and behaviour of characters, the development of plot and the overall impact of a text

3.      to distinguish between the attitudes and assumptions of characters and those of the author

4.      how techniques, structure, forms and styles vary

5.      to compare texts, looking at style, theme and language, and identifying connections and contrasts.

 

NC page 34