The_Perseus_Project

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					                                         The Perseus’ Project
Directions: In addition to taking a multiple choice test, you will have a project due on the day of
your English Language Arts Midterm. Use the annotation sheet and internet sources in order to
compile information and complete the project. Each written project needs to be the length of a
full page or more. You may choose from the following projects:
    1. Perseus: The Game: Create a board game that includes the story, settings, and
        characters in “Perseus”. You will also need to include the objective and rules of the
        game. (The board game project was adapted from Mythology: A Cooperative Learning
        Unit, edited by Dr. James Scott and published by Prestwick House.)
    2. A Friendly Game of Dodge Earth Ball with Atlas: The Gorgon sisters want to take
        revenge on Perseus for beheading Medusa. They find a way to relieve Atlas of his
        sentence of holding up the earth if he is able to trick Perseus into being his replacement.
        Describe how Atlas tries to trick Perseus and whether he is successful in his trickery.
        (The project idea was adapted from the Percy Jackson and the Olympians series.)
    3. Perseus: To the Land Beyond and Back Again: Create a play in four acts with a
        dialogue and stage directions based on the following sections of “Perseus”: Act One:
        “The Prophecy”, Act Two: “The Island”, Act Three: “The Quest”, and Act Four: “The
        Return”.
    4. The Perseus Press: Create a Greek mythology newspaper. Include an article about the
        story of Perseus. Also include cartoons, letters, and advertisements, such as “Snake
        Away: Shampoo that Tames Unruly Hair”. (Your newspaper may be five pages long.)
    5. Perseus, 2010: Write a scene for a movie retelling the story, but change the setting to
        2010. (The film can be rated A for being action-packed.)
    6. An Appetite for Ambrosia (or Greek god food): After Perseus completes his quest, he
        decides to retire from being a hero in order to open a restaurant for the gods. Create a
        menu of ten meals relating to events in the story, and then include descriptions of the
        ingredients and the prices in Greek drachmas.
        Example: Snake-ghetti and Eye-ball                                        Price
        Try Perseus’s favorite “if you can beat it, you can eat it” entrée.       10 Drachmas
        Snake-ghetti and Eye-ball can only be described as a scrumptious
        blend of Medusa’s locks marinated in sea-monster ooze and
        topped with the Gray sisters’ succulent eyeball.
    7. The View (Through One Eye): The three Gray sisters decide to host a talk show similar
        to The View, except they can call their talk show something like The View (Through One
        Eye). Through the perspective of a studio-audience member, write about an interview
        they have with their guest, Perseus, and any other character from the story.
    8. X Marks the Spot: Create a treasure map following Perseus’s travels. Include and
        illustration all the islands described by Bernard Evlsin in Heroes, Gods, and Monsters of
        the Greek Myths.
    9. Law and Disorder: Suppose that Athena felt guilty about so many people turning into
        stone and decided to intervene and not let Polydectes be turned into stone. What would
        happen if she had Polydectes tried in court for his crimes instead? Set up a criminal trial
        for Polydectes. Decide who would be the attorneys, the witnesses, and the jury. Also
        include a dialogue in the court drama.
    10. The Hero Makes the Sword: The Sword Makes the Hero: Describe the purpose of
        each of Perseus’s three weapons and their functions along his journey.
                                                   Name _____________________________

                               Rubric for the Perseus Project:

MYP Unit Question: How common are our stories?

Areas of Interaction: Approaches to Learning and Health and Social

Criteria        Highly          Effective        Sufficient        Inconsistent Inefficient
                Effective       7-8              5-6               3-4          1-2
                9-10
A. Content      *The student    *The students    *The student      *The student   The student
                consistently    use most of      uses many of      uses some of   needs to use
*How well       uses            the supporting   the supporting    the details    details from the
can the         supporting      details from     details from      from the       story of
student create details from     the story of     the story of      story of       “Perseus”.
a project that the story of     “Perseus”.       “Perseus”.        “Perseus.”
applies facts   “Perseus”.
from the story *The student     *The student     *The student      *The student *The student
“Perseus” in    consistently    uses a lot of    uses              uses some    needs to use
an              uses            imagination      imagination       imagination. more
imaginative     imagination                      through most                   imagination
way?                                             of the project.
Organization *The project       *The project     *The project      *The project   *Many parts of
*How well       is              is usually       is generally      shows the      the project are
can the         consistently    well-            well-             beginnings     not organized,
student         well-           organized,       organized,        of             clear, or easy
organize ideas organized,       clear, and       clear, and        organization   to understand.
in throughout clear, and        easy to          easy to           but some
the project so easy to          understand.      understand.       parts are
that the reader understand.                                        not clear or
or audience                                                        easy to
can easily                                                         understand.
understand
the structure
of the
project?

				
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