6th – 8th Grade PowerQuestBy: Glenda Brewer, Regena Cardenas, MeYonnie Faulk, Chrystal McDonald,

Norma Perez

Magnolia Elementary

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What is your heritage?How has it contributed to society?

Why is it important to know?

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You will be going on a historical journey designed to help you understand yourself through your

family and culture. A family is people with whom you live and with whom you connect.

Your family is something you know well with a rich resource of traditions and stories to be

told. Writers write best about what they know. Some of the most famous writers have written

about family relationships and everyday troubles and joy. You have a wealth of

experience. You are going to do an exploration of life through the Internet, personal

experiences and research. You will document your experiences through several tasks you

will be ask to complete.

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INTRO Conduct oral history with eldest family member.

Design and display a family tree.Oral presentation of a family story (folklore).Compose an “I AM” poem.Share a family cultural recipe.

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Compose an “I AM” poemCreate Family Tree Family Survey Family Cultural RecipeFamily Folklore

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*For more information on how to create multimedia evaluative rubrics, go to the RubiStar website. http://rubistar.4teachers.org/index.php

CATEGORY 4 3 2 1Audience Storyteller looks at and tells the story to

all members of the audience. Storyteller looks at and tells the story to a few people in the audience.

Storyteller looks at and tells the story to 1-2 people in the audience.

Storyteller does not look at or try to involve the audience.

Contact Always speaks loudly, slowly and clearly. Is easily understood by all audience members all the time

Usually speaks loudly, slowly and clearly. Is easily understood by all audience members almost all the time.

Usually speaks loudly and clearly. Speaks so fast sometimes that audience has trouble understanding.

Speaks too softly or mumbles. The audience often has trouble understanding.

Voice Pacing The story is told slowly where the storyteller wants to create suspense and told quickly when there is a lot of action.

The storyteller usually paces the story well, but one or two parts seem to drag or to be rushed.

The storyteller tries to pace the story, but the story seems to drag or be rushed in several places.

The storyteller tells everything at one pace. Does not change the pace to match the story.

Knows the Story The storyteller knows the story well and has obviously practiced telling the story several times. There is no need for notes and the speaker speaks with confidence

The storyteller knows the story pretty well and has practiced telling the story once or twice. May need notes once or twice, but the speaker is relatively confident.

The storyteller knows some of the story, but did not appear to have practiced.

May need notes 3-4 times, and the speaker appears ill-at-ease. The storyteller could not tell the story without using notes.

Characters The main characters are named and clearly described (through words and/or actions). The audience knows and can describe what the characters look like and how they typically behave

The main characters are named and described (through words and/or actions). The audience has a fairly good idea of what the characters look like.

The main characters are named. The audience knows very little about the main characters.

It is hard to tell who the main characters are.

Listens to Others Always listens attentively to other storytellers. Is polite and does not appear bored or make distracting gestures or sounds

Usually listens attentively to other storytellers. Rarely appears bored and never makes distracting gestures or sounds.

Usually listens to other storytellers, but sometimes appears bored. Might once or twice accidentally make a gesture or sound that is distracting.

Does not listen attentively. Tries to distract the storytellers, makes fun of them, or does other things instead of listening.

Duration The storytelling lasts 5-7 minutes The storytelling lasts 4 or 8 minutes. The storytelling lasts 9 minutes. The storytelling lasts less than 3 minutes or more than 9 minutes.

Acting/dialogue The student uses consistent voices, facial expressions and movements to make the characters more believable and the story more easily understood

The student often uses voices, facial expressions and movements to make the characters more believable and the story more easily understood.

The student tries to use voices, facial expressions and movements to make the characters more believable and the story more easily understood.

The student tells the story but does not use voices, facial expressions or movement to make the storytelling more interesting or clear.

Written Copy The student turns in an attractive and complete copy of the story in the correct format.

The student turns in a complete copy of the story in the correct format.

The student turns in an complete copy of the story, but the format was not correct.

The student turns in an incomplete copy of the story.

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INTRO

Now that you have completed the activities for the PowerQuest, you need to answer the following questions:

I am proud of my family because ………… I learned new information about my family…..My family is special because………………..How has this project changed your perspective of

your family?

6TH GRADE SOCIAL STUDIES

Goal 4: The learner will identify significant patterns in the movement of people, goods and ideas over time and place in South America and Europe.

Goal: 8: The learner will assess the influence and contributions of individuals and cultural groups in South America and Europe.

Goal 12: The learner will assess the influence of major religions, ethical beliefs, and values on cultures in South America and Europe.

Goal 13: The learner will describe the historic, economic, and cultural connections among North Carolina, the United States, South America, and Europe.

7TH GRADE SOCIAL STUDIES

Goal 13: The learner will describe the historic, economic, and cultural connections among North Carolina, the United States, and Africa.

8TH GRADE SOCIAL STUDIES

Goal 4: The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation.

Goal 5: The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930.

Goal 6: The learner will analyze the immediate and long-term effects of the Great Depression and World War II on North Carolina.

Goal 7: The learner will analyze changes in North Carolina during the postwar period to the 1970's.

Goal 8: The learner will evaluate the impact of demographic, economic, technological, social, and political developments in North Carolina since the 1970's.

Goal 9: The learner will explore examples of and opportunities for active citizenship, past and present, at the local and state levels.

NC SOCIAL STUDIES SKILL GOALS

Skill Goal 2: The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired.

Skill Goal 3: The learner will acquire strategies to analyze, interpret, create, and use resources and materials.

Skill Goal 5: The learner will acquire strategies needed for effective incorporation of computer technology in the learning process.

• IL 1.01 Listen to stories or information and identify key details and concepts through verbal and non-verbal responses.IL 1.02 Differentiate between minimal pairs according to initial and final sound differences.IL 1.03 Explore an awareness of language conventions and usage during oral presentations.

• IL 2.01 Begin to use words, phrases, and sentences representing learned and some new vocabulary.IL 2.02 Begin to demonstrate common verb tense forms including some irregular forms.IL 2.03 Participate in guided discussions and social conversations on familiar topics, although speaker will often demonstrate the use of repetition and circumlocution to make himself understood.IL 2.04 Participate in and demonstrate comprehension of short oral academic presentations through topic-related questions and answers.IL 2.05 Use and respond correctly to yes/no questions and some open-ended questions on familiar topics, including content-based material.IL 2.06 Begin to retell information acquired through reading and/or listening.

• IH 3.01 Apply phonics knowledge and syntactic structures to develop automaticity in comprehending roots, suffixes, prefixes, less-common vowel patterns, and syllable breaks in texts.IH 3.02 Demonstrate critical comprehension of familiar, grade-level texts with assistance.IH 3.03 Identify elements of genres, and support by using information from the text with assistance (e.g. referencing).IH 3.04 Explore the text before, during, and after reading.IH 3.05 Recognize some literary techniques and devices, such as dialogue and flashback with assistance.IH 3.06 Extend vocabulary knowledge by using context clues or structural analysis of words.

• IL 4.01 Begin to take simple notes from dictation.IL 4.02 Demonstrate control of basic sentence construction and use of standard conventions such as spelling rules and subject verb agreement with assistance.IL 4.03 Write in present, past, and future tenses with some errors.IL 4.04 Produce simple paragraphs with some errors using common language structures with assistance (e.g., personal letters, brief journal entries, short reports on familiar topics).IL 4.05 Produce simple brochures and newsletters using various sources with assistance.IL 4.06 Produce simple written responses to content area texts with assistance.

• Language Arts Objectives• Objective 1.04 • Reflect on learning experiences by: • describing personal learning growth and changes in perspective. • identifying changes in self throughout the learning process. • interpreting how personal circumstances and background shape interaction with text. • Objective 2.01 • Explore informational materials that are read, heard, and/or viewed by: • monitoring comprehension for understand of what is read, heard, and/or viewed. • studying the characteristics of informational works. • restating and summarizing information. • determining the importance and accuracy of information. • making connections between works, self and related topics/information. • comparing and/or contrasting information. • drawing inferences and/or conclusions. • generating questions. • Objective 2.02 • Use multiple sources of print and non-print information in developing informational materials such as brochures, newsletters, and

infomercials by: • exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM). • distinguishing between primary and secondary sources. • analyzing the effects of the presentation and/or accuracy of information. • Objective 4.02 • Analyze the communication and develop (with teacher assistance) and apply appropriate criteria to evaluate the quality of the

communication by: – using knowledge of language structure and literary or media techniques. – drawing conclusions based on evidence, reasons, or relevant information. – considering the implications, consequences, or impact of those conclusions.

• Objective 5.01 • Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: • using effective reading strategies to match type of text. • reading self-selected literature and other materials of individual interest. • reading literature and other materials selected by the teacher. • discussing literature in teacher-student conferences and small group discussions. • taking an active role in whole class seminars. • discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm. • interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style. • investigating examples of distortion and stereotypes. • recognizing underlying messages in order to identify recurring theme (s) within and across works. • extending understanding by creating products for different purposes, different audiences and within various contexts. • exploring relationships between and among characters, ideas, concepts and/or experiences. • Objective 6.01 • Demonstrate an understanding of conventional written and spoken expression by: • using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons. • using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence. • demonstrating the different roles of the different parts of speech in sentence construction. • using pronouns correctly, including clear antecedents and correct case. • using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses). • determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots,

prefixes, suffices) of words. • extending vocabulary knowledge by learning and using new words. • exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts. • developing an awareness of language conventions and usage during oral presentations. • Objective 6.02 • Identify and edit errors in spoken and written English by: • reviewing and using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are

commonly misspelled. • applying proofreading symbols when editing. • producing final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization. • developing an awareness of errors in everyday speech.

• http://www.researchyourgenealogy.com/free-genealogy-mormon-search.html - Survey

• http://its.gcsnc.com/ncdiversity/index.htm - NC Map• http://www.rootsweb.ancestry.com/~ncrobeso/ - Robeson

County Geneology Website• http://en.wikipedia.org/wiki/Robeson_County - Robeson

County• http://www.ncpublicschools.org• http://www.youtube.com/results?search_query=david+wil

son&search• http://www.youtube.com/results?search_query=we+are+f

amily&search

• http://www.youtube.com/results?search_query=we+are+the+world

• http://office.microsoft.com/en-us/clipart• http://www.recipesource.com/• http://

genealogy.about.com/library/free_charts/Family_Tree.pdf• http://office.microsoft.com/en-us/templates/

TC010186331033.aspx?CategoryID=CT101438651033

This multimedia presentation has been prepared under the fair use exemption of the U.S. Copyright

Law and is restricted from further use.