chronological instructional piece for the day. As students complete their articles, they take over the daily instruction (many with help, obviously) as they present their topics. High ability students are able to give presentations and note outlines; some even create overheads. Less able students require more support. It works well to model note-taking on the board as students speak, though it is then a bit harder to score their speeches. Review each daily topic and generate notes. Week 4-5 (maybe 6) Hook: The game is the hook. As efficient groups begin their journeys and draw fates, most students catch Oregon fever. The fates are often icky, sometimes gruesome, and frequently funny. During these weeks, students have many activities. Continue to model and discuss the News and Scrapbook Guide Sheet so that students understand what is expected of them. 5W's News Articles are prepared largely as homework, though 2-3 sessions in the computer lab are needed to produce decent papers. In addition, assist groups as needed: some might need help in dividing tasks, depending on their experience with cooperative groups. Shopping and planning are time-consuming, but fun. Once the Game has begun, the daily pattern is warm up, topic instruction and note taking, trail game (draw a fate), then recording of fate and creation of scrapbook materials. You can intersperse days in the computer lab to complete 5W's papers, to explore web quests, or to generate scrapbook materials using picture-rich websites you've identified. (Blackboard works well for this.) Assessment includes 5W's papers and presentations (see scoring rubrics), group scrapbooks, and a final, open-note quiz.
Modifications for special needs students:
Individual research topics can be assigned by level of difficulty and can be supported as needed with ability appropriate reading materials. Students work in heterogeneous groups, and can either self-assign or be directed to tasks and modes in which they will succeed.
Modifications for TAG students:
TAG students can also be grouped more homogeneously to enable groups of ambitious students to extend activities. This is particularly effective with the anticipating needs/planning portion of outfitting for the trip and the narratives written in response to fates.
Week 1-2: Assessment includes map quiz (open note using student-created