Introduction
What do all of these people have in common?
Tiger Woods (born on December 30, 1975) is an American professional golfer whose achievements to date rank him among the most successful golfers of all time. Tiger Woods had stuttering problems at childhood but he got past it through hard work and practice. He admitted doing everything possible to conquer his speech disorder including talking to his dog until he would fall asleep.
Vincent Philip D'Onofrio - (born June 30, 1959) is an American actor, director, film producer, writer, and singer. He is known for his roles as Private Leonard Lawrence (Gomer Pyle) in the war film Full Metal Jacket, "Edgar" in Men in Black and Detective Robert Goren in the crime TV series Law & Order: Criminal Intent. Vincent relates his personal struggles with autism and dyslexia and his autism advocacy efforts.
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Stevie Wonder - (born on May 13, 1950, name later changed to Steveland Hardaway Morris), is an American singer-songwriter, multi-instrumentalist, and record producer. Blind from infancy, Wonder signed with Motown Records as a pre-adolescent at age twelve, and continues to perform and record for the label to this day. |
Michael Phelps (ADHD) Swimmer Michael Phelps holds the record for winning the most Olympic medals. He has ADHD and was hyperactive as a child. “I was always the kid who was running around,” he said. “I literally couldn’t sit still.” His mother used his love of swimming to help him focus.
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Whoopi Goldberg - Whoopi Goldberg (born November 13, 1955) is an American actress, comedian, radio host, TV personality, game show host, and author. Whoopi had a lot of difficulty in school, but it was not until she was an adult did she learn that she had dyslexia. Despite her dyslexia, Whoopi Goldberg has gone on to have a highly successful film and television career. |
Again, what do these people have in common?
Each person has or had a disability, but despite this, they each went on to achieve great things in their life!
This can be true of you too!
Your job in this WebQuest will be to learn more about yourself and a common disability that affects how a person learns.
You might even want to learn more about your own disability.
Get ready, get set, GO!!
Task
Task #1 - Choose the disability you will research.
Task #2 - Research the disability and take notes.
Task #3 - Complete a PowerPoint or Slides presentation with your info.
Task #4 - Present your information to the class.
Process
1. Sign up with Mrs. Poland for your topic. First come, first served. Your choices are:
- Specific Learning Disability
- ADD/ADHD
- Speech and Language Impairment
- Autism
- Intellectual Disability
- Emotional Disturbance
- Developmental Delay
- Hearing Impairment/Deafness
- Vision Impairment/Blindness
2. Find at least 3 sources online to get notes on the following areas for your disability. Each area will be a slide in your PowerPoint/Slides presentation.
Area #1 - Title Page - your name, name of disability
Area #2 - Definition of Disability - from the law & in your own words
Area #3 - Famous person with this disability - tell who it is & at least 3 important details about this person
Area #4 - What kinds of difficulties/challenges would students with this disability have in school?
Area #5 - What kinds of things would help them to be successful in school/life? (think about any changes or tools to help)
Area #6 - Sources page (include links to sites you used to find information)
Bonus Slide - if you have another idea for a slide to include, that is different from the ones above and you have time after the required slides are done, please include it after Slide 5 (but before your sources).
Evaluation
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TOTAL POSSIBLE POINTS - 16 POINTS!
Grading:
16-13 points - 2 tickets for the prize bin
12-9 points - 1 ticket for the prize bin
below 9 points - no tickets for the prize bin
BONUS slide - 1 EXTRA ticket to the prize bin
Conclusion
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| Congratulations!You have now completed this WebQuest!What have you learned?TO DO: 1) After each presentation, write 1 important thing you learned about each disability on the Exit Ticket. 2) THEN, complete the Emoji Temperature Check sheet about YOUR own work. |
Credits
Teacher Page
Connecticut Common Core Standards - Grade 6
Integration of Knowledge and Ideas:
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Range of Reading and Level of Text Complexity:
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Text Types and Purposes:
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Production and Distribution of Writing:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
Presentation of Knowledge and Ideas:
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)