Introduction
Frances wants to have a career in music. All of Frances' loved ones believe this is a big mistake. You are Frances' best friend and have a successful music career. Please help Frances find enough information to convince everyone that a career in music is a plausible choice.
Frances quiere tener una carrera en la música. Todos los seres queridos de Frances creen que esto es un gran error. Usted es el mejor amigo de Frances y tiene una carrera musical exitosa. Por favor, ayude a Frances a encontrar suficiente información para convencer a todos de que una carrera en la música es una opción plausible.
Task
You and Frances will look up various careers in music, then create a speech Frances can use to convince the naysayers that Frances' choice is well thought out.
Usted y Frances buscarán varias carreras en música, y luego crearán un discurso que Frances puede usar para convencer a los opositores de que la elección de Frances está bien pensada.
Process
Part 1
Step 1: Find a partner.
Step 2: Decide who will be Frances and who will be Frances' best friend (Keep in mind, Frances will be delivering the speech to the class).
Step 3: Decide who will write and who will navigate on the computer.
Step 4: Make a chart to keep track of your information.
Part 2
Investigate these websites to get the informatino you need to help Frances
Part 3
After reviewing the information, discuss what career Frances prefers and why.
Write down your answers.
Use the graphic organizer to organize your ideas.
Part 4
Write a speech that Frances can use to explain to loved ones that a career in music is viable.
Use the graphic organizer to guide your writing process.
When you are done writing, practice delivering this speech to your partner.
Remember, Frances will give this speech to the class. Make sure it is convincing and articulate.
SPANISH
Parte 1
Paso 1: Encuentre una pareja.
Paso 2: Decida quién será Frances y quién será el mejor amigo de Frances (Tenga en cuenta, Frances estará entregando el discurso a la clase).
Paso 3: Decida quién escribirá y quién navegará en la computadora.
Paso 4: Haga un gráfico para realizar un seguimiento de su información.
Parte 2
Investigue estos sitios web para obtener el informatino que necesita para ayudar a Frances
Parte 3
Después de revisar la información, discutir qué carrera Frances prefiere y por qué.
Escriba sus respuestas.
Utilice el organizador gráfico para organizar sus ideas.
Parte 4
Escribir un discurso que Frances puede utilizar para explicar a sus seres queridos que una carrera en la música es viable.
Utilice el organizador gráfico para guiar su proceso de escritura.
Cuando haya terminado de escribir, practique entregar este discurso a su pareja.
Recuerda, Frances dará este discurso a la clase. Asegúrese de que sea convincente y articulado.
Evaluation
Evaluation
Please read this rubric to learn how your work will be evaluated.
| Beginning 1 |
Developing 2 |
Qualified 3 |
Exemplary 4 |
Score |
|
|---|---|---|---|---|---|
| Number of of Careers Explored | 1 career | List of 2 - 4 careers. | List of 5 - 7 careers. | List of 8 - 10 careers. | |
| Description of Careers | Describes job responsibilities. | Describe job responsibilities and how to find the career. | Describes job responsibilities, how to find the career, the skills needed in order to be qualified to perform job duties successfully, and how to develop these skills. | Describes job responsibilities, how to find this career, the skills needed in order to be qualified to perform job duties successfully, how to develop these skills, job perks, downsides to the career, salary range, and examples of people who have the career. | |
| Speech | A 2 - 5 paragraph essay that attempts to follow conventional writing standards, but has numerous errors, is very difficult to read or understand, and/or does not include the necessary information to support the main idea. | A 3 - 5 paragraph essay that follows conventional writing standards that has ten - fifteen gramatical or spelling errors. | A well thought out five paragraph essay that follows conventional writing standards with fewer than ten gramatical or spelling errors. | Well thought out five paragraph essay that follows conventional writing standards with few grammatical or spelling errors. | |
| Presentation | Students are unprepared. They discuss how to present the information during the presentation and/or present the information listed under the beginning category of Description of Career. | Students give a speech that incorporates all of the information required in the Developing category of Description of Career. | Students give a convincing speech that incorporates all of the information required in the Qualified category of Description of Career. |
Students give a convincing speech that incorporates all of the information required in the Exemplary category of Description of Career. | |
| Group Collaboration | Students argued the majority of the time and/or did not use time wisely and were unable to finish the project. | Students worked well together half the time, but had conflicts that derailed their progress.Half of the project is complete. | Students worked well together, used time wisely, and were able to accomplish most of the tasks. | Students worked well together. Students used time wisely and were able to accomplish every task. | |
| Groupmate's Participation |
Did not do any work.
|
Did half of the work.
|
Worked well with their partner and contributed to the group. | Worked will with their partner, contributed to the group, and did extra work. | |
| Groupmate's Attitude |
Had a bad attitude. . |
Complained most of the time, but did their work. |
Had a pleasant attitude, took initiative and lead the group or took initiative and did their own work. | Had a pleasant attitude, took initiative and lead the group or took initiative and did their own work well. |
Conclusion
You have completed all the tasks. Now, Frances is free to study music.
Has completado todas las tareas. Ahora, Frances es libre de estudiar música.
Credits
by Donna Ongaku, Bethune
Permissions
We all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions. See the Creative Commons Attribution • Non-Commercial• Share-Alike license for details.
This WebQuest was created in QuestGarden
De Donna Ongaku, Bethune
Permisos
Todos nos beneficiamos siendo generosos con nuestro trabajo. Se otorga permiso para que otros utilicen y modifiquen esta WebQuest con fines educativos y no comerciales, siempre y cuando se acredite la autoría original. La WebQuest modificada puede ser compartida sólo bajo las mismas condiciones. Vea la licencia Creative Commons Reconocimiento • No comercial • Licencia de uso compartido para más detalles.
Esta WebQuest fue creada en QuestGarden
Teacher Page
Teacher Introduction
This WebQuest is designed to introduce children to careers in music. They will have the opportunity to research nearly every music job- from being a muscian to being an executive producer. At the end, they will present their prefered music career to the class in the form of a pursuasive speech.
Learners
This activity is designed for middle school music students exploring careers in music.
Standards
This WebQuest meets the Georgia QCC Standard for eighth grade music students: Students will explore careers in music.
Teacher Process
This WebQuest is designed to be used in three or four 90 minute class periods with 14- 20 middle school children. Each part of the process is designed to last one class period. If your class periods are shorter or there are more students in the class, this activity will take 6 - 8 class periods to complete.
Excerpt from original creator:
The students were able to research 3-5 careers in the limited amount of time they were allotted during class. At home, they were able to reasearch all of the careers. It took them a long time to write detailed descriptions of the jobs. They said they were unable to find some of the information on the werbsite. Next time I will explain that they can infer some information such as job perks and downsides based on what they read in the job description. Their essays were well thought out and well written, so they received 3's or 4's. They class enjoyed hearing their presentation. they also appreciated the opportunity to grade each other. Since the students were allowed to choose their partner, they were able to get their work done efficiently. When they had to evaluate each other they all gave each other 4's. Overall the students got 3's in the career information category and in the presentation because they did not find all of the information, but they scored 4's in all the other categories Next time I will add a category for audience behavior. That way, the students can be graded on their behavior as an audience member as well.