• Incorporate the reading materials into an online format, enabling students to reread texts in an enlarged format (visually impaired), have the texts read to students from the web page (auditory learners, visually impaired), and allow parents to view reading materials.
• Provide online resources that will inform students with information that the classroom texts cannot.  Students will also research the web for materials to build a living web of resources for future classes and for others who wish to use of site.
• Create a communication tool for parents and students to give feedback to the teacher about the curriculum and the homework.  Links to email the instructor with questions or suggestions will be at the site home page.  The home page will also give parents a chance to see the syllabus and state goals for the course.
• Students will be assigned web based projects, possibly finding additional resources (art, texts, graphs), long distance learning with another school, or a multimedia presentation.

Assessment Overview:  With the implementation of a new curriculum and these three streams of group to teach simultaneously, and probably one teacher in the classroom, assessment poses quite a challenge.  My plan is to use journals, informal observations, oral assessment, and the web participation project for the evaluation of the success of the project.  In my seven years of experience, I have encounter many frustrated kids who work hard, and still get a poop grade because the assessment was not adapted to their ability level.  I hope that this curriculum and the goals of this project will help alleviate that stress, allowing students to focus more upon the material and their involvement in the learning the group accomplishes.

State Standards:  After understanding this reading instruction model and reading some of the research behind it, and working on identifying goal areas for our district, I felt that this project would best address the English Language Arts goals.  My goals for the course can be found at the the course state goals page.

My students are going to be challenged to understand this material, most from various sources, process it, and present it in a format that best suits their learning style.  Students that are given choices for their assessment, which not only allows them the ability to express their creativity, but also present an intellectual challenge, I feel will best serve this standard and my goals for the project.

Technology Needs:  This project will require some basic hardware and software that my district already posses: internet accessible computers (8 in my classroom and a lab of 30), multimedia software (Hyperstudio, Powerpoint, iMovie) and hardware to facilitate these projects (digital camera, digital video, scanner).  Materials that are needed are a text to speech translator for web pages.  I have found one at the Newer Technologies site, but it is only successful with Macs.  The project will eventually need a camera, software for distance learning applications, and Imac DVs for more student access (we currently only have one) .  I hope to gain some of this through writing a PTSA granting in the fall and the rest by using this curriculum as a base for presentation to my technology director nd requesting a grant from him.

Other Support Needs:  With more educators in my rooms, especially with a background in technology, I think the inundation of questions about projects may be alleviated.  I also foresee a challenge in the classroom management of 7th graders who are asked to work independently in this type of instructional style.  A better teacher to student ratio will also ease this challenge.  I am also going to rely heavily on my own building technology instructor for her insight and savvy with these types of projects.  I also hope to early on identify students for roles of leadership, whether as group leaders, or as tech. specialists for the projects.  They would be responsible for the readings, but would be exempt from the final project for participation as a "techie."  Lastly, I hope to create parent interest and volunteerism through the web based aspect of the curriculum.  Whether these parents have an expertise in multimedia authoring, a knowledge of Greek mythology, or just want to participate in one of the reading groups, I feel the parent contribution will be essential to the success of this endeavor.

Steps have already been taken in the Spring of 2000 for this concept.  The beginning of the project can be found at Mr. Marassa's Greek Mythology Site.