|Title||Memories: Sharing Our Stories|
|Creator:||Spinks, Juanita firstname.lastname@example.org|
|Source:||Alignment Gap Project 2012|
|Project Idea:||Everyone has a story. Our cultural experience, point of view and purpose will determine how we read, view and relate these stories. This three week project is designed to make students aware of the stories around them, including their own. Additionally, students will see how narrative reading and writing can help us understand historical events. Students will work in groups to provide different perspectives and use different mediums to relate chosen stories and events. (The teacher should refer to the Historical Preservation Letter for clear directions on the assignment.) Individually, students will select a real or imagined experience to discuss in a narrative format.|
|Entry Event:||Congratulations! We have been asked to participate in the West Virginia Time Capsule Project. Please read the Historical Preservation Letter sent to our class. Once your group has researched and prepared your Time Capsule Product, the group will present their final product to the class and a panel from the Historical Preservation Society.|
|Content Standards & Objectives:||
How to collaborate
How to plan, create, and present an appropriate project
How to evaluate peers using rubrics
How to self-evaluate using reflections
How to do a close read using http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html
How to do a close read using Text-Dependent Questions for from Hope, Despair and Memory by Elie Wiesel
How to do a close read using Text-Dependent Questions for Return to Witnesses by Martin Niemoller
Develop a group contract
Complete research to create an artifact for a Time Capsule
Plan, develop and present an appropriate project
Collaborate with group members
Complete self-assessment of the project
Assess success of the project as a whole
Write narrative essay
Write reflective journal responses
|Driving Question:||How does point of view shape a real or imagined story or event?|
|Assessment and Reflection:||
|Map The Product:||
Product: Time Capsule
WVDE Teach 21 Model Classroom Video for English Language Arts and Social Studies The Great Depression
Technology Integration Specialist
Individuals for possible narrative accounts – depending on the selection of Time Capsule content
Community museums, libraries, town halls
Materials and Websites:
from Hope, Despair and Memory by Elie Wiesel
The Book Thief by Markuks Zusak
Return to Witnesses by Martin Niemoller
http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html - This website provides directions for close reading.
http://kellygallagher.org/ - This website provides Articles of the Week and other resources for teachers to conduct close reading in the classroom.
http://owl.english.purdue.edu/ - This website provides assistance with research and writing.
This PBL relates to the world of work by using research and collaboration as necessary factors in accomplishing an assigned task. For example, students will work together to complete their assignment. They will actually be graded on their ability to collaborate. Most jobs/careers today involve collaboration to be successful. Additionally, the research skills, often thought of as only necessary for college- bound students, are becoming increasingly necessary in all jobs. For example, if you are working in Real Estate, you must be able to research many things (i.e., mortgage rates, property values, etc.). Students are also being asked to use their creativity as they complete their project. Students will be utilizing technology and speaking/listening skills. Below are some examples of how this PBL could foster experience and skills in many chosen careers.
Arts and Humanities Cluster:
Students interested in careers from this cluster will benefit from the research, writing and speaking skills. A music or art major would have the opportunity to use their skills/talents in creating an artistic response to the Time Capsule assignment. Additionally, students will benefit from working in groups, following instructions and guidelines, meeting deadlines and working with new vocabulary. Problem solving, making decisions, and communicating are necessary in all job choices.
Business and Marketing Cluster:
Students interested in careers in this cluster will benefit from the decision-making skills as well as the marketing aspect of the assignment. For example, students can be asked (teacher choice) to submit a proposal when selecting topics for research. This requires business/marketing skills such as design, working with a deadline and influencing others. Throughout the PBL, students will be learning new vocabulary, communicating with others, making decisions and making changes and corrections.
Engineering and Technical Cluster:
Students interested in careers in this cluster will be drawn to the use of technology and the planning and designing aspects of the PBL. The collaboration and decision making will be helpful in this cluster. Additionally, the use of rubrics, or a set standard of performance, will benefit the students interested in this career cluster. Students will also benefit from the creative aspect of the Time Capsule assignment. And, making decisions, working with deadlines and completing both individual and group projects will be helpful.
Students interested in this cluster benefit from the communications and collaboration skills in this PBL. They will also benefit from setting goals, making a plan, making decisions and presenting to an audience. The writing assignments, especially the reflective journals, could be of special use in careers that involve daily decision making tasks.
Human Services Cluster:
Students interested in this career cluster benefit from the written and oral communication skills developed in this PBL. The will also benefit from following directions, performing a variety of tasks, making decisions, and working with others. Planning, directing and completing an activity will also be an important aspect of this PBL.
Science and Natural Resources Cluster:
Students interested in careers in this cluster will benefit from the research skills developed. They will also learn to follow guidelines and increase vocabulary awareness. They could utilize their scientific interests when creating their time capsules. Additionally, students will evaluate information, make decisions, direct and plan activities and present information.
|Manage the Process:||
Before starting the PBL, the teacher will place students in groups of four. The teacher may assign the groups or allow the students to group themselves. One suggested method of grouping involves dividing the students according to their interests. For example, some students may be interested in researching narrative accounts from the Civil War and others may be interested in narrative accounts from the Spanish Inquisition or the attacks of 9/11. The teacher could generate a list of possible time periods or events. This list could be helpful in scaffolding instruction. Additionally, students could be required to “bid” for the group assignments, especially since some of the topics, time periods and historical events may have more appeal. Avoid duplicating the time periods within a class. This eliminates repetitive presentations. The “bidding” process could be a written proposal or an oral presentation done prior to the actual grouping of students. By bidding on the project, students take more ownership in their work. To “bid” for a particular time period or topic, students might, as a group, prepare a presentation, written document or any product that showcases their plans and interest in the topic. This process eliminates the casual selection or drawing of a topic that is of no interest to students. The duration of the project will be approximately three weeks depending on scheduling, student ability and access to research materials.
Regular team/group meetings will be necessary to review the progress of the project – completion of tasks, research and complications. There will be regularly scheduled workdays for groups. The teacher will conference with groups and individual students determining progress, ascertaining if further instruction is needed and monitoring student work. At this time, the teacher will check group notes and research logs. The teacher should consider outside speakers and sources (history teachers, librarians, etc.) so students can acquire narrative accounts. One available source for a video narrative is on Teach 21 under the Model Classroom Link – English Language Arts and Social Studies – Juanita Spinks – The Great Depression. The teacher could show this short video as an example of how interviewing and story -telling can be used to create a narrative account of history. Depending on the time periods selected, students may be able to personally interview people for their own narrative accounts. Other students may have to rely on written or recorded accounts. Students will work in groups to create a product to be placed in the time capsule. By leaving the product possibilities “open”, the students can consider many different formats (i.e., multimedia presentations, documentaries, etc.). Be sure to make connections between the readings and text-dependent questions and the time capsules the students are creating. By using the readings provided, students can see how one event or time period might lead to different accounts and products. Additionally, students need to become familiar with how to do a close read. The teacher can facilitate students by referring them to http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html - this website provides directions for close reading, and/or using Kelly Gallagher’s Article of the Week (reference the Best Practices document).
Students will have the opportunity to incorporate their learning preferences into their presentations. They might use both audio and visual components in their presentations. They might possibly incorporate art, drama or music. Teams will also assign tasks based on their team members’ strengths. The students will use the library and computer research and possibly personal interviews. Students will present their final product to a panel selected by the teacher. Since the proposed product is for a Time Capsule contest, the “Historical Preservation” group could be anyone the teacher chooses. It is advised that students will generally work harder when they know they will present to an audience other than their classmates. The teacher should consider how these presentations and products might actually be used by the local libraries and/or historical societies. Students will periodically reflect in their Writer’s Notebook. This writing process should be utilized throughout the school year, but if a teacher is new to this practice, they should have students keep a journal where these reflective writings can be placed. The teacher can use the Writer’s Notebook Checklist or develop their own method for monitoring reflective writing. Additionally, the teacher should model writing by reflecting in a journal also.
Block scheduling and other class assignments could interfere with project days.
The teacher should plan entire PBL calendar before launch. This includes scheduling computer labs, determining how to group students and scheduling an audience for presentations. Create a student calendar for the course of the project.
The teacher will launch the PBL with the Historical Preservation Letter asking students to compete in the West Virginia Time Capsule Project. Students should meet in groups to determine on which focus group they plan to bid. They should begin to prepare their bid proposal. The “bidding” process could be a written proposal or an oral presentation done prior to the actual grouping of students. By bidding on the project, students take more ownership in their work. To “bid” for a particular time period or topic, students might, as a group, prepare a presentation, written document or any product that showcases their plans and interest in the topic. This process eliminates the casual selection or drawing of a topic that is of no interest to students.
Groups will submit bids on the time period of event they prefer to research. The teacher will preview the bids and/or presentations and determine group assignments. Students will meet to start work on group contracts. There are samples of group contracts on Teach 21 if the teacher chooses to share with students.
Groups will begin research and reading for project – library/computer lab time should be scheduled ahead of time. Signed group contracts are due to the teacher.
The teacher will assist the students in their understanding of narrative accounts by sharing the three readings provided: From Hope, Despair and Memory by Elie Wiesel, the excerpt from The Book Thief by Markus Zusak and Return to Witnesses by Martin Niemoller. The students will read the passages and participate in a class discussion using the Text-Dependent Questions provided. Additionally, the teacher should share with students the connections between the three passages in order to scaffold their understanding of voice, point of view and purpose. This information is important as students plan their own narrative accounts for their time capsules. It is very important for the teacher to make the connection between the narrative accounts and the student project. At this point, the teacher might elect to show the Teach 21 Model Classroom Video about The Great Depression. This would give students the opportunity to experience another method of narration thus broadening their ideas and possibilities for creative products.
The groups will have continued research/group work time. Teachers should start to meet with groups to discuss work progress and determine if there are any problems. Students will receive their individual Narrative Writing Assignment.
Groups will submit a list of sources they are using for project. This list might include readings, videos, recordings or live interviews. Again, teacher continues to monitor and meet with groups. Groups will provide the teacher with a list of specific duty assignments within their group. As a means of scaffolding, encourage groups to utilize the individual skills and talents of all group members.
Groups have continued research time. This time will be used to film, edit, create web pages, etc. in preparation for the final presentation. Remember, the final product is up to the group. Some may choose a media product while others may include other items.
Group work – finalize plans and assignments. Students will have time to problem solve and troubleshoot.
Practice Presentations. A suggestion – have every group share their presentations. Often a group will “think” everything is working because they have tried it at home. However, with blocks and firewalls in the schools, often a presentation involving media will not work. This practice is essential to a successful final presentation. It is also a good practice to encourage all groups to do their best work.
The Self-Reflection on Learning sheet will be used to evaluate the project.
Students and teacher will debrief – this is another essential element to a successful PBL. Discuss with the students what was successful and what did not work.
The individual narrative essay is due. The teacher will determine mastery of narrative writing using the . Grade 9 Instructional Writing Rubric – Narrative.
After the final products have been presented and students have completed the Self-Reflection on Learning sheet, the teacher will facilitate a discussion with all students. This discussion will enable students, and the teacher, to consider what was successful and what did not work. This debriefing is an important element of PBL. Students need to celebrate their successes and review their mistakes. It is important for teachers to reflect with the students. The teacher should share the successes and problems they noticed during the course of the PBL (this includes mistakes the teacher might have made).
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