|Title||Paragraph Writing: Friend Me, Follow Me, Hire Me!|
|Creator:||Spinks, Juanita email@example.com|
|Source:||English 12 CR Course|
|Contributing Authors:||Mary Ann Triplett, firstname.lastname@example.org , Lissa Dulick, email@example.com|
|Project Idea:||Social networking is here to stay. Students are already participants in such sites as Facebook and Twitter. While there are issues and problems with any social networking site, we all need to become safe and sensible consumers and participants. This two and a half week project is designed to teach students how to safely and wisely use the resources they have to ensure their employability while increasing their paragraph writing skills. In groups, students will create a product to convince the principal of their school that social networking can be positively utilized in the job market. Individually, students will write an acceptable use policy for social networking in the work place or educational environment.|
|Entry Event:||Due to bullying, harassment and other discipline issues, the principal is ready to shut down all access to social networking sites, including Twitter, which is currently available for education purposes. Your group will have approximately two weeks to create a research based product to convince the principal that Facebook, Twitter, Google+ and other social networking sites have merit and value when marketing yourself to colleges and prospective employers.|
|Next Generation Content Standards and Objectives||
How to collaborate
How to plan, create and present a project
How to evaluate peers using rubrics
How to self-evaluate using reflections
Develop a group contract
Complete research of social networking
Plan, develop and present an appropriate product
Collaborate with group members
Complete self-assessment of the project
Assess success of the project as a whole
|Driving Question:||How do writers hook and hold the reader’s attention?|
|Assessment and Reflection:||
|Map The Product:||
Product: Persuasive Product/Presentation
Technology Integration Specialists
Career and Technical Teachers
Job placement centers
College admission officers
http://www.usnews.com/education/best-colleges/articles/2011/05/09/social-media-helps-hinders-job-search-for-grads - article regarding social networking and the job market.
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 working 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. With the increased use of technology, most businesses and offices have an acceptable use policy regarding computer use. Students will be creating such a policy.
Arts and Humanities Cluster:
Students interested in careers from this cluster will benefit from the research, writing and speaking skills. 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 argumentative/persuasive aspect of the assignment. 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. 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. Often in health occupations, employees are required to reflect on what they have seen and heard.
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. 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. Grouping could be used to help with scaffolding. Assigning students so they can assist other students is always a helpful plan. The duration of the project will be approximately two and a half 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 information. The teacher might consider outside speakers and sources (career counselors, lawyers, etc.) so students can acquire information about the work force and legal rights and responsibilities. Students will have the opportunity to incorporate their learning preferences into their presentations. They might use both audio and visual components in their presentations. Teams will also assign tasks based on their team members’ strengths. The students will use the library and computer research and possibly personal interviews and contacts. Students will present their final product to a panel selected by the teacher. Since the proposed product involves school policy, it is suggested that the principal and other decision makers from the school system form the panel. It is advised that students will generally work harder when they know they will present to an audience other than their classmates. 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. To scaffold, the teacher could use the Transitional Words and Phrases List provided. This list could be used to help students as they begin to transition paragraphs. The teacher might consider running a relay where students place the words in the different styles of writing – narrative, informative and argumentative. Students could also generate their own list of transitional words.
The following objectives are taught throughout the units, but these objectives are not expected to be mastered until the end of year:
ELA.12.R.C4.1 by the end of the year, read and comprehend literature, including stories, drama and poetry, independently and proficiently at the high end of the grades 11-CCR text complexity band.
ELA.12.R.C4.2 by the end of the year, read and comprehend literary nonfiction independently and proficiently at the high end of the grades 11-CCR text complexity band.
ELA.12.W.C12.1 write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.
ELA.12.SL.C14.3 adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 12 Language objectives for specific expectations.)
ELA.12.L.C15.1 demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELA.12.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
ELA.12.L.C16.1 apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening. •vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
ELA.12.L.C17.1 determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies.
ELA.12.L.C17.3 acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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. This is a short project and the teacher should be cognizant of the need to be flexible when scheduling work sessions and conferences.
The teacher could launch the PBL with an announcement from the principal or, if possible, ask the principal to announce the project. This will lend credibility to the project. Students should meet in groups to determine their method of research and presentation. Notice the PBL does not specify HOW the students need to present their ideas. This flexibility will hopefully lead to an increased creativity.
Students will meet to start work on group contracts.
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 vocabulary by sharing the article, Social Media Helps, Hinders Job Search for Grads. The students will read the passages and participate in a class discussion using the Text-dependent Questions provided. Students will use the reflective questions when responding to the article in their Writer’s Notebook.
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 Acceptable Use Policy Assignment.
Groups will submit a list of sources they are using for project. 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.
Students will present final products before guests and peers. Use the WVDE Collaboration Rubric and 12th Grade Argumentative Speaking Instructional Rubric to score.
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 Acceptable Use Policy is due. The teacher will determine mastery of writing using the 12th Grade Informative Writing Instructional Rubric.
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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