Teach21 Project Based Learning
Essay Writing: Back to Your Future
English Language Arts Twelfth Grade
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Title Essay Writing: Back to Your Future
Creator: Spinks, Juanita jspinks@access.k12.wv.us
Source: English 12 CR Course
Contributing Authors: Dr. Sarah Denman denmans@marshall.edu,
Project Idea: The teacher (or a time machine conductor) will present each student with a “Ticket” to the past.  The ticket entitles the student/group to “travel” to their time period in order to research social, economic, political and gender influences on career choices.  In small groups, Seniors will create a media presentation (appropriate for students in grade 8) that reflects how their interests/career skills are marketable in a particular time period.  As an individual product, students will write a 2 page informative essay discussing their own skills and complete a Time Traveler’s Log that displays the information they found in their research.  The skill focus is on essay writing.
Entry Event: Utilize a time travel video to introduce students to the concept of traveling through history.  Follow the link: http://www.youtube.com/watch?v=K3wPHXZDQu8&feature=player_embedded to use the trailer to Dr. Who. Possible videos clips might also include The Time Traveler’s Wife, The Time Machine, Polar Express and Back to the Future. 
Content Standards & Objectives:
Objectives Directly Taught or Learned Through Discovery Identified Learning Target Evidence of Success in Achieving Identified Learning Target
ELA.12.W.C9.2

write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.

  • introduce a topic; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.
  • evaluate the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.
  • use and evaluate appropriate and varied transitions and syntax to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.
  • use precise language, domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic.
  • establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
 Students will:
  • introduce a topic; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.
  • evaluate the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience’s knowledge of the topic.
  • use and evaluate appropriate and varied transitions and syntax to link the major sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.
  • use precise language, domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic.
  • establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Teacher will use 12th Grade Informative Writing Instructional Rubric to assess essays.

ELA.12.W.C9.3

write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

  • engage and orient the reader by setting out a problem, situation or observation and its significance, establishing multiple point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  • use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events and/or characters.
  • use and evaluate a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth or resolution).
  • use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences events, setting and/or characters.
  • provide a conclusion that follows from and reflects on what is experienced, observed or resolved over the course of the narrative

Students will:

  • engage and orient the reader by setting out a problem, situation or observation and its significance, establishing multiple point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events.
  • use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events and/or characters.
  • use and evaluate a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth or resolution).
  • use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences events, setting and/or characters.
  • provide a conclusion that follows from and reflects on what is experienced, observed or resolved over the course of the narrative.

Teacher will use Time Traveler’s Checklist to assess narrative writing.

ELA.12.W.C10.2
develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Students will plan, revise, edit, rewrite or try a new approach in order to strengthen writing.

Teacher will review and sign the Peer Review Checklist to check student’s peer editing.

ELA.12.W.C10.3
use technology, including the Internet, to produce, publish and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Students will use technology to produce, publish and share writing products and information.

Teacher will use Time Traveler’s Checklist to assess use of technology.

ELA.12.W.C11.2
gather and synthesize relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Students will gather, synthesize, assess and integrate relevant information from multiple sources, avoiding plagiarism and following a standard format for citation.

Teacher will use MLA, APA or Chicago Style manuals (http://owl.english.purdue.edu/owl/search.php) to assess student resources/citations.

ELA.12.W.C11.3

draw evidence from literary or informational texts to support analysis, reflection and research.

  • apply grade 12 Reading objectives to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
  • apply grade 12 Reading objectives to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Students will:

  • apply grade 12 Reading objectives to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
  • apply grade 12 Reading objectives to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Teacher will use Time Traveler’s Checklist to assess analysis, reflection and research.

ELA.12.SL.C13.1
initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 12 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  • work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, establish norms and experience various individual roles.
  • propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify or challenge ideas and conclusions; and promote divergent and creative perspectives.
  • respond thoughtfully to diverse perspectives; synthesize and evaluate comments, claims and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Students will:

  • come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  • work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, establish norms and experience various individual roles.
  • propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify or challenge ideas and conclusions; and promote divergent and creative perspectives.
  • respond thoughtfully to diverse perspectives; synthesize and evaluate comments, claims and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Teacher will use Collaboration Rubric to assess students’ active engagement in collaborative learning.

ELA.12.SL.C13.2
integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively orally) in order to make informed decisions.

Students will integrate credible and accurate sources in order to make informed decisions.

Teachers will check Research Rubric to evaluate sources.

ELA.12.SL.C13.3
evaluate a speaker’s point of view, reasoning and uses of evidence and rhetoric, in order to assess the stance, premises, links among ideas, word choice, points of emphasis and tone used among multiple speakers.

Students will evaluate points of view, reasoning, and uses of evidence and rhetoric to assess links among ideas and point of emphasis.

Teacher will use 12th Grade Informative Writing Instructional Rubric to assess essays.
21st Century Skills Learning Skills & Technology Tools Teaching Strategies Culminating Activity Evidence of Success
Information and Communication Skills: 21C.O.9-12.1.LS1 - Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on credibility, social, economic, political and/or ethical issues, and presents findings clearly and persuasively using a range of technology tools and media.



Teacher will facilitate student research.

Students will submit group notes (Note Check Checklist) and logs.  Students will complete an Research Rubric to document their research. 
Thinking and Reasoning Skills: 21C.O.9-12.2.TT2 - Student collaborates with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.



Teacher will facilitate students as they collaborate with peers and use resources to investigate information and develop presentations to share their findings.

The teacher will use the Collaboration Rubric to evaluate students.

Personal and Workplace Skills: 21C.O.9-12.3.LS3 - Student demonstrates ownership of his/her learning by setting goals, monitoring and adjusting performance, extending learning, using what he/she has learned to adapt to new situations, and displaying perseverance and commitment to continued learning.



Teacher will assist students in creation of a group contract.

The teacher will use the Group Contract Checklist to evaluate students.

Performance Objectives:

Know

How to collaborate

How to plan, create, and present an age-appropriate media product

How to evaluate peers using various rubrics

How to use technology to create a product

 

Do

Develop a group contract

Complete research and investigation to solve problem presented to the group

Plan, develop, and present an age-appropriate media product

Rehearse/practice presentation on media product

Answer questions for age-appropriate media presentation

Collaborate with team members

Complete self-assessment of the project

Assess success of the project as a whole

Create Time Traveler’s Log

Write Informative/Explanatory Essay
Driving Question: How adaptable are your job skills?
Assessment Plan:
Major Group Products

Group Contract

Media Presentation
Major Individual Projects

Time Traveler’s Log
Informative/Explanatory Essay
Assessment and Reflection:
Rubric(s) I Will Use: Collaboration
Collaboration Rubric		  X Written Communication
12th Grade Informative Writing Instructional Rubric		  X
Critical Thinking & Problem Solving   Content Knowledge  
Oral Communication

Presentation Rubric

 X  Other
Research Rubric		 X 
Other Classroom Assessments For Learning: Quizzes/Tests   Practice Presentations
Practice Presentation		 X 
Self-Evaluation   Notes
Note Check Checklist		 X
Peer Evaluation
Peer Review Checklist		 X  Checklists/Observations

Group Contract Checklist   

Time Traveler’s Checklist                		X 
Online Tests and Exams   Concept Maps  
Reflections: Survey   Focus Group  
Discussion   Task Management Chart  
Journal Writing/Learning Log   Other
Self-Reflection on Learning		 X 
Map The Product:

Product:  Group Media Product

 

Knowledge and Skills Needed Already Have Learned Taught Before the Project Taught During the Project
1.  Research Skills     X
2.  Collaboration X     
3.  Presentation Skills X     
4.  MLA (APA or Chicago) Style     X 
5.  Technology Skills X     
6.  Plagiarism     X 
Resources:

School-based Individuals:

Librarian

Technical Integrated Specialist

Guidance Counselor

History Teachers

School Based Instructional Coach

 

Technology:

Internet Access

Flip/Video Cameras

Digital Voice Recorders

Computers

Document Camera

LCD Projector

 

Community:

County Librarians (local libraries)

Job Training and service personnel

 

Materials:

Back to Your Future Assignment Sheet 

12th Grade Informative Speaking Instructional Rubric   

Research Rubric 

Collaboration Rubric 

12th Grade Informative Writing Instructional Rubric 

Note Check Checklist 

Peer Review Checklist 

Group Contract Checklist 

Time Traveler’s Checklist 

Self-Reflection on Learning 

Appendix C 

 

Websites:
http://kclibrary.lonestar.edu/decades.html - American cultural history

 http://owl.english.purdue.edu/owl/search.php - Source for MLA, APA, and Chicago Style sheets

http://wvde.state.wv.us/teach21/AppendicestotheCCSS.html
Manage the Process:

Notes to the Teacher about the project:  The teacher will place the students in groups of four (groups of four lend themselves to PBL work; however, class size may make this impossible) using the career inventory and interest survey completed earlier in the year.  Consider placing students in groups with students who have differing interests in order to achieve presentations that are varied and complex.  The teacher will also have the option of selecting the topic for the groups or allowing groups to bid or request particular subjects.  The duration of the project will be approximately four weeks.  This will ensure adequate time to conduct research and prepare presentations.

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 measuring progress using Research Rubric. Seniors will create a media presentation appropriate for students in grade 8 that reflects how their interests/career skills are marketable in a particular time period.

Students will have the opportunity to incorporate their learning preferences into their presentations.  They must 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.  Students will present final product to 8th graders, so the teacher will need to make the necessary arrangements to facilitate these presentations. 

 

Block scheduling and other class assignments could interfere with project days.

 

Pre-Launch:  Teacher should plan entire PBL calendar before launch.  This includes checking access to launch video, scheduling computer labs, determining how to group students and scheduling an audience for presentations.  Create a student calendar for the course of the project.  Students will work better with deadlines and periodic checks scheduled ahead of time

 

Launch:  Entry Event http://www.youtube.com/watch?v=K3wPHXZDQu8&feature=player_embedded video and then provide each group (teacher-selected or peer-selected, see Pre-Launch information) with a Ticket to the Past (these tickets should be printed on card stock, if available).  The ticket entitles the student/group to “travel” to their time period in order to research social, economic, political and gender influences on career choices.  The ticket will direct each group to their time period and a real person from that period giving them some information to assist in their beginning research.  Provide students with the Back to Your Future Assignment Sheet and 12th Grade Informative Speaking Instructional Rubric and Research Rubric. 

 

Phase 1: 
Students will meet to start work on group contracts.  It may be necessary to provide students with sample contracts or discuss details necessary for a contract.  However, the groups should write their own contracts.  Refer to the Group Contract Checklist to assist students.

 

Phase 2: 
Groups will begin research for media project – library/computer lab time scheduled ahead of time. Teacher will measure progress using the Research Rubric.  Signed group contracts are due to the teacher.

            Give students Time Traveler’s Log assignment.  This assignment will be completed by students as they work on the PBL.  It is a narrative/creative writing assignment.  As an option to the assignment, students may choose to create a “time capsule” for their writings. 

 

Phase 3:

            Teacher presents a mini-lesson on Plagiarism.  Suggested sources are listed below.

                        http://oaa.osu.edu/assets/files/documents/hownottoplagiarize.pdf

                        http://www.lifehack.org/articles/productivity/advice-for-students-how-not-to-plagiarize.html

                        http://www.justinkownacki.com/2009/10/06/how-not-plagiarize-chris-brogan/   

            Groups have continued research time/group work time.  Teacher should start to meet with individual groups to discuss their progress and determine if there are any problems.

           

Phase 4:   
Students begin creating their final product:  this time will be used to film, edit, create web pages, etc. in preparation for the final presentation.  Group work – finalize plans and assignments.  Students will have time to problem solve and troubleshoot.

 

Phase 5: 
Time Traveler’s Log due.  Practice Presentations.  A suggestion – have every group show their videos and 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 will not work.  This practice is essential to a successful final presentation.

 

Phase 6: 
Students will present final products before guests and peers.  Use the Collaboration and 12th Grade Informative Speaking Instructional Rubric to score.

 

Phase 7: 
Assign Informative Essay Prompt:  Having completed your research, write a 2 page essay in which you discuss how the skills you possess would have been marketable in your assigned time period.  Remember to use examples.  They will want to consult the 12th Grade Informative Writing Instructional Rubric to guide their work.  Scaffolding may be needed to ensure students understand the rubric.  This could be done by reading it together and discussing it, using it to score sample essays (sample student essays can be found in Appendix C of the CCSS at http://wvde.state.wv.us/teach21/AppendicestotheCCSS.html), or by another method of your choice.

 

Phase 8: 
Peer Review of Informative Essay.

 

Phase 9: 
Students turn in final draft of Informative Essay and place the finalized, clean copy in their Portfolio.

 

Phase 10: 
The Self-Reflection on Learning sheet will enable a student to become more detailed in his evaluation of 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 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.

•apply the understanding that usage is a matter of convention, can change over time and is sometimes contested.

•resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

 

ELA.12.L.C15.2 demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

•observe hyphenation conventions.

•spell correctly.

 

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.

· use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

· identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

· consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its, its etymology or its standard usage.

· verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

 

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.
Project Evaluation:

The Self-Reflection on Learning form gives a student more opportunity for reflection and the chance to make comments on successes and failures.  Keep in mind, some students do not mind writing comments when they are kept private; therefore, this form may be more beneficial to the teacher than the class discussion to follow.  The class will generate a list of successes and failures for evaluation of the project.  After completing the list, students and teacher will discuss the project.  If possible, find some way to celebrate the success of the project. 

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