|Title||Essay Writing: Back to Your Future|
|Creator:||Spinks, Juanita email@example.com|
|Source:||English 12 CR Course|
|Contributing Authors:||Dr. Sarah Denman firstname.lastname@example.org,|
|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:||
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
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 and Reflection:||
|Map The Product:||
Product: Group Media Product
Technical Integrated Specialist
School Based Instructional Coach
Digital Voice Recorders
County Librarians (local libraries)
Job Training and service personnel
http://owl.english.purdue.edu/owl/search.php - Source for MLA, APA, and Chicago Style sheets
|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.
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.
Teacher presents a mini-lesson on Plagiarism. Suggested sources are listed below.
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.
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.
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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