|Title||Literary Analysis Part B: Don’t Know Much About History|
|Creator:||Spinks, Juanita email@example.com|
|Source:||English 12 CR Course|
|Project Idea:||Students often do not make the connections between historical events and themes in literature. In a lesson designed to teach the foundational works of American literature in the eighteenth-, nineteenth- and early-twentieth-centuries, students will work in groups to research the time periods, read a variety of literature focusing on two or more themes or central ideas, and collaborate to create a media presentation. The presentation should focus on educating other students on the literature and history of the assigned century.|
|Entry Event:||Students will receive the Memo from Edutube. Groups will randomly draw for the eighteenth, nineteenth and twentieth centuries. Depending on class size, each century might be researched by more than one group. Students will research the time period, read several literary works, determine two or more themes and collaborate to create and present a book trailer teaching their classmates about the literature of the time. Individually, students will write an analytical essay of a reading of their choice.|
|Content Standards & Objectives:||
Filming and Editing
How to do a close read
Write a literary analysis
Film and Edit
|Driving Question:||How does history manifest itself in literary themes?|
|Assessment and Reflection:||
|Map The Product:||
Technology Integration Specialist (some areas)
Literary Coaches (some areas)
Computers and Internet
Document camera (ELMO)
http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html - This website provides directions for close reading.
http://owl.english.purdue.edu/owl/resource/747/01/ - Owl Purdue website provides citation and research information.
|Manage the Process:||
Students will be divided into groups of four. The teacher could assign the groups or let students group themselves. The teacher should assign the literary periods to groups by random drawings to avoid conflict in selecting topics. The duration of the project will be approximately two weeks. This is a very short period of time for what could be a difficult assignment for many; therefore, the teacher should be aware of this and monitor closely with group meetings and discussions. The teacher should also be aware that readings from the earlier time periods may be difficult for some students. This may require extra work with close reading and/or special attention to grouping. Consider placing the stronger students with students who may struggle with the content. And/or give the stronger students the more difficult reading selections to facilitate learning for all. Perhaps asking the students to complete daily exit slips of what they’ve learned and what they are still having difficulty with would help assist the teacher in monitoring the progress.
Regular team meetings will be necessary to review the progress of the project – completion of tasks, progress of research, and assignment of day’s tasks to be completed. There will be regularly scheduled work days for teams. The teacher will conference with groups and individual students determining progress, ascertaining if further instruction is needed and monitoring student work. Students will work in groups on the book trailers dealing with eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature. The teacher may need to direct students to online examples of book trailers. Individually, students will write an Analytical Essay defending their selection of themes relevant to their time period. A list of suggested, but not required, readings is included in the PBL. This list is meant as a guide for students who might struggle with which literature to use. The individual teachers should decide whether to use the list. Perhaps this might be a method of scaffolding if groups are struggling with what to use in their literature choices. Additionally, the Articles of the Week from Best Practices will have trained the students on doing a close read. The teacher should be aware that students tend to want to make this research more about the history than the literature. The teacher can deal with this possible problem when meeting with groups.
Students will have the opportunity to incorporate their learning preferences into their presentations. Teams will divide duties based on their team members’ strengths. The library and computer lab will be reserved to ensure research access for all students. Media products will be presented to their classmates in order to help all students understand the three time periods and the themes found in the relevant literature.
The teacher should have a calendar prepared for the students. Additionally, all library and computer lab days should be reserved ahead of time so students can start their research as soon as possible.
The steps for this project are not necessarily done on consecutive days. Block scheduling and other class assignments could interfere with project days.
Step One: Teacher will launch the entry event and assign groups and draw for topics. In order to complete the assignment on time, research should start this first day. Teacher will provide calendar of due dates.
Step Two: Research will continue. Groups will be given the Edutube Contract to read and sign. Students should assign specific duties to group members. Teacher will assign Analytical Essay. This is a good time to do a mini-lesson on citing sources (and using sources effectively). The teacher can direct students to the Owl Purdue cite for citation examples. http://owl.english.purdue.edu/owl/resource/747/01/ However, students may not understand how to incorporate a source within their papers. Ask students to write a paragraph where they refer to at least two quotes they have read in their literary sources. Then explain citation and reference usage. Once they have practiced this method on a smaller scale, they should be able to incorporate it in their larger paper. Some additional work may be needed if students are still struggling with references and citations. The teacher might consider assigning a rough draft of the essay in order to further facilitate students.
Step Three: Students will continue research and reading for media project – library/computer lab time.
Step Four: Groups will meet and work in classroom to continue planning of presentation. This time could be used to read literature of the time period.
Step Five: Groups should be filming and preparing presentations.
Step Six: Continued research time/filming, editing, etc. of final presentation
Step Seven: Group work – finalize plans and assignments for individual members. Teacher should be informed of any difficulties with the project. Problem solving and troubleshooting could take place here.
Step Eight: Practice presentations
Step Nine: Final presentations
Step Ten: Reflection and debrief. Analytical Essay is due.
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. Decision making skills and trial and error are also necessary for students to experience real world situations. Students in all career clusters will benefit from the schedules team meetings and conferences with the teacher. 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 media 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 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. Additionally, students will evaluate information, make decisions, direct and plan activities and present information.
|Project Evaluation:||Students will meet with the teacher to discuss the PBL. At this time, students will offer any suggestions they have regarding the PBL. Students will complete the End-of-Project Reflection. It is an important part of the PBL process for the teacher to reflect and share also. Be sure to discuss mistakes and celebrate successes in order to complete the learning process.|
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