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Meredith Henderson<br />Capstone Project:<br />The Things They Carried: A Study of Love and War<br />
Purpose- This Text…<br />Engages Students<br />Allows for a real-world connection <br />Makes English content real<br />Pr...
Overview<br />Name of Course: College Preparation English 11<br />Title of Unit: The Things They Carried: A Study of Love ...
GOALS<br />Students will be able to think critically about American History and Literature <br />Students will be able to ...
Objectives (Numbers Correspond with Given Objectives)<br />Students will be able to think critically about American Histor...
Objectives Continued<br />Students will write an assessment for their classmates in order to assess comprehension and assi...
Standards<br />1.1.11.A, C, E, G: <br />Locate various texts, media and traditional resources for assigned and independent...
Standards<br />1.2.11.A, B, C:<br />Differentiate fact from opinion across a variety of texts, by using complete and accur...
Standards<br />1.3.11.C:<br />Analyze the effectiveness, in terms of literary quality, of the author’s use of literary dev...
Standards<br />1.5.11.A, B, C, D, E, and F:<br />Write with a sharp, distinct focus.<br />Identify topic, task and audienc...
Standards<br />1.6.11.C, D, F:<br />Speak using skills appropriate to formal speech situations.<br />Use a variety of sent...
Standards<br />1.8.11.B:<br />Locate information using appropriate sources and strategies.<br />Determine valid resources ...
Major Instructional Activities<br />KWL chart<br />Mini Research Seminar on the Causes of the Vietnam War and the Causes o...
Timeline<br />Day 1               Introduction; Tim O&apos;Brien PowerPoint; KWL Chart- What I Know and What I Wonder<br /...
Project Components<br />1: KWL Chart<br />What I Know<br />What I Wonder(or want to know)<br />What I have Learned<br /> <...
Project Componets<br />2: Class Discussion on Contextual, Background, and Historical Information- Students will assessed b...
Project Components<br />3: Comprehension Quiz for first chunk of the book- Students will be assigned the first reading fro...
Project Components<br />4: Project Assignment and Rubric <br />Assignment Sheet: The Things They Carried Group Project Tas...
Project Components<br />4: Project Assignment and Rubric <br />	Rubric for Group Project:<br /> <br />To earn the grade of...
Project Components<br />4: Project Assignment and Rubric <br />To earn the grade of “B”: Presentation must meet and not ex...
Project Components<br />4: Project Assignment and Rubric <br />To earn the grade of “C”: Presentation must meet and not ex...
Project Components<br />4: Project Assignment and Rubric <br />To earn the grade of “D”: Presentation either exceeds the l...
Project Components<br />5: Various student-created comprehension/completion quizzes- As a requirement of group presentatio...
Project Components<br />6: “The Things I Carry” Writing Assignment Sheet-: Part 1 <br />The Things We Carry Writing Activi...
Project Components<br />6: “The Things I Carry” Writing Assignment Sheet-: Part 2<br />2. Brainstorm the things you carry<...
Project Components<br />6: “The Things I Carry” Writing Assignment Sheet-: Part 3<br />3. Begin Writing!<br />	Using O’Bri...
Project Components<br />7: “The Things I Carry” Peer Editing Activity and Essay Rubric:<br /> <br />Identify the tone of t...
Project Components<br />7: “The Things I Carry” Peer Editing Activity and Essay Rubric:<br />“The Things I Carry” Rubric<b...
Project Components<br />7: “The Things I Carry” Peer Editing Activity and Essay Rubric:<br />“The Things I Carry” Rubric<b...
Project Components<br />7: “The Things I Carry” Peer Editing Activity and Essay Rubric:<br />“The Things I Carry” Rubric<b...
Project Components<br />7: “The Things I Carry” Peer Editing Activity and Essay Rubric:<br />“The Things I Carry” Rubric<b...
Project Components<br />8: Vocabulary: List of Words<br />volition	platitude			catharsis		drudgery<br />intransitive		acqu...
Project Components<br />9: Self-Evaluation of Participation: <br />Participation Grades<br /> <br />	According to your syl...
Project Components<br />9: Self-Evaluation of Participation: <br />Excellent	A 	Student who receives a grade in this range...
Project Components<br />9: Self-Evaluation of Participation: <br />Good		B	 Student who receives a grade in this range has...
Project Components<br />9: Self-Evaluation of Participation: <br />Average		C	 Student who receives a grade in this range ...
Project Components<br />9: Self-Evaluation of Participation: <br />Weak		D	 Student who receives a grade in this range is ...
Resources<br />Student Laptops- Students will require access to laptops almost each day of the project.  Internet access a...
Resources<br />Guest Speakers- In order to foster the real-world connection, I will bring in at least 1 guest speaker.<br ...
Outcomes<br />Interdisciplinary Studies<br />Citizenship Education<br />Strengthened Classroom Community Where Everyone Ca...
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Overview of my Capstone Project for EDAM 5039

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  1. 1. Meredith Henderson<br />Capstone Project:<br />The Things They Carried: A Study of Love and War<br />
  2. 2. Purpose- This Text…<br />Engages Students<br />Allows for a real-world connection <br />Makes English content real<br />Provides opportunities for Peer-Teaching<br />Works with Flexible Grouping<br />
  3. 3. Overview<br />Name of Course: College Preparation English 11<br />Title of Unit: The Things They Carried: A Study of Love and War<br />Name of Textbook and Other Related Materials: The Things They Carried by Tim O’Brien, “The Vietnam in Me” by Tim O’Brien<br />
  4. 4. GOALS<br />Students will be able to think critically about American History and Literature <br />Students will be able to work collaboratively with others<br />Students will be able to think independently <br />Students will become better citizens <br />Students will express themselves through writing in relation to O’Brien’s simplistic, repetitive format<br />Students will employ advanced software to meet goals <br /> <br />
  5. 5. Objectives (Numbers Correspond with Given Objectives)<br />Students will be able to think critically about American History and Literature (7, 8)<br />Students will be able to work collaboratively with others by selecting a group member and being assigned teacher-selected partners(1, 4, 5, 9)<br />Students will be able to think independently (1, 3, 6)<br />Students will become better citizens (8, 16)<br />Students will express themselves through writing in relation to O’Brien’s simplistic, repetitive format (11, 15)<br />Students will employ advanced software and technologies to meet goals (6, 7, 15, 16)<br />Students will do contextual research on the Vietnam war and, if applicable, the War on Terror in order to make knowledgeable comparisons (2, 3, 7, 8, 11, 15)<br />Students will teach one story or chunk of stories to the class identifying key elements of literature, style, tone, and word choice (2, 3, 6, 11, 13, 16)<br />
  6. 6. Objectives Continued<br />Students will write an assessment for their classmates in order to assess comprehension and assignment completion and grade their peers (2, 3, 6, 7, 9, 10)<br />Students will plan activities in the group presentation that will appeal to a variety of learning styles (10, 13, 14)<br />Students will implement some form of class technology to support their presentations (1, 6, 7, 11, 12)<br />Students will write an essay titled “The Things I Carry” in the style of O’Brien utilizing their own personal burdens (2, 3, 7, 14)<br />Students will peer edit the writing of classmates using GoogleDocs (1, 2, 5, 6, 12)<br />Students will fill out KWL charts to focus on activating prior knowledge, identifying interests, etc. as a form of self-assessment (1, 6, 11)<br />Students will evaluate their own participation at the end of the unit as a form of self-assessment (7)<br />Students will learn vocabulary words in context and be assessed based on their practice as an extension of their learning (6, 7, 13)<br />
  7. 7. Standards<br />1.1.11.A, C, E, G: <br />Locate various texts, media and traditional resources for assigned and independent projects before reading.<br />Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading. Use these words accurately in speaking and writing.<br />Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference.<br />Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents.<br />Make, and support with evidence, assertions about texts.<br />Compare and contrast texts using themes, settings, characters and ideas.<br />Make extensions to related ideas, topics or information.<br />Assess the validity of the document based on context.<br />Analyze the positions, arguments and evidence in public documents.<br />Evaluate the strategies of the author.<br />Critique public documents to identify strategies common in public discourse.<br />
  8. 8. Standards<br />1.2.11.A, B, C:<br />Differentiate fact from opinion across a variety of texts, by using complete and accurate information, coherent arguments and points of view.<br />Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic and reasoning.<br />Select appropriate electronic media for research and evaluate the quality of the information received.<br />Use, design and develop a media project to demonstrate understanding <br />Produce work in at least one literary genre that follows the conventions of the genre.<br />
  9. 9. Standards<br />1.3.11.C:<br />Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices.<br />Sound techniques (e.g., rhyme, rhythm, meter, alliteration)<br />Figurative language (e.g., personification, simile, metaphor, hyperbole, irony, satire)<br />Literary structures (e.g., foreshadowing, flashbacks, progressive and digressive time).<br />
  10. 10. Standards<br />1.5.11.A, B, C, D, E, and F:<br />Write with a sharp, distinct focus.<br />Identify topic, task and audience.<br />Establish and maintain a single point of view.<br />Write using well-developed content appropriate for the topic.<br />Gather, determine validity and reliability of, analyze and organize information.<br />Employ the most effective format for purpose and audience.<br />Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus.<br />Write with controlled and/or subtle organization.<br />Sustain a logical order throughout the piece.<br />Include an effective introduction and conclusion<br />Write with a command of the stylistic aspects of composition.<br />Use different types and lengths of sentences.<br />Use precise language.<br />Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.<br />Edit writing using the conventions of language.<br />Spell all words correctly.<br />Use capital letters correctly.<br />Punctuate correctly (periods, exclamation points, question marks, commas, quotation marks, apostrophes, colons, semicolons, parentheses, hyphens, brackets, ellipses).<br />Use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions and interjections properly.<br />
  11. 11. Standards<br />1.6.11.C, D, F:<br />Speak using skills appropriate to formal speech situations.<br />Use a variety of sentence structures to add interest to a presentation.<br />Pace the presentation according to audience and purpose.<br />Adjust stress, volume, and inflection to provide emphasis to ideas or to influence the audience.<br />Contribute to discussions.<br />Ask relevant, clarifying questions.<br />Respond with relevant information or opinions to questions asked.<br />Listen to and acknowledge the contributions of others.<br />Adjust tone and involvement to encourage equitable participation.<br />Facilitate total group participation.<br />Introduce relevant, facilitating information, ideas and opinions to enrich the discussion.<br />Use media for learning purposes.<br />Use various forms of media to elicit information, to make a student presentation and to complete class assignments and projects.<br />Evaluate the role of media in focusing attention and forming opinions.<br />Create a multi-media (e.g., film, music, computer-graphic) presentation for display or transmission that demonstrates an understanding of a specific topic or issue or teaches others about it.<br />
  12. 12. Standards<br />1.8.11.B:<br />Locate information using appropriate sources and strategies.<br />Determine valid resources for researching the topic, including primary and secondary sources.<br />Evaluate the importance and quality of the sources.<br />Select sources appropriate to the breadth and depth of the research (e.g., dictionaries, thesauruses, other reference materials, interviews, observations, computer databases).<br />Use tables of contents, indices, key words, cross references and appendices.<br />Use traditional and electronic search tools.<br />
  13. 13. Major Instructional Activities<br />KWL chart<br />Mini Research Seminar on the Causes of the Vietnam War and the Causes of the Iraq War<br />Read article titled “The Vietnam in Me” as an introduction to O’Brien and his writing style<br />Group Presentations on story or chunk of stories from text<br />Write “The Things I Carry Essay” with peer edit<br />Vocabulary study in Context with assessment<br />Evaluation of participation<br />
  14. 14. Timeline<br />Day 1 Introduction; Tim O&apos;Brien PowerPoint; KWL Chart- What I Know and What I Wonder<br />Day 2 Vietnam PowerPoint/Draft Exercise; Allow Time to Research for Class Discussion Assign &quot;The Things They Carried&quot;<br />Day 3 Show my &quot;Things&quot; Powerpoint as a model for student projects; Discussion <br /> Assign Chapters 2-6 <br />Day 4 Quiz on Chapters 1-6; Discussion on Chapters 1-6 <br />Day 5 Assign Essay/Show Examplars/Give Sheet & Assign Groups for Presentations<br />Day 6 In-Class Writing Day for Essay<br />Day 7 Peer Editing Day for Essay<br />Day 8 &quot;The ThingsICarry&quot; Essay Due; Group Work Day for iMovie<br />Day 9 Group Work Day<br />Day 10 Group Work Day<br />Day 11 Group Work Day<br />Day 12 Group Work Day<br />Day 13 Group Work Day; Assign &quot;How to Tell a True War Story&quot; and &quot;Dentist&quot;<br />Day 14 Presentation 1 Quiz; Assign &quot;Sweetheart of the Song Tra Bong&quot;<br />Day 15 Presentation 2 Quiz; Assign &quot;Stockings,&quot; &quot;Church,&quot; &quot;The Man I Killed,&quot; &quot;Ambush,&quot; and &quot;Style&quot;<br />Day 16 Presentation 3 Quiz; Assign &quot;Speaking of Courage&quot; and &quot;Notes&quot;<br />Day 17 Presentation 4 Quiz; Assign &quot;In the Field,&quot; &quot;Good Form,&quot; and &quot;Field Trip&quot;<br />Day 18 Presentation 5 Quiz; Assign &quot;The Ghost Soldiers&quot; and &quot;Night Life&quot;<br />Day 19 Presentation 6 Quiz; Assign &quot;The Lives of the Dead&quot;<br />Day 20 Time Image Essay/Article Reactions<br />Day 21 Guest Speaker<br />Day 22 Vocabulary Test <br />Day 23 Self-Evaluation of Participation; Finish KWL Chart - What I learned<br />
  15. 15. Project Components<br />1: KWL Chart<br />What I Know<br />What I Wonder(or want to know)<br />What I have Learned<br /> <br />
  16. 16. Project Componets<br />2: Class Discussion on Contextual, Background, and Historical Information- Students will assessed based on their participation in class discussion. 4 substantive comments earns a grade of 20 points, 3 substantive comments earns the grade of 15 points, 2 substantive comments earns the grade of 10 points, and 1 substantive comment earns the grade of 5 points. <br />
  17. 17. Project Components<br />3: Comprehension Quiz for first chunk of the book- Students will be assigned the first reading from page 1 to page 66. When they come to class, they will take the following assessment to determine completion and comprehension.<br /> <br /> 1. Name 2 things that are ironic about Ted Lavender’s Death.<br /> <br /> 2. What deal did Lee Strunk and Dave Jenson have in the story “Friends”?<br /> <br /> 3. What happened in the story “Enemies” to cause the fight between Strunk and Jenson?<br /> <br /> 4. To what is Jimmy Cross referring when he says to Tim O’Brien, “And do me a favor. Don’t’ mention anything about—“ in the story “Love”?<br />
  18. 18. Project Components<br />4: Project Assignment and Rubric <br />Assignment Sheet: The Things They Carried Group Project Tasks<br />For this unit, you will become expert on a story or chunk of stories. Your responsibility will be to teach your “chunk” to the class. The requirements are as follows:<br /> <br />Length: <br /> 45 minutes- It is important that you meet the length requirement but not exceed it. Make sure to practice and to plan so that you can hit the 45-minute mark. <br />Materials: <br /> An Aid that utilizes one of the 21st Century Skills we have studied this year (Blog, Wiki, Podcast, iMovie. You will work as a group to create this aid. This aid must add to and explain your project, rather than detract from the meaning of your story. You have a lot of flexibility in this task- Be creative!<br />Assessment: <br /> You must create a substantive quiz to check that your classmates have read the required chapters. Please create something that can be done in 10 minutes or less and that will accurately check for comprehension. <br />Broad Connections: <br /> How can you connect this story to the lives of your classmates? To the lives of soldiers in Iraq? What other connections can you make? <br />Symbolism:<br />What symbolism does O’Brien use to move the plot forward or add to the experience?<br />Language: <br /> What literary devices, styles, etc. does O’Brien use in your chunk of the book to make his writing more meaningful? <br /> Presentations will assessed based on creativity, use of visual aid(s), and ability to teach the class important concepts of the “chunk” to which you were assigned. Think about how you can best relate the material in your story to the lives of your classmates.<br />
  19. 19. Project Components<br />4: Project Assignment and Rubric <br /> Rubric for Group Project:<br /> <br />To earn the grade of “A”: Presentation must meet and not exceed the length requirement, all topics on assignment sheet must be thoroughly discussed, visual aid must include all appropriate technological concepts (transitions, music, editing continuity- if applicable), aid must also show that you have a sophisticated understanding of the 2.0 tool you choose. group must actively encourage and engage classmates in discussions and instructional activities, quiz must be comprehensive and appropriate to content discussed in class and include all elements of model from teacher, and all class activities must relate the concepts to the lives of classmates. Students in this category have done superior work in relation to the learning concepts outlined at the beginning of the unit.<br />
  20. 20. Project Components<br />4: Project Assignment and Rubric <br />To earn the grade of “B”: Presentation must meet and not exceed the length requirement, all topics on assignment sheet must be discussed, visual aid must include all appropriate technological elements (transitions, music, editing continuity- if applicable), aid must also show that you have an advanced understanding of the 2.0 tool you choose. group must engage classmates in discussions and instructional activities, quiz must include all elements of model from teacher, and all class activities must work to relate the concepts to the lives of classmates. Students in this category have achieved mastery of the learning concepts outlined at the beginning of unit.<br />
  21. 21. Project Components<br />4: Project Assignment and Rubric <br />To earn the grade of “C”: Presentation must meet and not exceed the length requirement, presentation lacks 1 of the topics outlined on the assignment sheet, visual aid is missing 1 appropriate technological element (transitions, music, editing continuity- if applicable), aid must also show that you have a clear understanding of the 2.0 tool you choose. group works to engage classmates in discussions and activities but loses time during transitions, quiz may not include all of the elements from teacher model and most concepts apply to the lives of classmates. Students in this category have met the basic requirements of assignment, but may not fully invest or express material in the story. <br />
  22. 22. Project Components<br />4: Project Assignment and Rubric <br />To earn the grade of “D”: Presentation either exceeds the length requirement or does not meet length requirement, presentation lacks 2 or more of the topics outlined on the assignment sheet, visual aid lacks relevance to topic and is missing key technological elements (transitions, music, editing continuity-if applicable), aid does not show a clear understanding of the tool and/or the purpose for using the tool. more than 5 minutes is lost during transition times in presentations, quiz does not meet expectations set by teacher model, and tenuous connections have been made between the concepts in the story and student lives. Students in this category have not met the requirements of the unit nor did they express the content accurately. <br />
  23. 23. Project Components<br />5: Various student-created comprehension/completion quizzes- As a requirement of group presentation, each student group will create a quiz for their section of the novel. Questions are expected to determine if classmates have completed the readings and also ask for at least one example of analysis of material covered. Grades for these quizzes are assigned by students in the presentation group and approved by the teacher.<br /> <br />
  24. 24. Project Components<br />6: “The Things I Carry” Writing Assignment Sheet-: Part 1 <br />The Things We Carry Writing Activity<br /> <br /> Tim O’Brien introduces the theme of the weight we carry as individuals in the first chapter of the book when he shares different “items” the soldiers in his platoon carried individually or as a group. This is your opportunity to reflect on the tangible objects and intangible emotions you may carry as an individual or as part of a group. <br /> <br /> You may mimic the “The things they carried…” framework for your essay, if you like. Follow the brainstorming techniques to jump-start your writing.<br /> <br />1. Find your identity<br /> O’Brien writes on behalf of a group of soldiers. He shares the tangible and intangible items the soldiers “carried” in common.<br /> Think of your own identity. You may want to write about the things you carry as an individual, perhaps as a State College, student, an athlete, an artist, a son or daughter, a musician, etc.<br />Example- Penn State Student Teacher (individual)<br /> <br /> <br />
  25. 25. Project Components<br />6: “The Things I Carry” Writing Assignment Sheet-: Part 2<br />2. Brainstorm the things you carry<br />Based on your chosen identity, brainstorm the tangible and intangible items you carry.<br /> <br />Example:<br />Tangible Teacher Tangible Personal Intangible<br />Pens Car Keys Fear-<br />Pencils Cell Phone not preparing <br />Highlighters Credit Cards you; debt;<br />Lap Top Pictures graduating<br />Jump Drive Penn State Items Pride- <br />Grade Book Dave Matthews Music students;<br />Journal Water in PSU<br />Books Love-<br />Multiple Bags English <br />
  26. 26. Project Components<br />6: “The Things I Carry” Writing Assignment Sheet-: Part 3<br />3. Begin Writing!<br /> Using O’Brien’s repetitious framework (if you so choose), begin writing about the list of things you carry. Be creative! <br />
  27. 27. Project Components<br />7: “The Things I Carry” Peer Editing Activity and Essay Rubric:<br /> <br />Identify the tone of the piece<br /> Make 3 very specific suggestions of ways the author can clarify the message and/or tone of the piece. Focus on making style suggestions (EXAMPLES: When you describe the climax of your trip—when the bear turned and growled at you—I suggest that you use short, clipped sentences with vivid action verbs to convey the anxiety and fear you were feeling OR When you describe the bear, I suggest that you use vivid imagery or even a metaphor/simile so the reader has a clear picture of its immense size and ferocity and can understand why you felt such overwhelming fear.) <br />Mechanical errors<br /> Throughout the paper, please mark the author’s mechanical mistakes and add any questions that you have about word choice, style, etc.  <br />Transitions<br /> Comment on the use of transitions. If the paper employs O’Brien’s repetitive format and therefore doesn’t need additional transitions between phrasing, please comment on the overall flow and fluidity of the piece. Does it make sense to combine or separate any of the sections? To move things around?  <br />Content<br /> Does the paper seem to provide enough detail or description to make the reader truly understand what it is that this author is carrying? Are there areas that either need to be more fully developed or deleted? What additional suggestions might you make to this author in terms of the content of the piece?<br />Voice<br /> Note an example of strong voice. Note an example of weak voice and make a suggestion as to how that could be improved.<br />
  28. 28. Project Components<br />7: “The Things I Carry” Peer Editing Activity and Essay Rubric:<br />“The Things I Carry” Rubric<br />A Excellent<br /> <br /> • original and compelling thesis made about topic• content is comprehensive, yet focuses on the most relevant to the thesis• develops extensive examination of topic by using a variety of evidence in an illustrative manner to deepen meaning• thesis is “proved” by the analysis and evidence included<br /> • essay structure flows smoothly• introduction draws reader in• unifying conclusion bring closure and resolution• transitions show how ideas connect• paragraphing is fluid• successfully incorporates elements of essay writing<br /> • virtually error free<br />
  29. 29. Project Components<br />7: “The Things I Carry” Peer Editing Activity and Essay Rubric:<br />“The Things I Carry” Rubric<br />B Good<br />  <br /> • apparent thesis made about the topic• content is comprehensive, but may not focus on the most relevant to the thesis• develops logical examination of topic by presenting credible textual evidence• thesis is “proved” by the analysis and evidence included<br /> • essay structure is effective enough to move the reader from point to point• introduction draws reader in• conclusion bring closure and resolution• transitions are apparent, but some lapse in connection• paragraphing is fluid<br /> • minor problems with spelling, punctuation, grammar, and paragraphing<br />
  30. 30. Project Components<br />7: “The Things I Carry” Peer Editing Activity and Essay Rubric:<br />“The Things I Carry” Rubric<br />C Average<br /> <br /> • vague or limited thesis made• content not sufficient enough to support thesis• develops superficial examination of topic; evidence missing• some evidence may not be pertinent to the topic<br /> • article is choppy• introduction is weak; hook fails• conclusion is apparent, but not effective• transitions needed to increase fluidity• incorporates few conventions of essay writing<br /> • distracting errors in spelling, punctuation, capitalization, grammar and paragraphing<br />
  31. 31. Project Components<br />7: “The Things I Carry” Peer Editing Activity and Essay Rubric:<br />“The Things I Carry” Rubric<br />D Weak <br /> • no apparent thesis statement• content not sufficient for scope of assignment• topic sentences don’t support argument• evidence may not be pertinent to the topic<br /> • essay is choppy; no transitions or structure• introduction is absent or does not engage reader • conclusion is absent or ineffective• no clear sense of direction for the essay<br /> • lacks control of mechanical usage<br />
  32. 32. Project Components<br />8: Vocabulary: List of Words<br />volition platitude catharsis drudgery<br />intransitive acquiescence defoliant pious<br />exuberance gentry translucent valor<br />eviscerate rectitude chronology arsenal<br />reticence bedlam blatant definitive<br />
  33. 33. Project Components<br />9: Self-Evaluation of Participation: <br />Participation Grades<br /> <br /> According to your syllabus, “Participation grades will be determined up to twice each marking period and will be measured by preparedness for class, on-time arrivals, actively contributing to classroom discussions and the positive classroom environment, actively listening to classmates during discussions and general attitude toward learning.”<br /> <br /> <br /> Please assess your own participation in the last unit, The Things They Carried: A Study of Love and War.<br />
  34. 34. Project Components<br />9: Self-Evaluation of Participation: <br />Excellent A Student who receives a grade in this range has no tardies to class, consistently draws connections from the class discussions and material to life outside of the classroom, volunteers during class discussions at least 5 times per session, never leaves class to collect class materials. Students in this category give 47 minutes of their time and attention to English class alone. An “A” student goes far above and beyond the requirements for the class. <br />
  35. 35. Project Components<br />9: Self-Evaluation of Participation: <br />Good B Student who receives a grade in this range has no tardies to class, draws connections from the class discussions and material to life outside of the classroom on occasion, volunteers during class discussions approximately 3 times per session, never leaves class to collect class materials. Students in this category give 90% of the class period to English class. A “B” student goes above and beyond the requirements for the class.<br />
  36. 36. Project Components<br />9: Self-Evaluation of Participation: <br />Average C Student who receives a grade in this range comes to class on time, completes assignments, volunteers in class discussions 1-2 times each session, brings all materials. Students in this category dedicate over 80% of the class period to English class. A “C” is average- students do the work that needs to be done without detracting from the classroom environment.<br />
  37. 37. Project Components<br />9: Self-Evaluation of Participation: <br />Weak D Student who receives a grade in this range is occasionally late to class, completes assignments haphazardly or late and sometimes incomplete, occasionally responds during class discussions, occasionally brings materials to class. Students in this category can be distracting to the classroom environment by having side bar conversations, attempting to work on assignments from other classes. A “D” student is not doing the work required of an advanced level class. <br />
  38. 38. Resources<br />Student Laptops- Students will require access to laptops almost each day of the project. Internet access and server space will also be required to complete chunks of the activities.<br />Software Programs and Web-based Applications- The following are programs that the students will/might need throughout the course of their work<br />iMovie<br />GarageBand<br />iTunes<br />Comic Life<br />SCoodle (the district Moodle)<br />SchoolWires (for website creation)<br />BlogSpot<br />Blabberize<br />GoogleDocuments<br />YouTube<br />PowerPoint<br />Excel<br />Word<br />District Email and AD credentials<br />
  39. 39. Resources<br />Guest Speakers- In order to foster the real-world connection, I will bring in at least 1 guest speaker.<br />English/Social Studies Teachers- Teachers from both disciplines will be resources for students throughout their work on this program. In order to facilitate inter-disciplinary studies, timing of this project will coincide with student work in history class in studying the Vietnam conflict. <br />Library/Library Website/Librarian- Students will need to access the library website in order to find information on copyright free images, music, etc. and also to locate documentation references. Students will spend at least one day in the library with the library in order to locate credible and relevant sources for the discussion.<br />
  40. 40. Outcomes<br />Interdisciplinary Studies<br />Citizenship Education<br />Strengthened Classroom Community Where Everyone Can Contribute<br />
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