Capstone project


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Capstone project

  1. 1. Capstone Project Ryan Mensch Southern Columbia Area High School Living History Museum A cross curricular project for 9 th Grade English and History classes
  2. 2. Purpose <ul><li>This project addresses the need for students to see a connection between two subjects, English and History, which they may not necessarily see a connection between on the surface. I’d like my students to see that they can use their History skills in English class and English skills in History class. This should also show students that their skills are transferable to other classes and give them greater understanding of why we cover the topics that we cover. It also offers students a great cumulative experience in which they can showcase their skills and knowledge to others in the school and in the community. </li></ul>
  3. 3. Purpose continued… <ul><li>Students are given a chance to work collaboratively on both the English and History components and display their ability to proficiently use technology. These important 21st century skills should be practiced in the classroom in order to prepare students for the workplace and further education. This project will help my students to practice the skills necessary to work effectively with their peers to accomplish a common goal and display their knowledge. Students will select a time period studied in class and they will be assigned to do a number of things: create a set for their time period, create a narrative for museum viewers, write a poem about their time period, write a letter as a key figure of that time period, compose a biography of a key figure of that time period, analyze possible outcomes based on changes in history through a “What If” writing assignment, create a digital photo presentation for museum visitors and create a group newspaper from that time period. Their work on all of these projects should help them to realize the connection between disciplines, thus fulfilling the need that this project addresses. </li></ul>
  4. 4. Objectives <ul><li>Student­ centered – </li></ul><ul><li>The students will take center stage with this project and take pride in showcasing their knowledge and skills to </li></ul><ul><li>others. On Living History Museum Day, students from the elementary and middle schools, as well as parents </li></ul><ul><li>and other members of the community, will “tour” the museum to learn new facts and view students’ work. </li></ul><ul><li>Learning and doing – </li></ul><ul><li>Students will learn while doing. Students will work on a number of small projects within one large project and </li></ul><ul><li>will use current knowledge and gain new knowledge through doing. </li></ul><ul><li>Using information – </li></ul><ul><li>Students will use information that they have learned throughout the year in both English class and History </li></ul><ul><li>class to complete the assignments within this group project.  </li></ul><ul><li>Facilitator – </li></ul><ul><li>The teacher will act as a facilitator, guiding students through the process of generating ideas and completing </li></ul><ul><li>the assignments. The teacher will not lecture or feed students information, but rather will check in with groups </li></ul><ul><li>and monitor their progress while providing suggestions and guidance. </li></ul><ul><li>Flexible grouping configuration based on Individual student needs – </li></ul><ul><li>Students will be given some choice in who they work with, but the teacher will work to identify the best </li></ul><ul><li>possible groupings and meet the needs of all students. I want to make sure that no one is “left behind” and </li></ul><ul><li>every student is put in a situation where they can succeed. </li></ul><ul><li>Higher­ order thinking skills – </li></ul><ul><li>Students will be creative, think outside the box, and go beyond simply recalling information. </li></ul>
  5. 5. Objectives continued… <ul><li>Interdisciplinary -   </li></ul><ul><li>Students will use their knowledge from both History and English classes to complete all of the assignments </li></ul><ul><li>within this project. </li></ul><ul><li>Collaboration – </li></ul><ul><li>Students will work together in groups of four or five to complete their assigned tasks. </li></ul><ul><li>Performance­ based assessments – </li></ul><ul><li>Students will be given detailed rubrics and graded based on their performance of the assigned tasks.  </li></ul><ul><li>Multiple sources of information, including technology – </li></ul><ul><li>Students will tap into several sources of information, including textbooks, teachers and online resources. </li></ul><ul><li>Technology fully integrated into the classroom – </li></ul><ul><li>Students will use technology in a number of ways, including sharing their work for review with classmates and </li></ul><ul><li>creating and presenting their work. They will use programs such as Word, Publisher and Photo Story. </li></ul><ul><li>Students acting as a professional in the discipline – </li></ul><ul><li>In presentations to elementary and middle school students and their teachers, students will act as </li></ul><ul><li>professionals who are highly educated on their topics and present information in an accurate and professional </li></ul><ul><li>manner. </li></ul><ul><li>Teachers addressing the learning styles of all learners - </li></ul><ul><li>Teacher will use a learning style inventory to gain insight into each student’s learning style preference and will </li></ul><ul><li>use the information to group students effectively. </li></ul>
  6. 6. Timeline <ul><li>This project will be implemented in April/May of 2011. The following is a timeline for implementation: </li></ul><ul><li>April 29- Students will take the LSI which will help the teacher to create the groups. Students are permitted to pick one partner from their History class who the teacher will work to integrate into that person’s group. </li></ul><ul><li>May 2- Students will be introduced to the project in their History and English classes. Expectations will be discussed and examples will be shown. The process for group selection will also be discussed. Students will receive their groups at the end of the class period. </li></ul><ul><li>May 3 – Students will receive a copy of the rubrics that will be used to the score the projects. The teacher will explain the rubric and then field any questions that students may have about the requirements. Through random selection during history class, groups will receive their assigned time period/events. </li></ul>
  7. 7. Timeline continued… <ul><li>May 4 & 5- Students will work to brainstorm ideas and even start work on their various assignments. Groups will work to figure out who is responsible for which assignments for the English component and discuss how they will obtain any materials not provided by the school to construct their sets for the History component. </li></ul><ul><li>May 9-13 - Students will have in-class work time for their assignments. In History class, students will work on constructing their sets and backdrops for the museum and plan for the attire that they will be wearing. In English class, students will be working individually on the assignments that they have agreed to complete for their group. Students are advised to complete the writing assignments in a timely manner to allow for peer editing. </li></ul><ul><li>May 13 - All four writing assignments are due by the end of the day. Groups must have all four assignments in their folder by the assigned time or they will lose points. </li></ul>
  8. 8. Timeline continued… <ul><li>May 16 & 17 - Students will continue to work on constructing their sets and backdrops in History class, while students will work on their group newspaper articles/layout and PhotoStory presentation in English class. </li></ul><ul><li>May 18- The group newspaper is due in the Apps folder by the end of the day for English class. History students are still in construction mode but should be nearing the completion of their sets/backdrops. </li></ul><ul><li>May 19 - The Photo Story presentation must be saved in the Apps folder by the end of the day for the English component. Some groups in History class will be finishing up. </li></ul><ul><li>May 20- Groups will be putting the finishing touches on their projects or turning in any work that is due. </li></ul><ul><li>May 23 - Living History Museum Day – Classes of elementary students will be touring the museum from 9 a.m. until 2 p.m. At this time, other students and members of the community are also invited to come to tour the museum. </li></ul>
  9. 9. Project components <ul><li>Inquiry – 1 week – Students will be allowed to ask questions, gain clarification if needed, and gather the information necessary to begin work on their projects </li></ul><ul><li>Projects – 2 weeks – Students will be working on a number of different projects within one large project. Students will be given two to three weeks to work on their assignments. Students will be given class time in History to plan and work on their sets and narratives. Students will be given time in English class to work on their writing assignments. </li></ul><ul><li>Technology – 3 weeks – Students will be working with technology on a daily basis and will be using it in both classes. Students will use programs that include Word, Publisher, Photo Story and online tools like Google Documents. </li></ul><ul><li>Dynamic, Flexible Grouping – Students with IEP’s and other needs will be identified in advance and grouped accordingly with other students so that their efforts are met with success. Students will be permitted to pick one partner with whom to work in a group, but other arrangements will be made based on the results of the LSI’s in order to arrange groups that have the right mix of skills, interests and learning styles. The teacher reserves all rights to arrange groups, but the teacher also wants students working with those who they feel comfortable with. </li></ul><ul><li>Authentic Teaching and Learning Experiences – This is authentic, 21st century teaching. I will act as a facilitator as students complete authentic tasks and act as experts in two disciplines. </li></ul>
  10. 10. <ul><li>I have designed a rubric for the History component and one for the English component as well. </li></ul><ul><li>See the following slides for the rubrics. You’ll see the History component rubric first and then the English rubric after that. </li></ul><ul><li>I had to split up the sections of the English rubric onto separate slides. </li></ul>
  11. 12. English assignments… <ul><li>Writing Assignment #1: Letter </li></ul><ul><li>The letter should be at least ¾ page (single-spaced) in length. It </li></ul><ul><li>should be written from the perspective of a minority, discussing </li></ul><ul><li>struggles that he/she faces. It may, however, be written from the </li></ul><ul><li>perspective of a dominant member of society, commenting on the </li></ul><ul><li>problems and/or benefits of the minorities on society. </li></ul><ul><li>Grading Criteria </li></ul><ul><li>Assignment is in letter format and one page single spaced_____ /5 </li></ul><ul><li>Inclusion of minority or dominant perspective and struggles/ </li></ul><ul><li>problems and/or benefits of minorities _____ / 15 </li></ul><ul><li>Grammar _____ / 5 </li></ul><ul><li>Total _____ / 25 </li></ul>
  12. 13. English assignments… <ul><li>Writing Assignment #2: Poem </li></ul><ul><li>The poem should be approximately 15-20 lines. It may explore any relevant subject: people, </li></ul><ul><li>the time period, events, issues, emotions. For example, you may compose a poem that offers </li></ul><ul><li>physical descriptions of an important event; you may write about a person’s reaction to an </li></ul><ul><li>incident. The poem is not required to rhyme or to be in a particular format. </li></ul><ul><li>Grading Criteria </li></ul><ul><li>Title _____ / 2 </li></ul><ul><li>Length- 15-20 lines _____ / 2 </li></ul><ul><li>Explores subject of assigned time period _____ / 5 </li></ul><ul><li>Includes at least three elements of poetry _____ / 6 </li></ul><ul><li>Elements are used correctly and are listed on the poem and student has explained them and </li></ul><ul><li>made note of where they appear in the poem _____ / 6 </li></ul><ul><li>(ex. Alliteration- line 9- big black bear) </li></ul><ul><li>Creativity _____ / 4 </li></ul><ul><li>Total _____ / 25 </li></ul>
  13. 14. English assignments… <ul><li>Writing Assignment #3: Biography </li></ul><ul><li>The biography should be ¾ page (single-spaced) in length. It should be about a notable </li></ul><ul><li>person from the time period. The biography should offer a brief description of the </li></ul><ul><li>person’s life as a whole; though, it should focus mainly on his/her contributions and </li></ul><ul><li>achievements. Be careful not to plagiarize! </li></ul><ul><li>Grading Criteria </li></ul><ul><li>Introduction </li></ul><ul><li>Hook, Background Information and Thesis Statement ______ /5 </li></ul><ul><li>Body </li></ul><ul><li>Paragraphs are introduced with topic sentences ______ /2 </li></ul><ul><li>Description of person’s life included ______ /5 </li></ul><ul><li>Major contributions and achievements are highlighted ______ /5 </li></ul><ul><li>Grammar ______ /3 </li></ul><ul><li>Conclusion </li></ul><ul><li>Thesis is restated, includes additional interesting facts, </li></ul><ul><li>Final sentence leaves a lasting impression on the reader ______ /5 </li></ul><ul><li>Total ______ / 25 </li></ul>
  14. 15. English assignments… <ul><li>Writing Assignment #4: What If? </li></ul><ul><li>Select one event from within the time period, and rewrite its </li></ul><ul><li>outcome/ending. Think about how a different outcome would have </li></ul><ul><li>changed the lives of Americans in our past, and how it would affect current </li></ul><ul><li>society. You are a writer for a textbook company, and must write about the </li></ul><ul><li>event; summarize the event with its new outcome, and describe its effects </li></ul><ul><li>on past and modern-day society. </li></ul><ul><li>Grading Criteria </li></ul><ul><li>Original event is briefly summarized in one paragraph ______ / 5 </li></ul><ul><li>Event and its new outcome are summarized in one </li></ul><ul><li>paragraph ______ / 5 </li></ul><ul><li>Effects on past and modern-day society are described </li></ul><ul><li>in at least two paragraphs ______ / 12 </li></ul><ul><li>Grammar ______ / 3 </li></ul><ul><li>Total ______ / 25 </li></ul>
  15. 16. English assignments… <ul><li>PHOTO STORY PRESENTATION </li></ul><ul><li>Each group will create a presentation using Microsoft Photo Story. Groups </li></ul><ul><li>will use photographs related to their particular time period and include </li></ul><ul><li>some text of their writing assignments to create a documentary style </li></ul><ul><li>presentation. </li></ul><ul><li>Grading Criteria </li></ul><ul><li>- Pictures and/or illustrations are relevant to the time period ______ / 5 </li></ul><ul><li>- Sufficient number of pictures are included ______ / 5 </li></ul><ul><li>-Text of each student’s writing assignment is included in the presentation (use excerpts) ______ / 10 </li></ul><ul><li>-Creativity of presentation and quality of text ______ / 10 </li></ul><ul><li>(spelling/grammar) </li></ul><ul><li>Total ______ / 30 </li></ul>
  16. 17. English assignments… <ul><li>GROUP NEWSPAPER </li></ul><ul><li>Each member must create one newspaper article for the group newspaper. The articles can be </li></ul><ul><li>based on an issue or event from the time period, and each article should be about 1/2 page </li></ul><ul><li>typed. After drafting and editing the articles, the group must use Desktop Publisher to select a </li></ul><ul><li>newspaper template. Then, the newspaper should be given a name. Next, the articles should </li></ul><ul><li>be inserted into the template, along with illustrations, which should accompany each article. </li></ul><ul><li>Other accessories should be added in order to make the newspaper look as realistic as </li></ul><ul><li>possible, such as obituaries and classifieds. </li></ul><ul><li>Grading Criteria </li></ul><ul><li>-Newspaper is given a name ______ / 5 </li></ul><ul><li>-Articles are related to issues or events from the time period ______ / 20 </li></ul><ul><li>-Articles are satisfactory length ______ / 5 </li></ul><ul><li>-Articles integrated into newspaper format in Desktop Publisher ______ / 5 </li></ul><ul><li>-Pictures and/or illustrations accompany each article ______ / 5 </li></ul><ul><li>-Accessories (obituaries, classifieds, horoscopes, etc.) are included ______ / 5 </li></ul><ul><li>-Grammar ______ / 5 </li></ul><ul><li>-Overall creativity of the newspaper ______ / 5 </li></ul><ul><li>Total ______ / 55 </li></ul><ul><li>FINAL GROUP GRADE Total ______ / 185 </li></ul>
  17. 18. Resources <ul><li>There are a number of resources essential to my project, but many of them are readily available within the school. Technology is available in both classrooms and students should not have any difficulty with this. Most of the technology that will be used in class can be accessed by students from their home if necessary. Some of the most important resources are the tools and materials needed for students to construct their sets and dress as individuals from their assigned time period. I will need to talk to the art teacher, but I am sure she will be able to order us the paints and paper for the set backdrops. The students will be responsible for any props or costumes but will be given ample time to find the necessary resources. </li></ul>
  18. 19. Desired Outcomes <ul><li>With the implementation of the project, I hope that my students will better see the connection between disciplines and gain experience and skills from working collaboratively with peers to accomplish a common goal and create and present work that they can be proud of. I hope that students will showcase their public speaking skills to others through strong informative presentations that are both entertaining and engaging. Success of my project’s implementation will be measured through teacher observation and grading based on detailed rubrics that clearly delineate the goals and requirements of the project. </li></ul>