Project Overview
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The document provides an overview of the Fabulous Final Project assigned to students. Students will choose a time period from European History to research in depth. They will develop categories to focus their research and take notes. Students will then write a research paper on their topic with citations and a bibliography. They will also create a technology presentation with a group and write a historical fiction story based on their time period. Finally, students will review classmates' work and select final presenters for parents at the end of the school year.
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![The Fabulous Final Project!<br />PROJECT OVERVIEW<br />Welcome to the Fabulous Final Project! Now that you are experts on European History as a whole, it is time to take that knowledge and really shine. Between now and May, you will:<br />,[object Object]](https://image.slidesharecdn.com/projectoverview-100326135040-phpapp01/85/Project-Overview-1-320.jpg)
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· Make sure you have access to the sources you’ll need BEFORE you create the proposal. Also, it will help you streamline your research if you have a specific direction in mind.
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The document summarizes the process students went through during a week-long writing camp to create digital stories using the Voice Thread platform. Students brainstormed topics, wrote rough drafts, worked in pairs to provide feedback, revised their writing, storyboarded their ideas, and practiced narrating aloud. The document provided guidance on the writing and digital storytelling process.
WRLIT-100-05 Michael Zhai
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British Literature Project
This document provides an introduction and instructions for a research project on periods of British literature. Students will work in pairs to research one of several literary periods, finding a timeline of important events, describing life during the period and philosophical/social beliefs, identifying major authors and an important work by each, researching a prominent writer, and creating a presentation and written report to share their findings with the class. Students are expected to consult multiple sources and include citations in their work.
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Notes for our presentation 11-15-08 for the Central California Writing Project (CCWP), with student story examples embedded in the presentation
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David Dunham, the publisher of Texas Monthly Magazine, will give a presentation and answer questions on February 28th at 12:25 PM in the Upper School Library. Students are invited to bring their lunch and attend. The event will feature David Dunham discussing his role as publisher of Texas Monthly Magazine and taking questions from the audience.
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This flyer advertises a lunchtime conversation with Mark Pryor, the Assistant District Attorney for Travis County and author, to take place on January 29th at 12:25 PM in the Upper School Library. Attendees are asked to bring their lunch, and there will be a raffle for a signed copy of Pryor's novel The Bookseller.
eBrary searching
Searching ebrary requires using the advanced search features to input search terms or subjects into multiple search boxes, as the default search looks broadly across text and key fields. Searching by title, author, or subject will provide the most useful results, and terms can be combined across boxes or limited further by subjects. However, searches may become too specific and only return a single remaining resource.
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To insert footnotes in Microsoft Word, select the "References" tab and click "Insert Footnote" where you want the footnote marker. Word will automatically number footnotes in superscript. Footnotes are typed at the bottom of the page in single spacing, but the footnote section should be double spaced. In Google Docs, use "Insert > Footnote" which places a number where the cursor is and a box for the footnote text. Footnotes in Google Docs will properly convert when downloading the document as a Word file.
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Needed Competencies
The document summarizes a discussion on the skills students will need in the future. Participants emphasized that students will need strong critical thinking, problem solving, and communication skills to analyze information from different cultural and linguistic backgrounds. They will also need to be adaptable to changing technologies and able to focus in distracting environments. Being organized, resilient, and able to apply knowledge across different contexts were also highlighted.
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The document outlines the required summer reading and work for students taking Humanities 11, which includes both U.S. History and English components. For history, students must read Empire of the Summer Moon and write a 3-page paper exploring how the book has changed their understanding of Texas or American West history. For English, students must read one of four listed books and write a 3-page paper answering questions about the protagonist and their world. Both assignments are due on the first day of school in August and will count as test grades, with late papers penalized 10 points per day.
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1. Seniors are assigned a summer reading project for their English 12 pilot course involving reading the book "Into the Wild" by Jon Krakauer, watching the miniseries "Lonesome Dove", and writing a 2-3 page reflection paper connecting the two works.
2. For the reflection paper, students must choose one of two essay prompts about the frontier myth and how the works affirm or disprove it, or about the purpose and effects of escaping to the frontier.
3. The teachers provide guidance on acquiring the materials, taking detailed notes while watching the film, and writing a knowledgeable paper that directly quotes and references both the book and movie. Students are encouraged to find the assignment engaging
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Project Overview
- 2. Develop a specific research topic from that time period you would like to study in-depth. (For example: wartime weaponry, famous musicians of a time period, women of a certain time, etc.)
- 3. Develop categories within your topic to research and take notes on.
- 4. Do that research and take those notes!
- 5. Create an outline based on your research and notes.
- 6. Write a full research paper based on your outline.
- 7. Correctly use citations and create a bibliography page to give credit for your information.
- 8. Work with a group to produce a technology presentation of a proposal to “History for Kids” for a series on your shared time period.
- 9. Write a historical fiction adventure story in Language Arts with Mrs. Keasler based on your in-depth knowledge of your time period.
- 10. Read, view and vote on the work of your classmates to decide upon a group of final presenters for our parents the last week of school.I am looking forward to going on this adventure with you! I know you will amaze me, your parents, Mrs. Keasler, but most importantly yourselves with what you are capable of.<br />Off we go…! <br />