Project Big6 Unit Planner

Document Sample
Project Big6 Unit Planner Powered By Docstoc
					Project Big6: Unit Planner

Name: Teresa Lawrence
School: Baraboo Middle
Grade Level & Subject Area(s): 7th grade language arts

1.   Problem or Question (How will you engage students and set up the
research task?):

In our science fiction/ modern fantasy unit, we have our students read a science
fiction novel and then view a science fiction movie. After taking notes and
completing a graphic organizer/outline, the students write a 5-paragraph
compare/contrast paper. It fits into the curriculum because we are supposed to
teach our students how to write a 5-paragraph essay including: introductions,
transitions, conclusions, editing and revising skills. Students will be engaged by
feeling as thought they are hired by a popular magazine to write this paper and
have it published. They are also given the motivation of using the Inspiration
program to organize their thoughts and ideas. Finally there is a prize for the best
papers in each class. In addition, they will be required to create the setting of a
scene from the novel in any way they choose. It could be through a drawing, a
model, a photograph or whatever they come up with.

2.       Correlation of Objectives, Standards, Products, Assessments:
         For each objective (or set of objectives), please list the corresponding
         standards, products, and assessments you’ll be using to measure
         student learning. (Please insert additional groups as necessary.)

         Objective(s): Using information from a T-chart, students will
         create an Inspiration diagram for an outline for a paper.
         Standards:
         Language arts:
         E.8.1 Use computers to acquire, organize, analyze, and
         communicate information
         A.8.4 Read to acquire information
         Information and technology:
         A. 8.1 Use common media and technology terminology and
         equipment

         A.8.2 Identify and use common media formats

         A. 8.3 Use a computer and productivity software to organize and
         create information



This tool is based on The Project Planning Form from the Buck Institute for Education,
http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.
         (Please include your content standards & Information & Technology Literacy
         Standards)

         Product(s): Inspiration diagram
         Assessments and Criteria: Students were given a checklist as to
         the features that they needed to include in their diagram.

         Objective(s): Students will write, revise, edit and type a five-
         paragraph compare/contrast essay.

         Standards:
         Language arts:
          B.8.1 Create or produce writing to communicate with different
         audiences for a variety of purposes.

          B.8.2 Plan, revise, edit, and publish clear and effective writing.

          B.8.3 Understand the function of various forms, structures, and
         punctuation marks of standard American English and use them
         appropriately in communications.

         Information/Technology:

         A. 8.3 Use a computer and productivity software to organize and
         create information


         (Please include your content standards & Information & Technology Literacy
         Standards)

         Product(s): 5 paragraph final compare/contrast paper

     Assessments and Criteria:
     Students helped to create criteria for grading and it was turned into
a rubric scoring guide created through Rubistar.




This tool is based on The Project Planning Form from the Buck Institute for Education,
http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.
3.       Unit Design & Process:
         Identify and explain the activities, materials, resources, technology
         integration strategies, collaboration, and timeline for your lesson. Cleary
         address how you will incorporate Inspiration in your teaching. Please
         include the following information: How and where will the computer(s) be
         set up? What will be the roles of the teacher and the students? How will the
         use of Inspiration support a larger unit?
         The novel in itself took about 3 weeks to complete. The movie took 2 _
         days to view.
         Day 1: Students completed a Venn diagram taking notes as to the
         similarities and differences in both the movie and the novel.
         Day 2: Students were given an example of a graphic organizer to
         demonstrate how they could set up their Inspiration diagram. Also, a
         demonstration was done in class how to set up their diagrams using the
         Inspiration program. At this point students were given material that
         explained step by step the process they would take in order to complete
         their diagram and then writing of their paper.
         Day 3: We worked on how to write an introduction and practiced writing
         lead in sentences. We talked about how there were different ways to grab
         the reader’s attention. We shared one another’s initial attempts at their
         first lines and gave them feedback. Their assignment was to complete their
         introductory paragraph.
         Day 4: We went to the computer lab to begin out Inspiration diagrams. A
         handout was given to them to demonstrate how to get started. It was read
         through as a class, then they worked independently to complete the
         diagram.
         Day 5-6: Students continued to complete their diagrams adding detail and
         elaborating on their initial ideas. They experimented with the features from
         the program: hyperlinks, colors, resizing, notes…Printed out at end of Day
         6
         Day 7: Students began using the word processor to type in their
         paragraphs for their rough drafts.
         Day 8: Students completed their rough drafts and printed them out.
         Day 9: Students completed a Sentence Opening Sheet that concentrated on
         carrying sentence beginnings and using transition words throughout their
         papers. It also looked at their verb use. Students revised their papers for
         homework.
         Day 10: Students completed a peer editing sheet as they read someone
         else’s paper. We also worked on writing titles.
         Day 11: WE went back to the computer lab to make corrections and printed
         out a final draft.
         Day 12: We read papers in small groups. From each group a paper was
         chosen to read to the entire class. In addition, students were able to
         display their settings for their classmates to view.

This tool is based on The Project Planning Form from the Buck Institute for Education,
http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.
4.       Management:
         Identify the management issues this unit plan presents and the
         solutions you used to overcome them.
         I found it important to give a deadline for each step of the entire process.
         When they were first told about the entire project, some kids felt
         overwhelmed. So I set goals for each day. This seemed to make it easier
         for them. Also, the use of checklists/flowcharts gave them guidance with
         each part.



5.       Assistive Technology & Learning Style Modifications:
         What preparations are necessary to make sure that all students remain
         competitive? (ELL, special needs, learning styles, assistive technology,
         etc.) I had to make sure certain parts of the lesson were translated for my
         ELL students, but also relied heavily upon the visual aspects of the
         Inspiration program. With my special needs kids and ELL kids, scaffolding
         what needs to be done worked well. Also, recognizing that each kid is
         different. One ELL student wrote one paragraph in English, while the other
         ELL student wrote all 5 paragraphs, but in Spanish. My more advanced
         students could elaborate more in all parts of the story, or write on more
         challenging things such as comparing the themes of the book.


6.       Comments & Additional Information:
         It was interesting to see how well the students took to the Inspiration
         diagram. I really found as a motivating tool for organization. Also, as a
         teacher I could see what they had problems with in their outline and catch
         it before they began writing their paper. Honestly, this is the first year I
         used Inspiration with this project, and I truly believe in general, the results
         (papers) were organized much better than previous years.




This tool is based on The Project Planning Form from the Buck Institute for Education,
http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.
     I.     Task Definition: 1.1 Define the information problem
    You are hired by Teen People to write a paper focusing on the topic of science
fiction/fantasy. Since you have just recently read Last Book in the Universe and viewed
Gattaca, you decide to write your paper on these two pieces of literary work. Your teacher
has offered to guide you in writing your paper, which will be published in their next issue. In
addition to the paper, the magazine editor would like you to send in a photograph or drawing
of something you decide to create demonstrating a scene from the novel. This part could be
done with one or two other people. It could be anything from a drawing to a model. It is up to
you. The more original the better! The best projects will win an all expense paid trip to “the
future.” Just follow the pointers listed below and you will be well on your way to what is yet to
come.

1.2      Identify information needed in order to complete the task (to solve
         the information problem)

Students will need to have notes taken on both the movie and the novel
so that they can see what they know and decide what they want to write
about. They need to have a good picture in their mind along with notes
which will help them recreate a setting from the novel. They will need
to know how to create a T-chart of Venn diagram. Along with this,
students will need to know how to use the Inspiration, word processing,
grammar/spell checker programs.

II. Information Seeking Strategies

2.1 Determine the range of possible sources (brainstorm) Brainstorming
all of the characters, themes and settings from the book.

2.2 Evaluate the different possible sources to determine priorities (select
the best sources) Listing qualities and details of all of these possibilities
( use a T-chart/Venn diagram to do this), then deciding on what they
seem to have the most knowledge of and choose their topic. With the
setting assignment, they will have to develop of a list of ideas how they
could present the information.

III. Location and Access

 3.1 Locate sources (intellectually and physically) Once they have
decided on the characters they will compare and the setting they will
recreate they will have to locate their novel and search for all
descriptions that will be useful to them when writing their papers.
Students may even access the Internet and find more information about
their characters in character analyses that were done.

With the setting assignment, students would have to locate materials
they might need in order for them to complete the project.
This tool is based on The Project Planning Form from the Buck Institute for Education,
http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.
3.2 Find information within sources: Within the source they should locate
references to the characters they will be comparing and the setting they
chose

IV. Use of Information

4.1 Engage (e.g., read, hear, view, touch) the information in a source

4.2 Extract relevant information from a source

Specific notes should be taken from the book so that their information is
accurate in their papers and models. From these notes students will
complete an Inspiration diagram/outline of how their paper will be set
up. From the outline they will write their first draft of their
compare/contrast paper.

With the setting assignment, would begin creating their drawing/model.

V. Synthesis

5.1 Organize information from multiple sources

5.2 Present the information

After making adjustments and revisions to their papers through peer
editing and Sentence Opening Sheets, students will type up their papers.
The final stage would be for students to complete a spell/grammar check
and create a title. In small groups, students will read their papers out
loud and present their setting model/drawing.

VI. Evaluation

6.1 Judge the product (effectiveness)

6.2 Judge the information problem-solving process (efficiency)

Students were given an assignment organizer to complete before
beginning the task. At this point we would evaluate how closely they
followed their initial plan and also have their Inspiration diagrams and
evaluation rubrics completed.

I have included the entire procedure and steps taken for completing this
project. I have also attached some examples of both the Inspiration
diagram and the papers.


This tool is based on The Project Planning Form from the Buck Institute for Education,
http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.
Choose from the following topics for your paper’s focus:

Compare and contrast
  • 3 sets of characters: Spaz and Vincent, Lanaya and Irene, Ryter and Jerome
  • 2 characters: one from the novel and one from the story Focus on three personality
     traits or three events
  • Themes in the novel and the movie- Discrimination, Determination…

After deciding on what your paper’s topic will be, you need to gather information that
will help you prepare for writing your paper. Follow these steps:

    Step 1:
    Create a Venn Diagram comparing and contrasting two different aspects from the movie
    and the novel.
    Step 2:
    Before you write your paper, you will design your outline using the Inspiration program.
    I have given you an example copy of a graphic organizer that you can use, or you can use
    it as a guide in creating your own style of an organizer. Use the information from your Ven
    diagram as you design your Inspiration diagram.
    Step 3:
    Your paper needs to have five paragraphs. As we practiced in class, you should have an
    introductory paragraph, body and a concluding paragraph. As you create your organizer,
    put your topic in the center bubble. Off of this bubble you should have four bubbles. Each
    of these will represent the topic of each paragraph. One of these four will be your
    concluding paragraph.
    Step 4:
    Each paragraph should have additional bubbles off that give examples and details. The
    more you elaborate, the easier it will be to write solid paragraphs 5-7 sentences in length.


    Step 5:
    Experiment with using some of the features of this program. I will be looking to see you
    tried out at least two of the following:
    • colors- assisting with your organization
    • change in font or size
    • using pictures/graphics to represent something
    • writing notes
    • create a hyperlink
    Step 6:
    Flip over to the outline format. This will allow you to check that your paragraphs are
    organized.
    Step 7:
    Be sure to do a spell check! J
    Step 8:
    Have a classmate or a teacher look it over before you print it.


This tool is based on The Project Planning Form from the Buck Institute for Education,
http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.
                                       Inspiration Diagram

    CATEGORY            4                          3                          2                         1
Use of Class            Used time well during      Used time well during      Used some of the time     Did not use class time
Time                    each class period.         each class period.         well during each class    to focus on the project
                        Focused on getting the     Usually focused on         period. There was         OR often distracted
                        project done. Never        getting the project        some focus on getting     others.
                        distracted others.         done and never             the project done but
                                                   distracted others.         occasionally distracted
                                                                              others.

Graphics -              All graphics are related   All graphics are related   All graphics relate to    Graphics do not relate
Relevance               to the topic and make      to the topic and most      the topic. Most           to the topic OR several
                        it easier to understand.   make it easier to          borrowed graphics         borrowed graphics do
                        All borrowed graphics      understand. All            have a source citation.   not have a source
                        have a source citation.    borrowed graphics                                    citation.
                                                   have a source citation.


Required                The diagram includes       All required elements      All but 1 of the          Several required
Elements                all required elements      are included on the        required elements are     elements were
                        as well as additional      diagram.                   included on the           missing.
                        information.                                          diagram.




Use of Color            Color used in the          Color is used to           Color is used, but    Color is the same
                        diagram, is not only       demonstrate some           randomly and does not throughout.
                        attractive, but            demonstration and          show any
                        represents                 makes it attractive.       demonstration of
                        organization.                                         organization.



Knowledge of            Four features of the      At least three features     At least two features     Only one feature is
special features        program are               are used correctly.         are used correctly.       demonstrated.
                        demonstrated (creating
                        hyperlink, changing
                        font/size, writing notes,
                        shapes...)



Date Created: April 12, 2005




This tool is based on The Project Planning Form from the Buck Institute for Education,
http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.
Compare/Contrast Paper- 50 points

Please check for the following:                                Student/Peer Editing      Parent/Adult
Editing


1. The paper has a heading.                                    Y        N                Y    N

2. The paper has a title.                                      Y        N                Y    N

3. has an introduction paragraph                               Y        N                Y    N

4. Body: has 3 organized paragraphs                            Y        N                Y    N

5. Has a conclusion paragraph                                  Y        N                Y    N

6. Spelling appears correct                                    Y        N                Y    N

7. grammar/punctuation appears correct Y                                N                Y    N

8. Sentences vary in beginnings                                Y        N                Y    N

9. Words chosen are interesting/strong. Y                               N                Y    N

10. Appearance: (typed 12or 14 pt.)     Y                               N                Y    N
    (times new roman or arial)
      Length is two pages double-spaced Y                               N                Y    N

Comments:




Thanks you for taking the time to look over this paper. Please sign this sheet
below!


Student/Peer signature:_____________________________

Parent/Adult signature:______________________________

This tool is based on The Project Planning Form from the Buck Institute for Education,
http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.
Notes for Compare/Contrast Paper

                  The Novel, Last Book in the Universe                     The Movie, Gattaca

Characters:




Settings:




Problems:




Relationships:




Endings:




This tool is based on The Project Planning Form from the Buck Institute for Education,
http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.
                                                                  Step 1: Create a Venn


                                                                                  Diagram




                                                                Step 2: Design your
                                                               outline using Inspirat




                                                             Step 3: Your Topic should


                                                                    go in the first center


                                                                bubble-link 4 additional


                                                                 bubbles off of this one




This tool is based on The Project Planning Form from the Buck Institute for Education,
http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.




                                                                Step 4: Each of the fo
This tool is based on The Project Planning Form from the Buck Institute for Education,
http://www.bie.org/pbl/pblhandbook/tools.php#ppform, Accessed 5-18-04.