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.
Pages to are hidden for
"Project Big6 Unit Planner"Please download to view full document