Kayla+Trueblood's+PBL

Literary Response 3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic. LR 3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work. Literary Criticism 3.11 Evaluate the aesthetic qualities of style, including the impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism. (Aesthetic approach) 3.12 Analyze the way in which a work of literature is related to the themes and issues of its historical period. (Historical approach) . ||
 * =Digital Storyboards= |||||||| = Daily Lesson GAME Plan = ||
 * Lesson Title: Poetry, "I never saw another butterfly" and other poems |||| Related Lessons:Night by Elie Wiesel ||
 * Grade Level:10th grade English |||| Unit: Night ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S: || **1.** || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * ||  || a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||  ||

Instructional Objectives: Students will demonstrate comprehension of a poem (written during or about the holocaust) through the use of a digital storyboard. 1 class period 1 class period 2 class periods 1 class period |||| Instructional Activities Read & discuss poems, students choose which poems that they would like to work more closely on. Show students what a sample storyboard looks like and demonstrate presentation. Also, students will brainstorm ideas for visuals and other media to be included in their storyboard. Finally, students will write one paragraph explaining what their plan is: which poem they are working with, what they will be looking for when they research, and ask any questions. This will serve as their pre-write and work contract. Students will be in the computer labs finding media clips, photos, and other aides and compiling work into a PowerPoint. Students will also practice thier timing for the presentation and do any research necessary to help them further understand the poem and poet. Student Presentations. || Materials and Resources Textbook Promethean Board for presentation, PowerPoint for demonstration Computer Lab scheduled, Internet access, PowerPoint Promethean board || Accommodations and Extensions: Although I know my students were taught how to use PowerPoint, I need to keep in mind that some may need more help than others. Also, some students may prefer to use a different program than PowerPoint, so I need to remember to show them a sample storyboard so that students are aware of the requirements while being free to experiment with format. Back-Up Plan: Allow more time in the computer lab if necessary and leave more time for presentations if large numbers of students decide to work individually--flexible time frame. || At the end of this lesson, I will assess the content and comprehension of the poetry. I will use a rubric and gauge their level of understanding as demonstrated through the storyboard. Students will also have a role in this process--audience members will use a rubric to score the presentation--whether or not it was interesting, eye-catching, and on topic. LESSON REFLECTIONS AND NOTES: || = = = = = = =Daily Lesson GAME plan: Educational Networking= = = || Creating Financial Institutions, Academy of Business || Reading 2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings. Research and Technology 1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. 1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions). 1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). Writing 2.6 Write technical documents (e.g., a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, minutes of a meeting):
 * ==ACTION== ||
 * Before-Class Preparation: Students will have read poems before the lesson and we will have briefly discussed each poem to serve as background knowledge for the assignment. Also, students have already been instructed on how to create a PowerPoint presentation. ||
 * During Class: Students will use class time to research and put together a digital storyboard describing their poem. Students will read the poem as their digital storyboard is played and will then answer questions from the audience. ||
 * Time
 * Time
 * Note student groupings, environmental modifications needed, etc: Students will be given the option of working individually or with a partner. It will be important to schedule time for the computer lab to ensure equal access to technology for all learners. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will be helping students better understand their poems by walking around to partners/individuals and asking questions. Also, each day in the lab they will save their work to our teacher-student share file so that I can keep an eye on their progress and make necessary comments.
 * Ongoing Assessment(s): I will be helping students better understand their poems by walking around to partners/individuals and asking questions. Also, each day in the lab they will save their work to our teacher-student share file so that I can keep an eye on their progress and make necessary comments.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:
 * Evaluation that will be used in this lesson is as follows: Teacher rubric to score content and mastery of literary analysis of a poem. Student rubrics to score visual appeal and clarity of the storyboard. ||
 * Lesson Title: Financial Services: The Executive Summary |||| Related Lessons: Business/Technical Writing ||
 * Grade Level: 10 |||| Unit:
 * ==GOALS== ||
 * Content Standards:California ELA standards, Grade 9-10
 * 1) Report information and convey ideas logically and correctly.
 * 2) Offer detailed and accurate specifications.
 * 3) Include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide).
 * 4) Anticipate readers’ problems, mistakes, and misunderstandings. ||
 * ISTE NETS-S: || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * ||  || a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * d. || identify trends and forecast possibilities. ||  ||
 * **2.** || **Communication and Collaboration** ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * ||  || a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * d. || contribute to project teams to produce original works or solve problems. ||  ||

Instructional Objectives: Students will synthesize information from their Principles of Finance class and determine which financial institution they would create for our town which would be both beneficial to our community and profitable. Students will summarize and present information clearly in a written Executive Summary. 1 class period 15 minutes of 2 periods 1 class period |||| Introduction: What is an Executive Summary and what purpose does it serve? Break into groups and set up group Google Doc Manage Google Doc and allow for in-class collaboration Synthesize information from Google Docs and print Executive Summary. Peer Edit. Finalize Executive Summary || *Promethean Board: Show professional examples Demonstrate how to set up a pre-write Accommodations and Extensions: I will explain that students are able to work on this project from ANY computer and set minimum participation guidelines. Back-Up Plan: If lab time is not available, take studetnts to Business Academy lab to set-up Google docs. || At the end of the lesson, students will be evaluated on two aspects: Google Docs participation and the final written Executive Summary. Both will be scored on a 4 point rubric with clear expectations for participation, quality of work, and ability to correctly use business jargon in a persuasive manner. LESSON REFLECTIONS AND NOTES: || = = = = = Daily Lesson GAME Plan = Literary Response 3.1 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue). 3.3 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations, relationships, influences) and explain the way those interactions affect the plot. 3.4 Determine characters’ traits by what the characters say about themselves in narration, dialogue, dramatic monologue, and soliloquy. 3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature. . || //Creativity and Innovation//: "...before creating projects, students should engage in classroom work and discussion that helps them to explore the connections betwen charaacters and plot in an attempt to identify trends, patterns, and literary conventions like foreshadowing, foils, etc..." (Cennamo, Ross, & Ertmer, 2009, pg. 192). Instructional Objectives: Students will determine whether Brutus best fits the description of a Tragic Hero or if he is a brutal villain. Students will read the play, make their determination, and use the text as support for their opinions. Also, students will create a multimedia project illustrating their point of view. || 8 Class Periods 2 Class Periods |||| Using our class t-chart as a starting point, I will give the background of the story as if it occured in a modern day setting. I will attempt to remain neutral as I describe Brutus' actions in the play and ask students whether he was right or wrong to turn against his "best friend." We will reference the T chart as we discuss and then students will be asked to make their determination based only upon what we have talked about in class. The class will vote on the electronic "clickers" and the results will instantly appear on the Promethean Board--a bar graph depicting how many thought Brutus better fit the definition of hero or villain. Finally, students will briefly journal their decision and reasoning before we begin reading the play. Students will read/listen/act out the play Julius Caesar by William Shakespeare. Occasionally, we will revisit the opening activity, re-voting and adjusting their justifications in their journals. At the end of the play, students will make their final judegements about Brutus. Using the results from their voting, we will track how perception of Brutus changed throughout the play. Next, students will work with partners on the evaluate and extend portion of the unit: creating a persuasive movie poster depicting Brutus either as hero or villain. || *Promethean Board Accommodations and Extensions: By listening to professional recordings of the play, watching parts of film versions, reading aloud, and providing a study guide to aide in basic comprehension, I hope to strengthen the understanding for struggling learners while also providing opportunities for stronger students to become more involved with the text. Back-Up Plan: If it becomes clear that many students are not making a clear enough distinction between tragic hero and villain, it will be necessary that I pause instruction and re-teach. Also, I have access to school digital cameras for those students who find it easier to use class time for their photo (movie poster) or who do not have access to digital cameras outside of the school day. || To evaluate whether students grasp the idea of characterization and the tragic hero, students will create a movie poster as if they were presenting Julius Caesar to today's audiences. They must take a photo and stage the photo to represent Brutus either as a hero or villain. They can use their journals and the text as guides. Students must take into account font & text color to represent the mood, their choice in attire to represent their chararacters in an appropriate manner, and must present the poster in a way that would be persuasive to an audience. Viewers should be able to look at the poster and clearly be able to tell whether or not the character(s) shown (mainly Brutus) are heroic or ghastly. LESSON REFLECTIONS AND NOTES: || This project should be an interesting, authentic type of assessment. Even simple choices like font color or type will allow me to better gauge their grasp of tragedy, tragic hero, and overall plot of the play. For instance, if the font choice is bright pink and swirly, the poster probably doesn't match the overall mood of a tragic play and the overall characterization of Brutus. At the end, the movie posters will be turned into my teacher-student share file and shown on the large Promethean screen to the class. ||
 * **4.** || **Critical Thinking, Problem Solving, and Decision Making** ||
 * || Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: ||
 * ||  || a. || identify and define authentic problems and significant questions for investigation. ||
 * b. || plan and manage activities to develop a solution or complete a project. ||
 * c. || collect and analyze data to identify solutions and/or make informed decisions. ||
 * d. || use multiple processes and diverse perspectives to explore alternative solutions. ||  ||
 * ==ACTION== ||
 * Before-Class Preparation: Students will learn conecepts and content-specific knowledge in their Principles of Finance class. I will not teach what the business terms mean or show examples of the business--that will all be done ahead of time in the appropriate class. Instead, I will help students complete the written portion of the project. Therefore, before beginning the project in my class, they will need to have completed their work in their Principles of Finance class and have made a determination as to which financial institution they would create and who will be working with them in their group. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 1 class period
 * 1 class period
 * Schedule time in the Computer Lab so that groups can set up Google Doc pages together.
 * Promethean Board to demonstrate how to set up/ manage their group account
 * Classroom computers (3)
 * Schedule time in the Computer Lab for printing.
 * Promethean Board: Demonstrate Peer Edit strategies ||
 * Note student groupings, environmental modifications needed, etc: Students will be grouped according to the groups formed in their Principles of Finance class. Those who are not in the same period for English will recieve the same instruction in their period, so they will still be able to log on to their Google Docs and continue with their group Executive Summary. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will manage Google Docs by checking on student participation: editing of page, comments, questions, and participation of group discussions in-class.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:
 * Evaluation that will be used in this lesson is as follows: 4 point rubric. First rubric will assess how effectively students used Google Docs to collaborate on the project. Scores will be assigned 1-4. Second rubric focuses on the writing/ELA standards of the lesson. Scores will be assigned 1-4 depending on format, spelling/grammar, persuasion, and following the conventions of a technical document.
 * Side Note: I will create a "cheat sheet" for students to take home so that they can remember how to log on and how to edit/discuss from any computer to ensure that students are able to continue collaboration outside of my class period. ||
 * Lesson Title: Brutus: Tragic Hero, or Brutal Villain? |||| Related Lessons: Shakespeare, Tragedy, Tragic Hero ||
 * Grade Level: 10 |||| Unit: Shakespeare: Julius Caesar ||
 * ==GOALS== ||
 * Content Standards: California ELA standards, grade 9-10
 * Content Standards: California ELA standards, grade 9-10
 * ISTE NETS-S:
 * ==ACTION== ||
 * Before-Class Preparation: Before the unit begins, students must understand what the definition of a tragic hero is. Students will also draw upon prior knowledge for basic information such as definitions for setting, theme, and characterization. To set up the discussions, we will create a class T-chart using the Promethean Board to illustrate character traits of both a hero and a villain. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 1 Class Period
 * Journals
 * Active-Inspire voting clickers
 * Promethean Board
 * Journals
 * Active-Inspire voting clickers
 * Promethean Board
 * Journals
 * Active-Inspire voting clickers
 * Digital Camera
 * Software (such as Photoshop) or bighugelabs.com ||
 * Note student groupings, environmental modifications needed, etc: The majority of the unit is either handled individually (journaling) or whole-class (discussion and reading of the play). The evaluation project, however, will be done in partners so that students can help each other and perhaps further their understanding of our essential standards and characterization. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will assess students each time we vote on perceptions of Brutus and class discussion. On an individual basis, I will check student Journals to ensure that students fully understand the definition of a tragic hero and are evaluating their own thinking throughout the process.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:
 * Evaluation that will be used in this lesson is as follows: The posters will be evaluated on having basic information: 1. Title, Tagline (perusasive "hook" for viewers), and including one, important quote from the play. 2. Mood: Colors, font, and word choice match their journal depictions of Brutus. 3. Partner participation & format (each partner is in the photo, their names are the "Director's Names", character names are included in the "Starring" roles...)