Detric's+PBL+Page

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Students use spoken, written, and visual language to accomplish their own purposes. District of Columbia English Content Standards: 9.R.1 Formulate open-ended research questions and apply steps for obtaining and evaluating information from a variety of sources, organizing information, and presenting research. Gather relevant information from a variety of print and electronic sources (books, magazines, newspapers, the internet) as well as from direct observation, interviews, and surveys. . || Facilitate and Inspire student learning and creativity. Design digital-age learning experiences and assessments. Creativity and Innovation Critical thinking, problem solving, and decision making Instructional Objectives: Students will create a virtual documentary or commentary tour in which they will re-enact the discovery of various wonders of the world. They will create a digital storymap that will detail a description of each explorer and provide various highlights such as interviews, media accounts, and photos of each explorer’s travels. || Students will then use their global map sheets that I have provided for them and plot each destination of their choice. They will then use the KWHL chart and begin to generate ideas and questions of their own for each destination. Once students have developed their questions I will then model the first activity they are to complete. Students will research one of their destinations and gather Informative facts about its existence, the first known civilization, and its purpose, etc. Example: Egyptian Pyramids, sacred burial shrines used to pay homage to various Pharaohs. The excavation of the pyramid of King Tut occurred during the 1920’s by whom, etc. Once students gather all of their informative facts they will then use digital storytelling software and the assistance of the Digital Arts teacher to create their virtual tours of these explored areas and compare and contrast how they were then to how they are now. || -World Map poster/globe -Computers -Digital Storytelling Software -KWHL chart graphic organizer handout -Highlighters -Microsoft Office/Publisher software Smartboard/LCD projector || Accommodations and Extensions: Additional research time will be provided outside of designated class times for students to utilize that may have limited or no computer access. As an extended activity to this project, students will also create a travel brochure/informative guide for their guest to view/use while traveling on their tour. The pamphlet will highlight important facts and also list ways in which this landmark has been preserved over the years. Lastly, their digital tours will be edited into a overall class exploration of the worlds wonders to share with other teachers and students that may be discussing or learning the same information. Back-Up Plan: If computer usage is limited throughout the school building then we will use other reference tools tentatively from the media center to help each student outline or begin formulating what they want to obtain/master from researching about each designated place. || LESSON REFLECTIONS AND NOTES: *** lesson not used yet** ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Explorers of the World |||| Related Lessons: Identifying and Researching the explorative travels of the wonders of the world ||
 * Grade Level: 9th grade |||| Unit: World History/The Origins of Civilization ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S:
 * ==ACTION== ||
 * Before-Class Preparation: Create a global map for students to use to label each explorative tour discussed by their peers during each presentation. Students will also receive instructions explaining the requirements of the project and a how-to guide on how to create and access Animoto and InDesign programs to begin creating digital storytelling slides. Lastly, I will need to reserve the mobile lab for students to use and arrange class times for students to use the library for research. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 180 mins/Two class sessions |||| Students are to list at least three places throughout the world that they would like to visit and explain why.
 * Note student groupings, environmental modifications needed, etc: ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will be measured on their understanding of the project based on how successful they are at fulfilling the mandates stated on their project rubric that details each criteria. Students will also respond to exit questionnaires that allow them the opportunity to finish completing their KWHL chart sections and also thorough their interactive journals in which they will be able to record their findings and their reactions.
 * ==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: ||

Students will read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethnical, aesthetic) of human experience. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experiences, their interactions, with other readers, writers, their knowledge of word meaning and the other texts, their word identification strategies, and their understanding of textual features 9.IT-A.8 Describe the central argument and its elements(e.g. argument by cause and effect, analogy, authority, emotion, or logic) in a contemporary speech. || Facilitate and Inspire student learning and creativity. Design digital-age learning experiences and assessments. Creativity and Innovation Critical thinking, problem solving, and decision making Instructional Objectives: Students will analyze and interpret three historical speeches by Dr. Martin Luther King, Jr. “I Have A Dream”, John F. Kennedy “Inaugural Address on January 20th, 1961”, and Nelson Mandela “1994 South African Presidential Inaugural Address” in order to identify the purpose of a historically important and well-written speech by determining the essential elements that elaborate it. Students will develop their own meaning of the word “history” by composing/formulating a reflective blog that will be formatted similar to a speech to stress the importance of “remembering” historical references that can help to teach future generations. Students also learn about dialogue/dialect, mood/tone, and imagery portrayed throughout the speech based on the writer’s style/creativity. Students will also compare and contrast their own interpretative understanding of “history” with one of the three highlighted speeches by participating in one of three online blog discussion forums. Students will use these blog responses as a way of organizing and highlighting supportive details from the speech of their choice to validate the historical and emotional impact these speeches evoke to their audiences. || Students will receive a photocopy of each speech discussed. They will also review a brief biographical overview of each author which will also pinpoint reason(s) such as racial conflict, economy, political defiance, etc. that lead each author to developing their speeches. Create class blog through wikispace, create handout with blogging instructions and grading rubric used for blog submissions, reserve mobile lab. || -Students will briefly describe how their emotions towards the speech and identify various phrases that are used to support their emotions. - Using the Smartboard, we will access a few blog forums that have used the topics discussed in President Obama’s Inaugural Address and have shared their opinions and viewpoints globally. Students will view various blog responses all over the world that will highlight this event being both an American and Worldly historical event. (1). [] (2).http://www.wellwrittenwellsaid.com/successfulspeechesblog/president-obamas-inauguration-speech-opinions-from-other-bloggers -Reading and reflecting on each of the Selected speeches by explaining the author’s perspective. - Students will then be assigned a number between 1 to 3 (For Grouping purposes) -Introduce Blogging Activity using Software such as Moodle, Blackboard, or Wikispace. -As a closure activity, students will work collaboratively within their blog groups and post an additional speech from a world leader or humanitarian onto their blog to compare and contrast with the group’s assigned speech for discussion and impute. || -Smartboard -Highlighters -Composition Journal -Computers -Student Access Code/Clearance || -Student discussion groups(3-4 students) -Use of interactive discussion posting (Blackboard, Interactive Classroom, Blogging, etc.) - Audio Recordings/PodCast streaming of Speeches via internet for each blog roundtable forum. || Accommodations and Extensions: May have to acquire audio recordings of speeches via CD or Cassette. Establish additional computer accessibility outside of class times to accommodate students who have limited or no computer access. Back-Up Plan: Students will have to use media center for computer access and viewing of Inaugural speech address if labtops are not available. May have to require additional time for students to interactive among each other if computers are limited. Otherwise, I will have to omit blogging activity and use the Smartboard to display/showcase limited online resources. Students will get to express their opinions about each of the speeches but they may not receive the same type of understanding or learning experience from the assignment when blogging is included versus not being included. ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Speeches that commemorate historical accomplishments around the world |||| Related Lessons: Wonders of the World, Intro to Online Blogging ||
 * Grade Level: English 9 Literature & Language |||| Unit: World History ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S:
 * Before-Class Preparation:
 * Before-Class Preparation:
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 180 mins or 2 class periods |||| -Students will view a ten to eighteen minute speech reading of President Obama’s Inaugural Address, “ Then they will view a copy of the address via Smartboard and collectively identify various phrases that are used during his speech that support his actions/words of that day as being historically memorable. http://www.whitehouse.gov/blog/inaugural-address/
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): e-journals/interactive journals, blog responses (Weekly submission), exiting questionnaire/survey
 * ==EVALUATE AND EXTEND== ||
 * LESSON REFLECTIONS AND NOTES: *** lesson has not been done yet** ||
 * Evaluation that will be used in this lesson is as follows: ||

Cuts. |||| Related Lessons: Identifying and Researching the explorative travels of the wonders of the world, Wonders of the World, Intro to Online Blogging ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Losing History due to Financial
 * Grade Level: 9th grade |||| Unit: Persuasive Essay Writing ||
 * ==GOALS== ||
 * Content Standards:

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.

Students use spoken, written, and visual language to accomplish their own purposes.

9.LD-O.6 Deliver a focused oral presentation that use details, examples, or anecdotes to explain or clarify information or point of view, employing proper eye contact, speaking rate, volume, enunciation, inflection, and gestures to communicate ideas effectively.

9.R.1 Formulate open-ended research questions and apply steps for obtaining and evaluating information from a variety of sources, organizing information, and presenting research. Make distinctions about the strengths, limitations, and overall quality of resources, including information gathered from Web sites. . || Facilitate and Inspire student learning and creativity. Creativity and Innovation Critical thinking, problem solving, and decision making Communication and Collaboration
 * ISTE NETS-S:

Instructional Objectives: Students will compose a persuasive essay to Congress encouraging them to delay closing various museums and ending the upkeep of various historical landmarks due to federal spending cuts. Students will use parts of the recently passed Federal Debt plan, especially the educational funding and cuts to determine which programs should be continued regardless of the cutbacks and why. || -Students will use the media center/ internet access to gather informative facts, highlight newspaper articles, number of visitors, jobs provided/ jobs lost due to closure, etc. -Problem: Due to the recent federal deficient, Some federally funded museums/landmarks will be closed. The Smithsonian institute has decided to establish a campaign effort throughout the country for schools, teachers, and liberal arts lovers to voice their concerns and help the institute fight to keep these beacons of history and noteworthy accomplishments open for public display. What is one museum/landmark that your group feels needs to remain open for future generations and why? -Students are to create a three to five minute Powerpoint presentation to accompany their written essays. -Students will also suggest other solutions other than closure that may also address all of the federal concerns. -After all presentations have been presented, students will participate in a mock election and the topic three landmarks with the least amount of votes will be used in the class campaign efforts to save history. We are hopeful that our classroom efforts will help other students school-wide, locally, and nationwide understand the importance of preserving history before it’s too late, ex: Ending of Space Aviation Program and the aftermath. || Smartboard/LCD projector -Computers -Newspapers -Posterboard -Markers -Highlighters -Powerpoint software -Microsoft Office software ||
 * ==ACTION== ||
 * Before-Class Preparation: Photocopy Washington Post and New York Times newspaper articles that highlight the closure of such landmarks as the Statue of Liberty, Kennedy Space Center, etc. Form Groups, Display list of local museums, Create class bar graph or pie chart explaining the pros and cons of this resolution. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 180 mins/Two Class sessions |||| -Students will be grouped into fours and work together of developing and gathering information about their landmark of museum to be used when they debate their findings in an open-forum.
 * Note student groupings, environmental modifications needed, etc: ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Monitoring student collaboration, Reflective writing prompt as closure assignment.

Accommodations and Extensions: May need to meet with Librarian to create valid website listings/home page of museums/landmarks. Also, will need to solicit the help of some of the math teachers at the school to help students create their graphs/charts displaying their group’s findings. May have to allot time for students to learn Microsoft Excel or find out if Math teachers have a how-to guide that students can easily learn from to create their spreadsheets.

Back-Up Plan: Create a writing prompt activity for students to respond to about the closure/ending of various historical programs. May have to revamp project and have students develop a time capsule that will include mementos of closed facilities and have students explain to future excavators what each facility was used for and why. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:

LESSON REFLECTIONS AND NOTES:* **Lesson not done yet.** ||
 * Evaluation that will be used in this lesson is as follows: ||