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PROJECT PLANNING FORM
Project title:____ Welcome to my World !_________________________________
Teacher(s):___Linda Alesi_________________________________________________
School:___Valley Stream #13_____________________________________________
Grade level(s):____6___________________________________________________
Subjects:____Language Arts_______________________________________________
Website with sample project and where the final projects will be posted is at::http://www.valleystream13.com/pbl/index.html The website contains links to other class webpages. educational podcasts, links to the concepts maps, SixTraits writing links, letter to parents, projected timeline and a guest book.
Links to Concept Maps for this project.
Concept map of the Driving Question http://www.gliffy.com/publish/1733040/
Concept map of Project http://www.gliffy.com/publish/1773311/
STANDARDS-FOCUSEDPROJECT BASED LEARNING
Buck Institute for Education
Begin with the End in MindSummarize the theme for this project. Why do this project? Students to become better at communicating by presenting about something that is important to them.Identify the content standard that students will learn in this project (two to three per subject). New York State Language Arts Learning StandardStandard 1: Students will read, write, listen, and speak for information and understanding.
Standard 2: Students will read, write, listen, and speak for literary response and expression.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
Standard 4: Students will read, write, listen, and speak for social interaction.
ISTE Standard for Students1. Creativity and Innovation Students: a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.2. Communication and Collaboration 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.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.5. Digital Citizenship Students:
a. advocate and practice safe, legal, and responsible use of information and
technology.b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.6. Technology Operations and Concepts Students: b. select and use applications effectively and productively.
Identify key skills students will learn in this project.List only those skills you plan to assess (two to four per person).CollaborateCommunicate with other studentsWrite, edit, revise and postCreate podcasts or artwork Identify the habits of mind that students will practice in this project (one to two per project).CollaborateCommunicateCreate
Does the project meet the criteria for standards-focused PBL? Yes
Craft the Driving QuestionState the essential question or problem statement for the project. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry.
How is your world empowering for you? What do you every morning? What do you do at 12? What is the weather like outside? What does the world look like? Can you use words to describe yourself that others from your class or around the world would be able to guess where your from and other things about you?What are you learning in school? What do you do after school? What do you do at nighttime? What books have you read? What music do you like? What's three of your favorite things to do? What do you do on your weekends? What do you do in the summer? How can you choice of words empower you?
It is difficult to get students to write, edit and revise. I wanted the project to be an authentic learning project. I am looking for a motivating driving question. Answers to these essential questions cannot be found. They must be created. It is my desire to have the students create additional questions for this project.
Have you posed an authentic problem or significant question that engages students and requires core subject knowledge to solve or answer?
Plan the AssessmentStep 1: Define the products for the project. What will you assess?Early in the Project: Planning using Concept Mapping software.Using concept mapping software the class will brain storm writing ideas and create an outline with sequencing. Our district currently has Kidspiration, Inspiration, and Thinking Maps software that is available on our network. Students will be informed that they will be graded on their participation throughout the process.WritingThe primary purpose of this PBl is to motivate students to write, revise and edit for an audience. Our district has adapted the SixTraits writing process as a guideline for all grade levels.
During the Project:Collaboration, peer evaluation, writing, revising, and editing and learning how your choice of words empower you to communicate .I will be collecting each version of their stories so we can compare and celebrate their improvement.
End of the Project:The finished product will be a digital version of their story and Podcast of “How is your World Empowering for you?”
Plan the Assessment (2)Step 2: State the criteria for exemplary performance for each product:Product:Participate in the concept mapping session and suggest ideas for the writing, and creating an outline sequencing your project
Criteria:Students will brainstorm together a sample project and work on creating an outline sequencing their project.
Students will create a concept map of their project
Product:Write a script for you podcast about your world using all SixTraits writing process (ideas, organization, voice word choice, sentence fluency and conventions)Criteria:
Students will write about “How is your world empowering for you?” Students will use evaluate each other’s scripts using our SixTraits Writing rubric.
o The class will gain experience using the rubric with the writing sample posted on the webpage.
They will edit and revise their writing.
Product: Formative Assessment Collaborating is a habit of the mind skill that children need to learn. We will have a class assessment of this collaboration rubric:
http://projects.edtech.sandi.net/morse/oceanhealth/rubrics/collrubric.html Will divide class into groups and have groups discuss and suggest our class criteria for a
collaboration rubric that we will use for this project. Product: Summative Assessment
The Story they created and how it has improved. Assessed by the SixTraits Writing Rubric I created at: http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1765959&
The Podcast -I located a rubric created by Ann Bell that I liked a lot at:http://www.uwstout.edu/soe/profdev/podcastrubric.html
Do the products and criteria align with the standards and outcomes for the project? Yes, this project is designed to motivate students to write, edit and revise. I believe this project will give them an authentic audience by creating podcasts that will be posted online and possibly have other classes to collaborate with as it evolves. The project also includes collaboration and creativity throughout it.
Criteria: Collaboration Rubrichttp://projects.edtech.sandi.net/morse/oceanhealth/rubrics/collrubric.html
Name __________________________________
Beginning1
Developing2
Accomplished3
Exemplary4 Score
Contribute
Research & Gather
Information
Does not collect any information that
relates to the topic.
Collects very little information--some relates to the topic.
Collects some basic information--most relates to the topic.
Collects a great deal of information--all relates to the topic.
Share Information
Does not relay any information to
teammates.
Relays very little information--some relates to the topic.
Relays some basic information--most relates to the topic.
Relays a great deal of information--all relates to the topic.
Be Punctual Does not hand in any assignments.
Hands in most assignments late.
Hands in most assignments on time.
Hands in all assignments on time.
Take Responsibility
Fulfill Team Role's Duties
Does not perform any duties of assigned
team role.
Performs very little duties.
Performs nearly all duties.
Performs all duties of assigned team
role.
Share Equally Always relys on others to do the work.
Rarely does the assigned work--often
needs reminding.
Usually does the assigned work--rarely
needs reminding.
Always does the assigned work
without having to be reminded.
Value Others' Viewpoints
Listen to Other Teammates
Is always talking--never allows anyone
else to speak.
Usually doing most of the talking--rarely
allows others to speak.
Listens, but sometimes talks too much.
Listens and speaks a fair amount.
Cooperate with Teammates
Usually argues with teammates. Sometimes argues. Rarely argues. Never argues with
teammates.
Make Fair Decisions
Usually wants to have things their way.
Often sides with friends instead of
considering all views.
Usually considers all views.
Always helps team to reach a fair
decision.
Total
I created using Rubistar it can be found here: http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1765959&
6+1 Trait Writing Model Rubric: Student Name: ________________________________________
CATEGORY 4 3 2 1Introduction (Organization)
The introduction is inviting, states the main topic and previews the structure of the paper.
The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.
The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.
There is no clear introduction of the main topic or structure of the paper.
Focus on Topic (Content)
There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.
Main idea is clear but the supporting information is general.
Main idea is somewhat clear but there is a need for more supporting information.
The main idea is not clear. There is a seemingly random collection of information.
Word Choice Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced.
Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone.
Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.
Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or cliches may be present and detract from the meaning.
Sentence Structure (Sentence Fluency)
All sentences are well-constructed with varied structure.
Most sentences are well-constructed with varied structure.
Most sentences are well-constructed but have a similar structure.
Sentences lack structure and appear incomplete or rambling.
Sequencing (Organization)
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.
Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.
Some details are not in a logical or expected order, and this distracts the reader.
Many details are not in a logical or expected order. There is little sense that the writing is organized.
Grammar & Spelling (Conventions)
Writer makes no errors in grammar or spelling that distract the reader
Writer makes 1-2 errors in grammar or spelling that distract the reader from the
Writer makes 3-4 errors in grammar or spelling that distract the reader
Writer makes more than 4 errors in grammar or spelling that
from the content. content. from the content. distract the reader from the content.
Capitalization & Punctuation (Conventions)
Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.
Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.
Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.
Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.
Adding Personality (Voice)
The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own."
The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic.
The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic.
The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.
Conclusion (Organization)
The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."
The conclusion is recognizable and ties up almost all the loose ends.
The conclusion is recognizable, but does not tie up several loose ends.
There is no clear conclusion, the paper just ends.
Date Created: July 06, 2009
Rubric for Podcasts http://www.uwstout.edu/soe/profdev/podcastrubric.html
CATEGORY Exemplary Proficient Partially Proficient
Incomplete POINTS
Introduction 9 points 6 points 3 points 0 points
Catchy and cleverintroduction. Provides relevant information and establishes a clear purpose engaging the listener immediately.
Describes the topic and engages the audience as the introduction proceeds.
Somewhat engaging (covers well-known topic), and provides a vague purpose.
Irrelevant or inappropriate topic that minimally engages listener. Does not include an introduction or the purpose is vague and unclear.
Tells who is speaking, date the podcast was produced, and where the speaker is located.
Tells most of the following: who is speaking, date of the podcast, and location of speaker.
Alludes to who is speaking, date of the podcast, and location of speaker.
Speaker is not identified. No production date or location of the speaker is provided.
Content 9 points 6 points 3 points 0 points
Creativity and original content enhance the purpose of the podcast in an innovative way. Accurate information and succinct concepts are presented.
Accurate information is provided succinctly.
Some information is inaccurate or long-winded.
Information is inaccurate.
Vocabulary enhances content.
Vocabulary is appropriate.
Vocabulary is adequate. Vocabulary
is inappropriate for the audience.
Includes a Includes Includes Includes
wide variety of appropriate, well-researched and informative sources and has well-edited quotes from “expert” sources.
Quotes and sources of information are credited appropriately.
appropriate and informative quotes from “expert” sources.
Source quotes are credited appropriately.
some variety of informative quotes from some “expert” sources, and one or more source quotes need some editing..
One or more source quotes are not credited.
no source quotes or includes source quotes with multiple citation errors..
Keeps focus on the topic.
Stays on the topic.
Occasionally strays from the topic.
Does not stay on topic.
Conclusion clearly summarizes key information.
Conclusion summarizes information.
Conclusion vaguely summarizes key information
No conclusion is provided.
Delivery 3 points 2 points 1 point 0 points
Well rehearsed, smooth delivery in a conversational style.
Rehearsed, smooth delivery.
Appears unrehearsed with uneven delivery.
Delivery is hesitant, and choppy and sounds like the presenter is reading.
Highly effective enunciation and presenter's speech is clear and intelligible, not distant and muddled. Expression, and rhythm keep the audience listening.
Enunciation, expression, pacing are effective throughout the podcast.
Enunciation, expression, rhythm are sometimes distracting during the podcast.
Enunciation of spoken word is distant and muddled and not clear. Expression and rhythm are distracting throughout the podcast.
Correct grammar is used
Correct grammar is used
Occasionally incorrect
Poor grammar is
throughout the podcast.
during the podcast.
grammar is used during the podcast.
used throughout the podcast.
Interview 6 points 4 points 2 points 0 points
Open ended questions and follow-up are used that draw interesting and relevant information from the interviewee.
Open ended questionsand follow-up questions are used appropriately.
Open ended questionsand follow-up questions are occasionally irrelevant to the topic.
Only yes-or-no questions are used. No follow-up questions are asked.
Graphic and Music Enhancements
6 points 4 points 2 points 0 points
The graphics/artwork used create a unique and effective presentation and enhance what is being said in the podcast and follow the rules for quality graphic design.
The graphics/artwork relate to the audio and reinforce content and demonstrate functionality.
The graphics/artwork sometimes enhance the quality and understanding of the presentation.
The graphics are unrelated to the podcast. Artwork is inappropriate to podcast.
Music enhances the mood, quality, and understanding of the presentation.
Music provides supportive background to the podcast.
Music provides somewhat distracting background to the podcast.
Music is distracting to presentation.
All graphic and music enhancements are owned by the creator of the podcast or copyright cleared with appropriate documentation.
Graphic and music enhancements are owned by the creator of the podcast or copyright cleared.
Use of copyrighted works is questionable.
Copyright infringement is obvious.
Technical Production
6 points 4 points 2 points 0 points
Presentation Presentation Presentation
is recorded in a quiet environment without background noise and distractions.
is recorded in a quiet environment with minimal background noise and distractions.
is recorded in a semi-quiet environment with some background noise and distractions.
Presentation is recorded in a noisy environment with constant background noise and distractions.
Transitions are smooth and spaced correctly without noisy, dead space.
Transitions are smooth with a minimal amount of ambient noise.
Transitions are uneven with inconsistent spacing; ambient noise is present.
Transitions are abrupt and background noise needs to be filtered.
Volume of voice, music, and effects enhance the presentation.
Volume is acceptable.
Volume is occasionally inconsistent.
Volume changes are highly distracting.
Podcast length keeps the audience interested and engaged.
Podcast length keeps audience listening.
Podcast length is somewhat long or somewhat short to keep audience engaged.
Podcast is either too long or too short to keep the audience engaged.
Podcast linked from a site that included descriptive subject tags.
Podcast contained subject tags.
Podcast contains limited subject tags.
Podcast has no subject tags and difficult to locate online.
Group/PartnerWork
6 points 4 points 2 points 0 points
All team members contributed equally to the finished product and assist in editing process by offering critique and sharing in skill development.
Assisted group/partner in the editing process.
Finished individual task but did not assist group/partner during the editing process.
Contributed little to the group effort during the editing process.
Performed all duties of assigned team role and contributed knowledge, opinions, and skills to share with the team. Always did the assigned work.
Performed nearly all duties of assigned team role and contributed knowledge, opinions, and skills to share with the team. Completed most of the assigned work.
Performed a few duties of assigned team role and contributed a small amount of knowledge, opinions, and skills to share with the team. Completed some of the assigned work.
Did not perform any duties of assigned team role and did not contribute knowledge, opinions or skills to share with the team. Relied on others to do the work.
TOTAL POINTS /45© COPYRIGHT 2007 Ann Bell Instructor, Learning Applications for the iPod® and Handheld Computers
Map the ProjectWhat do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product.
Product:
KNOWLEDGE AND SKILLS NEEDED ALREADY HAVE LEARNED
TAUGHT BEFORE THE PROJECT
TAUGHT DURING THE PROJECT
1. Concept Mapping
2.Six Traits Writing
3.Peer Evaluation
4.Collaboration
5. Edit their story
6. Revise their story
7. Speaking for Oral Presentation
8. Creating a Podcast
What project tools will you use?□ Know/need to know lists□ Daily goal sheet□ Journals□ Briefs□ Task lists□ Problem logs
Computer with Internet Access_____
Word Processing Program_________
Concept Map Program ____________
Microphone____________________
Sound Editing Program- Audacity___
Website to Publish completed projects
Do the products and tasks give all students the opportunity to demonstrate what they have learned?Yes, all students will have the opportunity to succeed. The goal of this project is to improve students writing skills. This project will motivate all students to edit and revise their writing.
Map the Project (2)List the key dates and important milestones for this project.Introduce project through webpage- create webpage and have sample introduction podcast for them to listen to.Teacher preparation before project begins
Research and listen to other class ipods projects Research audio editing programs- have sound forge on my computer Download Audacity and experimented with it Researched rss feeds for webpage so people can subscribe to podcasts Download EasyPodcast and experimented with it create class webpage
Day one- Introduce ProjectReview SixTraits writing process- (35 minutes)Have class discussion the difference between revising and editing a document (15 minutes)Show class webpage (20 minutes)Introduce driving question: (20 minutes)How is your world empowering for you? Discuss with class the what the word empowering means to them
Brainstorm with class sequencing a good story using concept mapping software- Kidspiration, Inspiration, or Thinking Maps (20 minutes)Have students create a concept map based on the driving question (20 minutes)
Day two- Have students write their first draft of their story ( 30 minutes)
Day three- Discuss peer evaluation based on rubrics of SixTraits writing I created. (20 minutes)
Day four- Create a class collaboration rubric based upon http://projects.edtech.sandi.net/morse/oceanhealth/rubrics/collrubric.html (30 minutes)
Day five- Students should edit their stories. Have students do peer evaluation of their stories (45 minutes)
Day six- have students view other class webpages- I will create a webpage of links for them to view on our class webpage. The class will be divided into groups and they will each investigate three websites I posted and report to the class about them. They should be able to answer the following questions: Where is this class from? Are students work posted? What did you like and or dislike about the website? (45 minutes)
Day seven- have students revise and edit their stories (30 minutes)
Day eight- have students do second peer evaluation (30 minutes)
Day nine -have students type their final version (40 minutes)
Day ten- show class podcast rubric (30 minutes)
Day eleven- discuss oral presentation (30 minutes)
Day twelve- demonstrate using Audacity let students practice recording their voices and listening to it ( 1 hour)
Day thirteen- have students practice recording their story (1 hour)
Day fourteen- Produce podcasts (2 hours)
Day fifteen- Post stories and podcasts on class website – allow students input in the color, design and graphics on their page
Day sixteen-Evaluate class project ask for student feedback (1 hour)
Day seventeen- sit with each student and discuss progress from draft to final version
Looking Ahead- look for other classes to collaborate with -ask students about topics they would be interested on writing about
Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning. What other thoughts do you now have on the project?
I think now that I’ve done quite a bit of planning on this project is can be easily retooled to almost any theme. I think it will be an important part of the project to emphasize to the students it’s the content that is the most important part of the project. Plan to get student input for creating future project themes and driving questions. Will try and weave into future themes other curriculum areas such as science and social studies.
What challenges or problems might arise in this project? Technology can be frustrating for both students and teachers when it doesn’t work the way your plan. I think it is important for teachers to test technology before assigning it to students.
Entry Document
This project will be introduced to the class by showing them the class website. I have posted an entry level sample project I made to give them a starting point. As the project develops we will use this sample as an example to critique from. I will ask for the class’ input in adding additional details to the document and editing it. We will also use the sample podcast as an example when we discuss making oral presentations. I posted my first try at the podcast and somewhat intentionally left room for improvement. This will serve the purpose of why it’s important to practice and listen to your recording before posting it online.
Introductory LetterDear Parents,
We are about to begin a podcasting pilot to enhance our students reading, writing and communicating skills. The students will begin writing about their world. They will be editing and revising their writing. Your child’s writing will be posted on our class webpage at: http://www.valleystream13.com/pbl/. We will not be posting your last names to protect their privacy online. They will also produce a podcast reading their writing. These will be very exciting for our class to do. At our class website you will be able to subscribe to our class podcasts so you can listen to all of them as the year goes on. You child will also becoming home with an Ipod when theirs is complete so you can listen to their creation, also. This project will provide them with a wonderful learning opportunity that will surely motivate even the most reluctant writer. Thank you for your support. Please feel free to contact me at school at: 568-6640 or email me at: [email protected] if you have any questions.
This will be our class’ introductory lesson to Project Based Learning. Through this project, they will learn NYS standardized based skills along with important communication and collaboration skills. It is my goal to inspire your child to improve their writing. PBL empowers students to be responsible for their own learning.
We will be having a celebration for our students to present their stories and podcasts. You will receive an invitation to attend it in person and have the opportunity to visit it online and sign our guest book. Students will love to read your comments.
Sincerely,
Mrs. Linda Alesi
Timeline (available as PowerPoint and PDF, also)
Internet Based ActivityThis project will begin with an introduction to the class webpage at: http://www.valleystream13.com/pbl/
We will use the internet the review SixTraits writing skills from the links on our website located at: http://www.valleystream13.com/pbl/index.html#sixtraits
The class will be placed into groups to investigate three class webpages at: http://www.valleystream13.com/pbl/index.html#classwebpagesThey will report to the class about them. They should be able to answer the following questions: Where is this class from? Are students work posted? What did you like and or dislike about the website?
The class will listen to as a class educational podcasts at: http://www.valleystream13.com/pbl/index.html#podcasts
Final projects will be posted at: http://www.valleystream13.com/pbl/
Manage the ProcessList preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles.
This project was developed for a special needs and/or ESL class in mind. It can be easily used with a general education population class, also. Individual IEP learning modification will be utilized during this project. Technology accessibility features will be incorporated as needed. For students with visual disabilities-on screen magnification, high contrast settings, and windows narrator can all be easily utilized. Hearing disabilities can be accompanied with visual cues and detailed written instructions for each activity. Physical disabilities can utilize speech recognition programs. This project is design for all students to be successful and improve upon their writing abilities. Special Ed and ESL students become reluctant writers due to poor convention skills. This project will assist them in learning the tools to edit and revise their writing. Through positive reinforcement and peer evaluation students will realize the potential their words have. Publishing their writing and posting their podcasts will make them global authors and encourage them to improve their communication and collaboration skills. The true purpose of this PBL is to motivate them.
Students will be aware of and assessed on an ongoing basis based upon the collaboration rubrics we will develop as a class.The peer evaluation process may be difficult for special education students to initially do. They will be taught through teacher modeling the process with them and emphasis to always begin by mentioning the positive parts. A sample project is posted as an entry document online so we can critique it as a group using the SixTraits rubrics.
I will have individual conferences with each student to discuss their improvement from their first draft until their finished project. The class will debrief about the project and discuss ideas to improve upon it and future projects themes.How will you and your students reflect on and evaluate the project?
Class discussion
Student-Teacher conference
Student-facilitated formal debrief
Teacher-led formal debrief
Student-facilitated formal debrief
Individual evaluations
Group evaluations
Self-evaluation of the collaboration rubric
SixTraits writing rubric- compare draft to final one in individual conference
Podcast Rubric What do you expect to learn from this project? The students will become better writers. I feel this
project will motivate them to write. The project will also make them see the difference editing and revising can do to their writing.
Project: Welcome to Our World!
CATEGORY STUDENT RESPONSIBILITIES
Concept Map Outline your story. Main idea. Sequencing.
Organize ideas
Write Draft Refer to SixTraits writing posters Check your capitalization. Check your punctuation. Is the Voice your voice. My story is interesting. My ideas flow and are well connected
Evaluate writing Tell your classmates what you like about their story Refer to writing rubric to make suggestions Offer ideas to make it better..Create collaboration rubric
Share your ideas about collaboration rubric
Revise Listened to classmates ideas Made changes Evaluate Writing Told your classmate positive things Refer to writing rubric to make suggestions. Edit Use proper punctuation Use correct grammar Good Sentence structure
Podcast Type final version of story Practice using audacity Practice reading your story Make Podcast Listen to classmates podcasts.
Individual Assessment Conference with teacher on your story Review your story from draft to finished copy Discuss how your improved your story Discuss how your podcast tells your story
Project Assessment Participate in class discussion about the project Make suggestions for ways to improve it Share ideas about future projects
Project: Welcome to Our World!
CATEGORY TEACHER RESPONSIBILITIES
Preparation Create webpage Have SixTraits reference materials Research and listen to other class Ipods projects Research audio editing programs Download Audacity and experimented with it Have microphones available for recording Researched rss feeds for webpage so people can
subscribe to podcasts Download EasyPodcast and experimented with it Create guest book for webpage
Schedule GP room for celebration date
Project Introduction Web page with sample project posted Have students evaluate in groups other class’
webpages. Create introductory letters for parents Review SixTraits writing skills. Introduce driving question, “How is your world
empowering for you?”
Project Beginning Brainstorming using a concept map with class demonstrating an outline and organize ideas.
Have students create concept map for their story. Assign students to write their first draft. Model with class evaluating each others writing using
sample story and SixTraits rubric as a guideline Assign students to evaluate each others’ writing Class creation of collaboration rubric
Project Students will revise story Students will critique each others’ stories Students will edit their stories
Students will type and finalize their stories. Demonstrate using Audacity Class discussion of what make a good speech Assign students to practice recording your story Students will produce their podcasts
Project Assessment Class discussion of project- ideas for improvement Conduct individual students conferences comparing
finished version to draft version Discuss writing improvement. Have students discuss the collaboration rubric and
how they’d rate themselves Use writing rubric to assess final project discuss with
student Use podcast rubric to assess final project- discuss with
student
Looking to Future Class discussion of ideas for future projects Teachers reflection of project
Concept Map of Project
Project Evaluation Checklist
Design Principle
Evidence
Begin with the End in Mind
Content outcomes aligned with state standards. Requires students to improve their literacy skills. Organized around an open ended driving question that inspires higher order thinking. Encourages students to reflect on personal strengths. Incorporates activities that encourage student autonomy. Encourages and honors student ‘voice and choice’. Student work reviewed by a “real” audience.
Craft the Driving Question
The driving question is relevant to students. The driving question inspires students. The driving question serves as a guide for the project
Plan the Assessment
Assessments are closely aligned to standards Assessments are varied and include collaboration rubric. The project includes a culminating event Draft papers will be collected to measure the “process” of the project. Students will be given regular feedback on performance as the project progresses.
Map the Project
Webpage contains a motivating introduction Activites are scaffolded Students will use technology as a tool. Students have opportunities to develop workplace competencies. Appropriate timeline is established. Project plans for differentiated instruction.
Manage the Process
Driving question is discussed and posted. Sample project is posted on webpage Students will develop a concept map Assessments are clearly explained Project materials are posted on website. Students receive timely feedback Reflection is built into the project plan.
Expected Outcomes
Students collaborate with each other Students encourage each other Students use SixTraits writing skills Students edit their writing
Students revise their writing Student critique others writing Students take pride and ownership of their writing Students are motivated by their writing being published Students create podcasts of their stories
