Assignment #3

Stage 2 - Understanding by Design

Renée Jackson

Title of Unit Creative Expressions Grade Level 9

Stage 2 – Determine Acceptable EvidenceList the understandings of your unit:

Students will understand that:Information literacy is the ability to locate information, evaluate its relevance and reliability, analyze the information for personal meaning, and use it to make informed decisions.

Information can be derived from a variety of creative print, non-print and electronic formats.

Information from various sources can be synthesized and combined to create new meaning.

Accurate, relevant and reliable information is vital to intelligent decision-making. Independent learners read a wide variety of literature for pleasure and information.

Information can be presented creatively in a variety of print, non-print and electronic formats.

Literacy can refer to visual, media, computer, and written communication.

Texts can be read differently for different purposes.

Different informational formats have different strengths.

New information can be integrated into an existing body of knowledge to solve problems.

Information must be evaluated no matter what the source to make informed decisions.

Information must be organized for practical applications.

There are ways to use information from all sources legally and ethically.

Related Misconceptions:Information can only be presented in a written format.

Information can’t be derived from literature read for pleasure.

All published information is reliable.

All published information containing a searched keyword is relevant.

Any information found on the internet can be used freely.

Essential Questions

Overarching Questions:

What is the value of information literacy in society?

How can artistic or creative products influence society?

Does the format of a creative expression make a difference in how the meaning is perceived?

How can one culture’s empathy toward a creative expression have an effect on how it is perceived by other cultures?

Topical Questions:

Does all information have the same value?

Is one informational format better than another in a particular situation?

What are the criteria for evaluating an artistic product’s strengths?

What problem-solving strategies can be used to access, evaluate and use information from a variety of sources?

How does a person’s point of view affect their value of an artistic or creative product?

What personal skills do you think influence your information literacy?

Stage 2 - Evidence

Performance Tasks

“Compare and Contrast Formats of Information”

Each of the books on the summer 9th grade reading list has a corresponding audio book and at least one movie version. Find and read two reviews for one of the books on the reading list, find and read two reviews for a movie based on the book, and two reviews based on the audio book of the same title. Compare and contrast the formats of the material based on the reviews you have read. Write an analysis of each format based on the reviews, give a reason for your choice of format, and include a reflection on which format best suits your learning style, and give an example of why or when each of the other two formats would be useful to you or others. Cite the six reviews you read.

Goal: Inform students of the choices of format for literary material.Role: Media SpecialistAudience: Students in a 9th grade Literature ClassSituation: A teacher asks you to suggest a non-print format of a literary work for use along with the print version in a 9th grade Literature class.

Product Performance and Purpose: You need to analyze the reviews of different formats of a literary work and make a recommendation to the teacher of a format to use as a companion to the book, along with your personal opinion. The purpose is to select and synthesize information from a number of sources and create a personal perspective of the information.Standards and Criteria for Success: Include two reviews of each format, include an analysis of each format, include a reflection of which format best serves your learning style, give at least one example of when each of the other formats would be suitable, and cite all six of the reviews used. The information is in either a written or recorded format. See rubric.

* The opportunity to present their product as an audio tape is designed to accommodate the special needs learners, and the diverse learning styles in the class.

“Format Strengths”

Each of the books on the summer 9th grade reading list has at least one movie version. Watch the movie that corresponds with a book that you read. Create a two minute videotaped critical movie review that includes the strengths and weaknesses of both the book and the movie, and state your opinion and point of view of which is better, the book or the movie and give a reason as to why you made your choice. Give a reason why someone else may prefer the other format. Include a written paragraph on what you liked best and least about the assignment and why.

Goal: Critique the movie version of the book for movie viewers.Role: Television movie criticAudience: Movie viewersSituation: You are a television movie critic reviewing a movie based on a book. Product Performance and Purpose: Create a two minute audio or videotaped critical movie review that includes the strengths and weaknesses of both the book and the movie, and state your opinion and point of view of which is better, the book or the movie, and give a reason as to why you made your choice. Give a reason why someone else may prefer the other format. Present your videotaped movie review. The purpose is to interpret meaning, gain knowledge and insight from information presented creatively in a variety of formats.Standards and Criteria for Success: The review is at least two minutes long and includes information on both the strengths and the weaknesses of both the book and the movie and includes the reviewer’s point of view on which is better and why. See rubric.

* The opportunity to present their product as an audio or videotape is designed to accommodate the special needs learners, and the diverse learning styles in the class.

“Informative Creative Product”

Based on one of the books on the summer 9th grade reading list, create an advertising product using your computer skills. Use the product to persuade people to either read the book or see the movie based on the book. Post a comment on the class blog about what you learned from this project and give a suggestion to improve the assignment.

Goal: Create a computer generated artistic advertising product such as (but not limited to) a book

or movie poster, audio or video commercial, jingle, or print ad based on a book from the reading list. The ad can be for the book or the movie based on the book.Role: Graphic artist at an advertising agencyAudience: Publishing company executivesSituation: You are a creative director at an advertising agency that has been hired by a publishing company to create an advertising product based on a book they publish using your computer skills. Product Performance and Purpose: Use the computer to create an advertising product to persuade people to either read the book or see the movie based on the book. The purpose is to apply computer skills to develop creative products in a variety of formats.Standards and Criteria for Success: The product should be computer generated, persuasive, informative and pleasing to the senses. You must incorporate the main theme or characters in your product. Students will post a comment to the class blog on what they learned from the project and a suggestion to improve the assignment. See rubric.

*The opportunity to create their product in a variety of formats is designed to accommodate the special needs learners, and the diverse learning styles in the class.

Summative Assessment: “Developing a Creative Product”

Based on one of the books on the summer 9th grade reading list, develop a new creative product. Use your creativity to write a poem, song, play, story, video, photograph, or painting based on the book. Choose a format that best uses your skills and attach a self-assessment of your work.

Goal: Develop a new creative product such as (but not limited to) a poem, song, play, story, video, photograph, or painting based on a book from the reading list. Role: Artist/writerAudience: Writers Guild Awards CommitteeSituation: You are an artist/writer that has been hired by a Writers Guild Awards Committee honoring a famous author. You have been selected to pay tribute to the author by creating a new artistic product such as a poem, song, play, story, video, photograph, or painting based on their book. Product Performance and Purpose: Create an original creative product. Use the book as an inspiration for a new artistic product to honor the theme or character(s) from the book in a new format. The purpose is to develop a creative product that reflects your personal preference of learning style and in a variety of formats.Standards and Criteria for Success: The product should be based on a theme or character(s) of a book, be unique, show self-expression, reflect understanding of the original work, and include a self-assessment of your work, and fit the class definition of creativity. See rubric.

*The opportunity to present their product in a variety of formats is designed to accommodate the special needs learners and the diverse learning styles in the class.

Other Evidence

Class will create KWL chart on plagiarism. Class will fill in the K and W. Then students

will visit the website http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml and review the article: Plagiarism: What It is and How to Recognize and Avoid It. They will break into groups and discuss how to avoid plagiarism. Then class will complete the L on the chart.

Class will brainstorm and create a chart of descriptive words used to describe creative works.

Class will brainstorm and collectively write a definition of creativity.

Crystal Cave Questioning QuizThe purpose of this quiz is to teach students how to use questioning strategies when looking for different types of information such as facts, opinions, or points of view.

The teacher will read page 11-13 of The Crystal Cave by Mary Stewart aloud to students. They will also have a copy of the pages in front of them. The teacher will read the questions and possible answers aloud as well as displayed using an overhead projector to accommodate special needs students and different learning styles of students.

Read a sentence in the text to find the answer. Circle your answer. 1. When (month and time of day) did Merlin’s Uncle Camlach come to visit?

a. Near noon of an April morningb. Near sunset of a September evening c. Near dawn of a January morning d. Near sunset of a July evening

2. What shape and color did the sun coming through the windows make?a. Square panes of muted blueb. Rectangular slats of bright goldc. Oblong pools of glowing yellowd. Oblong pools of bright gold

3. Who was asleep on the stool? What is her relationship to Merlin?a. Prius, his catb. Niniane, his motherc. Moravik, his nursed. Olwen, his step-grandmother

The information is in the text, but in more than one sentence or paragraph. Circle your answer.1. What noises did Merlin hear outside?

a. Birds singing, shouts of men in Latin, girls laughingb. Women crying, dogs barking, his grandfather shoutingc. People speaking French, horses snorting, the jingle of bellsd. Tramp of horses, shouts of men speaking Celtic, laughter of his grandfather

2. Who had died, and what was the suspicion about their death?a. His Uncle Dyved, he died of stomach cramps and could have been poisonedb. His grandfather, he died of a wound from a sword and his son may have killed him

c. His nurse, Moravik, she died of stomach cramps and could have been poisonedd. His father, he died from falling from a horse and could have been killed by Camlach

3. How was Uncle Camlach dressed, and how did he usually dress?a. In black with jewels on his hands and at his shouldersb. In bright blue with jewels on his hands and gold buttons at his shouldersc. In peat brown with brown gloves on his hands and golden braids at his shouldersd. In green with jewels on his hands and at his shoulders

Use your prior knowledge, not the text.1. How would you feel/react if you lived with relatives that did not treat you well?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What circumstances might cause family members to look differently?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Have you ever been excited and frightened at the same time? What were the circumstances?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Use your prior knowledge and information from the text.1. How did Merlin know that something important was about to happen?

____________________________________________________________________________________________________________________________________________________________

2. How did Merlin’s mother feel about the way he found out information about the family?____________________________________________________________________________________________________________________________________________________________

3. How were the women in the book treated? Why?____________________________________________________________________________________________________________________________________________________________

Who, What, When, Why, Where, and How (Pairs)The purpose of this activity is to teach students to use Who, What, When, Why, Where, and How when reviewing informational material but to go beyond the usual short answers to these questions to include personal reflection and empathy.

Again, using pages 11-13 of The Crystal Cave by Mary Stewart, students will break into pairs, then discuss and collaborate on an answer for the following questions. Each pair of students will be prepared to present their answers to the class.

Who are the main characters in these pages?__________________________________

________________________________________________________________________ Why are they important? ___________________________________________________ _________________________________________________________________________

What happened? __________________________________________________________

_________________________________________________________________________

What did that mean to Merlin? ______________________________________________ _________________________________________________________________________

When did the story take place? ______________________________________________

_________________________________________________________________________

How does this affect the characters’ behaviors? ________________________________

_________________________________________________________________________

Where was the setting? _____________________________________________________ How would things be different if the setting were different? _______________________

_________________________________________________________________________

How did the narrator feel? __________________________________________________

_________________________________________________________________________

How did it make you feel when you read the pages? _____________________________

_________________________________________________________________________

*Students with special needs will be paired with another student, who will write the answers for both themselves and the other student.

Reading and understanding informational texts (Small Group)The purpose of the activity is to read informational texts for understanding, relate the information to their personal lives, and then present it in an organized manner.

Students will choose from a list of topics (global warming, swine flu, stem cell research, the economy, or immigration).

Students will be asked to find a news article on the internet. Then they will:

1. Survey the article to preview the information and anticipate what information they might be able to learn from it.

2. Think of questions they hope to find the answers to in the article.3. Read the article and look for the answers to their questions.4. Ask themselves what the article means to them and how it might affect others. 5. Summarize the article aloud using the answers they have found to a small group.6. Review the article to organize or strengthen their responses, reread portions to verify or expand

their answers. 7. Write a short summary of the article using their refined questions and answers. Include personal

thoughts on how it relates to their own lives and lives of others, and what more needs to be done to understand the subject or solve the problem. Article Summary Checklist 1 point is earned for each check:

Summary of article

Citation of article

Personal thoughts on how article relates to their lives

Personal thoughts on how article relates to others

What more needs to be done to solve problem or to understand subject

Score:

Score of 3 or less signifies need to reteach

Creative ProductsStudents will bring in examples of artistic products that include a print, non-print and an electronic format. They will be prepared to give a brief evaluation of creative strength of each artistic product and a reflection on why their personal point of view affects their evaluation of the artistic product. They will also include be able to comment on whether or not the product would be appealing to other cultures and be prepared to support their answer.

Creative FormatsStudents will break into groups and discuss which creative formats have the greatest affect on them. Each group will select a reporter to take notes and present the finding for the group to the class.

Student Self-Assessment and Reflection

Students will take the Kiersey Temperament Sorter personality test available at http://www.keirsey.com/ to help learn their personality type, and The Personal Learning Styles Inventory from The Center for New Discoveries in Learning, Inc. at http://www.howtolearn.com/freelearningstylesinventory.html. They will then write a one page reflection on whether they agree or disagree with the findings of the personality and learning styles tests, and comment on whether they found the tests helpful or not.

Students will also take the teacher generated Learner Analysis Survey (from Assignment 1).

Learning Analysis SurveyA survey that combines questions pertaining to the students’ multiple intelligences, preferences, and proficiency in use of technology and information gathering skills.

Student Number:_________

Please answer the following questions by circling your choice.

1) What is your age? 13 14 15

2) What is your gender? Male Female

3) What is your race? Asian Black Hispanic White Multi-Racial Other

4) Which art form is your favorite? Music/Song Painting/Drawing Video/Photography Acting/Dance Story/Poem

5) Which art form do you like the least? Music/Song Painting/Drawing Video/Photography Acting/Dance Story/Poem

6) Do you like to read? Yes No

7) What is your favorite way to learn in class?a. Working in a small groupb. Working by yourselfc. Working with the teacher and whole class

8) What is your best way to learn?a. Hearing the teacher explain somethingb. Watching a video or reading about somethingc. Actually doing something on your own or touching something

9) Do you know how to look for a book or information in the media center? Yes No Somewhat

10) Do you like to use computers to create projects or learn? Yes No Somewhat

11) Do you like to play games on the computer? Yes No Somewhat

12) Do you like to sing or listen to music in your free time? Yes No

13) Do you play a musical instrument? Yes No

14) Are you good at sports or dancing? Yes No

15) Do you learn best by doing something with your hands? Yes No

16) Do you like to do crossword puzzles or word games? Yes No

17) Do you like to do plays or act things out? Yes No

18) Do you like to write stories or songs? Yes No

19) Do you like animals or plants? Yes No

20) Is protecting the environment important to you? Yes No

21) Is math or solving brain teasers easy or fun for you? Yes No

22) . Are you good at spotting patterns? Yes No

23) Do you like to put together jigsaw puzzles? Yes No

24) Is it easy for you to read maps, charts or graphs? Yes No

25) . Do you like talking to or helping other people? Yes No

26) Do you get along well with different types of people? Yes No

27) Do you like spending time alone or having a quiet time to think? Yes No

28) Do you like to write about your thoughts and feelings? Yes No

29) Do you create or remember music easily? Yes No

30) Do you match your feelings to music you hear?

Yes No

31) Do you like to sing, hum, or dance to music? Yes No

32) Do you know how to use a digital camera? Yes No Somewhat

33) Do you know how to use a digital video camera? Yes No Somewhat

34) Do you like to spend time outdoors? Yes No

35) Do you like to observe animals? Yes No

36) Do you listen to the sounds of nature? Yes No

37) Do you like to work in a space with a lot of light? Yes No

38) Do you like to work in a space that is very quiet? Yes No39) Do you like to work in situations where there are clear solutions? Yes No

40) Do you like to listen to music when you read or study? Yes No

41) Do you like to doodle or draw? Yes No

42) Do you like to take things apart and put them back together? Yes No

43) Do you like to have a lot of friends? Yes No

44) Do you like to learn by listening? Yes No

45) Do you like to tell jokes or riddles? Yes No

46) Do you prefer audio books to actually reading books? Yes No

47) Do you like to ask questions? Yes No

48) Do you like to figure things out and analyze situations, or work with numbers?

Yes No

49) Do you feel you need help when you look up information in the media center?

Yes No

50) Do you feel confident when you use a digital camera or video camera? Yes No

Have students list their personal computer and technology skills and rank their proficiency. From Performance Tasks “Compare and Contrast Formats of Information”: Include a

reflection on which format best suits your learning style, and give an example of why or when each of the other two formats would be useful to you or others.

From Performance Tasks “Format Strengths”: Include a written paragraph on what you liked best and least about the assignment and why.

From Performance Tasks “Informative Creative Product”: Post a comment on the blog about what you learned from this project and give a suggestion to improve the assignment.

From Performance Tasks “Developing a Creative Product”: Choose a format that best uses your skills and attach a self-assessment of your work.

Students will have weekly “Ticket out the Door”What one big idea did you learn this week?What did you still have questions about?

Six Facet Rubric

Rubric for “Compare and Contrast Formats of Information”

Facet Poor (1) Adequate (2) Capable (3) Score1. Does not give any choice

of format. Gives an adequate justification for their choice of format.

Gives a clear and supported justification for their choice of format.

/3

2. Does not includes an interpretation or a comparison of any of the 3 formats.

Includes an adequate interpretation and comparison of some of the formats.

Includes a very insightful interpretation and comparison of all 3 formats.

/3

3. Does not included citation information for any of the reviews.

Includes citation information for some of the reviews.

Includes citation information for all 6 reviews.

/3

4. Does not give any analysis of the 3 formats.

Gives a plausible analysis of some of the 3 formats.

Gives very plausible analysis of all 3 formats.

/3

5. Does not give any examples of when or why the other 2 formats would be useful.

Gives an example of when or why at least one of the other formats would be useful.

Gives especially perceptive example of when or why other 2 formats would be useful.

/3

6. Does not include a reflection on personal perspective of which format best suites their personal learning style.

Reflection on personal perspective of which format best suites their personal learning style is adequate.

Reflection on personal perspective of which format best suites their personal learning style is insightful.

/3

Poor score means teacher must reteach lesson.

Adequate score means teachers needs to review lesson with student

Total: /18

Score Rating

9 or < Poor

10-16 Adequate

17-18 Capable

Rubric for “Format Strengths”

Facet Poor (1) Adequate (2) Capable (3) Score1. Plot summary of the movie

is not given.Explanation of plot summary is coherent and thoughtful.

Explains in very coherent and thoughtful terms the plot summary of the movie.

/3

2. There is no comparison of the strengths and weaknesses of the book and the movie given.

Gives an adequate comparison of the strengths and weaknesses of the book and the movie.

Gives an especially insightful comparison of the strengths and weaknesses of the book and the movie.

/3

3. Choice of format is not given.

Effectively presents their choice of format.

Very effectively presents their choice of format.

/3

4. No point of view is included as to which treatment is best.

Adequately justifies their point of view as to which treatment is best

Clearly justifies their point of view as to which treatment is best

/3

5. Does not give a reason why others may disagree.

Gives an adequate reason as to why others may disagree.

Gives a very perceptive reason as to why others may disagree.

/3

6. Does not include a reflection on what influenced their choice of format.

Gives a reflection on what influenced their choice of format.

Gives a wise reflection on what influenced their choice of format.

/3

Poor score means teacher must reteach lesson.

Adequate score means teachers needs to review lesson with student

/18

Score Rating

9 or < Poor

10-16 Adequate

17-18 Capable

Rubric for “Informative Creative Product”

Facet Poor (1) Adequate (2) Capable (3) Score1. Information is not

presented in a coherent manner in the advertising product.

Advertising product is an adequately coherent presentation of information.

Advertising product is a very coherent presentation of information.

/3

2. Ad is not presented in an artistically pleasing manner.

Ad product adequately illustrates the theme of the book/movie in an artistically pleasing manner.

Significantly illustrates the theme of the book/movie in an artistically pleasing manner.

/3

3. Product is an ineffective use of advertising format.

Product is an effective use of advertising format.

Product is shows an especially effective use of advertising format.

/3

4. Ad does not give a reason for reading book or seeing movie.

Ad gives a reason for reading book or seeing movie.

Ad features very credible reason for reading book or seeing

/3

movie.5. Ad does not use persuasive

language.Ad shows limited perception of persuasive language.

Ad features very perceptive use of persuasive language.

/3

6. Ad does not reflect a wise choice of ad format or use of skills.

Ad reflects an adequate choice of ad format and use of skills.

Ad reflects a very wise choice of ad format and use of skills.

/3

Poor score means teacher must reteach lesson.

Adequate score means teachers needs to review lesson with student

Total: /18

Score Rating

9 or < Poor

10-16 Adequate

17-18 Capable

Rubric for Summative Assessment “Developing a Creative Product”

Facet Poor (1) Adequate (2) Capable (3) Score1. The new product is not an

accurate representation of the theme or character of the book.

The new product is a somewhat accurate representation of the theme or character of the book.

The new product is a very accurate representation of the theme or character of the book.

/3

2. The new product does not illustrate an understanding of the theme or character of the book.

The new product illustrates a limited but adequate understanding of the theme or character of the book.

The new product illustrates a meaningful understanding of the theme or character of the book.

/3

3. The new product does not show any evidence of effective use of format to convey the message.

The new product is an adequate use of format to convey the message.

The new product is an especially effective use of format to convey the message.

/3

4. The new product shows no insight of the inspiration piece.

The new product shows an adequate insight of the inspiration piece.

The new product shows an especially insightful use of the inspiration piece.

/3

5. The new product shows no perceptive expression of the inspiration piece.

The new product exhibits an adequate perceptive expression of the inspiration piece.

The new product is a very perceptive expression of the inspiration piece.

/3

6. The choice of artistic format does not reflect self awareness of the student.

The choice of artistic format somewhat reflects self awareness of the student.

The choice of artistic format strongly reflects self awareness of the student.

/3

Total: /18Score Rating

9 or < Poor

10-16 Adequate

17-18 Capable

Assignment #4

Stage 3 - Understanding by Design

Renée Jackson

Stage 3

W Where are your students headed and Why?What is required of them?

Where? – Students are headed to the final assessment of producing a creative product in the format of their choice based on a character or theme from a book on their summer reading list. The teacher will introduce the big ideas and discuss with students the correlation with the final product. The teacher will also introduce the class blog where all instructions and information for the class can be found. Why? – To satisfy the AASL and AECT Information Literacy Standard for Student Learning standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. Indicator 2. Derives meaning from information presented creatively in a variety of formats. Indicator 3. Develops creative products in a variety of formats. What? – Students will reflect on their own learning style and preferences; compile vocabulary for describing creative products; create a class definition of creativity; complete a learning module and self quiz on information literacy; work with various computer software; read informational texts for understanding; explore and develop creative products in a variety of formats; and assess their own work and the work of others.

H How will the students be hooked and held in this unit?

Beginning Hook – The teacher will begin by showing a portion of the 1991 TV movie Merlin of the Crystal Cave based on the book The Crystal Cave by Mary Stewart. Then the teacher will ask students: Why do you think we just watched this movie? What information did you derive from the movie? What creative aspects of the movie did you appreciate? Did the format help you gain information? Why or why not? What other creative products could be based on the book? What

informational format helps you learn information the best? The teacher will be making a chart as the students share their ideas. Held – Students will conduct an online scavenger hunt for other Merlin related creative products including poems, paintings, drawings, movies, music, and stories from this and other countries. They will post links to their finds on the class blog. Students will continue to be held by additional multimedia development of creative products in a variety of formats, computer research and group work.

E What activities, instruction, and guidance will be provided to enable and equip students to explore and experience the important ideas in this unit?

Enable and Equip to Explore and ExperienceInstruction and Guidance to equip and enable

The teacher will model creative product initially by introducing a movie based on a book from reading list

The teacher will introduce all activities, assessments and rubrics The teacher will introduce all software to be used for student product and activities The teacher will introduce topics for class discussion The teacher will provide guidance and review student work through the process of their

performance tasks and prior to being submitted by the student The teacher will lead discussions throughout the unit on the EQ’s

Explanation, Interpretation and ApplicationStudents will explore:

Literature and other creative expressions of information by reading literature and finding creative products in a variety of creative formats and from various cultures (Reading Groups, Creative Products, Creative Format, and Internet Scavenger Hunt activities)

Researching, reading and understanding informational texts (Research drills and Reading and understanding informational texts activity)

Vocabulary words to be used when writing their class definition of creativity and creating their self assessment checklist and checklist for assessing the creative works of others

Creative works from other countries and cultures Their personal preferences and learning styles

Students will experience: Using computer software to blog, create audio and video presentations, and present their

final product Creating their own self-assessment checklist Comparing and contrasting different formats of the same information Creating a review of a movie based on a book Creating a persuasive advertising product based on a book or movie Developing a new creative product based on a book Presenting their point of view and understanding of creative expressions of information

Perspective, Empathy, and Self-Knowledge Demonstrate self-knowledge by using computer proficiency checklist Demonstrate self-knowledge by using self-assessment checklist Demonstrate self-knowledge when discussing creative product formats and which reflects

their preferred learning style Demonstrates perspective and empathy in group discussions on book’s characters, themes

and main ideas, and how the book made them feel Demonstrates empathy when discussing creative products from different cultures Demonstrates perspective when assessing creative products of others

R What activities, products and performances will be designed to provide students with the opportunity to reflect, rethink, and revise?

Definition of creativity: The class definition will be reflected on and revised as necessary as the unit progresses such as after group discussions on creative products and formats.

Reading Group Discussions – Students that have read the same book will meet to discuss their book and the projects they will create based on the book. The groups will discuss the theme and characters of the book, share ideas and resources for products. They will review each other’s work and make suggestions. This will allow students to rethink and revise their work.

Creative Products - Students will bring in examples of artistic products that include a print, non-print and an electronic format. They will include a reflection on why their personal point of view affects their evaluation of the artistic product.

Creative Formats - Students will break into groups and discuss which creative formats have the greatest affect on them and why. They will give the formats that they think help them learn the best.

*Compare and Contrast Formats of Information Performance Task – Students are to include a reflection on which format best suits their learning style, and give an example of why or when each of the other two formats would be useful to them or others.

*Format Strengths Performance Task – Students are to include a written paragraph that reflects on what they liked best and least about the assignment and why.

*Informative Creative Product Performance Task – Students are to post a comment on the class blog that reflects on what they learned from this project and give a suggestion to improve the assignment.

*Developing a Creative Product Performance Task – Students are to choose a format that best uses their skills and attach a self-assessment checklist with their work.

*Students will work on these projects at times during class so that the teacher can review, evaluate understanding of assessment, judge progress, and offer feedback before the final project is turned in. Students will be given time to revise and rethink before the final assessment of the product.

Weekly Ticket Out the Door - Students will have a weekly “Ticket out the Door” and reflect on the week’s learning. The questions will be:

1. What one thing did you learn this week? 2. What did you still have questions about?

E What self-assessments and self-evaluations will students participate in to allow for reflection and transfer of learning?

Self-Assessments and Self-Evaluations KWL Chart - The class will create KWL chart on plagiarism. The class will fill in the K

and W. Then students will visit the website http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml and review the article: Plagiarism: What It is and How to Recognize and Avoid It. They will break into groups and discuss how to avoid plagiarism, what they learned that was new to them. Then class will complete the L on the chart.

Pretest/Post Test Information Literacy Self Quiz - The class will go over the Information Literacy Module from the University of Idaho at http://www.webs.uidaho.edu/info_literacy/. The Self Quiz portion of the Information Literacy Modules 1-6 will be used as a pretest before working through the module to review analyzing, categorizing, and evaluating information; identifying key concepts; searching, locating and citing sources; and how to avoid plagiarism. Students will complete Modules 1-6, and take the Self Quiz for each module again.

Book Quiz – The students will take a test on their basic knowledge of the book they read and will use to develop their creative product such as main characters, theme, setting (See attached)

KWL Chart – Reading Groups will create their own KWL Chart for their book

Self-Assessment for Creative Product - As a class, students will brainstorm and create a definition for creativity and a checklist for assessing their creative work and the work of others. This definition will be revisited during the unit so that students can rethink and revise the definition as they work on creative products. (See attached)

Computer Proficiency – Students will self assess their technology skills by creating a personal checklist where they list and rank their keyboarding skills and their proficiency with various software on a scale of 1-5, with 1 being poor or no experience and 5 being proficient. This will be done before and after introduction of software to be used in the unit. There will also be a teacher survey on software to be used in the unit. (See attached)

Creative Formats - Students will break into groups and discuss which creative formats have the greatest affect on them and why. They will give the formats that they think help them learn the best.

Compare and Contrast Formats of Information Performance Task – Students are to include a reflection on which format best suits their learning style, and give an example of why or when each of the other two formats would be useful to them or others.

Developing a Creative Product Performance Task – Students are to choose a format that best uses their skills and attach a self-assessment of their work.

Weekly Ticket Out the Door - Students will have a weekly “Ticket out the Door” and

reflect on the week’s big ideas. The questions will be: What one idea did you learn this week?

What did you still have questions about?

End of Unit Ticket Out the Door What did you learn in this unit? What did you still have questions about?

T How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge and interests of students?

All instructions and relevant information for pre-assessments, class work, homework, and assessments, all rubrics, deadlines and resources will be posted on the class blog. Students will have access in advance and may print out and bring to class. Written material used by the teacher in class will be projected with overhead projector. Any vocabulary, charts or other notes created in the class will be posted on the class blog by the teacher following class. Students will also be allowed to record class notes. The choice of book is based on Lexile text measure which differentiates each learning level which in turn affects all performance tasks. The choice of format allows for Gardner’s entry points. Students with special needs will be paired with a reading buddy and allowed to partner with another student for some computer projects and given extra time to complete products.

Reading and understanding informational texts (Small Group) – Students will work in small groups and choose from a list of topics. Students will be allowed to write or audio tape their responses. Modifications: Gifted students will use only peer reviewed articles and special needs students will find only one article.

Compare and Contrast Formats of Information Performance Task - The opportunity to present their product as an audio tape is designed to accommodate the special needs learners, and the diverse learning styles in the class. Modifications: Gifted students will write their own reviews of each format. Special needs students will only be required to find one review for each format.

Format Strengths Performance Task – The opportunity to present their product as an audio or videotape is designed to accommodate the special needs learners, and the diverse learning styles in the class. Modifications: Gifted students will write a full review for the book and the movie. Special needs students will produce a one minute review.

Informative Creative Product Performance Task – The opportunity to create their product in a variety of formats is designed to accommodate the special needs learners, and the diverse learning styles in the class. Modifications: Gifted students will produce ads for both the book and the movie. Special needs students may work with another student to help produce their advertising product.

Developing a Creative Product Performance Task – The opportunity to present their

product in a variety of formats is designed to accommodate the special needs learners and the diverse learning styles in the class. Modifications: Gifted students will use presentation software to present their product. Special needs students may work with another student to help produce their product.

OHow will learning experiences be organized/sequenced to provide for greatest acquisition/understanding

Week 1Day 1 Aesthetic Entry Point: Hook – Students will view TV movie Merlin of the Crystal Cave as an example of a creative product. The class will discuss why they thought they had viewed the film and what creative products are and the formats they can take. Narrational Entry Point: The teacher will introduce the EQ’s and continue the discussion of the creative value of the film, and correlation of film and the book.

Day 2 Narrational Entry Point: The teacher will introduce the class blog on Class Blogmeister and go over all instructions and relevant information for pre-assessments, class work, assessments, rubrics, deadlines and resources posted on the class blog. Experiential and Logical Entry Point: As a pre-assessment, the students will complete the self quiz portion of the Information Literacy Module from University of Idaho (see references for link).

Day 3 Experiential and Aesthetic Entry Point: The students will conduct an internet Scavenger Hunt for creative products in a variety of formats that are based on the same character or theme as the book, The Crystal Cave. They will post links for the creative products on the class blog.Foundational Entry Point Students will blog on the question: “How can artistic or creative products influence society?”

Day 4 Foundational Entry Point: In their reading groups, students will each give a creative critique and personal point-of-view on the book to the group in round robin style. Narrational Entry Point: As a class, the students will establish a vocabulary list to be used when critiquing and discussing creative products. They will develop a class definition of creativity, and a checklist to be used for self assessment and assessment of other’s work.

Day 5 Logical Entry Point: The students will take a quiz on the book they read as a check for understanding of characters, theme, point-of-view, etc. prior to using the book to develop creative products based on the book.Narrational Entry Point: After looking at the Writing Tutorial Services webpage by Indiana University Plagiarism: What It is and How to Recognize and Avoid It, the class will complete a KWL chart on PlagiarismWeekly Ticket Out the Door

Week 2 Day 1 Aesthetic Entry Point: Creative Product activity. In small groups, students will give an evaluation of creative strength of each example of creative product in a print, non-print and an electronic format. They will discuss why their personal point of view affects their evaluation of the artistic product and comment on whether or not the product would be appealing to other cultures and support their answer.Foundational Entry Point: The students blog on how a person’s point of view affects their value of an artistic or creative product

Day 2 Experiential and Logical Entry Point: The students will return to the Information Literacy Module from University of Idaho to complete the modules 1 – 6 and take the self quiz as a post test.Experiential and Logical Entry Point: The teacher will introduce podcasting technology and the students will practice using the various software. Those that are experienced with the software will model for those less proficientThe students will begin work on finding the reviews needed for Compare and Contrast Formats of Information Performance Task. Students have the opportunity to ask questions, do research and begin project.

Day 3 Aesthetic Entry Point: The students will research creative products from other cultures to share and discuss with the class. Foundational Entry Point: The class will then discuss how can one culture’s empathy toward a creative expression can have an effect on how it is perceived by other cultures.

Day 4 Aesthetic Entry Point: The students will break into groups and using the creative products from previous research they will discuss which creative formats have the greatest affect on them. Each group will select a reporter to take notes and present the finding for the group to the class.Foundational Entry Point: The students will blog on whether or not the format of a creative expression makes a difference in how the meaning is perceived.Experiential and Logical Entry Point: The teacher will introduce presentation software and the students will practice using the software and work on Compare and Contrast Formats of Information Performance Task.

Day 5 Experiential and Logical Entry Point: The students will choose from a list of topics and research news articles on the internet and summarize the article aloud to a small group. They will then write a summary of the article and include their personal thoughts on how it relates to their own lives and the lives of others, and what more needs to be done to understand or solve the problem. They will post this on the class blog.Narrational Entry Point: The class will revisit their creativity definition, self assessment and assessment of other’s work checklist to discuss if there needs to be revisions.Experiential and Logical Entry Point: The class will work on their Compare and Contrast Formats of Information Performance Task. Teacher will note progress and offer feedback on project so far and students will have the opportunity to reviseWeekly Ticket Out the Door

Week 3 Day 1 Experiential and Logical Entry Point: The students will complete their work on the informational activity or choose another topic and complete and post this on the class blog. Aesthetic Entry Point: The students will work on their Format Strengths Performance Task. The students will have the opportunity to begin recording their movie review project. Teacher will note progress and offer feedback on project so far and students will have the opportunity to revise.

Day 2Aesthetic and Experiential Entry Point: Class presentations of their Format Strengths Performance Task.

Day 3Experiential Entry Point: The students will work on Informative Creative Product Performance Task. Students have the opportunity to ask questions, do research and begin project.

Day 4 Experiential Entry Point: The students will break into their reading groups to discuss their work on Informative Creative Product Performance Task. They will offer critiques and suggestions to each other as the resume work on their advertising product.

Day 5Narrational Entry Point: The teacher will share a series of paintings by various artists from different countries and cultures and the students will reflect on the class blog how each of the products made them react, or what product could be based on the painting.Aesthetic and Experiential Entry Point: The students will continue to work on their Informative Creative Product Performance Task. The teacher will note progress and offer feedback on the project and the students will have the opportunity to make revisions.Weekly Ticket Out the Door

Week 4

Day 1Aesthetic and Narrative Entry Point: The students will present their Informative Creative Product to the class.

Day 2 Narrational Entry Point: The class will revisit the class creativity definition, self assessment and assessment of other’s work checklist. Revisions will be made as needed. The teacher will lead a discussion on the value of information literacy in society and if one informational format is better than another in a particular situation.Experiential Entry Point: The students will work on their Developing a Creative Product Performance Task. The students will have the opportunity to ask questions, do research and begin their project.

Day 3Narrational Entry Point: The students will break into their reading groups and have the opportunity to discuss their work on Developing a Creative Product Performance Task. They will critique each other’s work and make suggestions. Experiential Entry Point: The students will work on their creative products. The teacher will note progress and offer feedback on project so far and students will have the opportunity to revise.

Day 4Aesthetic and Experiential Entry Point: The students will present their creative products to the class. The class will self assess their products and the products of their classmates.

Day 5 Aesthetic and Experiential Entry Point: The students will continue to present their creative products to the class. The class will self assess their products and the products of their classmates. The teacher will conclude the unit by having students blog their answers to End of Unit Ticket Out the Door questions.

References and Technology ResourcesStewart, M. (1970). The crystal cave. New York: HarperCollins Publishers, Inc.

Kiersey Temperament Sorter personality test http://www.keirsey.com/

The Personal Learning Styles Inventory from The Center for New Discoveries in Learning, Inc. http://www.howtolearn.com/freelearningstylesinventory.html

Plagiarism: What It is and How to Recognize and Avoid It Writing Tutorial Services webpage by Indiana University http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Information Literacy Module from the University of Idaho (Use Modules 1-6, includes Self Quiz for each module)http://www.webs.uidaho.edu/info_literacy/

Presentation SoftwareCamtasia Studio by TechSmith Products at http://www.techsmith.com/camtasia.asp

Zoho Show by Zoho Corp at http://show.zoho.com/login.do

Photo Story 3 by Microsoft at http://show.zoho.com/login.do

Podcasting and Audio SoftwareAudacity by SourceForge. net at http://audacity.sourceforge.net/

Studio by Odeo.com a Sonic Mountain Company at http://odeo.com/studio

iTunes by Apple Inc. at http://www.apple.com/itunes/

Juice by SourceForge.net at http://juicereceiver.sourceforge.net/

PodcastAlley by Chris McIntrye and PodcastAlley.com at http://www.podcastalley.com/index.php

Screen CaptureJing by TechSmith Products at http://www.jingproject.com/

Class BlogClass Blogmeister by The Landmark Projects at http://classblogmeister.com/

Book Quiz1. Who are the main characters?

____________________________________________________________________________________________________________________________________________________________________________

2. What is the setting? ____________________________________________________________________________________________________________________________________________________________________________

3. When did the story take place?____________________________________________________________________________________________________________________________________________________________________________

4. Where did the story take place?

____________________________________________________________________________________________________________________________________________________________________________

5. What is the main problem or theme? ____________________________________________________________________________________________________________________________________________________________________________

6. What point of view is the book written from? ____________________________________________________________________________________________________________________________________________________________________________

7. Did the book offer a resolution to the main problem?____________________________________________________________________________________________________________________________________________________________________________

8. How did the book make you feel?____________________________________________________________________________________________________________________________________________________________________________

9. What connection can you make between the book and your own life? ____________________________________________________________________________________________________________________________________________________________________________

10. What connections can you make between the book and the real world? ____________________________________________________________________________________________________________________________________________________________________________

11. Does the book reflect a certain culture or society? ____________________________________________________________________________________________________________________________________________________________________________

12. Write a brief summary of the book: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Computer Software Survey Yes No

Have you ever accessed a blog?

Have you ever posted to a blog?

Do you feel comfortable using a blog?

Do you think you need extra help using a blog?

Have you ever used Audacity?

Do you feel comfortable using Audacity?

Do you think you need extra help using Audacity?

Have you ever used any podcasting software?

Do you feel comfortable creating a podcast?

Do you think you need extra help using podcasting software?

Have you ever used presentation software?

Do you feel comfortable using presentation software?

Do you think you need extra help using presentation software?Have you ever used Jing?

Do you feel comfortable using Jing?

Do you think you need extra help using Jing?

This is a possible self-assessment creativity checklist and can be used to assess the work of others

Creativity Checklist No Somewhat Yes

Originality – Does the product represent a fresh idea and original work?Complexity – Does the product reflect the creator’s thoughts, feelings, or culture?

Productivity – Does the product show that work was put into its creation?

Elaboration –Does the product show attention to detail?

Aesthetic – Does the product please the senses?

Representation – Does the product represent the theme or characters of the book?

Thoughtful – Does the product make people think?

Is the message of the product is clear?

Is the presentation of the product neat?

Is the presentation of the product organized?