Tag Archive for project

Make-A-Hero!

Standard

  • ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grades 9–10.)

Learning Target: I will plan my own hero’s journey story and begin writing a story by myself or with a partner, which I will revise throughout the week.

Opening Session: Captain America: The First Avenger, everyone’s favorite hero!

Work Session: Today we are going to work on making our very own heroes! Here’s the skinny:

  • You will invent your own hero
  • Your hero will go on an epic hero’s journey story
  • You may present your hero’s journey story in any of the following formats:
    • A short story (500 word minimum)
    • A comic – 8 FULL COLOR, hand-drawn panels
    • Compose an “epic” poem about your hero – 40 lines minimum and must have a rhyme scheme (ABABCDCD, AABBCCDD, etc.)
    • Record a song or rap telling your hero’s story – 2 verses and a chorus minimum (YOU MUST WRITE DOWN AND TURN IN THE LYRICS!!)
    • ??? Have your own idea? See me for approval!
  • You may work alone or with a partner of your own choosing.

I am going to give you guys a chart to fill out today to brainstorm who your hero might be.
You will also need to write a summary of how your hero goes on the hero’s journey.

Today, you must turn in the following:

  • A completed chart
  • A 1-paragraph summary of your hero’s journey
  • A Choice Ticket that says what format your final product will take.

Closing Session:  Choice ticket!

Assessment: Charts and paragraphs will be a daily grade (10 points).

Differentiation: Students have choices in their partners or to work alone, students may work in various media formats to create their final product.

Caesar Then and Now

Welcome to Tuesday!

Standard: 

  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
  • ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Learning Target: I can think of a great idea for a project that relates Julius Caesar to my own modern-day life; I can write a proposal for my project.

Opening Session: Daily video! You didn’t think I’d do a whole unit without Thugnotes, did you? Here’s a review of the play and a short analysis, just to get your brains thinking in that direction again:

Work Session: Today we’re going to begin working on our Big Project for this unit!! Here’s the deal: You’re going to be making some kind of artifact that relates Julius Caesar to your life today. Now, I know that can be kind of hard, so to make it a bit easier we’re going to focus on a theme in the story. A theme is a universal truth that’s revealed throughout the story – it can sort of teach you a lesson, almost.

Some examples of themes in Julius Caesar are:

  • Everyone is in control of their own destiny.
  • Power corrupts; absolute power corrupts absolutely.
  • Arrogance can be the downfall of even the most powerful of people.
  • Sometimes you have to hurt the ones you love for the good of the world.
  • History is written by those who hold the power.
  • …and many more! (Check with me before using a theme you found on your own!)

Today, your first task will be to take about half an hour to choose a theme. Then find 3 quotes from the story that show that theme, and write each down along with a 3-4 sentence explanation of how that quote shows your theme. You MUST write the explanations; just giving me quotes is NOT good enough!!

After you’ve done that, I want you to take some time and think up what you’re going to do for your project. Here’s the skinny:

  • You’ll have 1-2 days to complete it
  • You MUST incorporate the quotes you just found!
  • You must somehow relate Julius Caesar to your life.

Some examples of projects you might do are

  • A poster depicting you as a typical Roman teenager.
  • A fake social media page for a Roman citizen (Fakebook, fake Instagram, even a fake snapchat!)
  • A movie poster for a production of Julius Caesar using your favorite actors/actresses.
  • A website or infographic explaining how Caesar relates to your life.
  • A rap or song that relates you to Caesar (you may turn in your lyrics or a recording of you performing)
  • A creative short story told from the perspective of a plebian.

At the end of class today, you must turn in a 1-page, hand written proposal for your project, along with your 3 quotes and explanations as to how they fit with your theme.

Closing Session: Ticket out the door: what is another theme from Caesar that you could relate to your own life?

Assessment: Proposals will be part of the overall project grade.

Differentiation: Interest (student choice on project format); process (students may work on their projects in different ways).

Go to where?!

Welcome back from Spring break everyone!!!

Standard:

  • RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: Students will get background information on Dante’s Inferno and begin the collaborative poster project.

Activator: 

Welcome to a new unit everyone!! We are starting a famous story today called Dante’s Inferno. Which, yes, means you get to say “hell” in class. Stop giggling. What are you, 16? …..oh…..right. You are.

Anyway, we are starting off today by taking a few background notes from this lovely presentation: https://www.filepicker.io/api/file/OePphMtkQZeCRr3HZouX and using this lovely guided notes sheet: https://www.filepicker.io/api/file/HSwiZqXCQ4fG0kig7CKg. The idea here is to give you some background info on the story and who Dante was. When we finish that, we’re going read Canto I and then we’re going to start a big collaborative poster project! Here’s the skinny:

Dante’s Inferno Collaborative Poster

Directions: Choose one of the following activities for our collaborative posters. You will choose one activity for each poster, and each poster will have a different activity (that means you eventually have to do all 9!). You may do them in any order, but you may not repeat. Check them off as you go.

  • Draw an illustration for the circle
  • Write a paragraph summarizing the sins and punishments
  • Find 5 vocabulary words and write them with their definitions
  • Write a limerick about the circle
  • Find an allusion (check the footnotes!) and explain it
  • Write a paragraph explaining how this circle shows the law of symbolic retribution
  • Come up with a celebrity or historical figure for this circle and explain who they are and why they deserve to be in this circle of Hell.
  • Pick 3 tersets and rewrite them in modern language
  • Write 3 multiple choice questions about this circle

You’ll do each of those activities by the end of the unit, but since everyone will be doing them in whatever order they choose, our posters will all end up as sort of a patchwork of information about the story. I’ll give you a quarter-sheet of paper to do each activity, and when we finish, we will put them up in the hallway!!

The Story of Tuesday!

Standard:

  • RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: Students will finish reading The Metamorphosis and continue working on their picture books.

Activator: THUG NOTES!!!

Work Session:

Welcome to Tuesday! We are going to continue reading The Metamorphosis today, using the same strategy we did yesterday – and we are gonna finish the book today!! What what, we are DONE reading it!!! Now we just get to work on our picture books and discussion before we do our essay and test next week! (Yep, essay. I must be a glutton for punishment because those suckers take 5ever to grade, and yet I keep assigning them….)

Anyway, we will read to the end of the page and then I’ll ask you guys a question, then reset the timer and check for understanding. This way things are chunked up a little but. BUT, because I have to raise the bar, we are doing 6 minutes per page this time instead of 8 like we had yesterday!

After we finish, I want you guys to get into your groups and work on your picture books. Remember, you need to have your story draft and storyboard (rough draft of illustrations) done TODAY!!! Tomorrow we will have a whole day work session for your picture books, so be ready!

Closing session: Picture book check in!

Differentiation: Learning Style – visual learners can draw, writers can write, kinesthetic learners can work on book assembly.

Assessment: Formative checks for understanding, picture books will be graded.

Project work day (201) and/or Mean Girl Movie Comparison!

Standards

CCW7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCW8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCW9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target

Continue working on unit project; OR, if students have finished the project already, we will watch a portion of the movie “Mean Girls” and students will compare the two stories.

Activator

Meet in classroom, check over projects – if we need time with computers, send kids to lab. If we don’t need time with computers, give Mean Girls instructions and turn on movie.

Work Session

Students will have as much of class time as they need to complete their projects. If we are at a point where we can work in the classroom, students will also have the opportunity to watch the movie “Mean Girls.”

After completing their project, I would like everyone to write a little compare/contrast for me. Make a T chart on your paper, and put Mean Girls on one side and Julius Caesar on the other. On the Mean Girls side, write a short paragraph (5-7 sentences) about things that are unique to Mean Girls. Do the same thing on the Caesar side.

Next, underneath the T chart, write a longer paragraph (9-11 sentences) about things that the two stories have in common. Remember, you can look for parallels in characters, in plot, in story, or even in mood/tone.

Your T-charts will be due at the end of the day, along with your projects!

Closing Session

Project check in

Assessment Strategy

Projects will be graded

Differentiation

Giving a choice on the project.