GLP Content

Day by Day—My Way

WHO 

Primary Users

“Day by Day—My Way” is a GLP for high school students, 9^th-12^th grades, 14-18 years old.  This project requires computers or tablets, cell phones with cameras or digital cameras, connection to the internet, as well as kidblog.org and animoto.com free accounts.  Basic narrative writing skills are required.

Project Manager, Theresa Smith

I have been a teacher with Palm Springs USD for 13 years.  I have taught middle school Language Arts and Social Studies, high school English, GED preparation, and various electives.  I hold a California clear single subject teaching credential in English, and I am currently an English teacher at an alternative high school.  I teach 10^th grade students in our “Opportunity” program (for students who are not finding success at traditional high school) and 10^th through 12^th grade students in our independent study program.

WHAT

A global learning project is a great way to engage students in their learning and renew their interest in school.  A GLP can offer a unique and fun way to meet Common Core standards, state standards, or ISTE standards.

“Day by Day—My Way” meets the following standards:

--ISTE Standard-- ISTE 1: 

Creativity and Innovation—Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.  Students:

a.       Apply existing knowledge to generate new ideas, products, or processes

b.      Create original works as a means of personal or group expression

c.       Use models and simulations to explore complex systems and issues

d.      Identify trends and forecast possibilities

--CA 10^th grade ELA Writing 2.1—

Write biographical or autobiographical narratives or short stories.

--Common Core Standard—

Writing Grades 9-10

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a.            Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b.            Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c.             Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d.            Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e.            Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

                                                              TEACHERS NEED TO KNOW 

·         Teachers must be aware of and follow their own districts’ Fair Use and internet access policies.

·         Students and teachers will follow a Trust Monitor Policy.

·         All student posts will be approved by a teacher before they are available for public viewing.

·         Student privacy will be honored.   Personal information, such as last names, will not be shared.

TIMELINE

“Day by Day—My Way” will start at the beginning of the 2013-2014 school year.  Advertisement will occur throughout the late summer 2013.  Teachers will be connected and prepared in September 2013.  The GLP will run through October and part of November 2013.

WHERE

·         “Day by Day—My Way” will be open to high school students around the globe.

·          

           Teacher participants will receive preparation materials and lessons via the teacher section of the GLP website.

·         Teacher participants will connect with each other via email, Skype or Hangouts, and on the GLP website.

·         Student participants will connect via the discussion forums on kidblog.org and animoto.com.

WHY

I want students to learn about themselves and the world around them.  How do their everyday lives and holiday traditions compare with the everyday lives and holiday traditions of other teenagers across the US and the world?  I would like for them to develop gratitude for their own lives and empathy for others.  The focus will be on staying positive and students finding positive things in their daily lives, as well as on special days, such as birthdays and holidays.

GLP Objectives

·         develop gratitude

·         develop empathy

·         experience/understand other cultures

HOW

Students will connect with each other via monitored discussion forums at kidblog.org.  In the discussion forums they will interact with each other by sharing their daily lives using pictures and words.  In kidblog, there will be various discussion topics that span the topic of gratitude and empathy in the hope that students will develop, or more deeply develop, these character traits.  Students will also share and comment on one another’s videos at animoto.com.  There will be two video themes, “A Day in the Life,” which will cover students’ daily lives, and “Special Days,” which will cover holidays, birthdays, and other days the students consider to be special.

Technical support will be available from the project manager via email and video conferencing, such as Skype or Hangouts.

Final BWD Unit

Stage 1 Desired Results

Established Goals

·         The learner will identify 4 different points of view in literature and expository writing

·         The learner will write paragraphs and create videos using the 4 different points of view

·         The learner will create and essay explaining how the choice of narrator affects characterization, tone, plot, and credibility of the narrator

Transfer

Students will be able to independently use their learning to…

·         Identify which point of view a text is written in and create brief narratives using each of the 4 points of view

What kinds of long-term independent accomplishments are desired?

·         Students will explain in an essay how choice of narrator affects a text and use reading

strategies to analyze point of view

Understandings

Students will understand that…

·         An author’s choice of narrator impacts the text in many ways

What specifically do you want students to understand? What inferences should they make?

·         Students will infer the reasons why an author chose to write in a specific point

of view

Essential Questions

Students will keep considering…

·         Why does an author choose a specific point of view?

What thought-provoking questions will foster inquiry, meaning-making, and transfer?

·         How has the point of view and choice of narrator affected the characterization, tone

plot, and credibility of the text?

Acquisition

Students will know…

·         The 4 main categories of point of view

·         How the point of view impacts the text

What facts and basic concepts should students know and be able to recall?

·         Student will recognize which point of view has been used in a text

Students will be skilled at…

·         Identifying the 4 different points of view.

What discrete skills and processes should students be able to use?

·         Students will be able to write from each of the 4 different points of view.

Stage 2 Evidence

Evaluative Criteria

*Accurate

*Creative

*Well-Crafted

*Grammatically Correct


Performance Tasks

*The learner will create a paragraph in each of the 4 different points of view.

*The learner will design 4 short videos, using each of the 4 different points of view.

*The learner will pre-write, draft, edit/revise, and publish a 5-paragraph analytical essay.

Other Evidence

*In a quiz, the leaner will accurately recognize which point of view is used in example texts.

*The learner will use a 4-point rubric to critique peers' videos.

*The learner will use an editing/revising checklist to self-edit and revise their essay drafts.

*The learner will create a 5-paragraph response to literature essay that analyzes how an author's choice of narrator/point of view affects characterization, the tone and plot of a story, and the narrator's credibility, which the teacher will score with a 4-point rubric.

Stage 3—Learning Plan

What pre-assessments will you use to check student's prior knowledge, 
 skill levels, and potential misconceptions?

     *Teacher-created pretest on point of view

     *Drafts of essay

     LEARNING EVENTS

     --Student success at transfer, meaning, and acquisition depends upon applying their learning
     in a variety of learning events, which will be assessed both formally and informally.

    --The learner will watch a Brainpop video on Point of View and complete a quiz on the video,
       which will be corrected as a whole group. (M)

    --The teacher will disseminate at handout that describes the characteristics of each of the 4
       main types of point of view. (M)

    --In pairs or small groups, the learner will create a Thinking Map (Tree Map) that identifies 

       the 4 main types of point of view and the characteristics of each type of point of view. (M)

     --In pairs, the learner will create a Powerpoint presentation that illustrates the characteristics

        of each of the 4 different points of view and present it to the class.(T)
 
     --As a whole group, the class will read 3 short stories--"The Storyteller," "Typhoid Fever,"

       and "Evacuation Order No. 19." (M)

     --The learner will create a Thinking Map (Tree Map) that illustrates the point of view and
        characteristics of the narrator in each of the 3 stories (M)

     --As a whole group, the class with go through a pre-writing process that will lead to the
       development of individual response to literature essays that compare the narrator in the 3
       stories and analyzes how an author's choice of narrator/point of view affect

      characterization, the tone and plot of a story, and the narrator's credibility. (A)

            Prewriting Process:

·         Students will use the Point of View Tree Maps

to help them organize their 1^st drafts

·         Using the “Step Up to Writing” color coding writing

system, students will develop 3 paragraphs, one for each of the 3 stories read (The Storyteller,” “Typhoid Fever,” and “Evacuation

Order #19) in which the students will describe the point

of view of each story and analyze how the point of view

affects the characterization, tone, and plot of the story, as

well as the narrator’s credibility.  Each paragraph will have

a topic sentence (green), 3 supporting sentences (yellow), and

a conclusion sentence (red).

·         With the help of teacher created sentence frames, students

will create an opening and closing paragraph for their

essays.

·         Once the full 1^st draft in completed, students with switch

drafts with a partner.  Each partner will proofread the

draft using a proofreading checklist.

·         Using the completed proofreading checklist, students

will revise their drafts to complete a final draft.

     PROGRESS MONITORING

     --Formal and informal assessments

·         Pretest (formal)

·         Drafts of essay (informal)

·         Final draft of essay (formal—rubric)

·         Posttest (formal)