Drew Hinds
Kristine Suihkonen
10/24/10
Document Link: https://docs.google.com/document/pub?id=1e_nXvLvtVPr23Do0N7OgVUzcU-L7dFU4xlE4txei7VM
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Group Project – Module 4
II. Structure a Group Project: create a group project for an educational lesson that:
Include some type of individual and/or peer evaluation instrument. You should be able to describe the project within no more than 2 pages.
Bringing Studying Home
Lesson Focus: Students will work individually, in teams, and in small groups to contribute to and write class webpage content which will focus on the topic of good study habits. Included will be resources, tools and techniques that will support good organization and study skills.
Objectives: Students will…
o Contribute toward writing and development of an organized web page
o Develop and share tools for use at home when studying or planning for projects
o Create a resource-list for students in need additional homework assistance
o Provide a forum for students to ask each other questions and share their work
Standards:Common Core English Language Arts- Writing (Grade 7) http://www.corestandards.org/the-standards/English-language-arts-standards/writing-6-12/grade-7/
Text Types and Purposes:
1. Write arguments to support claims with clear reasons and relevant evidence.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Production and Distribution of Writing:
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Assessment: Students will be graded both individually and in groups. Students will have the chance to rate each small group member, and receive input from the group members and teacher. Student exit-slips with new learning should demonstrate their progress toward Common Core Standards as described by the teacher.
Lesson Format: The creation of the web page will take approximately two weeks to complete, or approximately five one-hour sessions. The primary site will be hosted on Google Sites at the address: https://sites.google.com/site/bringingstudyinghome/home
Sessions 1-2
-Introduction to project
-All students create Google account and are reminded of Internet use Guidelines
-How to collaboratively edit documents and comment and contribute on others
-Construct outline of content based on a jigsaw of topics selected by groups i.e. study location, study tools, organization, homework help etc.
Sessions 3
-Discuss search terms and methods of gathering relevant resources and content
-Begin group project- create a brief multimedia presentation using the outline
-Demonstrate citation tools and note methods of citing sources used
-Team work on locating websites for resource page
-Individual work on creating graphic organizers
Sessions 4
-Work on group project (organized content for the web page)
Sessions 5
-Finalize and upload group and team work
-Finalize and upload individual work
-Three minute elevator speeches shared in groups (each member presents to a small group) about the work done during the previous five sessions, their perceived strengths and areas to improve based on the Standards
Follow-up Extension:
Students may be asked to create fliers to e-mail to other local schools and hang in the hallway to advertise project and resources that may support student study skills.
Individual Responsibilities:
· Each student will contribute to the tools list by creating two to three different types of graphic organizers used for writing, math, note taking, vocabulary, science, planning projects, or reading.
· Contribute to group projects (study skills lesson and resource list)
Team Responsibilities:
· Working in teams, students will be assigned a resource area to create a list of 5-10 useful websites related to the field. The areas will be: math, language, writing, or science.
Group Responsibilities:
· Working in groups, students will create content and a multimedia on a chosen study or organization skill to be hosted in the main page.
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| 4 | 3 | 2 | 1 |
Participation | Group member participated fully and completed their portion of the assigned work | Group member participated most of the time and completed their portion of the assigned work
| Group member participated but wasted time regularly or completed part of their task | Group member did not participate, wasted time, or worked on didn’t complete their assigned task |
Listening | Group member listened carefully to others’ ideas. | Group member usually listened to others’ ideas. | Group member sometimes did not listen to others’ ideas. | Group member did not listen to others and often interrupted them. |
Feedback | Group member always offered feedback which was respectful and meaningful to the process. | Group member offered constructive feedback when appropriate. | Group member rarely offered feedback, and needed to be asked for input. | Group member did not offer constructive or useful feedback. |
Time Management | Group member completed assigned tasks on time. | Group member usually completed assigned tasks on time and did not hold up progress on the projects because of incomplete work. | Group member often did not complete assigned tasks on time, and held up completion of project work. | Group member did not complete most of the assigned tasks on time and often forced the group to make last-minute adjustments and changes to accommodate missing work. |