William Nay
Project 2 SLIS574
Professor Lamb
March 21, 2011
Introduction This project addresses two instructional units based on comic book heroes. Second and sixth grade will personally define what a superhero is to them focusing on their favorite hero. The student will focus on and create a product that introduces their hero, Both levels will also participate in a in a follow-up with an adult family member that will both showcase the student work and provides the guardian an example of what computer skills the student has learned.
Audience
The student population of this project consists of two classrooms-one of 23 second-grade students, and one of 22 sixth grade students. The School population is approximately 350 students, kindergarten through sixth grade. The school is located in a suburban location of a large metropolitan city of approximately one and a half million people. The school has a poverty rate of well over 90% and receives Title 1 funding, along with its district. The population is primarily black and Hispanic with whites forming roughly forty percent of the student body
Standards for learning
The standards of the American Association of School Librarians (AASL) skills that I chose to use are:
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.9 Collaborate with others to broaden and deepen understanding.
2.3.1 Connect understanding to the real world.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
4.1.1 Read, view, and listen for pleasure and personal growth.
4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed. Students will follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. Second grade students will collaborate with others to broaden and deepen understanding about what superheroes are and what makes them interesting to them. Students will read several comic books and choose what heroes they like best and why they connect with them. Sixth grade students will respect the differing interests and experiences of others and seek a variety of viewpoints on why their fellow classmates chose the superheroes that they did and what makes their superheroes so interpersonal to them. Students will read, view, and listen for pleasure and assess information to present the hero that they like the most. Students at both grade levels will conduct a post-project self-evaluation.
Standards for the 21st Century Learner
The one content area standard for the Indiana Academic Standards that I chose for second grade was Reading: Comprehension and Analysis of Literary text 2.3. , Writing: Processes and Features2.4, and Listening and speaking: Skills, Strategies, and Applications 2.7. For the Content Area Standard for the Indiana Academic Standards for sixth grade I am going to use Reading: Comprehension and Analysis of Literary Text 6.3. Writing: Applications (Different Types of Writing and their Characteristics) 6.5, as well as Listening and Speaking: Skills, Strategies, and Applications 6.7.
This project addresses the following Indiana Academic Standards for Reading, Writing, and Listening and speaking for English in the Second grade.
Reading 2.3 Comprehension and Analysis of Literary Text 2.3.1 Analysis of Grade-Level Appropriate Literary Text: Compare plots, settings, and characters presented by different authors.
2.3.6 Recognize the difference between fantasy and reality.
2.3.7 Identify the meaning and lesson of a story. Writing 2.4 Processes and Features 2.4.1 Organization and Focus: Create a list of ideas for writing.
2.4.5 Use a computer to draft, revise, and publish writing
2.4.8 Revise original drafts to improve sequence (the order of events) or to provide more descriptive detail. Listening and speaking: Skills, Strategies, and Applications 2.7. 2.7.1 Comprehension: Determine the purpose or purposes of listening (such as to obtain information, to solve problems, or to enjoy humor).
2.7.2 Ask for clarification and explanation of stories and ideas
2.7.5.1 Organization and Delivery of Oral Communication: Organize presentations to maintain a clear focus
2.7.6 Speak clearly and at an appropriate pace for the type of communication (such as an informal discussion or a report to class).
2.7.9 Report on a topic with supportive facts and details. 2.7.14 Provide descriptions with careful attention to sensory detail
This project addresses the following Indiana academic Standards for Reading, writing, and listening and speaking for English in the sixth grade.
Reading: Comprehension and Analysis of Literary Text 6.3 6.3.2 Analysis of Grade-Level-Appropriate Literary Text:Analyze the effect of the qualities of the character on the plot and the resolution of the conflict
6.3.3 Analyze the influence of the setting on the problem and its resolution
6.3.6 Identify and analyze features of themes conveyed through characters, actions, and images
6.3.8 Literary Criticism:Critique the believability of characters and the degree to which a plot is believable or realistic. 6.3.9 Identify the main problem or conflict of the plot and explain how it is resolved Writing: Applications (Different Types of Writing and their Characteristics) 6.5 6.5.5 Write persuasive compositions that:
• state a clear position on a proposition or proposal.
• support the position with organized and relevant evidence and effective emotional appeals.
• anticipate and address reader concerns and counterarguments
6.5.6 Use varied word choices to make writing interesting. 6.5.8 Write summaries that contain the main ideas of the reading selection and the most significant details Listening and Speaking: Skills, Strategies, and Applications 6.7 6.7.5 Emphasize important points to assist the listener in following the main ideas and concepts.
6.7.12 Deliver oral responses to literature that:
• develop an interpretation that shows careful reading, understanding, and insight.
• organize the presentation around several clear ideas, premises, or images.
• develop and justify the interpretation through the use of examples from the text.
6.7.13 Deliver persuasive presentations that:
• provide a clear statement of the position.
• include relevant evidence.
• offer a logical sequence of information.
• engage the listener and try to gain acceptance of the proposition or proposal. Students move from novice to expert researchers through these projects by learning to first communicate about cartoons they watch and comic books that they read with their classmates. Then as the project continues they begin to collect information about their superheroes for themselves by looking on the internet, continuing to read comic books, and watch cartoons. Students from the second grade class will receive comics from free comic book day which comes from the comic book publishers to increase interest in reading comics. They will then be given two worksheets; one with four different comic panels to cut out and one to glue the panels to in chronological order to assist students in understanding sequencing in comics. Students will select and create a worksheet to present who is their favorite character and why. Students will then use recently-learned PowerPoint skills to present their character to the class. Sixth grade students will create their own hero profile (secret identity, where they live, what their powers are, and how they get to the scene to fight crime.) Students will use a worksheet to bring their ideas to a tangible result. Students will then use PowerPoint to present their characters to their classmates (with an expectation that higher-level of the program will be used.) Students will demonstrate appropriate levels of punctuation and vocabulary in their projects to show proper grade level.
Collaboration
Collaboration on this project will consist of classroom teachers, the media specialist, and the media assistant who is also the computer skills teacher. Collaborative Responsibilities for this project would consist of: Ø Classroom teachers- will ensure that students receive their comic book on free comic book day, and introduce the students to heroes in the comic books and other media (cartoons). The teachers will work with the media specialist and the computer skills teacher to develop a timeline for all activities which includes developing rubric-based assessments for the project, the teacher will keep students on task and monitor progress.The teacher will meet periodically with the media specialist and computer skills teacher to evaluate progress students have made, make any necessary adjustments to expectations or timelines, and receive assistance with activities or evaluative tools from the specialist and/or the computer skills teacher. The teacher will also act as contact for any questions raised by parents/guardians regarding project expectations or activities. Finally, the teacher will participate in post-project evaluation with media specialist and the computer skills teacher to grade the project. Ø Media Specialist will provide free comic books from Downtown Comics from the Free Comic Book Day program as well as print and online resources related to superheroes for use by the classroom teachers during unit instruction. Media Specialist will also meet with classroom teachers and computer skills teacher as needed/requested for project support. Media Specialist will meet with students as scheduled to provide support with any questions students may have, information organization and presentation. Media Specialist will provide area in the library for students to present their projects on the night of open house. Finally, Media Specialist will lead the post-project evaluation with Classroom teacher and computer skills teacher to grade the project. Ø Computer skills teacher-Will provide instruction in basic PowerPoint skills for second grade students, as well as advanced instruction in PowerPoint skills for the sixth grade students. The computer skills teacher will provide ongoing support for the students in both grade levels as the students’ progress on their projects. Finally, the computer skills teacher will participate in post-project evaluation with the Media Specialist and classroom teachers to grade the project.
Overview for second grade
Students will read comic books provided from Free Comic Book Day. The classroom teacher and Media Specialist will read several comic books to the class (Batman, Hulk, Spider-man, and Superman). Media Specialist will provide two sheets of paper to the class during media skills, one with four panels that the students will cut out and the other for the students to glue the panels in chronological order to introduce students to sequencing in comics. This will be followed by a discussion of what qualities make up a superhero. Students will individually think about who their favorite superhero is and why. As a class, students will develop questions that will assist in their personal projects such as what traits the characters in comic books and cartoons have in common to make them the heroes they are. Students will record required on a pre-designed form, and use this information to construct a PowerPoint that will tell others what powers their chosen superhero has and why the superhero is their favorite. Students will organize their information into a logical order that other will be able to follow and use proper capitalization in their finished projects. During open house students will present their PowerPoint to a family member, and explain to their family member why they chose their superhero. Students will fill out a rubric-based self-evaluation; as well participate in a discussion with the classroom teacher, the Media Specialist, and the computer skills teacher to understand the grade that they received on their projects.
Overview sixth grade Students will receive and read comic books from Free Comic Book Day. They will also check out comic books provided from the library. This will be followed by small and large group discussions on what traits make a superhero. Group graphic organizers will be used to document what superheroes have what secret identity, what superpower they have, where they live, and how they get to the scene of the crime. The students will then work individually to create their own superhero with secret identity, superpower, city where they live, and how they get to the scene to fight crime and record their information on their own worksheets. Students will use the advanced PowerPoint skills taught by the computer skills teacher to create a presentation of their own superhero and their traits. Students will organize their information into a logical order that their audience can easily follow and use proper grammar in their finished projects. During open house students will present their finished product to their guardian. Students will fill out a rubric-based self-evaluation; as well participate in a discussion with the classroom teacher, the Media Specialist, and the computer skills teacher to understand the grade that they received on their projects.
Teacher Materials-Second Grade
Lesson Plan for students favorite superheroes and why
Materials needed: Smart/white/chalk/flipchart board visible to all students, access to computers for all students, computer with projector; paper, scissors, glue and pencil for all students.
1. Remind all students of Free Comic Book Day, and remind all teachers to get a copy for all students in their class.
2. Write the word “superhero” on a banner and span across library where all can see it. On a smart/white/chalk/flipchart board have encircled the word “superhero” to make the center of a graphic organizer. Ask students what heroes they know and what superpowers they have and add their information to the board as it is provided.
3. Ask students to think of at least one superhero that they have read about, seen in a cartoon or otherwise have been introduced to. Ensure that the students have plenty of time to really think this over, after time elapses have students form groups to discuss their superheroes.
4. Ask students to think and about three heroes they would consider their favorites, ask them to express what makes these heroes their favorites. Have students condense their three choices to one to do their project on.
5. As a class discuss the powers that the various superheroes have. Record the answers to the board, visible to all students, summarize what the traits that the superheroes have that makes the students like them. Keep this list for use for when the students put their PowerPoint together.
6. Present the students with two pieces of paper one with four panels of comics pages to cut out and the other for the students to glue to the panels in chronological order to. This will assist students in understanding sequencing in comic books.
7. As an overnight activity, ask students to think about the superheroes on their list, and choose one for their project. Student should make a star on their list next to the superhero they choose. During class the next day, classroom teachers will assist students on beginning their project by providing a document that will help the students organize their thoughts as the project progresses (see learner materials.)
8. Teacher materials-sixth grade
Lesson plans for student to create their own superhero
Materials needed: Smart/white/chalk/flipchart board visible to all students, access to computers for all students, computer with projector; paper, scissors, glue and pencil for all students and large postable sheets of paper (flipchart size)
1. Briefly present all comic books from Free Comic Book Day to the sixth grade class.
2. Ask students to take a few minutes and think about the hero they are going to choose for their project; what is their secret identity? What does he/she do for a living? What powers do they want their superheroes to have? How does their superhero get to the crime run, slide, or fly?
3. Have students create a graphic organizer on sheets of paper passed out to the class listing what powers they would like their characters to have.
4. Have students gather in groups of four to exchange ideas and form a combined list of powers from their graphic organizers. Each group will record their lists to paper so to present their ideas to class.
5. Each group will present their lists and their graphic organizers to the class.
6. When all lists have been posted, ask students to consider each hero and if there are any suggestions to made to the characters. Ask each student to either add or subtract a feature from their classmate’s character.
7. Ask students to take a few minutes and reflect on what age they would like their hero to be reminding them of younger heroes like Spiderman and Human Torch.
8. For the next day, ask students to review their characters and determine what profession and where there superhero would live.
Student Learner Materials-Second Grade
To keep information in one place and easily accessible, students will make a project planner that will provide information on where they got their information about their chosen superheroes such as comic books or cartoons as well as the information about their chosen superhero (what they admire about their chosen hero, what their chosen heroes superpowers are) Media Specialist will need to use the Xerox machine to run off copies sheets of paper that will have the four panels that students will cut out and glue onto another sheet of paper to show an understanding of how comics use sequencing to tell their stories. The information in the project planner will be compiled from the library discussion on superheroes and will be used to create the students individual PowerPoint presentation. A rubric will be provided by the Media Specialist to evaluate the PowerPoint presentation and the process students used in the project.
Student Learner Materials-Sixth Grade
Student will use a graphic organizer to document characteristics of three superheroes in comic books and cartoons and use this information to create their own superhero. They will document what secret identities, what occupations, what powers, and how superheroes get to the scene to fight crime.
How Student performance will be evaluated
Students in both second and sixth grade will be evaluated on their PowerPoint product as well as their project planners.
Second grade (project planner) Ø Planning materials have been completed and submitted on time. (Graphic organizer on superheroes, self evaluation rubric) Ø The comic book panels have been completed and submitted. Second grade (PowerPoint) Ø PowerPoint presentation completed on time Ø PowerPoint presentation contains all required items (introductory slide with students name and superhero’s name; three slides (first slide has where the student learned about their chosen superhero, second slide has the powers of the superhero, third slide with an explanation on why this is their favorite superhero. and conclusion slide.) Ø PowerPoint has been organized in a logical manner that target audience can easily follow Ø Capitalization has been used correctly throughout presentation. Sixth grade (project planner)
Planning materials have been completed and submitted on time (Graphic organizer on superheroes, Self-evaluation rubric, group participation and contribution.)
Sixth grade (PowerPoint) Ø PowerPoint presentation completed on time. Ø PowerPoint presentation contains all required items (introductory slide with students name and created superhero’s name: slide with superhero’s origin and secret identity, slide with superhero’s powers, slide with how superhero gets to the crime, slide with superhero’s place of residence, and conclusion slide.) PowerPoint should have auto-run or slide timing built in. Ø Presentation has been organized in a logical manner that target audience can easily follow. Ø Grammar structure has been used correctly in all slides throughout the presentation. To evaluate students’ presentations and project planners the Media Specialist will design and implement a checklist of what the project consisted of so as to fairly ascertain a student’s grade. To assist students with their projects throughout the assignment, and supply any additional support that will be needed conferencing between the Media Specialist, classroom teacher, the computer skills teacher and the student will be ongoing during the duration of the project. After open house a final conference will be held for the teachers to offer evaluation to the student as well as for self-evaluation. The classroom teacher, the Media Specialist, and the computer skills teacher will work together in final evaluations to ensure that the evaluation of the project reflect how each teacher wanted their curriculum to be showcased during the student project.
Student Models and Products
Below is what the second grade products look like
Four panel comic for second grade
Project planner for second grade
PowerPoint Checklist for second grade
Second grade Rubric and self-evaluation
Second Grade PowerPoint example
Below is what the sixth grade Products look like
Sixth grade Project planner
PowerPoint checklist for the sixth grade
Sixth grade Rubric and self-evaluation Sixth Grade Rubric and self-evaluation
Example of sixth grade PowerPoint
Feedback and Field Test
The success of the second grade project will be determined by:
Second grade students will receive mostly checks in the three point square of the self-evaluated areas on the Rubric for their graphic organizer
Second grade students will successfully complete eight out of ten items on the checklist for their second grade PowerPoint presentation.
At least 75% of second grade students will participate in presenting their PowerPoint presentation to their guardian during open house.
The success of the sixth grade project will be determined by:
Sixth grade students will achieve three out of the five four point squares in their self-evaluation rubric in their graphic organizer.
Sixth grade students will achieve eight out of ten items on their checklist for sixth grade PowerPoint presentation.
At least 75% of sixth grade students will participate in presenting their PowerPoint presentation to their guardian during open house.
The Media Specialist, classroom teacher, and computer skills teacher will meet after completion of student project to review student performance and evaluate the overall project.
Students at both grade levels will be evaluated on what student completed for their projects. Second grade students will have their comic panel’s page, their graphic organizer, and their PowerPoint presentation. Second grade will show their ability to research and correspond on who their favorite superhero is, where they were introduced to their hero, and present why the superhero chosen is their favorite.
Sixth grade students are provided a higher thinking assignment, by creating their own superhero through their own thought processes using information brought together in their graphic organizer and presented in PowerPoint. Sixth grade students are expected to do more research on superheroes to understand how superheroes received their powers and discuss this with their classmates and think about it how they will create their own superheroes, rather than using a character that has already been designed and just defining their powers. Sixth graders will have more opportunity to develop and think about the creative process, rather than being restricted to characters that have already been developed.
The most important step is the last feedback step. The collaborative team consisting of the Media Specialist, classroom teacher, and computer skills teacher will review all aspects of the finished project together. The point of this final meeting will be to determine if the project met with everyone’s expectations on all levels, including the technology that was used on open house, and most importantly to determine if the project is worth repeating. Each piece of the collaborative team needs to determine if the products and end results were what were expected from a professional perspective and offer constructive criticism if it was not. Each piece of the collaborative team needs to decide if the project was worthwhile, and plan on making suggestions or changes to the project as needed for the project to used in the future.
Lesson Comparison
Although the general expectations of the projects are the same for both grade levels (reading comics, watching cartoons, preparing and completing a graphic organizer, completing a PowerPoint project) the work of what is expected from the students differs considerably.
Second grade students have just begun to be taught how to prepare a PowerPoint by the computer skills teacher. Their skills will reflect what the computer skills teacher has taught which is to mean just the basic skills of how to put together a slide for PowerPoint. However, by the time a student reaches sixth grade the skills of how to use PowerPoint will have been taught so that students can be prepared for presentations in the latter stages of the educational careers. (AASL Standards/Skills 1.2.1 – Demonstrate creativity by using multiple resources and formats, and 3.1.4 – Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess). Student language art skills in the second are built around the basics of sentence building, capitalization, and grammar. A moderate level of understanding is expected in the PowerPoint presentation; however, with PowerPoint being a product that students are just being introduced to the computer skills teacher will need to restructure lesson plans to assist students with understanding and skill building to complete their projects. The sixth grade class, however, having a better understanding of what PowerPoint is and how to use the program through previous computer skills lessons will be expected to be able to use the program in a grammatically correct manner and demonstrate the ability to use PowerPoint to present their projects in a skilled fashion. (Indiana Academic Standards for English/Language Arts 2.6.7 – Capitalize all proper nouns (words that name persons, places or things), words at the beginning of sentences and greetings, months and days of the week, and titles (Dr., Mr., Mrs., Miss) and initials of people, and 5.6.6 – Use correct capitalization.).
This referencing project teaches about the inquiry process in a number of different ways. First as a second grade student it teaches how to look at a variety of different information sources to determine where you will find valuable information and what areas the student will need to dig a little deeper into to find the information that they need. In the comic book panels students will learn about how creators use vocabulary as well as sequencing in production of comic book literature. In the sixth grade project students will learn how to their imaginations to create their own projects referencing other peoples works. They will also learn how different aspects of their creations come together to create their projects. Both classes will also understand the importance of observation (reading, watching cartoons) when creating projects. Activities in this part of the project address the following AASL skills 1.1.2 – Use prior and background knowledge as context for new learning, 1.1.3 – Develop and refine a range of questions to frame the search for new understanding, 1.1.4 – Find, evaluate, and select appropriate sources to answer questions, 1.2.1 – Demonstrate creativity by using multiple resources and formats, and 3.1.4 – Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. It also addresses the following Indiana Academic Standards for English/Language Arts: 2.2.8 – Follow two-step written instructions, 2.3.6 – Recognize the difference between fantasy and reality, 2.7.3 – Paraphrase (restate in own words) information that has been shared orally by others, 5.5.6 – Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as appropriate, 5.7.1 – Ask questions that seek information not already discussed..
Sources and materials
Some of the sources for the students to use will come from comic books that will be made available to them from the Free Comic Book Day which will take place May 7 2011. Other sources will come from the access that they will have from at home when watching cartoons. Also students will be given access to comic books from the libraries of their classroom teachers, and the library at school.
Slott, Dan. The Amazing Spiderman. New York: Marvel Comics, 2011. Print.
Brill, Ian. Darkwing Duck. New York: Boom! Studios, 2011. Print.
John, Geoffs. Green Lantern. New York: DC Comics, 2011. Print.
Kirkman, Kirkman. Super Dinosaur. New York: Image Comics, 2011. Print.
Landridge, Roger. Captain America and Thor. New York: Marvel Comics, 2011. Print.
Mettam, Dale. Inspector Gadget. New York: Viper Comics, 2011. Print.
Marz, Ron. Silver Scorpion. New York: Liquid comics, 2011. Print.
Cereno, Benito. The Tick. New York: New England Comics, 2011. Print.
O’neil, Denny. Young Justice & Batman Brave and the Bold. New York: DC Comics, 2011. Print
William Nay
Project 2 SLIS574
Professor Lamb
March 21, 2011
Introduction
This project addresses two instructional units based on comic book heroes. Second and sixth grade will personally define what a superhero is to them focusing on their favorite hero. The student will focus on and create a product that introduces their hero, Both levels will also participate in a in a follow-up with an adult family member that will both showcase the student work and provides the guardian an example of what computer skills the student has learned.
Audience
The student population of this project consists of two classrooms-one of 23 second-grade students, and one of 22 sixth grade students. The School population is approximately 350 students, kindergarten through sixth grade. The school is located in a suburban location of a large metropolitan city of approximately one and a half million people. The school has a poverty rate of well over 90% and receives Title 1 funding, along with its district. The population is primarily black and Hispanic with whites forming roughly forty percent of the student body
Standards for learning
The standards of the American Association of School Librarians (AASL) skills that I chose to use are:
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.9 Collaborate with others to broaden and deepen understanding.
2.3.1 Connect understanding to the real world.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
4.1.1 Read, view, and listen for pleasure and personal growth.
4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.
Students will follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. Second grade students will collaborate with others to broaden and deepen understanding about what superheroes are and what makes them interesting to them. Students will read several comic books and choose what heroes they like best and why they connect with them. Sixth grade students will respect the differing interests and experiences of others and seek a variety of viewpoints on why their fellow classmates chose the superheroes that they did and what makes their superheroes so interpersonal to them. Students will read, view, and listen for pleasure and assess information to present the hero that they like the most. Students at both grade levels will conduct a post-project self-evaluation.
Standards for the 21st Century Learner
The one content area standard for the Indiana Academic Standards that I chose for second grade was Reading: Comprehension and Analysis of Literary text 2.3. , Writing: Processes and Features2.4, and Listening and speaking: Skills, Strategies, and Applications 2.7. For the Content Area Standard for the Indiana Academic Standards for sixth grade I am going to use Reading: Comprehension and Analysis of Literary Text 6.3. Writing: Applications (Different Types of Writing and their Characteristics) 6.5, as well as Listening and Speaking: Skills, Strategies, and Applications 6.7.
This project addresses the following Indiana Academic Standards for Reading, Writing, and Listening and speaking for English in the Second grade.
Reading 2.3 Comprehension and Analysis of Literary Text
2.3.1 Analysis of Grade-Level Appropriate Literary Text: Compare plots, settings, and characters presented by different authors.
2.3.6 Recognize the difference between fantasy and reality.
2.3.7 Identify the meaning and lesson of a story.
Writing 2.4 Processes and Features
2.4.1 Organization and Focus: Create a list of ideas for writing.
2.4.5 Use a computer to draft, revise, and publish writing
2.4.8 Revise original drafts to improve sequence (the order of events) or to provide more descriptive detail.
Listening and speaking: Skills, Strategies, and Applications 2.7.
2.7.1 Comprehension: Determine the purpose or purposes of listening (such as to obtain information, to solve problems, or to enjoy humor).
2.7.2 Ask for clarification and explanation of stories and ideas
2.7.5.1 Organization and Delivery of Oral Communication: Organize presentations to maintain a clear focus
2.7.6 Speak clearly and at an appropriate pace for the type of communication (such as an informal discussion or a report to class).
2.7.9 Report on a topic with supportive facts and details.
2.7.14 Provide descriptions with careful attention to sensory detail
This project addresses the following Indiana academic Standards for Reading, writing, and listening and speaking for English in the sixth grade.
Reading: Comprehension and Analysis of Literary Text 6.3
6.3.2 Analysis of Grade-Level-Appropriate Literary Text:Analyze the effect of the qualities of the character on the plot and the resolution of the conflict
6.3.3 Analyze the influence of the setting on the problem and its resolution
6.3.6 Identify and analyze features of themes conveyed through characters, actions, and images
6.3.8 Literary Criticism:Critique the believability of characters and the degree to which a plot is believable or realistic.
6.3.9 Identify the main problem or conflict of the plot and explain how it is resolved
Writing: Applications (Different Types of Writing and their Characteristics) 6.5
6.5.5 Write persuasive compositions that:
• state a clear position on a proposition or proposal.
• support the position with organized and relevant evidence and effective emotional appeals.
• anticipate and address reader concerns and counterarguments
6.5.6 Use varied word choices to make writing interesting.
6.5.8 Write summaries that contain the main ideas of the reading selection and the most significant details
Listening and Speaking: Skills, Strategies, and Applications 6.7
6.7.5 Emphasize important points to assist the listener in following the main ideas and concepts.
6.7.12 Deliver oral responses to literature that:
• develop an interpretation that shows careful reading, understanding, and insight.
• organize the presentation around several clear ideas, premises, or images.
• develop and justify the interpretation through the use of examples from the text.
6.7.13 Deliver persuasive presentations that:
• provide a clear statement of the position.
• include relevant evidence.
• offer a logical sequence of information.
• engage the listener and try to gain acceptance of the proposition or proposal.
Students move from novice to expert researchers through these projects by learning to first communicate about cartoons they watch and comic books that they read with their classmates. Then as the project continues they begin to collect information about their superheroes for themselves by looking on the internet, continuing to read comic books, and watch cartoons. Students from the second grade class will receive comics from free comic book day which comes from the comic book publishers to increase interest in reading comics. They will then be given two worksheets; one with four different comic panels to cut out and one to glue the panels to in chronological order to assist students in understanding sequencing in comics. Students will select and create a worksheet to present who is their favorite character and why. Students will then use recently-learned PowerPoint skills to present their character to the class. Sixth grade students will create their own hero profile (secret identity, where they live, what their powers are, and how they get to the scene to fight crime.) Students will use a worksheet to bring their ideas to a tangible result. Students will then use PowerPoint to present their characters to their classmates (with an expectation that higher-level of the program will be used.) Students will demonstrate appropriate levels of punctuation and vocabulary in their projects to show proper grade level.
Collaboration
Collaboration on this project will consist of classroom teachers, the media specialist, and the media assistant who is also the computer skills teacher. Collaborative Responsibilities for this project would consist of:
Ø Classroom teachers- will ensure that students receive their comic book on free comic book day, and introduce the students to heroes in the comic books and other media (cartoons). The teachers will work with the media specialist and the computer skills teacher to develop a timeline for all activities which includes developing rubric-based assessments for the project, the teacher will keep students on task and monitor progress.The teacher will meet periodically with the media specialist and computer skills teacher to evaluate progress students have made, make any necessary adjustments to expectations or timelines, and receive assistance with activities or evaluative tools from the specialist and/or the computer skills teacher. The teacher will also act as contact for any questions raised by parents/guardians regarding project expectations or activities. Finally, the teacher will participate in post-project evaluation with media specialist and the computer skills teacher to grade the project.
Ø Media Specialist will provide free comic books from Downtown Comics from the Free Comic Book Day program as well as print and online resources related to superheroes for use by the classroom teachers during unit instruction. Media Specialist will also meet with classroom teachers and computer skills teacher as needed/requested for project support. Media Specialist will meet with students as scheduled to provide support with any questions students may have, information organization and presentation. Media Specialist will provide area in the library for students to present their projects on the night of open house. Finally, Media Specialist will lead the post-project evaluation with Classroom teacher and computer skills teacher to grade the project.
Ø Computer skills teacher-Will provide instruction in basic PowerPoint skills for second grade students, as well as advanced instruction in PowerPoint skills for the sixth grade students. The computer skills teacher will provide ongoing support for the students in both grade levels as the students’ progress on their projects. Finally, the computer skills teacher will participate in post-project evaluation with the Media Specialist and classroom teachers to grade the project.
Overview for second grade
Students will read comic books provided from Free Comic Book Day. The classroom teacher and Media Specialist will read several comic books to the class (Batman, Hulk, Spider-man, and Superman). Media Specialist will provide two sheets of paper to the class during media skills, one with four panels that the students will cut out and the other for the students to glue the panels in chronological order to introduce students to sequencing in comics. This will be followed by a discussion of what qualities make up a superhero. Students will individually think about who their favorite superhero is and why. As a class, students will develop questions that will assist in their personal projects such as what traits the characters in comic books and cartoons have in common to make them the heroes they are. Students will record required on a pre-designed form, and use this information to construct a PowerPoint that will tell others what powers their chosen superhero has and why the superhero is their favorite. Students will organize their information into a logical order that other will be able to follow and use proper capitalization in their finished projects. During open house students will present their PowerPoint to a family member, and explain to their family member why they chose their superhero. Students will fill out a rubric-based self-evaluation; as well participate in a discussion with the classroom teacher, the Media Specialist, and the computer skills teacher to understand the grade that they received on their projects.
Overview sixth grade
Students will receive and read comic books from Free Comic Book Day. They will also check out comic books provided from the library. This will be followed by small and large group discussions on what traits make a superhero. Group graphic organizers will be used to document what superheroes have what secret identity, what superpower they have, where they live, and how they get to the scene of the crime. The students will then work individually to create their own superhero with secret identity, superpower, city where they live, and how they get to the scene to fight crime and record their information on their own worksheets. Students will use the advanced PowerPoint skills taught by the computer skills teacher to create a presentation of their own superhero and their traits. Students will organize their information into a logical order that their audience can easily follow and use proper grammar in their finished projects. During open house students will present their finished product to their guardian. Students will fill out a rubric-based self-evaluation; as well participate in a discussion with the classroom teacher, the Media Specialist, and the computer skills teacher to understand the grade that they received on their projects.
Teacher Materials-Second Grade
Lesson Plan for students favorite superheroes and why
Materials needed: Smart/white/chalk/flipchart board visible to all students, access to computers for all students, computer with projector; paper, scissors, glue and pencil for all students.
1. Remind all students of Free Comic Book Day, and remind all teachers to get a copy for all students in their class.
2. Write the word “superhero” on a banner and span across library where all can see it. On a smart/white/chalk/flipchart board have encircled the word “superhero” to make the center of a graphic organizer. Ask students what heroes they know and what superpowers they have and add their information to the board as it is provided.
3. Ask students to think of at least one superhero that they have read about, seen in a cartoon or otherwise have been introduced to. Ensure that the students have plenty of time to really think this over, after time elapses have students form groups to discuss their superheroes.
4. Ask students to think and about three heroes they would consider their favorites, ask them to express what makes these heroes their favorites. Have students condense their three choices to one to do their project on.
5. As a class discuss the powers that the various superheroes have. Record the answers to the board, visible to all students, summarize what the traits that the superheroes have that makes the students like them. Keep this list for use for when the students put their PowerPoint together.
6. Present the students with two pieces of paper one with four panels of comics pages to cut out and the other for the students to glue to the panels in chronological order to. This will assist students in understanding sequencing in comic books.
7. As an overnight activity, ask students to think about the superheroes on their list, and choose one for their project. Student should make a star on their list next to the superhero they choose. During class the next day, classroom teachers will assist students on beginning their project by providing a document that will help the students organize their thoughts as the project progresses (see learner materials.)
8.
Teacher materials-sixth grade
Lesson plans for student to create their own superhero
Materials needed: Smart/white/chalk/flipchart board visible to all students, access to computers for all students, computer with projector; paper, scissors, glue and pencil for all students and large postable sheets of paper (flipchart size)
1. Briefly present all comic books from Free Comic Book Day to the sixth grade class.
2. Ask students to take a few minutes and think about the hero they are going to choose for their project; what is their secret identity? What does he/she do for a living? What powers do they want their superheroes to have? How does their superhero get to the crime run, slide, or fly?
3. Have students create a graphic organizer on sheets of paper passed out to the class listing what powers they would like their characters to have.
4. Have students gather in groups of four to exchange ideas and form a combined list of powers from their graphic organizers. Each group will record their lists to paper so to present their ideas to class.
5. Each group will present their lists and their graphic organizers to the class.
6. When all lists have been posted, ask students to consider each hero and if there are any suggestions to made to the characters. Ask each student to either add or subtract a feature from their classmate’s character.
7. Ask students to take a few minutes and reflect on what age they would like their hero to be reminding them of younger heroes like Spiderman and Human Torch.
8. For the next day, ask students to review their characters and determine what profession and where there superhero would live.
Student Learner Materials-Second Grade
To keep information in one place and easily accessible, students will make a project planner that will provide information on where they got their information about their chosen superheroes such as comic books or cartoons as well as the information about their chosen superhero (what they admire about their chosen hero, what their chosen heroes superpowers are) Media Specialist will need to use the Xerox machine to run off copies sheets of paper that will have the four panels that students will cut out and glue onto another sheet of paper to show an understanding of how comics use sequencing to tell their stories. The information in the project planner will be compiled from the library discussion on superheroes and will be used to create the students individual PowerPoint presentation. A rubric will be provided by the Media Specialist to evaluate the PowerPoint presentation and the process students used in the project.
Student Learner Materials-Sixth Grade
Student will use a graphic organizer to document characteristics of three superheroes in comic books and cartoons and use this information to create their own superhero. They will document what secret identities, what occupations, what powers, and how superheroes get to the scene to fight crime.
How Student performance will be evaluated
Students in both second and sixth grade will be evaluated on their PowerPoint product as well as their project planners.
Second grade (project planner)
Ø Planning materials have been completed and submitted on time. (Graphic organizer on superheroes, self evaluation rubric)
Ø The comic book panels have been completed and submitted.
Second grade (PowerPoint)
Ø PowerPoint presentation completed on time
Ø PowerPoint presentation contains all required items (introductory slide with students name and superhero’s name; three slides (first slide has where the student learned about their chosen superhero, second slide has the powers of the superhero, third slide with an explanation on why this is their favorite superhero. and conclusion slide.)
Ø PowerPoint has been organized in a logical manner that target audience can easily follow
Ø Capitalization has been used correctly throughout presentation.
Sixth grade (project planner)
Planning materials have been completed and submitted on time (Graphic organizer on superheroes, Self-evaluation rubric, group participation and contribution.)
Sixth grade (PowerPoint)
Ø PowerPoint presentation completed on time.
Ø PowerPoint presentation contains all required items (introductory slide with students name and created superhero’s name: slide with superhero’s origin and secret identity, slide with superhero’s powers, slide with how superhero gets to the crime, slide with superhero’s place of residence, and conclusion slide.) PowerPoint should have auto-run or slide timing built in.
Ø Presentation has been organized in a logical manner that target audience can easily follow.
Ø Grammar structure has been used correctly in all slides throughout the presentation.
To evaluate students’ presentations and project planners the Media Specialist will design and implement a checklist of what the project consisted of so as to fairly ascertain a student’s grade. To assist students with their projects throughout the assignment, and supply any additional support that will be needed conferencing between the Media Specialist, classroom teacher, the computer skills teacher and the student will be ongoing during the duration of the project. After open house a final conference will be held for the teachers to offer evaluation to the student as well as for self-evaluation. The classroom teacher, the Media Specialist, and the computer skills teacher will work together in final evaluations to ensure that the evaluation of the project reflect how each teacher wanted their curriculum to be showcased during the student project.
Student Models and Products
Below is what the second grade products look like
Four panel comic for second grade
Project planner for second grade
PowerPoint Checklist for second grade
Second grade Rubric and self-evaluation
Second Grade PowerPoint example
Below is what the sixth grade Products look like
Sixth grade Project planner
PowerPoint checklist for the sixth grade
Sixth grade Rubric and self-evaluation
Sixth Grade Rubric and self-evaluation
Example of sixth grade PowerPoint
Feedback and Field Test
The success of the second grade project will be determined by:
Second grade students will receive mostly checks in the three point square of the self-evaluated areas on the Rubric for their graphic organizer
Second grade students will successfully complete eight out of ten items on the checklist for their second grade PowerPoint presentation.
At least 75% of second grade students will participate in presenting their PowerPoint presentation to their guardian during open house.
The success of the sixth grade project will be determined by:
Sixth grade students will achieve three out of the five four point squares in their self-evaluation rubric in their graphic organizer.
Sixth grade students will achieve eight out of ten items on their checklist for sixth grade PowerPoint presentation.
At least 75% of sixth grade students will participate in presenting their PowerPoint presentation to their guardian during open house.
The Media Specialist, classroom teacher, and computer skills teacher will meet after completion of student project to review student performance and evaluate the overall project.
Students at both grade levels will be evaluated on what student completed for their projects. Second grade students will have their comic panel’s page, their graphic organizer, and their PowerPoint presentation. Second grade will show their ability to research and correspond on who their favorite superhero is, where they were introduced to their hero, and present why the superhero chosen is their favorite.
Sixth grade students are provided a higher thinking assignment, by creating their own superhero through their own thought processes using information brought together in their graphic organizer and presented in PowerPoint. Sixth grade students are expected to do more research on superheroes to understand how superheroes received their powers and discuss this with their classmates and think about it how they will create their own superheroes, rather than using a character that has already been designed and just defining their powers. Sixth graders will have more opportunity to develop and think about the creative process, rather than being restricted to characters that have already been developed.
The most important step is the last feedback step. The collaborative team consisting of the Media Specialist, classroom teacher, and computer skills teacher will review all aspects of the finished project together. The point of this final meeting will be to determine if the project met with everyone’s expectations on all levels, including the technology that was used on open house, and most importantly to determine if the project is worth repeating. Each piece of the collaborative team needs to determine if the products and end results were what were expected from a professional perspective and offer constructive criticism if it was not. Each piece of the collaborative team needs to decide if the project was worthwhile, and plan on making suggestions or changes to the project as needed for the project to used in the future.
Lesson Comparison
Although the general expectations of the projects are the same for both grade levels (reading comics, watching cartoons, preparing and completing a graphic organizer, completing a PowerPoint project) the work of what is expected from the students differs considerably.
Second grade students have just begun to be taught how to prepare a PowerPoint by the computer skills teacher. Their skills will reflect what the computer skills teacher has taught which is to mean just the basic skills of how to put together a slide for PowerPoint. However, by the time a student reaches sixth grade the skills of how to use PowerPoint will have been taught so that students can be prepared for presentations in the latter stages of the educational careers. (AASL Standards/Skills 1.2.1 – Demonstrate creativity by using multiple resources and formats, and 3.1.4 – Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess). Student language art skills in the second are built around the basics of sentence building, capitalization, and grammar. A moderate level of understanding is expected in the PowerPoint presentation; however, with PowerPoint being a product that students are just being introduced to the computer skills teacher will need to restructure lesson plans to assist students with understanding and skill building to complete their projects. The sixth grade class, however, having a better understanding of what PowerPoint is and how to use the program through previous computer skills lessons will be expected to be able to use the program in a grammatically correct manner and demonstrate the ability to use PowerPoint to present their projects in a skilled fashion. (Indiana Academic Standards for English/Language Arts 2.6.7 – Capitalize all proper nouns (words that name persons, places or things), words at the beginning of sentences and greetings, months and days of the week, and titles (Dr., Mr., Mrs., Miss) and initials of people, and 5.6.6 – Use correct capitalization.).
This referencing project teaches about the inquiry process in a number of different ways. First as a second grade student it teaches how to look at a variety of different information sources to determine where you will find valuable information and what areas the student will need to dig a little deeper into to find the information that they need. In the comic book panels students will learn about how creators use vocabulary as well as sequencing in production of comic book literature. In the sixth grade project students will learn how to their imaginations to create their own projects referencing other peoples works. They will also learn how different aspects of their creations come together to create their projects. Both classes will also understand the importance of observation (reading, watching cartoons) when creating projects. Activities in this part of the project address the following AASL skills 1.1.2 – Use prior and background knowledge as context for new learning, 1.1.3 – Develop and refine a range of questions to frame the search for new understanding, 1.1.4 – Find, evaluate, and select appropriate sources to answer questions, 1.2.1 – Demonstrate creativity by using multiple resources and formats, and 3.1.4 – Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. It also addresses the following Indiana Academic Standards for English/Language Arts: 2.2.8 – Follow two-step written instructions, 2.3.6 – Recognize the difference between fantasy and reality, 2.7.3 – Paraphrase (restate in own words) information that has been shared orally by others, 5.5.6 – Write for different purposes (information, persuasion, description) and to a specific audience or person, adjusting tone and style as appropriate, 5.7.1 – Ask questions that seek information not already discussed..
Sources and materials
Some of the sources for the students to use will come from comic books that will be made available to them from the Free Comic Book Day which will take place May 7 2011. Other sources will come from the access that they will have from at home when watching cartoons. Also students will be given access to comic books from the libraries of their classroom teachers, and the library at school.
Slott, Dan. The Amazing Spiderman. New York: Marvel Comics, 2011. Print.
Brill, Ian. Darkwing Duck. New York: Boom! Studios, 2011. Print.
John, Geoffs. Green Lantern. New York: DC Comics, 2011. Print.
Kirkman, Kirkman. Super Dinosaur. New York: Image Comics, 2011. Print.
Landridge, Roger. Captain America and Thor. New York: Marvel Comics, 2011. Print.
Mettam, Dale. Inspector Gadget. New York: Viper Comics, 2011. Print.
Marz, Ron. Silver Scorpion. New York: Liquid comics, 2011. Print.
Cereno, Benito. The Tick. New York: New England Comics, 2011. Print.
O’neil, Denny. Young Justice & Batman Brave and the Bold. New York: DC Comics, 2011. Print