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Project 2 Addition/Discussion - Claypool
I love the idea of using comics in a classroom setting! Graphic novels and comics don't receive the attention they deserve from the academic community, as they are often overlooked as being "fun" reading, or of little academic merit. The website Comics in the Classroom (http://comicsintheclassroom.net/) has several lesson plans and resources in place for incorporating comics into a standards-based learning environment. While most of their offerings are tailored to a younger audience, comics and graphic novels can also be used to illustrate to older students complex literary ideas. Over the past five years of teaching a senior-level Expository Writing class, I have added several graphic novels to my "recommended reading" list. They aren't widely used, as some students want to avoid the comic book stigma, but those few students that choose to read them tend to come up with much more interesting analysis papers and conversations.

William Nay
Project
Project 2 SLIS574
Professor
Professor Lamb
March 21, 2011
Introduction
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:
own life.
1.1.9
1.1.9 Collaborate with deepen understanding.
2.3.1
2.3.1 Connect understanding real world.
3.1.4
3.1.4 Use technology and assess.
3.3.2
3.3.2 Respect the of viewpoints.
4.1.1
4.1.1 Read, view, 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
Applications 6.7.
This
This project addresses Second grade.
Reading
Reading 2.3 Comprehension Literary Text
2.3.1
2.3.1 Analysis of different authors.
2.3.6
2.3.6 Recognize the and reality.
2.3.7 Identify the meaning and lesson of a story.
Writing 2.4 Processes and Features
for writing.
2.4.5
2.4.5 Use a 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.
enjoy humor).
2.7.2
2.7.2 Ask for and ideas
2.7.5.1 Organization
2.7.5.1 Organization and Delivery clear focus
2.7.6
2.7.6 Speak clearly 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
sixth grade.
Reading:
Reading: Comprehension and Text 6.3
6.3.2
6.3.2 Analysis of the conflict
6.3.3
6.3.3 Analyze the its resolution
6.3.6
6.3.6 Identify and and images
6.3.8 Literary
6.3.8 Literary Criticism:Critique the
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
• state a clear position on a proposition or proposal.
• support the position with organized and relevant evidence and effective emotional appeals.
and counterarguments
6.5.6 Use varied word choices to make writing interesting.
6.5.8 WriteWrite summaries that
Listening and Speaking: Skills, Strategies, and Applications 6.7
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.
the text.
6.7.13 Deliver persuasive presentations that:
• provide a clear statement of the position.
• offer a logical sequence of information.
• engage the listener and try to gain acceptance of the proposition or proposal.
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:
the project.
Ø
Ø Media Specialist the project.
Ø
Ø Computer skills the project.
Overview for second grade
their projects.
Overview sixth grade
their projects.
Teacher Materials-Second Grade
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.
their class.
2.
2. Write the is provided.
3.
3. Ask students their superheroes.
4.
4. Ask students project on.
5. As
5. As a class PowerPoint together.
6.
6. Present the comic books.
7.
7. As an learner materials.)
8.
8.
Teacher materials-sixth grade
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)
grade class.
2.
2. Ask students or fly?
3.
3. Have students to have.
4.
4. Have students to class.
5.
5. Each group the class.
6.
6. When all classmate’s character.
7.
7. Ask students Human Torch.
8.
8. For the 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
fight crime.
How Student performance will be evaluated
project planners.
Second grade (project planner)
Ø Planning materials have been completed and submitted on time. (Graphic organizer on superheroes, self evaluation rubric)
Ø PowerPoint has been organized in a logical manner that target audience can easily follow
Ø Capitalization has been used correctly throughout presentation.
(project planner)
Planning
Planning materials have and contribution.)
Sixth grade (PowerPoint)
Ø PowerPoint presentation completed on time.
built in.
Ø Presentation has been organized in a logical manner that target audience can easily follow.
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
look like
Four
Four panel comic second grade
Project planner for second grade
second grade
Second
Second grade Rubric and self-evaluation
Second Grade PowerPoint example
look like
Sixth
Sixth grade Project planner
PowerPoint
PowerPoint checklist for sixth grade
Sixth grade Rubric and self-evaluation
and self-evaluation
Example of sixth grade PowerPoint
Feedback and Field Test
determined by:
Second
Second grade students graphic organizer
Second
Second grade students PowerPoint presentation.
At
At least 75% open house.
The
The success of determined by:
Sixth
Sixth grade students graphic organizer.
Sixth
Sixth grade students PowerPoint presentation.
At
At least 75% 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.
their favorite.
Sixth
Sixth grade students 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
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
at school.
Slott,
Slott, Dan. The 2011. Print.
Brill,
Brill, Ian. Darkwing 2011. Print.
John,
John, Geoffs. Green 2011. Print.
Kirkman,
Kirkman, Kirkman. Super 2011. Print.
Landridge,
Landridge, Roger. Captain 2011. Print.
Mettam,
Mettam, Dale. Inspector 2011. Print.
Marz,
Marz, Ron. Silver 2011. Print.
Cereno,
Cereno, Benito. The 2011. Print.
O’neil, Denny. Young Justice & Batman Brave and the Bold. New York: DC Comics, 2011. Print

Writing: Applications (Different Types of Writing and their Characteristics) 6.5
6.5.5 Write persuasive compositions that:
�• state a or proposal.
�
• support the emotional appeals.
�
• anticipate and
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
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 and insight.
�
• organize the or images.
�
• develop and
6.7.13 Deliver persuasive presentations that:
�• provide a the position.
�
• include relevant evidence.
�
• offer a of information.
�
• engage the
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- the project.
�
Ø Media Specialist the project.
�
Ø Computer skills as the students�students’ progress on
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.
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.
the word �superhero�“superhero” on a the word �superhero�“superhero” to make
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.
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.
from their classmate�sclassmate’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.
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 evaluation rubric)
�
Ø The comic
Second grade (PowerPoint)
�Ø PowerPoint presentation on time
�
Ø PowerPoint presentation name and superhero�ssuperhero’s name; three conclusion slide.)
�
Ø PowerPoint has easily follow
�
Ø Capitalization has
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 on time.
�
Ø PowerPoint presentation and created superhero�ssuperhero’s name: slide with superhero�ssuperhero’s origin and slide with superhero�ssuperhero’s powers, slide slide with superhero�ssuperhero’s place of built in.
�
Ø Presentation has easily follow.
�
Ø Grammar structure
To evaluate students�students’ presentations and ascertain a student�sstudent’s grade. To
Student Models and Products
Below is what the second grade products look like
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.
their comic panel�spanel’s page, their
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.
met with everyone�severyone’s expectations on
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.
Standards/Skills 1.2.1 �– Demonstrate creativity and 3.1.4 �– Use technology Arts 2.6.7 �– Capitalize all and 5.6.6 �– Use correct skills 1.1.2 �– Use prior learning, 1.1.3 �– Develop and understanding, 1.1.4 �– Find, evaluate, questions, 1.2.1 �– Demonstrate creativity and 3.1.4 �– Use technology Arts: 2.2.8 �– Follow two-step instructions, 2.3.6 �– Recognize the reality, 2.7.3 �– Paraphrase (restate others, 5.5.6 �– Write for appropriate, 5.7.1 �– Ask questions
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.
Marz, Ron. Silver Scorpion. New York: Liquid comics, 2011. Print.
Cereno, Benito. The Tick. New York: New England Comics, 2011. Print.
O�neil,O’neil, Denny. Young

William Nay
Project 2 SLIS574
March 21, 2011
Introduction
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
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
Applications 6.7.
This project addresses the following Indiana Academic Standards for Reading, Writing, and Listening and speaking for English in the Second grade.
Literary Text
2.3.1
2.3.1 Analysis of different authors.
2.3.6 Recognize the difference between fantasy and reality.
2.3.7 Identify the meaning and lesson of a story.
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 Organization and Delivery
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
sixth grade.
Reading:
Reading: Comprehension and 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 Literary Criticism:Critique the
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
� anticipate and address reader concerns and counterarguments
6.5.6 Use varied word choices to make writing interesting.
6.5.8 Write Write summaries that
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.
� offer a logical sequence of information.
� engage the listener and try to gain acceptance of the proposition or proposal.
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:
the project.
�
� Media Specialist the project.
�
� Computer skills the project.
Overview for second grade
their projects.
Overview sixth grade
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.
their class.
2.
2. Write the 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 As a class 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)
grade class.
2.
2. Ask students or fly?
3.
3. Have students 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.
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.
Human Torch.
8.
8. For the 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
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.
Sixth grade (PowerPoint)
� PowerPoint presentation completed on time.
built in.
� Presentation has been organized in a logical manner that target audience can easily follow.
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
Feedback and Field Test
The success of the second grade project will be determined by:
graphic organizer
Second grade students will successfully complete eight out of ten items on the checklist for their second grade PowerPoint presentation.
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.
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.
their favorite.
Sixth
Sixth grade students 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
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