Project Design Template

Project Title: Reflections of Heroes

Project Idea: After reading poetry and nonfiction versions of reflective writing and completing a reflective essay about themselves, students will write a thank you letter to someone who has made a positive impact on their lives and take part in presenting their heroes in a multimedia presentation at a dinner honoring their heroes.

Entry Event: A guest speaker or speakers will describe someone who has had a positive impact on his/ her life and will speak about their connection. 

Students will have the opportunity to research the different forms reflective writing may take and then choose one or more of those forms to write a tribute to their own personal hero and write a letter inviting that hero or a representative of that person’s family to a tribute dinner.

Content Standards:

Standards Directly Taught or Learned Through Discovery

Identified Learning Targets Evidence of Success in Achieving Identified Learning Target

ELA.11.6Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the informational text.

ELA.11.8Analyze how an author’s choices concerning how to structure specific parts of a literary text (e.g., the choice of where to begin or end a story, or the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Students will demonstrate knowledge of historical background and connections to self and real world.

Students will analyze and evaluate texts.

Students will write journal entries, conduct individual research, and compile a list of sources.

Students will participate in class discussions. Students will write journal entries.

ELA.11.11In informational text, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

ELA.11.24Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of all Language standards up to and including grade 11).

ELA.11.33Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning; alternative or opposing perspectives are addressed and the organization, development, substance, and style are

Students will employ the writing process to write a reflective essay and a personal letter.

Students will plan, research, organize, and deliver a media presentation as a group to honorees.

Students will produce both a reflective essay and a personal letter.

Students will successful complete a media presentation according to the criteria listed in both the Collaboration Rubric and Oral Presentation Rubric.

appropriate to purpose, audience, and a range of formal and informal tasks.

ELA.11.38Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vary syntax for effect by consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Students will demonstrate knowledge of essay and letter format and the editing process.

Students will apply knowledge through journal entries, essays, and letter writing.

Performance Objectives:

KnowHow texts can vary according to purposeHow to write for a variety of audiencesHow to work collaborativelyHow to plan, research, organize, and deliver a presentation  DoWrite/communicate effectivelyResearch a topicUse credible sourcesUse a graphic organizerWrite a poemWrite an essayWrite a letter

             Collaborate             Use technology to aid in making presentations             Create and present an appropriate product to achieve purpose (individual proposal, final product/ presentation)

Driving Question: How can we honor those individuals who have made a positive impact on our lives?

Assessment Plan:

Major Group Products After-dinner group tribute presentation

Major Individual Products EssayLetter

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.)

Collaboration Rubric x Written CommunicationReflective Essay Rubric x

Critical Thinking & Problem Solving Content KnowledgeOral CommunicationOral Presentation Rubric x

Other

Other classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentationsSelf-evaluationGroup Contribution Self-Assessment

xNotes

Peer evaluation Checklists/observationsOnline tests and exams Concept maps

Reflections: Survey Focus GroupDiscussion Task Management ChartJournal Writing/ Learning Log x Other

End of Project Self-Assessment x

Map the Product: Product:

Knowledge and Skills Needed Already Have Learned

Taught Before the Project

Taught During the

Project1. Read nonfiction and poetry. x x2. Write complete sentences and paragraphs. x3. Internet Research x4. Evaluate resources x x5. Write an essay using the writing process. x

Resources:

School-based Individuals:School administratorsStaffCoaches

Teachers

Technology:ComputersInternet accessEBSCO Host database(or similar search engine) Data projector

Community:Parent volunteersMilitary personnelPolice officersOther relevant community leaders and heroes

Materials:Literature booksExample tribute poems – possible choices - “To My Dear and Loving Husband” and “Huswifery” He/She Poem Pattern

Manage the Process:

Step One: Have guest speaker(s) talk about a person of great influence in his/her life.  (police officers, military personnel, religious leaders, school administrators, coaches, parent volunteers)Show the commercial for Levis that has Walt Whitman’s poem, “Pioneers, O, Pioneers.” Students read examples of tribute poems such as “To My Dear and Loving Husband” and “Huswifery.”Students write a tribute poem (He/she poem pattern or student generated poem format) Step Two:Read example of nonfiction reflective writing such as a selection from The Autobiography of Ben Franklin. Students write a personal timeline as a pre-writing activity. Step Three: Students search for examples of writings done as a tribute to a person.  See He/She Poem pattern.Students choose a person from their lives who has had a positive influence in their lives on which and write the first draft of a reflective essay.  This may or may not be the same person as their tribute poem. Step Four: Students peer edit reflective essays.  To differentiate the groups, a teacher might pair students with good editing skills with students whose skills need improvement. 

Students make revisions. Students share essays with the class and form groups with other students who wrote about similar hero categories.   Categories could include family members, teachers, coaches, religious leaders, military personnel, or community leaders. Step Five:Students in groups plan a media presentation to be presented at a dinner held to honor their heroes. Depending on the school, students may have to plan the dinner, with the teacher. These plans may involve financial funding for the meal, etc. The students/teacher may determine it is more feasible to honor the heroes at either a tea or an assembly (which would not involve extra expenses). Additionally, the teacher and students must determine if they want the assembly (if used) to be conducted during the school day or in the evening. Both times offer different appeals. For example, an assembly during the day would be open to the entire student body, while an assembly in the evening might be more beneficial for parents and/or community leaders.                     Groups will be determined by the type of hero students chose to write about. Students create the group work contract and peer monitoring checklist. Students write letters to person who influenced their lives and/or to parents inviting them to the dinner.Students practice presentations and evaluate each other. Step Six: Students perform presentations at the heroes’ dinner. Students write a reflection of what they learned during the project with recommendations for improvements.

For Additional Assistance with PBL:

GRASPS (goal, role, audience, situation, product, and scoring criteria):  Your school will host a dinner to honor the personal heroes of students.  You should begin saving/fundraising money from the beginning of the project until the evening of the dinner in order to pay for dinner for yourself and your guests.  Or, you could use the assembly option in order to avoid fundraising or expenses. During the project, your job will be to individually write a poem and essay to explore which person in your life has had the most positive impact on your life and then write a letter to invite that person to a dinner in their honor.  You will also work with a small group of students to make a presentation at the heroes’ dinner for all the honored heroes.  These eight to ten minute presentations will demonstrate how that group of heroes has influenced the lives of the students in your group.  Each person in the group will speak for two minutes and be graded with a presentation rubric. FAT-P(format, audience, topic, purpose):  After reading some “tribute” poems in class, you will write a poem about someone who has been a positive influence in your life.  You will share this poem with your instructor in your journal.  You may also share this poem with your classmates if you choose.  By writing in poem form, you should practice economy of words and describe the emotions you feel toward this person. FAT-P:  After researching information about symbols of our country or personal freedoms, you will write an essay about how those symbols relate to your life.  The audience for this essay will be the teacher, but you should relate it to the person who enabled you to have these freedoms or influenced your choices. FAT-P:  After reviewing correct letter format, you will write a personal letter to the person who enabled you to have your personal freedoms or encouraged you in making appropriate choices.  This letter will also invite them to a dinner/assembly honoring the heroes of the members of your class. FAT-P:  You will work together in a small group of students whose heroes are somehow related (family members, military members, coaches/teachers/sponsors, church leaders, et.al.) to produce an eight to ten minute presentation about those heroes and their influences.  Each group member will be responsible for speaking for two minutes. 

Project Reflection and Evaluation: Students will keep weekly planning sheets and learning logs to track personal progress on the project and express concerns or questions. Students will keep a research log during the internet exploration phase of the project.Students will complete a self-assessment of their group contributions.  At the end of the project, the student will complete an End of Project Self-assessment.

CollaborationRubric

Novice Below Mastery Mastery Above Mastery Distinguished

1-2 points 3-4 points 5-6 points 7-8 points 9-10 pointsLeadership Student plays a

passive role. Student generates

few new ideas. Student tends to

only do what they are told to do by others.

Student plays an active role on rare occasions.

Student generates new ideas occasionally.

Student rarely takes initiative in getting tasks organized.

Student plays an active role in generating new ideas.

Student takes initiative in getting tasks organized.

Student delegates responsibilities when required.

Student does his part in keeping group/class on task and on schedule.

Student understands and articulates goals of class/group.

Student accepts responsibilities for his or her actions and the actions of the group.

In addition to meeting the criteria for mastery, the:

Student assists in organizing the delegating the work between group members.

Student helps monitor progress toward group goal.

Student accepts changes in the task or group.

In addition to meeting the criteria for mastery, the Student

thoughtfully organizes and divides the work between group members.

Student monitors progress toward group goal.

Student adapts easily to changes in the task or group.

Cooperation

Total pts

Student does not willingly follow directions.

Student vocalizes intense opposition to group or classroom goals.

Student does not comply with group, classroom and community rules.

Student follows directions but has to be constantly reminded.

Student is reluctant to accept the ideas offered by the group.

Student complies with some of the group, classroom, and community rules.

Student follows directions from group leaders, group members and adults who take the lead or offer assistance.

Student expresses the ability in words and deeds to adapt to the goals of the group, even when those goals may be different than their own.

Student complies with group, classroom and community rules.

In addition to meeting the criteria for mastery, the: Student helps

other students who do not understand the directions.

Student assists with procedures (or activities) that encourage cooperation.

Student encourages other students in the group or classroom to comply with rules.

In addition to meeting the criteria for mastery, the: Student

encourages cooperation through words and actions.

Student creates or initiates procedures (or activities) that encourage cooperation.

Student willingly switches roles in group or classroom as required by the situation.

Attitude & Demeanor

Total pts

Student does not display positive attitude in words, expression or body language

Student does not provide positive feedback.

Student does not dress, act or respond appropriately to the task at hand.

Student occasionally displays positive attitude in words, expression or body language.

Student occasionally provides positive feedback.

Student usually dresses, acts, and responds appropriately to the task at hand.

Student displays positive attitude toward individual and group tasks in words, expression, and body language

Student provides positive feedback to peers and adults.

Student dresses, acts and responds appropriately to the task at hand.

In addition to meeting the criteria for Mastery, the:

Student models appropriate speech, behavior, clothing, etc.

Student encourages positive behavior and attitude.

In addition to meeting the criteria for Mastery, the: Student

models appropriate speech, behavior, clothing,, etc. even at the risk of breaking peer norms.

Student goes out of their way to encourage positive behavior

Total pts

and attitude.Facilitation & Mediation

Student is passive in the face of individual or group conflict.

Student encourages discord.

Student does not seek or encourage facilitation or mediation of conflict.

Student rarely seeks to resolve conflicts between individuals or groups by listening at times.

Student exhibits apathy when conflicts arise.

Student does not interfere when other students encourage facilitation or mediation of conflicts.

Student seeks to resolve conflicts between individuals or groups by listening to both sides.

Student encourages peers and adults to listen to each other.

Student never attempts to cause conflict by false reporting.

Student only engages in private side conversations when attempting to reduce discord.

Student is willing to accept facilitation or mediation in the event they are involved in a conflict.

In addition to meeting the criteria for Mastery, the: Student

occasionally serves as facilitator or mediator between groups or individuals.

Student occasionally volunteers to find resources or schedule meetings between individuals or groups in conflict.

Student, alone or in concert with other students or adults, occasionally initiates activities that further harmony between individuals or groups.

In addition to meeting the criteria for Mastery, the: Student

serves as facilitator or mediator between groups or individuals.

Student volunteers to find resources or schedule meetings between individuals or groups in conflict.

Student, alone or in concert with other students or adults, initiates activities that further harmony between individuals or groups.

Empathy Student does not express empathy for the feelings of others.

Student displays a lack of awareness or disregard for diversity.

Student is locked into one view of issue(s).

Student rarely expresses empathy for the feelings of others.

Student occasionallydisplays a lack of awareness or disregard for diversity.

Student is reluctant to change his view on issue(s).

Student expresses empathy for the feelings of others through words, body language or deeds.

Student displays awareness of diversity and the needs of different ethnic/social/religious groups.

Student demonstrates ability to look at issues from multiple points of view.

In addition to meeting the criteria for Mastery, the Student

occasionally engages in action that makes the emotional comfort of others a primary concern.

Student occasionally attempts to broaden group activities to be more inclusive.

In addition to meeting the criteria for Mastery, the: Student

engages in action that makes the emotional comfort of others a primary concern.

Student attempts to broaden group activities to be more inclusive.

Total pts

Total pts

Oral Presentation Rubric

Distinguished5 points

Above Mastery4 points

Mastery3 points

Below Mastery2 points

Novice1 point

Comments

Physical Attributes In addition to Mastery criteria:

Student dresses to enhance the purpose of the presentation.

Student uses body language to enhance the presentation.

Student uses physical space and movement to enhance the presentation.

In addition to Mastery criteria:

Student has obviously dressed up for the presentation.

Student uses some gestures or body language to add to the presentation.

Student moves casually during the presentation.

Student dresses appropriately for the presentation.

Student maintains proper body language.

Student maintains eye contact with audience and refrains from distracting behaviors.

Student faces audience.

Student wears an appropriate top, but not appropriate bottoms, or vice versa.

Student attempts to maintain proper body language, but is obviously stiff or nervous.

Student makes eye contact in rare instances.

Student occasionally exhibits distracting behaviors.

Student faces the audience, but at some points turns away.

Student does not dress appropriately.

Student does not maintain proper body language.

Student does not maintain eye contact with the audience.

Student exhibits several distracting behaviors.

Student generally does not face the audience.

Oral and Verbal Skills In addition to the Mastery criteria:

Student modified pronunciation of words to enhance presentation.

Student modulates volume, tone, and pace to enhance presentation.

Student uses slang, dialect, or technical language to enhance presentation.

Student speaks from memory and makes only passing references to notes or cards.

In addition to Mastery criteria:

Student uses no noticeable fillers.

Student emphasizes key words occasionally during the presentation.

Student varies volume, tone, and pace occasionally during the presentation.

Student occasionally uses specialized language to enhance presentation.

Student refers to notes periodically.

Student uses minimum of oral fillers.

Pronunciation is audible, clear, concise, and uses Standard English.

Student speaks at a pace and in a tone that allows clear communication to the audience.

Text displayed during the presentation is free of spelling, usage, or mechanical errors.

Student possesses notes but does not read from them.

Student uses oral fillers enough to be noticeable.

Student pronounces a few words incorrectly.

Student does not maintain volume and clarity of speech.

Student does not maintain appropriate tone or pace.

Text contains a few errors.

Student reads from notes frequently.

Student uses oral fillers frequently.

Student pronounces several words incorrectly.

Student does not speak loudly and clearly.

Student uses tone and pace that obscures communication.

Text contains several errors.

Student reads from notes extensively.

Organization and Structure

In addition to Mastery criteria:

Student creates an opening that is engaging (provides a hook for the audience and clearly connects it to the introduction.

Student provides written notes, brochures, overviews, etc.

Student demonstrates planning for technical and contextual problems.

Student has a closing that re-enforces key understandings in a creative way.

In addition to Mastery criteria:

Student creates an opening that provides a hook, but does not make a clear connection to the introduction.

Student uses a graphic to delineate the structure of the presentation.

Student improvises when technical and contextual problems occur.

Student has a closing that reviews the main points without being too repetitive.

Student presents within the allotted time limit.

Student provides preview and review of main ideas.

Student provides a clear opening or closing, but not both.

Student has all required materials ready for use.

Student has practiced the presentation.

Student demonstrates flexibility in the face of technical or contextual problems.

Student presents slightly under or over the allotted time limit.

Student provides a preview of main points or a review, but not both.

Student provides a clear opening or closing, but not both.

Student has most materials ready at the beginning of the presentation.

Student has practiced minimally for the presentation.

Student becomes nervous when problems occur.

Student presents under or over allotted time limit extensively.

Student does not provide preview/review.

Student does not provide clear and definable opening and closing.

Student does not have all required materials ready.

Student does not demonstrate flexibility.

Technical Attributes In addition to Mastery criteria:

Student uses several advanced features and utilities to enhance the purpose of the presentation.

Student uses several advanced features of word processing to enhance presentation.

In addition to Mastery criteria:

Student uses some advanced features and utilities to add to the purpose of the presentation.

Student uses some advanced feature of word processing to enhance presentation.

Student use of audio visual aids does not distract from content and purpose of the presentation.

Student demonstrates care in creation of audio visual aid, including editing, proofreading, finishing.

Student use of audio visual aids minimally distracts from the content and purpose of the presentation.

Student demonstrates minimal care in creation of audio visual aid, including editing, proofreading, and finishing errors.

Student use of audio visual aids distracts from the content and purpose of the presentation.

Student does not demonstrate care in creation of audio visual aid, including editing, proofreading, and finishing errors.

Content and Comprehension

Student shows a full understanding of the topic and is able to accurately answer all questions posed by the audience.

Student shows a very good understanding of the topic and is able to accurately answer almost all questions posed by the audience.

Student shows a good understanding of the topic and is able to accurately answer most questions posed by the audience.

Student shows a good understanding of some aspects of the topic and is able to accurately answer a few questions posed by the audience.

Student does not seem to understand the topic very well and is unable to accurately answer questions posed by the audience.

Totals

Reflective Essay Rubric

Distinguished

5 points

Above Mastery4 points

Mastery

3 points

Below Mastery2 points

Novice

1 point

Comments

Title The title is capitalized, centered, size 10 font, not italicized, underlined or in quotations.

The title fits the

format except for

one item.

The title fits the format except for two items.

The title fits the format except for three items.

The title does not fit the format or is omitted.

Format Essay is typed in size 10 font, Times New Roman typeface, is double-spaced, and headed correctly.

Essay is typed but is either the wrong size font, the wrong typeface, or not double-spaced, but is headed correctly.

Essay is typed but uses two items incorrectly or heading has an omitted item.

Essay is typed but does not follow the format or heading has two items missing.

Essay is typed but does not follow the format and heading has missing items.

Track Changes

Essay uses track changes extensively on second and third draft.

Essay uses track changes extensively on one draft, but only minimally on another draft.

Essay uses track changes minimally on second and third drafts.

Essay uses track changes on only one draft.

Essay does not use track changes tool.

Pronoun Use Essay uses only first and third person personal pronouns.

Essay uses second person personal pronouns once.

Essay uses second person personal pronouns twice.

Essay uses second person personal pronouns three times.

Essay uses second person personal pronouns more than three times.

Introduction The introduction uses an attention getting device, states the main topic, and previews the structure of the paper.

The introduction uses an attention getting device, clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.

The introduction uses an attention getting device, states the main topic, but does not adequately preview the structure of the paper or is not particularly inviting to the reader.

The introduction uses an attention getting device but does not tie the idea to the main topic or adequately preview the structure of the paper.

The introduction does not use an attention getting device or state the main topic.

Word Choice The writer uses vivid words and phrases that show rather than tell, the choice of words is accurate, and the word order flows well.

The writer uses vivid words and phrases that show rather than tell, but occasionally words are used inaccurately or the word order is awkward.

The writer uses words that clearly communicate clearly, but either does not show the reader what he means, or does not use words accurately, or the word order is awkward.

The writer uses words that communicate clearly, but does not show the reader what he means, and either uses words inaccurately or awkwardly.

The writer uses a limited vocabulary that does not communicate accurately or capture the reader’s attention.

Weak Sentence Structure

No sentences use it, there, or another inexact word as subjects.

Only one sentence uses it, there, or another inexact word as a subject.

Two sentences use it, there, or another inexact word as a subject.

Three sentences use it, there, or another inexact word as a subject.

More than three sentences use it, there, or another inexact word as a subject.

Sentence Structure

All sentences are well-constructed and demonstrate a variety of structural types.

Most sentences are well-constructed and demonstrate structural variety

Most sentences are well-constructed but have a similar structure.

Essay contains a few fragments or run-ons.

Essay contains several fragments and/or run-ons.

Support for Topic

Details go beyond the obvious or predictable and all paragraphs have topic sentences, at least three detail sentences, and a closing.

Supporting details and information is relevant, but some details are vague or predictable. Paragraph still has a topic sentence, at least three detail sentences, and a closing.

Supporting details and information are relevant, but some detail sentences are missing. Paragraph still has a topic and closing sentence.

Supporting details and information are relevant, but several key portions are unsupported, or essay lacks some closing sentences.

Supporting details and information are unrelated to the topic, or essay lacks some closing sentences and topic sentences.

Mechanics Writer makes no errors in capitalization, grammar, punctuation, or spelling.

Writer makes one or two errors in capitalization, grammar, punctuation, or spelling.

Writer makes three or four errors in capitalization, grammar, punctuation, or spelling.

Writer makes five or six errors in capitalization, grammar, punctuation, or spelling.

Writer makes more than six errors in capitalization, grammar, punctuation, or spelling.

Transitions Writer uses an imaginative and unusual variety of transitions that clearly show how ideas are connected.

Writer uses a variety of thoughtful transitions that clearly show how ideas are connected.

Writer uses transitions that clearly show how ideas are connected, but there is little variety.

Some transitions work well, but connections between other ideas are unclear.

The transitions between ideas are unclear or nonexistent.

Conclusion The conclusion is creative and leaves the reader with a clear understanding of what the writer meant.

The conclusion is strong and leaves the reader with a clear understanding of what the writer meant.

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no clear conclusion; the paper just ends.

Group Contribution Self-AssessmentProject: Student: Date:

I contributed to group progress in the following way:

In this group, it is hard for me to:

I can change this by:

I need to do the following to make our group more effective:

I have demonstrated leadership abilities by:

Student Learning LogProject: Student: Date:

I had the following goals:

I accomplished the following:

My next steps are:

My most important concerns/problems are:

I learned:

End of Project Self-AssessmentProject: Student: Date:

As a result of this project I learned the following:

I completed the following tasks during the project:

About the subject matter:

About working in a group:

About researching a topic:

About presenting to an audience:

He/She Is/Was

He/she is/was (2 special characteristics of this person)He/she (something they were/are actually curious about

He/she hears/heard (an imaginary sound)He/she sees/saw (an imaginary sight)

He/she wants/wanted (an actual desire)Repeat the first line of the poem

He/she pretends/pretended (something they actually pretend(ed) to do)He/she feels/felt (a feeling about something imaginary)

He/she touches/touched (an imaginary touch)He/she worries/worried (something that really worries(ed) them)He/she cries/cried (something that made/makes them very sad)

Repeat the first line of poem

He/she understands/understood (something they felt or believed to be true)He/she says/said (something they believed/believe in)

He/she dreams/dreamed (something they actually dream(ed) about)He/she tries/tried (something they really make/made an effort about)

He/she hopes/hoped (something they actually hope(d) for)Repeat the first line of the poem