PBL Overview (New Format).docx



Project Design: OverviewName of Project: Ethos & Greek MythologySubject/Course: Social StudiesOther subject areas to be included: ELA/Writing StandardsGrade: 6th GradeDuration: 4 weeks (10 days)Classroom Teacher: Ms. MinnettDesign Team: Sam, Cristina, NatalieSignificant Content: -This unit will take place after students learn about the social, cultural, and economic aspects of Ancient Greece so that they have significant background knowledge that they can build upon throughout this unit. These aspects are covered in the Ancient Greece SPI’s, but since we are focusing on mythology in this project, we are assuming that these other standards will be taught before this project.Standards:Common Core State Standards-W 6.1 Write arguments to support claims with clear reasons and relevant evidence.-W 6.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.-SL 6.5 Include multimedia components and visual displays in presentations to clarify information.-RI 6.7 - Integrate information presented in different media or formats (e.g., visually or quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Ancient Greece SPI’s-Standard 6.55 - Describe the myths and stories of classical Greece; give examples of Greek gods, goddesses, and heroes (Zeus, Hermes, Aphrodite, Athena, Poseidon, Artemis, Hades, Athena), and events, and where and how we see their names used today. Driving Question: What does it mean to be a good person? Big Questions:-How is our definition of a “good person” shaped by the Greek idea of ethos?-Who are the gods/goddesses?-Who are the characters in Greek mythology?-Why did the Greeks tell these mythological stories?-What are the important characteristics of a persuasive argument?-How are the characters in Greek mythology similar and different to modern-day individuals?21st Century CompetenciesCollaboration-Demonstrate ability to work effectively and respectfully with diverse teams.-Assume shared responsibility for collaborative work, and the value the individual contributions made by each team memberCommunication-Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts-Use communication for a range of purposes (i.e.: to inform, instruct, motivate and persuade).-Utilize multiple media and technologies and know how to judge their effectiveness as well as assessment their impact.Critical Thinking-Effectively analyze and evaluate evidence, arguments, claims and beliefs.-Synthesize and make connections between information and arguments. -Reflect critically on learning experiences and processes. Creativity and Innovation-Develop, implement and communicate new ideas to other effectively.Project Summary: This project will span 4 weeks and will give students opportunities to engage in content and Greek mythology in relation to present day through 4 distinct individual project opportunities, one group presentation, discussions, and journal reflections. Throughout the unit the teacher will conduct short mini lessons to provide content that supports the SPI and products of the class. Students will finish with a culminating project of presenting knowledge to community stakeholders with meaningful connections back to Greek mythology. Students will work both independently and in small groups to explore the qualities of Greek ethos and what makes a good person. They will also debrief the entire project with an exit event that ties what they have learned about Greek ethos, what it means to be a good person, and how modern-day figures can relate to these ideas.Entry Event: Teacher will introduce Greek mythology by posing the question “What are the qualities of a good person?” to the class. Students will work independently (~5 minutes) to create a list of the qualities they think embody a good person. The teacher will then add various constructs to the discussion and have students write their thoughts on sticky-notes. These various constructs will include questions like: “What does it mean to be a good 6th grader at McKissack?,” “What does it mean to be a good family member/brother/sister, etc.?,” and “What does it mean to be a good community member of the Nashville community?” If time permits, the teacher will continue to dig deeper with the students to draw broad comparisons between contextual settings. Students will reflect upon this class discussion about the traits that embody a good person as their first journal entry.Exit Event:-To culminate the Greek Mythology and Ethos unit, the students will interact in one final reflection to tie the entire unit back to the driving question. The teacher will put up 5-6 pictures of both “good” and “bad” pop culture figures (i.e.: Kim Kardashian, Chris Brown, Ray Rice, Rosa Parks, Taylor Swift - these figures will be determined by teacher based off specific student’s knowledge of pop culture) in a gallery walk format around the room. The students will walk around the room and think about each person as a “good” or a “bad” person and choose one to reflect on in their journals based on the guiding questions from the beginning of the unit - “How is the definition of a good person shaped by the Greek idea of ethos? Does society see this person as good or bad? What would the Greek figures say about this person?” The students will reflect in their journal using evidence that demonstrates their newly gained knowledge of the mythological figure they researched throughout the unit. Individual ProductsProductsDescriptionCompetenciesContentJournalsIndividual journals will be opportunities to write and think critically in a personal space. These can be used in lieu of exit slips and other forms of informal assessments so that students (and teacher) can monitor their own progress and change in thinking throughout the unit.Critical Thinking and Communication Students will reflect and write about content, discussions, and progress from the daily lessons and activities. These journal entries will span the entire lesson and can be used as formative or informal assessments to check student thinking and understanding.Standards:Ancient Greece 6.55W.6.1Edmodo ProfileStudents will create an Edmodo Profile based on the mythological figure they choose to research. This will be differentiated based on student need and ability. Potential products may include: biography, friend list, work/educational history, interests, relationship status, pictures, wall posts, status updates, places/locations, etc. Creativity & InnovationCommunicationCritical ThinkingStudents will research their mythological figure and include important content in their Edmodo profile such as: stories that shape the mythological figure’s life, key events that the mythological figure was involved, and how the legend of their mythological figure is still present in modern-day society today. Standards: Ancient Greece 6.55W.6.6R.I.6.7Mythological ArtifactEach student will have the opportunity to research and describe one important artifact that is a symbol of their mythological figure. This artifact will become a part of their final museum exhibit and should follow the guidelines of typical museum exhibits that include artifacts to convey information. Creativity & InnovationStudents will create an artifact that exemplifies their mythological figure. This should be something that represents them from the student’s perspective (Poseidon's trident or Zeus’ lightning bolt). Students will also submit a one paragraph summary of how the artifact relates to their figure.Standards:Ancient Greece 6.55W.6.1W.6.6R.I.6.7EssayThe essay is a written piece where students will draw comparisons between their mythological figure and a modern-day figure. There should be elements of descriptions and information that tie the two figures together in a coherent munication and Critical ThinkingThis comparison essay will tie into the latter part of the Ancient Greece SPI to allow students to think critically about how their mythological figure is represented in modern-day society. Standards:Ancient Greece 6.55W.6.1R.I.6.7Group ProductsDescriptionCompetenciesContentPoster Board/Museum Exhibit (Edmodo Profile, Artifact, Modern-Day Connection) Create a poster board that details their research of their mythological character and their comparison to a modern-day person. Poster board and presentation must include one artifact that represents the mythological character.Creativity & Innovation, Collaboration, Communication, and Critical ThinkingThe poster board will include the student’s Edmodo profiles, artifacts, and the essay that describes the mythological figure in relation to a modern-day figure. Standards:Ancient Greece 6.55W.6.1W.6.6S.L.6.5 R.I.6.7Persuasive LetterThis letter will be addressed to a representative from the museum at the Parthenon and students must persuade them that their exhibit should be featured in their museum. Students must work together to write convincing and coherent arguments with support from their materials, content, and research.Collaboration and CommunicationThis letter will be based on student research and content from the class relating to their mythological figure. Students are expected to follow the constructs of persuasive writing as well as letter writing in this group piece. Standards: Ancient Greece 6.55W.6.1Oral PresentationStudents will present their museum display to a representative from the museum. This presentation should include a brief summary of their mythological figure, how their figure’s life translates to the Edmoto profile, a presentation of the Edmoto profile, a description of how the artifacts represent the figure and a summary of how the figure relates to modern day figures. This will be a collaborative presentation highlighting the work of all group members individual munication and CollaborationThe culminating oral presentation will include all the information that the students have researched on their mythological figure. They will work together to present the information in a logical format while keeping the audience engaged. They are expected to practice their presentation beforehand and be prepared to speak to the public audience.Standards:Ancient Greece 6.55S.L.6.5R.I.6.7Public Audience: -School Community: Teachers, students-Community: Museum Representative/Staff-ParentsResources Needed-On-Site people, facilities-Media specialist, classroom teachers-Equipment-Laptops, textbooks, mythological stories/text-Materials-Poster board, markers, pens, construction paper, scissors, glue-Community Resources-Museum curator, Museum website, brochures, field-trip to museum siteReflection Methods -Journals for individual reflection on class content, discussions, progress, and other aspects throughout the PBL unit-Whole-class discussion on ethos and how it relates to their personal lives.-Students will engage in whole class discussion to identify similarities and differences between various characters that students researched -Self-reflection included in an attachment to persuasive letter that details their group work experience and what they have learned-Feedback opportunities with Edmodo profile, rough drafts, and practice presentations. This feedback should be both from their peers as well as the teacher in order to help guide students in their revision.Notes: -To tie into additional literacy standards, throughout the whole unit students can be reading books such as: The Last Olympian, The Lost Hero, The Iliad & The Odyssey, etc. These books tie into the content standards and can be used to make connections as students are researching throughout their mythology unit. It would be nice to have these in the room during the unit in case any students really feel a connection with the material and want to read more (even if it is just fiction based on mythology)-This PBL comes towards the middle/end of a broader unit on Greece. Greek civilization, politics, economy, society and culture have already been taught so students have adequate background knowledge to support them throughout this PBL.-The teacher will make sure that the exit event is a discussion that is structured around the qualities of mythology and ethos that the students have been studying and researching, and not “judging” the modern-day celebrities and individuals. Project Design: Student Learning GuideProject: Ethos & Greek MythologyDriving Question: What does it mean to be a good person?ProductsMini-Lesson ContentLearning OutcomesFormative AssessmentLearning ExperiencesJournalsThis content will be dependent upon the week of the unit and what will be necessary for students to make progress within their project and have adequate background knowledge that supports their research.An increased awareness of personal stance compared to new information learned. Practice writing informally to form and support ideasMetacognitive awareness of how ideas change and shift over time.The teacher will collect the journals at various points throughout the unit to read the students reflections and thoughts. The teacher will make comments in the journals for students to implement in future journal writing.These journals will give students an opportunity to reflect and think critically about the Mythology unit and the various mini-lessons. These journals can also be used in the conjunction with the additional products to support students learning and help them develop their final product. Edmodo Profile-Info on Gods, Goddesses, and other Greek Heroes (through reading, discussion, and research)-Role of social media-Online self-expression-Technological Tools-Students map content knowledge onto relevant media-Students relate Greek figures to modern day people-Students engage with analytical tasks to consider the thoughts and actions of Greek figures-Teacher can monitor progress of each student’s profile-These profiles will be assessed based on accuracy, creativity, and research (rubric incorporating these ideas, but differentiated)-Profiles will also be included on their final presentation board, so there will be an opportunity for students to take feedback and revise profileIn order for students to be able to complete their Edmodo profile independently, the teacher will have to model the creation of an Edmodo profile from beginning to end using one mythological figure as an example. This teacher modeling will include how to research their specific mythological figure and translate that into their Edmodo profile.Persuasive Letter-Letter format-Persuasive writing techniquesStudents will gain knowledge of how to write a persuasive letter and validate their arguments through writing. Students will have opportunities to read various persuasive essays to help improve their own writing. -Students will peer edit letter and have a chance to revise-Teacher models persuasive letter writing. -Teacher provides exemplar letters for student consideration and reviewPoster Board/Museum Exhibit-Organization-Research on Museum formatsStudents will have the opportunity to present their information in a visual format and tailor their presentation for a specific audience. Students will have to work as a group and share responsibility to create their poster boardN/A (formative assessments for individual pieces of the poster)N/A (learning experiences for individual pieces of the poster) Oral Presentation-Oral Presentation skills-Research on mythological figures and modern-day ones-Students will gain experience in presenting in front of crowds and highlighting their research that is important information that is relevant to the nature of the event.-Students will have time to rehearse their various presentations to each other and prepare for public audience-Teacher can provide feedback as he/she walks around the room during these rehearsals-Students will watch short exemplar videos of presentation speeches. -Students will receive instruction on proper speech etiquette Essay-Research on both mythological figures and modern-day figures-Comparitive language-Descriptive and informative languageStudents will relate Greek mythology and ethos to modern-day people. They will answer the questions about what makes a person a good person and how these figures are similar. Students must use the constructs of a descriptive, informative, and comparative essay.-Write an outline and teacher can provide feedback that students can use to complete their essay-Essays can be peer reviewed and then revised before their final display on the poster board-Teacher will include writer’s workshop, modeling and independent student practice to help students develop strong writing skills. These skills should also be developed in the ELA classroom in addition to being integrated within this unit.Artifact-Museum examples and definition-Descriptive and informative languageStudents will have the opportunity to research an important symbol related to their mythological figure that is representative of an artifact that would appear in a museum exhibit.-Students will peer-edit the short paragraphs of the various artifactsTeacher will present examples of museum exhibits and artifacts. Teacher will provide instruction on paragraph writing ................
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