FINAL: PBL.docx



PROJECT DESIGN: OVERVIEW Page 1Name of Project: Speak to be HeardDuration: 4 weeksSubject/Course: Literacy Teacher(s): Ms. Tamla GordonGrade Level: 7th Other subject areas to be included, if any:History, Current Events, Communication, Speech and Debate Design Team:Cassie Lemon and Shannon RubioSignificant Content(CCSS and/or others)RL.7.2 Compose an objective summary stating the key points of the text. (P)RI. 7.8 Evaluate an argument using the evidence an author provides and determine if the evidence provided is relevant and sufficient enough to support the claim. (R) RL/RI.7.3Infer how interactions between individuals, events, and/or ideas would be different if one of these elements changed. (R) RL/ RI. 7.5Explain how authors organize text and how the individual parts of a text contribute to the overall development of ideas. (R) RL./RI 7.6Explain why authors choose different points of view in a text. (R)Distinguish between the author’s point of view and those of others mentioned or implied and support your analysis with textual examples. (R) RL/RI.7.7Analyze how various techniques used in audio, video, or multimedia versions of a text can add to or change the way the subject is portrayed. (R)RL/RI.7.9Describe how one author’s interpretation of a topic can be different from another author’s depending on the facts he/she chooses to emphasize. (R)Analyze how authors of fiction use or alter historical facts to develop a story. (R)SL7.3Evaluate a speaker’s argument using evidence provided to support claims. (R) Big QuestionsWhat are the key arguments that the author highlights in order to sway the audience to support his or her cause/claims?Does the author use quantitative or qualitative evidence, or both, in order to support their perspective? What are the pros and cons of the author’s stance (your stance)?What are the opposing viewpoints from differing perspectives?Why was it important for the author to address this issue? How has the evolution of technology influenced the persuasion tactics used during message delivery?How have past events influenced the topic in today’s society?How/when could outcomes be altered if key events, individuals, or ideas were not executed the way they were? 21st Century Competencies (to be taught and assessed)CollaborationCreativity and InnovationCommunicationCritical ThinkingProject Summary (include student role, issue, problem or challenge, action taken, and purpose/beneficiary)Students will work in teams to create an organization based on a self-selected social justice issue. Through advocating and persuasion, this organization will serve as a call-to-action for audience members to support their cause. Each team will select from the following issues: police brutality, education access/ equity, non-violent protesting, voting participation, or black media portrayal through music. Each team will conduct research on the past (specifically the 1960s) and present events associated with their selected issue to distinguish their organizations perspective. Scaffolding will be provided in the form of a handout in order to assist the students with a place for beginning their development of the project. In addition, teams will analyze pieces of literature from varying viewpoints that are derived from past and present events. Once teams have selected a viewpoint, they will present their argument at a forum after establishing the bylaws and mission statement of the organization. Students will be required to submit documentation supporting their organization, propaganda generated by the organization to distribute, and a completed manuscript of their speech. The purpose of this project is to have students critically look at media and other outlets portraying a specific issue and how those outlets can sway a viewer by not delivering an objective representation. It is also to have students look at current events in relation to past events of the 60s specifically pertaining to the black community. Overall, the project is allowing students to research a topic relevant to their community and providing them an opportunity to gain a better perspective of the issue by analyzing both sides and advocating for their chosen side.Driving QuestionHow do we inspire others to take a stance on social justice?Entry EventOn the first day of the PBL, students will be shown a selection of images featuring marginalized communities that will prompt them to question: What are these people thinking? Who makes these voices heard in the world? How can we give these people a voice? The teacher should open the classroom conversation up to any students wanting to express their interpretations of these images. This discussion should ultimately lead up to the next portion of the activity. During the next portion of the entry activity, the teacher will show video clips/images of the five subject areas to assist in visualizing the importance of the topics. After showing the videos, the teacher should facilitate a classroom dialogue around any images or things that stood out to the students and be open to discussing any emotions they evoked. Note: It would be important to assess students’ prior knowledge of the topics being discussed before the images are shown or before the videos. Ultimately, this decision should be left for the teacher to decide when the best time for her to discuss this would be. On the second day, students will be given time to do independent research on the five topics (using provided resources posted to Edmodo). Once students have done independent research, they will need to rank the five topics in order from 1 (being the group they would want to be in the most) through 5 (the topic that is least interesting to them). The teacher should take these rankings into consideration when creating organization groups to make sure students get a topic they are interested in doing more research on. Third day: Students will find out their topics and begin the research process. At this point, students will need to work with group members to decide: 1) If they will be looking up information pertaining to a past or current event; 2) Which point of view they should be focusing their research around. ProductsIndividual: 1. After discussion with group members, each member will research a self-selected perspective of the topic related to either a past or present event in preparation to present it to other organization members and classmates (as well as during the public forum event). These different perspectives will be used in a mock debate within the classroom to help students decide which position their organization will take and advocate for. 2. Each student will conduct an interview with a Tennessee State University expert to answer questions pertaining to their specific point of view and topic. Students will be required to provide teachers with a list of questions they would like to ask before the interview in order to make sure they are prepared before their field trip to TSU. Once students conduct the interview, they will turn in the answers they received and a reflection on the overall experience at TSU and of their interview.3. Each student must speak during a portion of the speech to help persuade audience members. 4. Each student will write a presentation brief using voter feedback from the mock election. Based on votes, students will reflect on ways their organization was effective and ways they could have persuaded their audience more to inspire others to take a stance on social justice. Specific content and competencies to be assessed: 1. Evaluate an argument using the evidence an author provides and determine if the evidence provided is relevant and sufficient enough to support the claim. 2. Explain how authors organize text and how the individual parts of a text contribute to the overall development of ideas. 3. Explain why authors choose different points of view in a text. 4. Distinguish between the author’s point of view and those of others mentioned or implied and support your analysis with textual evidence. 5. Describe how one author’s interpretation of a topic can be different from another author’s depending on the facts he/she chooses to emphasize. 6. Evaluate a speaker’s argument using evidence provided to support claims.Team: 1. Create Organizations pertaining to one of the potential 5-subject areas/ the point of view that has been agreed upon as a result of the mock debate.2. Create By-laws and mission statement for organization.3. Design Propaganda material for the organization. 4. Printed manuscript of persuasion speech.5. Delivery of persuasion speech to audience members at the public forum event concluding the unit. Specific content and competencies to be assessed: 1. Analyze how various techniques used in audio, video, or multimedia versions of a text can add to or change the way the subject is portrayed. 2. Evaluate a speaker’s argument using evidence provided to support claims. PROJECT DESIGN: OVERVIEW page 2Public Audience (Experts, audiences, or product users students will engage with during/at end of project)Game changers within the selected social justice issues such as sheriffs, MNPS administrators, activist groups in Nashville, influential church congregations (especially leadership) within the community, and 101.1 The Beat radio station representatives. Parents and community members around McKissack, as well as the experts from Tennessee State University that participated in student interviews, will be invited to attend the public form event. Notes:The teacher should facilitate constant reflection and consideration of potential audience members while students work towards crafting their speech and delivery of their stance.The teacher may also need to alter the public audience members if the students feel discomfort in delivering their message to the potential individuals in attendance of the public forum.Resources NeededOn-site people, facilities: Librarian/ Literacy Coach to assist in finding materials for the project suitable for students’ ability. Utilize the law-enforcement officer from the G.R.E.A.T on campus program to talk with the students. Equipment: technology such as computers for research; e-ballots so audience members can vote electronically. Materials: Paper/supplies for propaganda material, YouTube clip or footage (entry activity), speeches/primary sources used to set the framework around the standards, Public Forum Event- Sign In Sheet, Surveys for attendees, container for each group so audience members can vote, ballots for audience to cast their votes. Community Resources: Partnership with Tennessee State University faculty and staff for the students to listen to lectures and interview topic experts (site visit to TSU campus). Reflection Methods(Individual, Team, and/or Whole Class (such as Journal, Whole Class Discussion, or Survey)Individual:Team:Class:Audience Member:Journaling- Daily: The last three minutes of each class will be allotted for filing their thoughts and feelings of the daily topic and answering the guiding question of the day. Group Evaluation of each member (low stakes) will be done anonymously and will not affect grades. Talk back after introductory activity or anytime important questions are raised in the classroom that open the floor to discussion. Brief Evaluation of the evening. Presentation Brief: Using voter feedback, students will reflect on the effectiveness of their overall presentation. What were the strengths of their presentation? What were weaknesses/ limitations? Everyday, coupled with journaling, time needs to be allowed for students to have a space to voice emotions that may have surfaced during classroom time. At the end of the public forum event, audience members will be given an opportunity to vote for the organization they would want to join based off of the students conviction of their organizations beliefs. Students will fill out an Exit Ticket/ Survey at the completion of the PBL allowing them input of things they liked, things they felt they needed more guidance on, things that they would have liked to have seen implemented differently, and overall thoughts on the effectiveness of the project. NotesIt is important to remember that the topics being discussed and researched in this project can be controversial. Before this project is implemented, it would be recommended to discuss the intended reasons and outcomes for wanting to execute this project with administrators. Once administrators are on board with the project, it would be advised that the teacher send home an email or letter informing parents and guardians that this is what their students will be working on in the classroom. If parents and guardians decide that this is something they are not comfortable having their students work on, then it will be necessary for the teacher and parents to work together to come up with an alternative assignment to fulfill the standards and objects for this particular unit. PROJECT DESIGN: STUDENT LEARNING GUIDEFinal Product(s)Presentations, Performances, Products, and/or Services(Individual and Team)Learning OutcomesContent & 21st Century Competencies needed by students to successfully complete productsFormative AssessmentsTo check for learning and ensure students are on trackSummative AssessmentsTo check for learning and overall understanding of the assignmentLearning ExperiencesProvided by teacher, other staff, experts; includes scaffolds, materials, lessons aligned to learning outcomes and formative assessmentsIndividual: Each member researches a self-selected perspective of the topic pertaining to either a past or present event in preparation to present it to the group & during the public forum eventCommunicate their message clearly to group membersCritically think about how the material researched contributes to the greater whole of the group projectCreative in incorporating the research into group acceptanceStudents will turn in an outline/ summary of the research and how they plan on using it with group. The teacher should provide a handout assisting the students in best practices for guiding their research; As a class, look at one common neutral document that the students can use to dissect and comprehend the different perspectives, both points of view, whose voice is being portrayed, etc. Each member creates a list of interview questions to ask a TSU expert pertaining to their topic/ point of viewCommunicate the point of view that the student is asking questions fromCritically think about how the different points of view can create different answersCreative in the way students ask TSU experts questionsStudents will need to turn in a summary of the questions that they ask the TSU expert as well as a reflection on the interview experience. The teacher should take time in the classroom to teach/ review interview etiquette. Also, the teacher should provide examples of teacher approved questions to ask the TSU experts during their interviews. Each student must speak during a portion of the speechCollaboration with teammates to draft the persuasive speech Communicate their message clearly to audience Critically think about material researched in order to construct their perspective viewsCreative in their delivery in order to engage and convince the audienceStudents will submit multiple drafts of their speeches to be reviewed and critiqued by the teacher. The teacher should assist students in strategically selecting their message in order to deliver a persuasive and convincing standpoint. Each group member will write a Presentation Brief reflecting on strengths and weaknesses of the organizations presentation Communicate what their perceived strengths and weaknesses wereCritically think about strengths and weaknessesStudents will turn their written presentation brief into the teacher. The teacher needs to drive students to reflect and answer the driving question through this work. Students should take into consideration the process of creating the organization, crafting the propaganda material, studying different perspectives, in addition the ability to use different perspectives to support or refute differing opinions, and audience feedback. Team:Create Organizations pertaining to one of the potential 5 subject areasCollaboration with teammates to select a focus area Communicate with each other while remembering to be respectful of individual ideas Critically think about which topic they feel the most connected with or find the most interestingThe teacher will give approval of organization topics(Organization group members). After student research is conducted on the five areas, students need to rank the groups in order from 1(Most desired) to 5 (Least interested in). The teacher should use these rankings to assist in the placement of group members. Students present their different perspectives of the topic they have been assigned in the form of a mock debate to finalize the position they will take towards advocacyCommunicate what their point of view is on the topicCritically think about the effectiveness of the material they will use to present their positionCollaborate with the sub teams to deliver specific points of view; then collaborate on which perspective will be the best to use in order to advocate for supportCreative in the way they decide to present the information to group members in order for them to decide which is the best side to choose. Students will participate in a Mock debate in front of peers that includes three points from each side of the organization used to decide on the specific stance the organization will take. Once the mock debate is finished, organization members should use feedback from debate audience members, and the teacher, to decide which stance will provide them with the ability to be most persuasive during their public forum speech.This exercise is designed to look at the other side and how they can eventually use it to support the group’s stance. The teams need to divide internally into subgroups. The “supportive” team is taking the perspective of the team selection in their stance as a whole. The “opposing” team is to represent the opposite view. The “supportive” team will go first followed by the “opposing” perspective. After each sub team has delivered their side, each sub team will have one more opportunity to support their differences.The process should look similar to following example format:Supporting Team3 PointsOpposing Team3 PointsSupportive TeamFollow UpRefute accusations of Opposing TeamOpposing TeamFollow UpRefute accusations of Supporting Team Create By-laws and mission statement for organization that will need to be approved by the teacher before students can move forward on their group projectsCollaboration with teammates to design name and rules Communicate their beliefs of the organization through priorities Critically think about what needs to be included/ not included in the infrastructure of their organizationCreative in their design and mission to accomplish changeStudents will turn in a typed manuscript of materials. The teacher should provide examples of pre existing bylaws of organizations and the importance of mission statements. Design Propaganda material for organizationCollaboration with teammates to design thought provoking messages Communicate the message of the organization clearly Critically think about the audience the group wants to reachCreative in presentation and articulating the message with limited languageStudents will turn in any produced materials via brochure, flyers, t-shirts etc.The teacher should provide examples of conveying an organization's message in limited space. Printed manuscript of persuasion speechCollaboration with teammates on speaking points Communicate their message to audience with their perspective clearly conveyedCritically think about supportive and opposing viewpoints of their stance in order to create the foundation of a good speech Creative in their delivery in order to engage and convince the audienceStudents will need to write an outline then a typed manuscript. The teacher needs to explain explicit requests and correct formatting. Delivery of persuasion speech to audience at the Public Forum EventCollaboration with teammates to seamlessly combine all elements of individual perspective to win over the audience Communicate their message clearly to audience Creative in their delivery in order to engage and convince the audienceStudents will need to make sure their speeches include: a declaration of the bylaws and mission statement, both perspectives on the topic (consider opposing view), linking of current issue to past 1960s events, and the use of persuasive devices.Note: It is the teacher who will ultimately decide if she would like to put these requirements into a rubric to grade the students. The teacher should allow organizations to practice their speeches during class time in order to gain confidence prior to audience delivery.Images Resources for Entry ActivityPolice Overuse of ForceBarcelona-Police-brutality.jpgPolice-Brutality.jpgnew-york-police-department.jpgcivil+rights+hoses.jpgSupportiveht_ferguson_protest_hug_devonte_hart_jc_141128_16x9_992.jpgtumblr_nfodyl9H7O1u15vq0o1_500.jpgmaxresdefault.jpgVoting RightsSupportive1963_march_on_washington.jpg239620D100000578-2853823-image-40_1417244728212.jpgWomen_voter_outreach_1935_English_Yiddish.jpgVoting-rights-discriminat-010.jpgnc_voting_rights_041414.jpg120807_voting_rights_ap_3281_605.jpgvoting1.jpgOpposing View MustShowIDToVote_jpg_800x1000_q100.jpg b1e3ed42-a9d6-4b91-9056-da8a49be9dc1.jpegNon-Violent ProtestingJackson_Mance.jpg greensboro1.jpgurl-2.jpeg2013_0304_webimages_lewis_10.jpgdairy.jpgrosaparks.jpgEducation16.-1957-The-Civil-Rights-Movement-3.jpgBRgirls.jpgbaltimore-integration.jpg140121_HIST_LibRaceFail_BoyReading.jpg.CROP.original-original.jpgeducation+3+integrationmob.jpg620-civil-rights-leaders-information-anniversary-events-1963-naacp-integration-school.imgcache.rev1358362002977.web.jpgUS_Marshals_with_Young_Ruby_Bridges_on_School_Steps.jpgLyrics of Black media portrayal Entry Video of the 5 topicsPolice Brutality Current Event- Ferguson, Trayvon MartinPast- 1960s- Use of Firehouses/ water Use of dogsEducation 33020001524002730500266700Current- School Structure Past-1960s- DesegregationNon-Violent Protest Current- Occupy Wall street Movement Past- 1960s- Freedom Riders/ March on Washington/ Sit InVoting RightsCurrent- Yes we Can Movement- Get more turn out at the PollsPast- 1960s- Gaining the right to voteMedia Portrayal through MusicCurrent- Language used to describe black communities/ explicit Past- 1960s- implicit language- use of imagination to understand the message ................
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