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Posts Tagged ‘classroom project’

I know I said in the last post, Social Media Project, that teachers should just turn the students loose in finding sites to create social media posts. If this doesn’t work for you, and you want a few links to point students in the right direction, this is the page for you.

Facebook:

Twitter:

Instagram:

Snapchat:

SMS (Phone Messages)

The other option here is to turn your kids loose and see what they can come up with. Some of the best projects I have are where students created their own templates using Google Docs or Google Slides. This is especially true for Instagram and Snapchat posts.

For more on how to create a project using these sites, click here for my blog post “Social Media Project.”

 

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Several years ago, I wrote a blog post about Fakebook projects in the classroom. It is my most popular page. However, there has been a bunch of change since that time in regards to social media. What I found is that most of my incoming Freshmen don’t even have a Facebook account and because of this, they had a hard time working on a project that revolves Facebook.

Que the Social Media Project. This project allows students to choose a social media platform to work with that they are more comfortable with. Basically, I set it up similar to what I did with the Fakebook project, but with a lot less guidance. I let the students choose at least one platform. However, I urge them to combine several, and this also includes text messages. This allows those students who are not really into the whole social media thing also have a chance at being successful with the project (You would be surprised at how many students in a class this includes. Not all of our students are glued to a mobile device like we think.)

This project really does work the best if the instructions are vague. This is what I give the students.

Instructions:  

  1. The goal of this project is to show that you understand the play by presenting it in the form of social media. Students will choose one or several different platforms to work with (Facebook, Snapchat, Text Messages, Instagram, etc…).
  2. Choose a character who will “own” the platforms. This will be the student’s “main character.” Students will observe the story through this character’s eyes. It would be a good idea to create a page where the characters are defined in some manner.
  3. Minimum Requirements
  4. 6 Friends who should be used throughout the project
  5. 6 posts per Act with at least 2 responses/comments for each post

– There should be at least 18 total posts per act!

  1. Grading for this project will be done using the attached proficiency scales. The grades on these scales will be taken into consideration for the final grade. However, hard work and creativity will be taken into account for the final grade, which will be given at the teacher’s discretion.
  2. This project is worth 12 Assessment points.
  3. The project should be created using either Google Docs or Google Slides.

Here is a link for the instructions in Google Doc form: Click Here!

That’s it! The students just seem to run with it. At first, it looks like a ton of work, but once students get rolling, it really doesn’t take them that long. Of course, we are doing this with a Shakespeare play, but just like the Fakebook project, this one can be used for countless classroom applications.

Big Question: How do the students create the pages?

That is the beauty of this project. Leave it up to the students. They will find a bunch of different ways to make it work. I don’t worry about too much, and the projects always come out great. Let them be creative!

As far as grading goes, notice that it is mentioned in the instructions that students will be graded using a proficiency scale. On this particular assignment, I use proficiency scales for the following standards:

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11.12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a  complex analysis; provide an objective summary of the text.

W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

If you are not sure how a proficiency scale works, look for a post on that soon. It is something that I have been working with quite a bit over the last year, but it there is just too much there for this post.

Basic Info on Proficiency Scales: Click Here!

 

 

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School was officially out as of last Friday, but for a few lucky students and myself, we have another three weeks of fun filled English class. Summer school has begun. Our summer school English class is four hours every afternoon for the next three weeks. One way that we are filling this time is writing on blogs.

For several years, I have read about students blogging. In the past, I have had a few smaller classes write their own blogs, but this is the first time I have ever had every student in a decent sized class write their own blog. So far, it seems to be working pretty well.

The students are using Blogger as a platform, mainly because each of them have a Google account that is accessed through the school’s domain. I have not used Blogger much, but the students have been writing for several day without any major technical issues.

To get content, each student has also set up a Google Reader. As a class, before any blogs are written, students spend about 20 minutes reading new posts via the Reader. This has worked quite well in giving the students something to write about.

Granted, the project is just getting under way, but for now, I am impressed with the work from students. They are reading original content that is fresh and updated daily. Just the fact that some of these students are reading is a huge milestone! In turn, they are adding their own perspective on a topic they are passionate about. We also spend time during class focusing on different reading and writing skills that are applied throughout the activity.

The only problem with doing something like this that works so good is figuring out how to run it successfully with a full schedule of classes in the fall. I’ll probably be thinking about it for the rest of the summer.

To check out what the students are writing, check out MVHS Summer English Blogs.

 

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Yesterday, I wrote about having students create infographics. Today, I put together a rubric so the students have something to loosely guide their work and also to give me a standard for grading their creations.

A quick Google search brought up a bunch of different rubrics, but as usual, most of what I found was a little too lengthy for my taste. I want a loose guide that will force students to think hard, not an intricate map that will lead students to the revered “A” by following explicit directions. If they are going to get that grade, they are going to have to get there, in large part, powered by their own creative thinking. I have also included the links to a couple other noteworthy infographic project resources and rubrics that I ran across this morning.

  • My Rubric – This rubric has 4 different points which should be a decent guide to get students headed in the right direction.
  • Infographic Resources – This site has a bunch of links that will be helpful in preparing for an inforgraphic project including rubrics, examples and tips and tricks for creating great infographics.
  • Kathy Schrock’s Infographic Rubric – Kathy Schrock comes through with another great resource. This rubric is more suited for upper level students due to the technical language.
  • Cache Public Schools Infographic Rubric – A very detailed rubric. This is the road map, if that is what you like to use for a rubric 🙂

 

For more reading on rubrics, see the following links:

 

 

 

 

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