![Project Overview MyJob today, Gone tomorrowDuration: 5-7 DaysSubject/Course: English/Language ArtsTeacher(s): Mark Richter nbctGrade Level: 7th GradeOther subject areas to be included, if any:History, Science, Math, and possibly Physical EducationProject Idea Summary of the issue, challenge, investigation, scenario, or problem:Groups of students will research a current job in today’s society knowing that the future expectations of this job could possibly change by the time they are competing for this job. Students will create a new job from this existing job. Students will create a written composition defining this new job. Then groups of students will create an oral presentation to be given to community leaders.Driving QuestionThe problem is to design this “new job” of the future. Through research, collaboration, and journal writing you will develop a job for the future that implements new technology. Individually, you will create a written composition defining this “new job.” Then in groups (depending upon your chosen job field- e.g., health related, education related, etc.), a presentation of “ What changes will be made on the future jobs associated with any field?” The presentation will be made to members of the community who would have interests related to the chosen jobs (e.g., nurses, doctors, teachers, bankers, etc.)Content and Skills Standards to be addressed:RLA.0.8.1.8
Students will recognize connections among ideas in literary and informational text (e.g. text to self, text-to-text, text to world connection) and recognize that global awareness promotes understanding, tolerance, and acceptance of ethnic, cultural, religious and personal differences.RLA.0.8.2.9 Students will select and use a variety of resource materials to plan, develop, and deliver a research project (5 pages) with documented sources, using multiple computer-generated, printed, or hand-drawn graphic aids.RLA.0.8.3.5 Students will perform a variety of roles in group discussions:collaborationfacilitationpersuasion T+AET+AE21st Century Skills to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed:Collaboration: XOther: DifferentiationXPresentation:XCritical Thinking:X Presentation Audience:Culminating Products and PerformancesGroup:Students will demonstrate continued success of this project through continuous collaboration within their groups, as well as their oral presentation of the new jobClass:XSchool:Community:XIndividual:Students will demonstrate success of this project through proper research of their chosen career (job), and making the connection of this job to the new job that they develop.Students will demonstrate success of this project by showing proper resource material, as well as a rough draft and all pre-writing of their 5 page research paper of their new job.Experts:Web:Other:Project Overview Entry event to launch inquiry, engage students: Discussion of a present job and what it may evolve into, whole class discussion and questioning.Teacher will begin a discussion with the following question: What happens if you go to the dentist to get a tooth filled one day, but find that there is no drilling involved? Now, there is a new way to take care of this procedure but what is it? This is the problem. Students will brainstorm jobs that may “change” in the future and how the jobs will change. (How have devices {i.e.: phones; records VS tape cartridges VS compact discs VS mp3 players/IPods; televisions [CRT=Cathode Ray Tube] VS flat screens, plasma VS LCD VS LED VS 3D, etc.} changed over time?)AssessmentsFormative Assessments(During Project)Quizzes/TestsPractice Presentations: XJournal/Learning Log: XNotes: XPreliminary Plans/Outlines/Prototypes: XChecklists: XRough Drafts: XConcept MapsOnline Tests/ExamsOther: Discussions: Small & Large GroupXSummative Assessments(End of Project)Written Product(s), with rubric: Outline, interviews and note taking__________________________________________________XOther Product(s) or Performance(s), with rubric:Writing and Presentation__________________________________________________XOral Presentation, with rubric: XPeer Evaluation: XMultiple Choice/Short Answer Test Self-Evaluation: XEssay Test: Notes and report/new jobXOther: TeacherX.ResourcesNeededOn-site people, facilities:Principal, Librarian, Computer Technician, School Board Members &
TeachersEquipment:Computers, Whiteboard, and Document CameraMaterials:Documents, Outlines, Interviews and suchCommunity resources:Retirement Hotels and such.ReflectionMethods(Individual, Group, and/or Whole Class)Journal/Learning Log: IndividualFocus Group: X Small GroupsWhole-Class Discussion: Small & Large GroupFishbowl Discussion: Small GroupsSurvey: Encourage small groupsOther: Small Group WorkPROJECT TEACHING AND LEARNING GUIDEProject: Job today-gone tomorrowCourse/Semester: 7th English/Language ArtsKnowledge and Skills Needed By Studentsto successfully complete culminating products and performances, and do well on summative assessmentsScaffolding / Materials/ Lessons To Be Providedby the project teacher, other teachers, experts, mentors, or community membersStudents need the ability to listen, take notes and ask probing questions of anything they don’t understand or have reasonable questions about. Review the parts of a presentation,(like an essay) What one needs to do, create, research, examine, interview, etc…so that they can come up with Teacher will demonstrate construction of this project through proper research of their chosen career (job), and making the connection of this job to the new job that they develop so students will feel success through the construction of their group’s project.Each student needs to learn how to create thoughtful ideas and solutions and take risks as he/she works towards his/her goal despite mistakes. Students need to begin to consistently think of all the possibilities and differences to become more expansive with his/her thoughts/ideas that lead to the creation of original products.Teacher will demonstrate to move students toward a positive outcome of a creative job of the future.Students need to manage emotions and behaviors to engage in collaborative work assignments requiring compromise, and demonstrate flexibility by assuming different roles and responsibilities within various team structures.Teacher will demonstrate how students can attain success with this project by collaborating with their respective groups within the classroom and library during research.Students need to present thoughts, ideas, and conceptual understanding efficiently, accurately and in a compelling manner and enhance the oral or written presentation through the use of technology.Teacher will demonstrate how students will present their job of the future accurately through written and verbal communication.<br />P R O J E C T C A L E N D A RProject: Job today-Gone tomorrowStart Date:MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYProject Week OneProject Week TwoProject Week ThreeProject Week Four<br />Students will begin a discussion with the following question: What happens if you go to the dentist to get a tooth filled one day, but find that there is no drilling involved? Now, there is a new way to take care of this procedure but what is it? This is the problem. Students will brainstorm jobs that may “change” in the future and how the jobs will change. <br />](https://image.slidesharecdn.com/projectplanningformfinalcopy-110729111936-phpapp02/85/Project-planning-form_final-copy-1-320.jpg)
Project planning form_final copy
- 1. Project Overview MyJob today, Gone tomorrowDuration: 5-7 DaysSubject/Course: English/Language ArtsTeacher(s): Mark Richter nbctGrade Level: 7th GradeOther subject areas to be included, if any:History, Science, Math, and possibly Physical EducationProject Idea Summary of the issue, challenge, investigation, scenario, or problem:Groups of students will research a current job in today’s society knowing that the future expectations of this job could possibly change by the time they are competing for this job. Students will create a new job from this existing job. Students will create a written composition defining this new job. Then groups of students will create an oral presentation to be given to community leaders.Driving QuestionThe problem is to design this “new job” of the future. Through research, collaboration, and journal writing you will develop a job for the future that implements new technology. Individually, you will create a written composition defining this “new job.” Then in groups (depending upon your chosen job field- e.g., health related, education related, etc.), a presentation of “ What changes will be made on the future jobs associated with any field?” The presentation will be made to members of the community who would have interests related to the chosen jobs (e.g., nurses, doctors, teachers, bankers, etc.)Content and Skills Standards to be addressed:RLA.0.8.1.8 Students will recognize connections among ideas in literary and informational text (e.g. text to self, text-to-text, text to world connection) and recognize that global awareness promotes understanding, tolerance, and acceptance of ethnic, cultural, religious and personal differences.RLA.0.8.2.9 Students will select and use a variety of resource materials to plan, develop, and deliver a research project (5 pages) with documented sources, using multiple computer-generated, printed, or hand-drawn graphic aids.RLA.0.8.3.5 Students will perform a variety of roles in group discussions:collaborationfacilitationpersuasion T+AET+AE21st Century Skills to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed:Collaboration: XOther: DifferentiationXPresentation:XCritical Thinking:X Presentation Audience:Culminating Products and PerformancesGroup:Students will demonstrate continued success of this project through continuous collaboration within their groups, as well as their oral presentation of the new jobClass:XSchool:Community:XIndividual:Students will demonstrate success of this project through proper research of their chosen career (job), and making the connection of this job to the new job that they develop.Students will demonstrate success of this project by showing proper resource material, as well as a rough draft and all pre-writing of their 5 page research paper of their new job.Experts:Web:Other:Project Overview Entry event to launch inquiry, engage students: Discussion of a present job and what it may evolve into, whole class discussion and questioning.Teacher will begin a discussion with the following question: What happens if you go to the dentist to get a tooth filled one day, but find that there is no drilling involved? Now, there is a new way to take care of this procedure but what is it? This is the problem. Students will brainstorm jobs that may “change” in the future and how the jobs will change. (How have devices {i.e.: phones; records VS tape cartridges VS compact discs VS mp3 players/IPods; televisions [CRT=Cathode Ray Tube] VS flat screens, plasma VS LCD VS LED VS 3D, etc.} changed over time?)AssessmentsFormative Assessments(During Project)Quizzes/TestsPractice Presentations: XJournal/Learning Log: XNotes: XPreliminary Plans/Outlines/Prototypes: XChecklists: XRough Drafts: XConcept MapsOnline Tests/ExamsOther: Discussions: Small & Large GroupXSummative Assessments(End of Project)Written Product(s), with rubric: Outline, interviews and note taking__________________________________________________XOther Product(s) or Performance(s), with rubric:Writing and Presentation__________________________________________________XOral Presentation, with rubric: XPeer Evaluation: XMultiple Choice/Short Answer Test Self-Evaluation: XEssay Test: Notes and report/new jobXOther: TeacherX.ResourcesNeededOn-site people, facilities:Principal, Librarian, Computer Technician, School Board Members & TeachersEquipment:Computers, Whiteboard, and Document CameraMaterials:Documents, Outlines, Interviews and suchCommunity resources:Retirement Hotels and such.ReflectionMethods(Individual, Group, and/or Whole Class)Journal/Learning Log: IndividualFocus Group: X Small GroupsWhole-Class Discussion: Small & Large GroupFishbowl Discussion: Small GroupsSurvey: Encourage small groupsOther: Small Group WorkPROJECT TEACHING AND LEARNING GUIDEProject: Job today-gone tomorrowCourse/Semester: 7th English/Language ArtsKnowledge and Skills Needed By Studentsto successfully complete culminating products and performances, and do well on summative assessmentsScaffolding / Materials/ Lessons To Be Providedby the project teacher, other teachers, experts, mentors, or community membersStudents need the ability to listen, take notes and ask probing questions of anything they don’t understand or have reasonable questions about. Review the parts of a presentation,(like an essay) What one needs to do, create, research, examine, interview, etc…so that they can come up with Teacher will demonstrate construction of this project through proper research of their chosen career (job), and making the connection of this job to the new job that they develop so students will feel success through the construction of their group’s project.Each student needs to learn how to create thoughtful ideas and solutions and take risks as he/she works towards his/her goal despite mistakes. Students need to begin to consistently think of all the possibilities and differences to become more expansive with his/her thoughts/ideas that lead to the creation of original products.Teacher will demonstrate to move students toward a positive outcome of a creative job of the future.Students need to manage emotions and behaviors to engage in collaborative work assignments requiring compromise, and demonstrate flexibility by assuming different roles and responsibilities within various team structures.Teacher will demonstrate how students can attain success with this project by collaborating with their respective groups within the classroom and library during research.Students need to present thoughts, ideas, and conceptual understanding efficiently, accurately and in a compelling manner and enhance the oral or written presentation through the use of technology.Teacher will demonstrate how students will present their job of the future accurately through written and verbal communication.<br />P R O J E C T C A L E N D A RProject: Job today-Gone tomorrowStart Date:MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYProject Week OneProject Week TwoProject Week ThreeProject Week Four<br />Students will begin a discussion with the following question: What happens if you go to the dentist to get a tooth filled one day, but find that there is no drilling involved? Now, there is a new way to take care of this procedure but what is it? This is the problem. Students will brainstorm jobs that may “change” in the future and how the jobs will change. <br />