CAMAS TIMES REPORTERS CLICK HERE
Project Title: Camas Times
Fall 2015
EXPLORE
Driving Questions: Project work is focused by an open-ended question that students
explore or that captures the task they are completing. Take the lid off!
What is news?
What does the Camas Community need and want to
know?
Significant Content: At its core, the project is focused on teaching students important
knowledge and skills. Standards are embedded and explicit to drive the learning.
This project integrates the arts and other disciplines as much as possible.
CCSS.ELA-Literacy.W.5.2 Write
informative/explanatory texts to examine a topic and convey ideas and information
clearly.
CCSS.ELA-Literacy.W.4.2b/
W.5.2b Develop the
topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
CCSS.ELA-Literacy.W.5.4 Produce
clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.4.5/W.5.5 With
guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.
In-Depth Inquiry: Students are engaged in a rigorous, extended process of asking
questions, using resources, and developing answers.
Possible questions for Inquiry…
How does a publication's audience affect its
content?
Is a newspaper a business or a public service?
What responsibilities do newspapers have to their readers?
What will students do?
Students will investigate community happenings/events and think
critically about which events are worthy of the Camas Times audience and/or the
Eugene Community and/or global audience. Students will think critically about
how to publish these events/happenings (Newspaper, blog, magazine, etc).
Students will conduct research using a variety of resources (interviews,
internet, books, etc.) to add details to their stories.
EXPLORE/DESIGN/CREATE/REFINE
Differentiation: Project
work takes into account and allows for student academic readiness, interest,
and learning style.
Readiness ~
Written pieces will be accepted at all levels of readiness, differentiated by
degree of content accepted.
Interest ~ Students
will have choice in the news they publish.
Learning Style ~
Students will have freedom to choose their vehicle for news delivery, and their
research process according to individual learning styles.
Collaboration: Students
build valuable skills for today’s world by having opportunities to collaborate
with peers, the teacher, and specialists in the field of study.
* Invite a reporter to talk to the class
* Students will work together researching and writing articles
* Students will peer review articles/surveys/comics
* The teacher
will conduct writing conferences with individuals/teams
Connections: Project
work is authentic, relevant, and/or has applications beyond the school setting.
* Connect to local
reporters
* Connect to the
Newseum in Washington DC
* Connect to the
Camas Community for news sources and publishing
DESIGN/CREATE/REFINE
Choice & Voice: Students are allowed to make some choices about the products to be
created and how they use their time, guided by the teacher and depending on age
level and PBL experience.
Students have
voice and choice in what is published. Options might include surveys, news
stories, editorials, comics, content puzzles, etc…
Students will
have voice and choice in deciding the vehicle used to publish. Options might
include blogs, Camas newspaper, Camas magazine, graphic novel, etc… Students
will be challenged to have their publishing vehicle match their audience.
OWN
Audience: Students
present their work to other people, beyond their classmates and teacher.
Presentation can occur in a variety of ways.
The audience for
this project is the Camas Ridge Community. If there is interest, perhaps we can
try to publish in a community publication such as Eugene Weekly or the Register
Guard.
Can it be
translated to a radio story??
Story Core ~
Library of Congress
Assessment/Feedback: Project work is assessed using a variety of methods such as, rubric,
portfolio, self-assessment, and peer review.
Student
Generated Assessment, students will have a voice in what is included in the
assessment and both the teacher and the students will score it.
PROJECT PROGRESSION
As the project progresses,
it is likely to take on a life of its own. How did this project change throughout
the course?
During weeks one
and two we found a new way to give feedback to each other. Students are working
collaboratively on a Google document. I am able to provide feedback to the
entire group and to individuals. Students are working from home on our
community document. I am able to help them from home. It is quite efficient and
exciting.
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