Table of Contents
1. Introduction ………………………………………………………………..2
1.1 Law and Order- Brainstorming…………………………………….3
2. Project Template……………………………………………………………4-6
2.1 Stage One- Identifying targeted benchmarks
2.2 Stage Two- Describing the project work assignment
2.3 Stage Three- Choosing tools for assessment
2.4 Stage Four- Mapping out prerequisite skills and knowledge
3. Project Map……………………………………………………………...... 7-10
3.1 Welcome to the project
3.2 Project Planner
4. A letter………………………………………………………………………11
5. Sample activities………………………………………………………..….12-23
5.1 Internet Skills
5.2 Writing a bibliography
5.3 Writing a research question
5.4 Summarizing
5.5 “Losing Sleep”- Implementing Skills
5.6 “Private Tutoring” - Implementing Skills
6. Different Sources…………………………………………………………….24
7. Organizing and Checking Your Work ……………………………………25-29
7.1 Weekly work schedule
7.2 Division of work checklist
7.3 Checklist at the start of the project
7.4 Self evaluation checklist
8. Assessment Tools …………………………………………………………....30-34
8.1 Rating scale for the working file
8.2 Rubric for the process
8.3 Rubric for the written presentation
8.4 Rubric for the oral presentation
8.5 Project assessment
8.6 Reflection and self evaluation
9. Final Project Checklist ……………………………………………………….35
Introduction
The topic which was chosen by the students and the teachers is Law and Order. During staff meetings, the teachers came up with ideas for topics for the project. We then shared our ideas with the students. The students came up with their ideas, and eventually voted for the one they liked the most.
Target population; 11th grade 5 points
We chose to focus on four main skills: summarizing, scanning, finding the main idea and Internet skills.
We work as a team and each of us contributed from her own experience to make our work more productive. For some of the teachers this isn't the first time of doing a project, so it made it a little bit easier.
Since the three of us work at the same school, it was fairly simple to meet, discuss and overcome difficulties on the way. Of course we divided the work among us.
Some research questions, derived from the umbrella topic of Law and Order, have been suggested by students. Some example are: Should pupils be allowed to smoke in school?
Should Israel have the death penalty?
Should grass be legal in Israel?
The connection between being an abused child and becoming an abusing parent.
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Template for Designing Project Work
Stage one:Identifying targeted benchmarks and/or goals, and criteria for assessment
Targeted Domains / Targeted Benchmarks and/or Goals* / Criteria for Assessment
Access to Information / 1. integrate information from different source for a specific purpose / Pupils used at least 4 different sources from extended oral and / or written texts that deal with the content of their topic in depth.
2. understand the main idea and supporting details in a text and use this knowledge as needed
3. use additional information tools such as learners’ dictionary, WORD dictionary and thesaurus, guided use of search engines
Presentation / present information in depth, synthesizing information from various sources / Pupils wrote a clear summary of the resources they used, that answered their research question.
Orally present conclusions based on the integration of the results of information obtained through different means. / (To be assessed in a separate rubric)
All group members participated in the oral presentation of their PBT to the class.
Social Interaction / Pupils work together effectively, dividing up the subtopics for the research.
/ (To be assessed in a separate rubric) Pupils in the group designed a project that synthesized information from the different parts of their topic, using vocabulary that is relevant to their topic, and answered their research question.
Pupils cooperatively design a project, answering their research question.
Appreciation of language, culture. literature
* Not all Domains need to have more than one Benchmark – you may add or delete the cells here, to include the Benchmarks YOU deem to be relevant and wish to assess.
Stage two: Describing the project work assignmentDescription of the Project Work Assignment
The umbrella topic is Law and Order The students will research a sub topic, e.g The death penalty. They will devise a research question, then divide the work up among them in a way that only by pooling their research together, will they be able to effectively answer their research question. Each group will then devise a project (to be assessed in a separate rubrics for their written as well oral presentation.)
Stage three: Choosing tools for assessment
Type of Assessment / Who Assesses
Rubric / Teacher
Checklist / students
Stage four: Mapping out prerequisite skills and knowledge
Targeted Benchmarks and/or Goals
Students will improve their abilities in summarizing an article, scanning, finding the main idea and Internet skills.
They will learn to work in groups and will also learn how to present both orally and in writing. / Prerequisite Skills and Knowledge
EFL skills
Research skills
Social skills
Organizational skills
Presentation- oral and in writing
Computer/Internet skills
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Dear Students,
You are about to write your project on the umbrella topic of Law and Order.
Writing a project involves a lot of skills that you have acquired during the years. We will be focusing on 4 main skills: Internet skills, summarizing, scanning an article and finding the main idea.
REMEMBER! You will need your project for the oral part of the Bagrut exam, which will take place by the end of next year.
We wish you a lot of luck and hope you will enjoy your work.
Your English teachers
Welcome to Your Project
A. Your project will be made up of three parts:
1. Process– 20 points
2. Written Presentation – 60 points
3. Oral Presentation – 20 points
Each of these parts will be assessed to make up your final grade for the project.
You will be given rubrics and checklists to guide you.
B. . The Process
* This includes the checklists for the beginning, mid-way and the end of the project.
* The process includes keeping a journal – recording the dates of what sites you visited.
* Writing down what each member of the group has agreed to do.
* This is your working file. Keep all draft copies of your work...the sites you
visited, make a note of the sites you saved.
* Write down ALL sources of information.
Your working file is a road map of how you arrived at your final product.
C. The Written Presentation will include :
1. Cover Page
2. Table of Contents
3. Introduction and reason for your choice of question
4. The Body (your answer)
5. Conclusion
6. Bibliography
7. Pictures, maps, lyrics of songs, recipes, graphs etc.
8. Checklists
9. The Working Process File
D. The Oral Presentation
This will be done in your groups. Please remember that if possible, visuals, audio-visuals should be used.
* Dates for the Project are : Midway ______
Final Written Presentation ______
Oral Presentation _____
* Set dates for various stages of the work will be given.
Points will be taken off for work not handed in on time!
· Since the project will be done next year, specific dates will be given once we start working on the projects.
Time allotted for the written presentation: 2-3 months.
PROJECT PLANNER
Umbrella Topic: Law & Order (11th grade)
ü Introduce project and umbrella topic in class. Ask students to form groups (up to 3 students). Brainstorm topic……………………….
ü Students hand in group members & topic for project. In class – students ask 10-12 questions about the topic……………………………………
ü Students hand in 10 questions………………………………
ü Introduce Internet skills activity
During Sucot – students will come up with a research question & start looking for resource material (2 articles in English).
ü Students hand in research question……………………………..
ü Assign pupils individual class work. Go over research question with individual groups (students)………………………………………………………..
Give students one week to look for final resource materials.
Do pages 8-12 in project planner booklet. (finding information & searching on the Internet)
ü Students hand in:
v Final research question
v 2 resource articles………………………………………………
ü Assign activities on summary, main idea and scanning an article
Allow students 2 weeks to summarize articles.
Do pages 16-19, 21, 42 in project planner booklet. (paraphrasing, summarizing an article, writing bibliography)
ü Students hand in summaries of articles + original articles…………….
Give students 2 weeks to complete survey, questionnaire, etc.
Do pages 13-14, 40 in project planner booklet. (questionnaires, interviews)
ü Students hand in survey/questionnaire ……………………………….
Do pages 22-23, 43 in project planner booklet. (getting ready to write)
ü Students hand in project outline………………………………………
In this lesson (22/23.12) do pages 24 – 26 in project planner booklet. (writing a first draft)
Ask students to write their first draft.
ü Students hand in first draft …………………………………………..
Take 3 weeks to check first drafts. During this time all late work must be handed in.
Do pages 27-35, 44-45, in project planner booklet. (editing & revising)
ü Final date to give back checked first drafts + instructions to correct……
Give students 2 weeks to hand in written project
ü Students hand in written projects……………………………………
Do pages 36-37, 47 in project planner booklet. (preparing for the oral presentation)
Schedule specific dates for oral presentation for each group!
Finish all presentations by Pesach!!
הורים יקרים,
בימים אלו עומדים התלמידים בכיתות י"א בפני כתיבת עבודה באנגלית בנושא חוק וסדר (Law and Order).
העבודה תתבצע בקבוצות או ביחידים והיא נכתבת תחת הדרכה צמודה של המורה המלמדת.
ההערכה על העבודה מתחלקת לשלושה חלקים: העבודה הכתובה (60%) הצגה בעל-פה של העבודה (20%) ותהליך הכתיבה (20%).
חשוב לציין! על התלמידים לשמור עותק של העבודה עליה ייבחנו בבחינת הבגרות בע"פ באנגלית בסיום כיתה י"ב.
אנו מאחלות לתלמידים הצלחה רבה בעבודתם ומקווים שייהנו מתהליך הכנתה ויפיקו ממנה תועלת.
צוות המורות לאנגלית
Command / What it means / Example+ / to include this word (care) / dog + care
- / to exclude this word (nuts) / chocolate cake - nuts
" " / to find an exact phrase / “to be or not to be”
domain: / to define a specific country or type of site / domain:k12
domain:il
host: / to define a particular host / host:w-angle.galil.k12.il host:gov.il
image: / to find a picture of / image:Rabin image:Jerusalem
text: / to define words that must appear in the text / text:research
title: / to define a word that must appear in the title / title:Holocaust
url: / to define a word that must appear in the address. / url:etni
* / to include word families, related words / *sun , sunny, Sunday, sunshine ...
capital
letters / to look specifically for the word written with a capital letter. / Cat - only where cat is written with a capital letter.(cat = all cats)
Five criteria for evaluating Web pages
Evaluation of Web documents / How to interpret the basics1. Accuracy of Web Documents
· Who wrote the page and can you contact him or her?
· What is the purpose of the document and why was it produced?
· Is this person qualified to write this document? / Accuracy
· Make sure author provides e-mail or a contact address/phone number.
· Know the distinction between author and Webmaster.
2. Authority of Web Documents
· Who published the document and is it separate from the "Webmaster?"
· Check the domain of the document, what institution publishes this document?
· Does the publisher list his or her qualifications? / Authority
· What credentials are listed for the authors)?
· Where is the document published? Check URL domain.
3. Objectivity of Web Documents
· What goals/objectives does this page meet?
· How detailed is the information?
· What opinions (if any) are expressed by the author? / Objectivity
· Determine if page is a mask for advertising; if so information might be biased.
· View any Web page as you would an infommercial on television. Ask yourself why was this written and for whom?
4. Currency of Web Documents
· When was it produced?
· When was it updated'
· How up-to-date are the links (if any)? / Currency
· How many dead links are on the page?
· Are the links current or updated regularly?
· Is the information on the page outdated?
5. Coverage of the Web Documents
· Are the links (if any) evaluated and do they complement the documents' theme?
· Is it all images or a balance of text and images?
· Is the information presented cited correctly? / Coverage
· If page requires special software to view the information, how much are you missing if you don't have the software?
· Is it free or is there a fee, to obtain the information?
· Is there an option for text only, or frames, or a suggested browser for better viewing?
Putting it all together
· Accuracy. If your page lists the author and institution that published the page and provides a way of contacting him/her and . . .
· Authority. If your page lists the author credentials and its domain is preferred (.edu, .gov, .org, or .net), and, . .
· Objectivity. If your page provides accurate information with limited advertising and it is objective in presenting the information, and . . .
· Currency. If your page is current and updated regularly (as stated on the page) and the links (if any) are also up-to-date, and . . .
· Coverage. If you can view the information properly--not limited to fees, browser technology, or software requirement, then . . .
You may have a Web page that could be of value to your research!
FROM: Kapoun, Jim. "Teaching undergrads WEB evaluation: A guide for library instruction." C&RL News (July/August 1998): 522-523.
Reprinted with permission of the author.
Here is an example of how to cite from the web:
Burka, Lauren P. "A Hypertext History of Multi-User Dimensions." MUD History. 1993.
http://www.utopia.com/talent/lpb/muddex/essay (accessed August 2, 1996).
How to fill in the resource page:
Name of the site / You can usually find this on the home page of the website if it is not on the page you are accessing.Name of the article / You can also write the web page name here if there is no article name.
Author / Write the author OR contact name of the website OR contact email of the website.
Exact Internet address (URL) / It is recommended that you copy (ctrl + C) and paste (ctrl + V) the web address directly from your browser so as not to make mistakes while copying.
Date article was accessed / Note example above.
Short description of the site/article / This is for your and other teachers' future reference.
Writing a Research Question