FINAL NBA PROJECT
SPORTS
Written by:
Lynn Mazor .
Pnina Kahana
Presented to:
Adele Raemer
Date of Presentation: 1st May, 2007
Table of Contents.
* Introduction………………………………………………………..page 1
* Project Template………………………………………………..page 3
*Project map………………………………………………………….page 6
* A letter to the students……………………………………page 8
* A letter to the other parties………………………….page 9
* Sample activities for pre project work………...page 10
* Sources…………………………………………………………………page 13
* Rubrics for assessing written and oral presentation……………………………………………………………page 15
* Final student checklist to be included in the paper…………………………………………………………………………page 19
* Student reflection page……………………………………page 20
* Final project checklist for online NBA course 2007………………………………………………………………………….page 21
Appendixes ……………………………………………………………..page 22
Introduction
We have chosen Sports as our umbrella topic having read the story "Chariots of Fire." The general aim of the project is to enable the students to choose a topic that they are interested in exploring, devising a research question about the topic, finding relevant information from different sources that answers the question and finally presenting in writing and orally, their findings.
A sample research question about the topic could be "What is the connectionbetween success stories and sportsmen who have come from underprivileged/poor backgrounds?" Or "How does Sports provide opportunities for handicapped people?"
We have chosen to prepare our project work for 11th or 12th Grade 3 point Classes. We have taken into consideration that these students will require a lot of preparation in order to become independent learners. Therefore we have provided graded texts from which students will be able to choose to work on according to their level.
We have chosen the topic since we know that Sports is a popular subject and we believe that even students, who are not necessarily great sports-lovers, will be able to find a sub-topic that will interest them.
At the out start, we had difficulty in understanding what the demands for writing the project were because of the many components that we had to deal with. Once we realized that the work had to be divided between teacher tasks and student tasks we could proceed in the right direction.
We are convinced that project work is valuable since in giving responsibility over to the pupils for the learning process, making us tutors, and less teachers, students can provide us with new items of interest while enabling us to share their interests, thoughts and feelings.
We worked in fullcollaboration with each other spending many hours together at the computer, discussing, arguing, compromising and taking advantage of each other's strong points and helping each other to overcome pitfalls.
Every week one of us held up a white flag and swore to give up, but thanks to our mutual support and friendship, we made it to the finishing line!
Project Template – All Stages
Targeted Domains / Targeted Benchmarks and/or Goals* / Criteria for AssessmentAccess to Information / 1. Integrate information from different sources for a specific purpose / *Pupils used at least 2 different sources from provided written texts or online sources.
*They were able to find key sentences.
*They looked up words.
* Students summarized material in their own words.
2. Understand the main idea and supporting details in a text and use this knowledge and apply it.
3. use additional information tools such as glossary, on line MORFIX dictionary, WEBSTER'S dictionary and Thesaurus.Use of the Internet for specific purposes.
Presentation / Present information about the researched question. / Pupils will present a file with their findings from at least two different sources and according to a checklist.
Orally present findings about the researched questions. / Each pair will tell the class about the question and information found out about it.
Students will try to use visual aids if appropriate.
Social Interaction / Pupils work together effectively, dividing up the tasks. / Students cooperated on both written and oral tasks.
Stage two: Describing the project work assignment
Description of the Project Work Assignment
After brainstorming the Sports topic with the teacher, the students will divide into pairs and make up a research question on the sub-topic that they have chosen. They will use given URLs (or other approved sources or sources provided by the teacher) to find information about their topic. Students will summarize their sources and hand in written work. Finally they will orally present their findings to the class.
Stage three: Choosing tools for assessment
Type of Assessment / Who Assesses
x Rubric / Self
x Checklist / Peer
Assessment List / X Teacher
Stage four: Mapping out prerequisite skills and knowledge
Targeted Benchmarks and/or Goals / Prerequisite Skills and Knowledge / Activities
1. integrate information from different sources for a specific purpose / 1. EFL skills: Summarizing and general dictionary skills. / 1. Activity for reading and identifying main ideas of text, using flow charts
2., Activity for reading, identifying key sentences, markers, highlighting main ideas, writing ideas in their own words.
3. Looking up words in on line dictionary and Thesaurus and using synonyms.
2. understand the main idea and supporting details in a text and use this knowledge as needed / 2. Computer/ Internet skills: Finding information on the Web / 2a. Activity for surfing the web –work pages related to and the book "Chariots of Fire"
2b. Using online dictionary
3. locate relevant information for a specific purpose / 3. scanning and skimming / 3. read a text and highlight relevant information. Write the facts you discovered in your own words.
1. ask and answer simple questions about familiar topics and situations
2. Pupils work together effectively. / Social skills: interaction between partners
Working in collaboration /
- interviewing a partner to discover information.
______
Project Map & Schedule
Description of the stages in the project work assignmentDescription of stage / Time it will take
General introduction of the project concept including oral presentation and presenting the rules for project work and assessment tools: rubrics and checklists for the different stages. / One lesson
Brainstorming; Work on summarizing skills and explain what a research question is.Pupils will practice summarizing and experience asking research questions. They will work in pairs on the social, organizational and oral skills. / Four lessons
Students will form their research question, divide the work between them. Present for teacher's approval.
Resources search- get teacher's approval for chosen texts (either from the Internet or from teacher's suggested texts.) / Two lessons
Start reading and paraphrasing the relevant information from the different sources – highlighting and summarizing – get teacher's comments and corrections. / Four lessons
Improving and correcting your first draft. / Two lessons
Meet teacher with final draft for final approval-
Edit your final project file according to the checklist and hand it in. Start working on oral presentation / Two lessons
Continue working on oral presentation / Two lessons
Oral presentations in class / Two lessons (depends on size of class)
A letter to the Students.
Dear Students,
You are about to begin working on your projects which will count as part of your final Bagrut grade.
The main aim of the project is to give you a chance to work independently (with a partner), find information that interests you, use English as an authentic language, and present what you have learned.
We have read the story “Chariots of Fire”, seen the movie, as well as worked on all the skills you will need to do the project successfully.
The topic of the project in general is Sports. You and a partner will devise a research question about a sports–related topic and for the next few weeks you will work together finding out information from different sources that will help you answer your question. Your grade will also reflect how you and your partner work together
Work on the project will begin on ______.
The final date to present your written work is ______.
You will also present your topic orally to the class and be given a grade for your presentation.
To help you organize your work you will have a time-table and checklists that you will fill in as you go along.
You will work on the project in class or in the Computer Room.
I will be available to help you with any problems you may have.
Finally, I would like to remind you that the project is your personal work.
Remember that plagiarism – copying someone else’s ideas or thoughts and using them without quoting the author or giving him/her credit - is the same as cheating. Summarize and use your own words for writing the final project.
I hope you will enjoy your task.
GOOD LUCK!
Letter to other parties.
תאריך:______
להורים ולצוות החינוכי שלום רב,
בתקופה הקרובה נעסוק בכתיבת פרויקט במהלך שיעורי האנגלית. מטרת הפרויקט היא ללמד את התלמידים ללמוד באופן עצמאי תוך שימוש במקורות ביבליוגראפיים, בשיתוף פעולה עם חברים ואיתי.
התהליך יכלול מס' שלבים כגון:
א.בחירת נושא בשיתוף פעולה עם בן/ בת זוג או בקבוצה.
ב. העמדת שאלת חקר תוך תרגול טכניקות שנלמדו בכתה.
ג. חיפוש אחר מקורות ביבליוגרפים באינטרנט, ספרים, מגזינים או כל מקור כתוב אחר.
ד. סיכום המידע הרלוונטי לשאלת החקר במילים של התלמידים.
ה. הסקת מסקנות.
ו. הצגת הממצאים בפני שאר התלמידים כדי להעשיר את הידע של כולנו.
העבודה תעשה בכתה, בחדר המחשבים ובספריית בית הספר. התלמידים אומנם יעבדו באופן עצמאי אך ידרשו לתת דין וחשבון על תפוקותיהם בסוף כל שיעור על ידי שליחת דין וחשבון אלי באמצעות הדואר האלקטרוני שלי. במהלך השיעורים אעמוד לרשות התלמידים כדי לעזור להם להתגבר על כל קושי ולענות על שאלותיהם.
לידיעתכם, כתיבת פרויקטים ולמידה עצמאית הינם חלק מדרישות משרד החינוך. תלמידים יידרשו להציג את אחד הפרויקטים שיכתבו במהלך לימודיהם- בבחינת הבגרות בעל פה.
אני מאמינה שלמידה בדרך של כתיבת פרויקט תעשיר את כישורי הלמידה והשפה של התלמידים ומקווה שהתהליך יהיה גם מהנה ומספק.
אנו מקווים להתחיל בתאריך ______ולסיים עד תאריך ______.
בברכה,
______
מורה לאנגלית.
Sample Activities
Pre project work: (six double lessons in the computer room)
A. Choose two of the following reading passages. Stage one is easier than stage two. Choose one passage from each stage. Do the following worksheet on each passage.
- Read the passage.
- Write the title of the passage.
- Identify the genre of each passage.
- Scan through to find words that you don't understand. Make a list of words.
- Choose one of the lists and use the dictionary to translate the words.
- Find synonyms to those words (if there are any).
- Choose one of the flow charts to summarize each passage in your own words.(At least 6 sentences)
- Save your work on the computer and send it to my e-mail.
B.Read the article: Massacre at the Olympic Games. Do the worksheet 8&9.
C. With your partner write 5 things that you learnt from the passages.
1. ______.
2. ______.
3.______.
4.______.
5.______.
Activity for practicing working in pairs.
Since our pupils will be required to work in pairs, we will use the following activity to practice this prerequisite skill.
1. Partner A: Read the article “The Man with the Extraordinary Memory” and write down five facts about him.
Partner B: Read “Memory Champion” and write down five facts about her.
2. Read your facts to each other and tell your partner about the person.
3. Together decide which facts are true for both of them.
4. Together decide in which ways they are different.
5. Together think of how an extraordinary memory could help you and write down your ideas.
For example: If we had an amazing memory, we could remember how many goals Yossi Benayun has scored since he began playing football!
Activity for Working in Pairs (Additional)
The pupils are given a passage about the Ancient and Modern Olympic Games.
The paragraphs are cut up and divided between them.
Their task is to find out the correct order of the paragraphs and arrange them accordingly.
This activity requires collaboration, decision making while also encouraging oral discussion.
The text used is taken from the textbook Take the Lead, 1993, page 93. (See Appendices
Activity for Oral Presentation
Since our pupils will be required to present the findings of their project orally, we will use the following activity as a practice exercise:
Divide the group into pairs.
Partner A: Think about a famous sportsman/sportswoman/singer/politician/other celebrity. Do not tell your partner who it is.
Partner B: By asking questions, try to find out who your partner is thinking about.
For example: Are you a football player? Which team do you play for?
Each partner will do the same activity.
Each pupil will then tell the class 4 facts about the person he “discovered” his partner had chosen to be.
Sources
List of possible sources.
General:
Sports and the Olympics:
Sports and disabilities:
Sports and drugs:
Articles:
Text:Walters, Mark. “Gail Devers. Always on the Run”, First Choice, 2000, page 138
Text: Author Unknown. “Rugby”, First Choice, 2000, page 144
Text: Author Unknown.”American Football”, First Choice, 2000, page 145
Text: Gibson, Althea. “I Always wanted to be Somebody”, First Choice, 2000, page 142.
Text: Goleman, Daniel. (Adapted) “Emotional Intelligence”, On Course, 1997, page 105.
Text: Author Unknown. “Have you heard of them?” Trends, 1998, page 122
Text: Author Unknown.: “Been There, Done That”, Trends, 1998, page 122
Text: Author Unknown. “The Annual New York Bed Race” Trends, 1998, page 123
Text: Author Unknown: “Hollywood and Basketball – Michael Jordan”, Trends, 1998, page 125
Text: Author Unknown. “Tonya Harding”, Trends, 1998, page 126.
Text:Author Unknown “Mike Tyson”, Trends, 1998, page 126.
TextAuthor Unknown:” The Man with the Extraordinary Memory”, Navigator, 2006, page 60.
Text:Author Unknown "Memory Champion”, Navigator, 2006, page 61
Text: Author Unknown ”Massacre at Olympic Village”, Take the Lead,1993, page 98
Text:Author Unknown “The Greatest Soccer Player”, Module A, Practice Papers, 2004, page 29
Text: Combs, Jill. “DolphinPark”, Summer Bagrut 2006
Text: Author Unknown." A Silver for Arad" Take the Lead,1993, page 89
Text: Author Unknown "Mark Spitz – A Swimming Record-Holder" Take the Lead, 1993, page 95.
Rubrics for assessing written presentation:
*used copy paste technique0 points / *not enough resourcematerial and information is irrelevant to the topic
*message cannot be understood
*text is poorly organized
______
4 points / *information is taken from at least two sources but some information is irrelevant to the topic
*message is sometimes difficult to follow
*text is fairly well organized
10 points / *Information is taken from at least two sources and is relevant to the subject
*fluent expression
*Text is well organized
15 points / Content and organization
*copied texts as they appear in original resource
*no glossary included
------
0 points / * use of limited or inappropriate vocabulary
*inadequate glossary
5 points / *partially changed original text.
*correct use of appropriate but limited vocabulary
* included only partial lists of new words
------
10 points / *used their own words
*used varied vocabulary
*correct use of vocabulary
*included adequate glossary
15 points / vocabulary
*copied whole texts
0 points / *copied original text with only few changes
*frequent errors of agreement, tense, word order, pronouns, prepositions, fragments, run-ons
4 points / *occasional incorrect use of basic language structures
*several errors of agreement, tense, word order, pronouns, prepositions, fragments, run-ons
10 points / *correct use of basic language structures
few errors of agreement, tense, word order, pronouns, prepositions
15 points / Language use
* handed in a paper late
* didn't follow checklist
* hardly noticed mechanics instructions
2 points / * frequent errors of spelling, punctuation, capitalization
*didn't follow checklist
* handed in paper late
5 points / *occasional errors of spelling, punctuation, capitalization
*followed checklist partially
*Handed in paper on time
10 points / *few errors of spelling, punctuation, capitalization
*followed checklist precisely
*handed in paper on time
15 points / mechanics
*Didn't show up to all classes
*Was busy doing other things rather than working on project
* didn't work according to instructions and didn't make necessary corrections
*didn't or rarely approach teacher
*no collaboration with partners. Worked on her/his own
0 points / * came to classes and worked but inconsistently
*followed instructions occasionally and corrected part of the mistakes
*seldom approached teacher
*seldom consulted friends
------
10 points / * came to classes and worked seriously
*followed instructions and corrected paper as told
*got teacher's approval during the expected stages
*consulted often with partner
15 points / process
Rubrics for oral presentation
* message unclear* speech doesn't reflect written assignment
0 points / * message partially clear.
*some relevance to topic
*some connection to written assignment.
3 points / *Conveyed message clearly
*relevant to main topic
*connected to written assignment
5 points / Comprehensibility of Message
* incoherent sentence structure
0 points / *use of complete sentences.
*some L1 interference
3 points / * Use of complete sentences; few cohesive devices.
5 points / Level of Discourse
* unprepared
*looks for words
A lot of pauses and hesitation
1 point / * fluent yet few pauses
*some hesitation
3 points / *fluent speech
5 points / fluency
* Inadequate and/or inaccurate use of vocabulary
* no connection to written paper
1 point / * Limited range of vocabulary; *use sometimes inaccurate and/or inappropriate
* little connection to vocabulary used in written paper
3 points / * Wide range of vocabulary; use generally accurate and appropriate, including some idiomatic expressions.
* clear connection between language used while speaking as language used in writing
5 points / vocabulary
* no collaboration at all
0 points / * little collaboration
*work was not divided equally
3 points / * worked in full collaboration
*divided work equally
5 points / collaboration
Final checklist to be included in the paper
Done / Item / No.Cover page. / 1.
Table of contents. / 2.
Introduction and rational for choosing the topic. / 3.
Summary of sources. / 4.
Conclusion / 5.
Reflection. / 6.
Bibliography. / 7.
Appendixes: original highlighted sources / 8.
Lists of words looked up in the dictionary / 9.
Drafts / 10.
Checklists / 11
Maps / 12.
Pictures / 13.
Flow charts / 14.