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Ideas for student projects that reflect literacy 2 point 0 skills

This version was saved 12 years, 4 months ago View current version     Page history
Saved by crogers
on November 11, 2011 at 1:36:38 pm
 

Examples of student projects that reflect literacy 2.0 skills:

Reading and Writing Grade 4

  • Read and skim pre-selected print and online materials on pre-civil war occupations. Search the American Memory database (or a similar sponsored digital archive) for relevant and interesting images, textual explanations, and sound files
  • Use pre-selected magazines, books, and newspapers for information on local or regional authors. Create a keyword list for online searches on the author and his or her famous works
  • As a group, select a class reading and contact the author for an online or face-to-face class discussion of that work 
  • Collect information on appropriate gaming systems that require students to read (and write) and navigate complicated online spaces. If technically possible, demonstrate the navigation and reading skills required to use these games 
  • Compare reading skills used in reading a novel with the skills used in reading a newspaper article, an email, a chat format, a note from a friend, or a chapter in the class science textbook   
  • Complete an inquiry-based WebQuest (http://www.webquest.org/) or other information portal, asking students to complete activities that exercise content area reading strategies
  • Research a great thinker or writer; locating, evaluating and collecting information from a variety of sources; and presenting findings through a multi-media presentation in the form of a piece of art, an original song, a news review, or a slideshow
  •  Present a survey of the digital and non-digital technologies fellow students use in the course of a typical week, explaining how these technologies affected their abilities to learn and communicate
  •  Complete a presentation using commonly available presentation tools as a class with each student assuming responsibility for one or two slides
  • Respond to an online message board responding to questions concerning literary texts
  •  Create a class literary magazine
  • Contribute to a storytelling website in conjunction with a local civic organization

 

READING and WRITING  Grade 8:

  • Survey and compare movie viewing habits and popular types of movies and titles with a partner class in another region or country. Include a well-formatted bibliography of the most popular movies. Analyze the results for trends or conclusions. Compare the results with national surveys
  • Search information from a variety of print, online, and non-print sources for a report on a topic of personal interest related to the Holocaust. Evaluate the information using criteria for validity and reliability. Give rationale for any sources suspected to be unreliable
  • From a favorite magazine, choose a variety of advertisements of products that are personally appealing. Analyze the techniques used by each advertisement to attract teen buyers
  • Describe one’s own process for reading and evaluating a website or other text containing a variety of embedded links
  • Using a topic of interest (based on units covered in the class science, social studies, history, or math classes), create an annotated bibliography of important resource materials (books, newspapers, magazines, online sources, video, music, etc,). Include a working bibliography of sources consulted or skimmed but not selected
  • Interact with peers, authors, and others using collaborative telecommunications tools (i.e., email, threaded discussion, audio and video conferencing) to conduct literature circles on a novel read in common
  • Conduct research on an award-winning adolescent literature book they have read. After researching the author and award, students write a review for the children’s section of the local newspaper, or for school newspaper
  • Compose a team short-story presentation that includes a script, text, sound, images, and video clips. Create it around this question: “What would it be like to stand beside Martin Luther King, Jr. as he looks over thousands of Americans, their faces full of hope, and begins his famous speech, ‘ I Have a Dream’?”
  • Create an audio history presentation (suitable for school broadcast if possible) by producing audio profiles of students’ parental occupations
  • Complete a collaborative research project that utilizes online research methods
  • In the novel The Last Book in the Universe, by Rodman Philbrick, the main character poses the question: “Why bother to read any more if you can just probe [experience the world exclusively through virtual “reality”]?” Participate in a panel discussion, giving a reaction to this question from one of these viewpoints: William Shakespeare, a Sony executive in charge of the PlayStation division, a science fiction author, a student of 1990, a student of 2050
  • Collaborate with mentors or peer groups to generate shared questions and lines of inquiry
  • Participate in class discussions of peer reviewed writing to select pieces for a class anthology
  • Develop and publish a collaborative essay (a multiple-authored work)
  • Create and record a parody of a familiar song, echoing the original rhyme scheme and rhythm, and creating a humorous or satiric effect
  • Compile a digital classroom anthology (e.g., on CD, DVD, or web published) of student work in a variety of genres on the theme “Where I’m From”
  • Using a video camera, record a montage of scenes from a classroom or the school as a whole, creating special effects with shooting angles, range, lighting, composition, camera features. Describe the impact of these effects
  • Fulfill individual roles in a Webquest (http://www.webquest.org/) researching a topic of local interest and creating an informative newscast using the findings
  • Analyze the effectiveness of the interaction in a group problem solving task such as solving a mini-mystery with each group member having only a small piece of the information.
  • Create a class survey on the various communication methods class members have used outside school in the last month
  • Collaborate with email pals and online mentors from other cultures and geographical areas in order to write a collaborative essay or create an interactive, interpretive project (i.e., on Mark Twain’s America).
  • Use a wiki (a web-based collaboration tool) or other discussion tool like a weblog to create and maintain a dialogue journal discussing the reading of a shared text with a partner or group
  • Participate in the class interpretive community through class opinion bulletin boards or interactive graphs, class response walls featuring marginal notes captured on sticky notes, or posting graphic representations of understanding such as timelines, picture maps or storyboards

 

READING and WRITING Grade 12

  • Analyze the portrayal of bosses in popular media (comic strips, TV comedies, TV dramas, movies), identifying stereotypes found and identifying the kinds of “real life” bosses that are not included
  • Choose a social issue or controversy that has been a subject of protest songs. Using primary sources (print, digital, or community resources), research an aspect of the issue to use as background in writing an original protest song or lyrics
  • Identify characteristics of suspect information that may indicate it is an internet hoax, fraudulent activity or an unreliable source
  • Distinguish satire and parody from other non-ironic forms of expression
  • Identify, read, and navigate multiple resources and information venues for a chosen interest area or occupation. These resources should include collections of books, print and online magazines and journals, websites, email lists, professional blogs, and other forms of professional interactions between members of the chosen field. Create a chart of the personal responses (both positive and negative) of this occupation
  • Interpret the status of the materials they read, collect, transfer, and use based on the current conventions governing intellectual property, trademark, copyright, Fair Use and plagiarism
  • Navigate a non-linear text (such as tutorials written in individualized, hyperlinked power-point presentations, or a non-linear film) to access relevant information or to follow the sequence cues of non-linear narratives
  • Select and organize abundant materials (digital and print) according to the basic principles of information management. Read and understand the organizational efforts of others. Students can demonstrate this by creating a substantial web site of personal portfolio materials that is not only easy to navigate and read at the interface level, but also organized and understandable at the file-management level
  • Write and illustrate a brochure introducing a classmate to a classic book, film, web site, musical, etc. Then, combining audio and video formats, create a persuasive presentation for classmates about it. Describe the advantages of brochures and audio/video presentations for a particular audience member in a specific situation
  • Construct a virtual museum exhibit depicting the role of the American Dream in classic texts/novels/lliterature
  • Maintain a generative self-reflective journal (either print or online) that is utilized and referenced throughout the development of a project or unit
  • For a selected topic, evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources
  • Participate in an online interactive debate with student panels and evaluator-experts
  • As an analysis of the work of an influential film director, annotate video sources to identify key scenes and/or information, react and respond to content, and communicate interpretations and understanding to a select audience
  • Create digital videos that present a persuasive argument that calls for social action or community change
  • Create multimedia presentations to communicate multiple levels of understanding on a specified topic
  • Use productivity tools to publish a class anthology of book reviews of novels read during a unit on international authors
  • Interact thoughtfully with class members in a class-created chat room for responses to novels
  • Assume the persona of a character from multicultural literature in collaboration with e-pals from across the world and research the culture and ideologies of that character
  • Use video cameras and editing software to create a DVDof a collaboratively written play
  • Complete complex, higher-level projects utilizing a diverse range of resources including media, personal interviews, and group presentations
  • Create and produce a DVD or website promoting personal responsibility
  • Make responsible decisions about use of material based on the rules governing intellectual property, trademark, copyright, fair use and plagiarism
  • Make a product that demonstrates understanding that critical literacy reaches beyond print materials
  • Demonstrate hoe to take responsibility for personal communications, websites, and other information products
  • Develop a cartoon or video to raise awareness of fraudulent practices, Internet theft, threats to personal information
  • Reach out to those who have no access to technology, with an affordable or free device.
  • Create a collage of the the value of information technology for their future careers

   

     

  

MATH Grade 4

Use newspapers, books, spreadsheets, graphing programs, calculators, computers, Internet, films, TV programs, Websites, databases, internet ;

Word processing programs, graphic programs, presentation software, desktop publishing programs, manipulatives, calculators, graphing calculators, spreadsheet software, probes, GPS, geometry tool software, interactive boards, handhelds, digital cameras, multimedia presentation software, probes/CBRs, Website development software and digital libraries to:

  • Access information from a variety of media sources
  • Gather data such as taking surveys of their school or community population and create appropriate graphs to display the information
  • Analyze and compare numerical data from a variety of age-appropriate sources such as newspapers and websites, and draw simple conclusions about the data
  • Present mathematical information in an oral report accompanied by charts and graphs
  • Construct charts and graphs to display mathematical information such as survey data
  • Use presentation software to present data used in a graph or project (such as a budget, scientific report, or economic analysis)
  • Apply a variety of age-appropriate strategies to solve simple open-ended problems with real-life applications, such as comparison shopping, time-distance, or measurement and proportion problems
  • Use word processing or online forums to record journal entries of their math experiences
  • Use presentation software to share their problem-solving strategies
  • Plan, visualize, estimate, measure, test and revise their understanding of geometric shapes and measurement concepts
  • Visually demonstrate, highlight and display various patterns and relationships among numbers using virtual whiteboards and calculators
  • Use digital cameras to photograph representations of geometry concepts from their surroundings
  • Transfer the photo images to create a math slide show
  • Give a presentation for an audience to explain geometry concepts
  • Create an age-appropriate portfolio that includes a problem-solving situation related to real life
  • Create a self-assessment for evaluating a variety of age-appropriate concepts, and provide a written reflection of their problem-solving process/thinking
  • Create an age-appropriate portfolio that includes a problem-solving situation related to real life
  • Create a test with a variety of concepts, and a written reflection of their problem-solving process/thinking
  • Establish ongoing communication with students from other communities or countries (via letters, email, or electronic bulletin boards) to share math projects
  • Develop and execute a plan to use measurements and a graphing program to collect and record accurate and
  • Complete data about the community playgrounds
  • Use  age-appropriate mathematical and ICT skills to participate in a community service project

 

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