Subject:
English Language Arts, Composition and Rhetoric
Material Type:
Lesson Plan
Level:
High School
Grade:
12
Provider:
Pearson
Tags:
Grade 12 ELA, Writing
License:
Creative Commons Attribution-NonCommercial 4.0
Language:
English

Creating A Plan Calendar

Creating A Plan Calendar

Overview

What do students need to accomplish to complete this project? What part of their work will take the most time? They’ll start to create a planning calendar to establish the steps of their work plan. They’ll schedule due dates for themselves and get feedback on their outline and calendar.

Preparation

  • Read the lesson and student content.
  • Anticipate student difficulties and identify the differentiation options you will choose for working with your students.

Project Planning

  • Part of today’s work involves students creating a calendar and project work plan for themselves. It’s important that students consider which parts of their project will consume the most time.

Opening

Complete a Quick Write.

  • What parts of this project do you think will be the most time-consuming to complete?
  • What do you think will be relatively straightforward?

Open Notebook

Major and Minor Tasks

  • Make sure students understand the tasks they will need to accomplish and the importance of planning how they will accomplish those tasks.
  • SWD: If needed, break the writing tasks down into sequential steps so as not to overwhelm students.
  • Lead a brief discussion about time management: that it’s important to keep both the big picture and the little details in mind, and to leave time to accomplish both.

Work Time

Review the following timeline for Lessons 11–29 with your teacher.

  • Lessons 11–14: Create and edit written chapter.
  • Lessons 15–20: Gather and edit materials for additional chapters.
  • Lessons 21–25: Upload and publish chapters of your self-portrait.
  • Lessons 26–27: Plan, write, edit, and upload Artist’s Statement.
  • Lessons 28–29: Share and celebrate!

Then, in your Notebook, make lists of the major and minor tasks you will need to do for your project.

  • Major Tasks: What are the biggest, most time-consuming tasks you will need to accomplish to finish your self-portrait? Add to this list as you need to.
  • Minor Tasks: What are the small, straightforward tasks that you will need to complete before you finish your self-portrait? Add to this list as you need to.

Open Notebook

Your Project Planning Calendar

  • Work with students to add dates to the calendar.
  • Now is a good time to remind students that they will be writing an Artist’s Statement at the end of the unit. They can keep track of their thoughts about the artistic process in their Planning Calendar. Encourage students to use it—these notes will be very useful for them in Lessons 26 and 27.
  • Let students know that the Planning Calendar will be an important part of their project planning process. Students will need to complete much of the work for this project outside of class. They will also need to keep themselves accountable as well as keep you up-to-date with their progress.
  • Periodically check on students’ progress in maintaining their Planning Calendars.
  • Students could also create and maintain a Planning Calendar on paper, if you or they prefer.
  • SWD: Although you have worked with your students with disabilities to help clarify their plan, they may make changes as they work. Check in with them often to make sure they are not confused and still have a clear plan in their head and on their Planning Calendar.

Work Time

Review the Planning Calendar with your teacher. Ask any questions you have.

  • Start to add tasks to your Planning Calendar. Include important deadlines from the Lesson Timeline and from your Self-Portrait Outline and Self-Portrait Checklist. List major and minor tasks. Take into account your goals for the project and your schedule.

Project Planning Feedback

  • You may want to allow students to work in small groups, but limit these groups to three students.
  • Encourage students to focus on the positive at this stage: what is exciting to them about their partner’s plan and what would they like to see more of?
  • SWD: Providing feedback requires a very good and solid understanding of the topic and the ability to discern gaps. Be sure that students are able to do this activity successfully. If this is not the case, offer support.
  • ELL: Be sure that students who come from cultures where critiquing is not regarded as something positive understand that in this country we appreciate clear and specific feedback, and consider it an important element in improving ourselves and our work. Take some time to explain this fact if necessary.

Work Time

At this point, you have outlined your self-portrait and set a timeline for how you plan to accomplish it. Now it’s time to get some feedback on your plan. With a partner, complete the following steps.

  • Briefly explain your vision for your self-portrait to your partner.
  • Go over your Self-Portrait Outline and Planning Calendar with your partner, explaining how you plan to accomplish your vision.
  • Provide your partner with feedback on his or her ideas: can you think of any additional ideas that might add to your partner’s work? Is there part of the self-portrait that you would like to see developed in greater detail? What do you think is the most interesting piece of what your partner is planning?
  • Provide your partner with feedback on his or her work plan: does the plan seem reasonable? Are there parts that you think might take more time than your partner has allotted? Do you have any ideas that might help your partner streamline his or her process?
  • Take some time to revise your Self-Portrait Outline and Planning Calendar based on your partner’s feedback.

Project Planning Tips

  • Students may have useful insights for each other. Encourage them to share what came up through their work in this lesson.
  • ELL: As with other discussions, be sure all ELLs actively participate, and offer support as needed.

Closing

Share your project planning tips with your classmates.

  • What ideas did you have for prioritizing and scheduling your work?

Project Planning Steps

  • Students will be responsible for setting many of their specific homework assignments, but they will keep track on their Planning Calendar what they accomplish between lessons.

Homework

What is the first step on your Planning Calendar? It’s time to get to work!

  • Begin working on your project, filling in your Planning Calendar and checking off items on your Self-Portrait Checklist as you go.