Project Group Discussion
What project work so far are students most proud of? They’ll discuss their accomplishments with the class and continue to create, edit, and compile the various chapters of their self-portrait. They’ll also continue to update their planning documents to keep of track of their progress.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- Ask students to share what has been going well and then, as a class, brainstorm solutions to problems students are facing. SWD: Encourage students with disabilities to create a graphic organizer to brainstorm ideas. ELL: Be sure to encourage ELLs to share. If you feel they need to be supported before sharing, try to find time to allow them to share with a partner first and then with the whole group (if logistics for this wouldn’t be too complicated).
- Take a few minutes at this time to troubleshoot any issues that came up during the previous lesson.
Discuss your project progress with your class.
- What has been going well with your project during these past two lessons and what has been challenging?
Project Work Goals
- Be sure that all students submit their goals for the Work Time so that you have a sense of what they are working on. SWD: Assist students if they are struggling to identify good goals. Consider grouping those who need extra help and work with them as a way of providing support.
Review your planning documents and the Work Time options.
- Option 1: Writing. Do you still need to work on your written chapter? Do you have an additional written chapter you would like to include (this could be prose, poetry, song lyrics, etc.)? Do you need to add additional artifacts to your work? You may spend this time working on your writing.
- Option 2: Editing. Do you want to refine work you have already written? You may spend this time editing and revising your work.
- Option 3: Multimedia Editing. Do you have photographs, slideshows, video, or audio that you need to edit for inclusion in your self-portrait? You may spend this time editing these files.
- Option 4: Research and Gathering. Do you have to do any research or find resources for your self-portrait? Think about artifacts you may wish to include: videos, links to news articles, locations for maps, and so on. You may spend this time finding and documenting these resources.
- Option 5: Other? What other tasks do you have to accomplish? Do you have to draw or otherwise create images for your self-portrait? Do you have to transcribe any interviews you conducted? Do you have to record an audio version of a written chapter?
- Decide what you will be doing, set your goals for the Work Time, and share your plan with your teacher.
- Take this time to hold conferences with students who need support. SWD: It will be important to spend extra time with SWDs in conferences, as needed. Use your professional judgment to determine whether they need extra time alone or with other students (or something else). Be sure to observe and ask questions to have a good understanding of your students’ needs.
- You may want to allow students to confer with partners as they work, supporting each other even as each moves forward with his or her individual project.
Continue creating, editing, and organizing your chapters and your artifacts. For example, you may work on writing, editing your prose, editing videos or slideshows, transcribing interviews, finding links, or obtaining maps.
- Option 1: Writing. You may spend this time writing or adding artifacts to any written chapters you have included.
- Option 2: Editing. You may spend this time editing and revising your work.
- Option 3: Multimedia Editing. You may spend this time editing any multimedia files you have included.
- Option 4: Research and Gathering. You may spend this time finding and documenting resources to add to your project.
- Option 5: Other? You may spend this time working on other tasks you need to accomplish.
Be sure to tell your teacher what you will be working on today.
- Students will have two more lessons devoted to this phase of the project. By Lesson 21, they will begin to upload their work to their final self-portrait.
- Take a few minutes to have some students share some of the highlights of their work so far. ELL: Monitor that ELLs do not avoid this activity by not volunteering and staying quiet. Ensure that ELLs feel encouraged to share even if their command of the language is weaker and their pace is slower.
- Continue checking students’ Planning Calendars to get a sense of their progress.
Return to your planning documents and your goals for the day.
- Update your progress and make any necessary adjustments to your Planning Calendar.
- What creation for your project are you most proud of so far? Why are you particularly pleased with this?
Share your responses with the whole class.
- Remind students to check their Planning Calendars and make any necessary adjustments.
Keep working on your self-portrait.
- Continue creating, editing, and organizing your chapters and your artifacts.
- Log your progress in your Planning Calendar.