English

English Two Week Iditarod Project: ELA Component
media type="file" key="Podcast

1. Who and what will you need for this project to be successful?
===﻿//This unit's main focus is the students ability to take on the perspective of a musher and write in his/her voice. Students will use the website "BlogSpot" to respons to posts by the teacher. Each night the teacher will post a question related to the days reading and each student must blog their repsonses in the voice of a musher.//=== **2. Create a project calendar.** [|Calendar] **In addition to a project calendar, a newsletter sharing the content, objective, and nature of the project will be added to the project wiki page to inform, and involve parents and the community.**

Wednesday: Reading Day in Class. HW: Post First Blog
=== Thursday: Guest Speaker from Outlaw Ridge Siberians will speak to students about how to raise sled dogs. HW: Read Ch 4 of DS and post at least two blogs. [|Outlaw Ridge] === <---Not a suitable breed to run the race! === Friday: Read **ing Day in Class-Comple** t **e parts one and two** of the guided visualiz **ation sheet (strategies and visual). HW: Post 2 blogs and One of your blogs can be about the visual you chose from the guided visualization activity. Create scene rewrites from guided visualization activity sheet.**   ===

// Week Two //
=== Monday: Iditarod Poetry. Students will look at and analyze poetry written by other students. Students will write their own Iditarod poems and post them to the wiki. HW: Create a fictional "iPod" list for a musher. For each song write 2-3 sentences explaining //why// a musher would listen to that particular song. Must have atleast 5 songs. Read Ch 7&8 ===

Tuesday: Bullseye Discussion of the major themes of __Dogsong__. HW: Read Ch 9-10 and post one blog response.
=== Wednesday: In Class Reading Ch 11-12. HW: Create a Facebook Musher Page. Who would be a musher's friends? What would status updates say? Create 3 updates, 5 friends, and 10 comments posted on the musher's wall. ===

[|facebook]
**Thursday: Review: Jeopardy Game to go over major topics in the novel HW: Ch 13-14**

3. How will you meet the needs of diverse learners?
===// Because not all students read well on their own, several class sessions will be designated for in-class reading. This will help make the text more accessible for students who have trouble with comprehension. The teacher will also post questions on the blog each night. If students are having difficulty free-writing in the voice of a musher they can use the teacher's questions as a place to start. //===

4. What are the summative/formative assessments?
===//﻿The formative assessments include the blogs, iPod list, artistic representation of Iditarod, FB page, KWL chart, Iditarod Poem, participation during guest presentation, and journal entries. The summative assessment will be the in-class essay exam that will be graded according to the NYS ELA Exam Rubric (question #7).//===



5. What are the unique needs of the teacher/learner in this situation?
===//﻿The teacher must possess the ability to use "BlogSpot" and set up a working site that allows students to post their responses. The students must have access to computer technology at home. If this is not realistic for all students the teacher must set aside class time for the studetns to type/post their blogs.//===

6. Students should be involved in activities that will allow them to inquire, study, plan, evaluate, compare, collaborate, manage, create, and present. What does this look like in your project?
===﻿//Students will study and evaluate the events/themes of the novel __Dogsong__. They will then use the information gathered to compare their lives to the life of a musher. They will attempt to imitate the voice and style of a musher and compose journal entries that will be presented on a class blog. Students will create Iditarod Poems that will be posted on a class wiki and shared with classmates and others in the school.//===

[[file:Rubric.pdf]]
===//This rubric is based on the 4 point scale of the New York State ELA exam. It is broken down into 5 criteria: meaning, development, organization, language use, and conventions. Students will only have ONE class period to complete the task that is assigned to them.//===