Team+17+MNLI+12


 * Team 17**


 * Names**; Rebecca Zimmerman, Alex Benedict, Ann Ziergiebel
 * Grade Levels**; K-12
 * Subject Areas**; ELA and Humanities


 * Project Description** (links, pictures, embedded videos, lesson plan, etc)

See our wiki here...
 * Goal**; for Students to connect with students globally using ePal

Students will understand that
 * Enduring Understanding:** Loyalty matters…
 * … there are many types and degrees of loyalty
 * …Loyalty brings all of us into conflict
 * …Loyalty operates on both a small and large scale
 * …Loyalty is shaped by your perspective

Essential Questions:
 * How is loyalty portrayed in literature?
 * Why is loyalty an important theme in literature?
 * How do loyalties reflect cultures?
 * Are some loyalties more important than others?

Target Skills - Students will be able to...
 * research topic and essential questions using appropriate search engine
 * evaluate results by examining evidence from multiple sources
 * demonstrate understanding of topic through production and publishing of digital artifacts
 * will give and incorporate feedback into final product

Resources (potential anchor books)
 * //Beowulf//
 * //Alice Bliss//
 * //The Outsiders//

Projects and Assessments -
 * Ongoing conversation with student from another country (found through ePals, english collaborative ning, twitterfeeds)
 * students choose teacher-produced or own prompt for exploration- students communicate with other students and create subquestions
 * Students contribute to wiki on wikispaces...teacher creates rubric for evaluation see below
 * classes choose...
 * 1) On glogster – create a poster
 * 2) have students select multiple images, music and text to communicate information related to their theme – pinterest, Animoto
 * 3) Create fakebook page for characters in terms of loyalty
 * 4) Voice thread – put up image or video and have 4 students voice over perspectives
 * 5) iMovie- produced as a documentary

Common Core Anchor Standards Reading… //Key Ideas and Details// //Craft and Structure// //Integration of Knowledge and Ideas// Writing //Production and Distribution of Writing//
 * 1.** Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 * 2.** Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
 * 6.** Assess how point of view or purpose shapes the content and style of a text.
 * 7.** Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.‡
 * 8.** Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
 * MA.8.A.** Analyze the meaning of literary texts by drawing on knowledge of literary concepts and genres.
 * 9.** Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
 * 6.** Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Two kinds of loyalties And cite evidence || Use persuasive text-based inferences about the characters and their situations || Students’ project must demonstrate cross-cultural understanding of loyalty with clear evidence || Ample evidence of student use of technology to search, evaluate sources edit and publish their own work. ||
 * Criteria || Analysis || Evaluation || Synthesis || Technology ||
 * 4 (90-100) || Completely define
 * 3 (80-89) || Define at least two kinds of loyalties

Cite evidence from the text for each kind || Use text-based inferences about the characters or their situations || Students’ project must demonstrate cross-cultural understanding of loyalty with some evidence || Adequate evidence of student use of technology to search, evaluate sources edit and publish their own work. ||
 * 2 (70-79) || Define at least two kinds of loyalties || Make reasonable inferences about the text || Students’ project must demonstrate cross-cultural understanding of loyalty with little evidence || Some evidence of student use of technology to search, evaluate sources edit and publish their own work. ||
 * 1 (60-69) || Define one kind of loyalty. || Make inferences || Students’ project must demonstrate cross-cultural understanding of loyalty with no evidence || Little evidence of student use of technology to search, evaluate sources edit and publish their own work. ||


 * Assessment Evidence—Performance Task Description**


 * Goal**: Use digital tools to connect students globally in order to answer an overarching question that requires deep reading and critical thinking.
 * Roles**: multi-media creator, critical thinker, collaborator, correspondent, editor, presenter
 * Audience**: Their international partner, their peers and instructors and their local community
 * Situation**: Explore the meaning of loyalty using text-based evidence and personal experience
 * Products**: Products can be analytical or creative and must include a digital component. Examples: Essays, videos, poems, short stories or novellas, plays or skits, animations, graphic novels, music or rap, digital posters, videotaped performances, blogs
 * Showcase**: All of the final products; Google sites or Wiki spaces

Lesson plan