Personal Project Outline and Criteria

Overview of Project: The Personal Project is meant to be a creative extension of the Personal Unit we just completed. We focused a lot on experiences and how they shape our lives. This project can take any shape. It could be a video, an interview, a dance, a skit, a piece of art, a collection of poems or journal entries, a slideshow, a dramatization, a collection of photographs, a song, a timeline of events, a scrapbook, a musical performance or any combination of the above.

The project needs to be decided by each individual; in fact choosing the project is part of the process of the project. Students need to think about what is/has been  important in their lives and try to create a representation of this. If students are choosing to do something like a dance, piece of art etc., the project should be accompanied with a short piece of writing that explains what process they went through, why they chose this idea, what they learned from the project, and how the subject features in their life. All students can refer to the list of questions below to help them focus on a project idea and /or what to briefly write about in the written portion of the project. It is a good idea to pitch your idea to Ms. Chase to make sure you are on the right track. Remember, this project is all about you!

Criteria for Evaluation

• project has not been recycled from a past year (I will know!)
• all projects should have a small written portion attached, unless your project is writing
• focus of project should be strongly connected to YOU and learning more about you
• evidence of planning and attention to detail shown in project
• depth of thought given to project and how it connects with the self
• execution of project is at a high level

You should try to answer some of the following questions in your project.

Who am I? Who am I becoming?

What do I love doing and why?

Who is important to me and why?

What experiences have changed/enriched my life, helped me grow?

What relationships/friendships are important to me and why?

What makes me happy?

What does a typical day look like for me?

What are my favourite things?

What dreams do I have for the future or the future of our world?

How have I changed over the years?

How have I stayed the same over the years?

What difficult experiences have I had to overcome in my life?

What do I love? (foods, activities, games, etc.)

What bores me to death?

What inspires me?

What cause in the world is worthy of my thoughts?

What really bugs me? ( Please don’t say Ms. Chase’s English projects!)

How do I learn best?

What important events mark my life so far?

What are you grateful for?

What is like being the only, oldest, middle, youngest in the family?

Why did I choose to do the project idea that I did?

How does my project idea reflect who and what I am about?

What did I learn from doing this project?

The Week of Nov. 28 ....Test week.

Last week we went over how to write a basic essay in class. Students were given the test questions so that they can prepare for the test by completing a practice write. The test will be on the following:

Question #1: 10 marks ( organize your ideas, then spend 25-30 minutes writing) Compare Terry Fox with Steve Nash. In this question, we discussed in class ways that they are similar in character and one way they may be different.

Question #2: 5 marks This will be a poem students have not seen, but it is very similar in theme to the poem we studied in class. Students are expected to answer 2-3 short answer questions on this poem. (spend no more than 15 min. on this question)

Question #3: 10 marks This question will read: Using 2 pieces of literature we have studied this term, and your own experiences, discuss how we as individuals learn, grow and are enriched by our experiences.
NOTE: Only Terry Fox or Steve Nash can be used in this question, not both. But truly, feel free not to use either of these pieces. ( organize your ideas, then spend 25-30 minutes).


Criteria for Assessment : Total 25 marks

The focus of this test is on organization of ideas, paragraphing, use of transitions and communicating ideas clearly. I will NOT be deducting huge marks for grammar and spelling as long as I can make sense of what you are trying to say. Keep in mind, one idea = one sentence. If you have time, read over your work to make sure it makes sense.

I have handed out a sample essay answer to question three and we went over it in class. I discussed how I will be marking an essay question and what I am looking for. We specifically discussed the following:

Essay should have: general intro,specific intro, make your point, back it up with an example/proof, continue to do this several times, specific conclusion, general conclusion. Make sure you answer what is asked and avoid retelling the entire story...focus on the point you are trying to make. Also make sure you prepare by practising, not just thinking, but doing!!!!

The week of Nov. 14

Students have been working in groups to present their spy characters. Only about an hour of total time was given to students to prepare for the presentations. I have been away most of this week, but Ms. Mareck has been working with students and observing many of the presentations. Students will be receiving a report this week, which should be signed and returned. Next week will see us preparing for our Personal Unit test and I will be introducing the final project for this unit. Much of the work on this project will take place outside of class time.



We will begin Greek Mythology after completing the tests. This is a heavy content unit, students are expected to memorize some information which they will have several quizzes on. During this unit, students will also be working on an independent novel study. It is expected that students will choose a novel at their reading level.

This week in English...Nov 7, 2011

In order to connect with Remeberance Day, I have put together a package of three pieces of literature that connect with war. The focus of the pieces deals with the role of spies during war. Students are to read the stories and work on the question sheet. This work will be corrected in class. Students had to then get into groups and develop a spy character which they will then present to the class next day.

Concepts: stereotype, paradox, character development

As mentioned earlier, students will receive a report which will outline their progress to date the week of Nov.14. If parents have any concerns feel free to contact me via school email.

Students and parents have a read

WHAT SKILLS STUDENTS SHOULD BE WORKING TOWARD ACHIEVING IN LANGUAGE ARTS : CONDENSED FROM THE CURRICULUM

A good thinker

• bases judgments on evidence

• is honest with self

• listens to understand before drawing conclusions

• can tolerate ambiguity

• asks questions

• is open-minded and flexible

• is able to think independently

• identifies and explains personal points of view

• looks for connections among ideas

• extends personal thinking by assimilating new ideas and information

• is self-directed, self-disciplined, self-monitoring, and self-correcting

A good speaker and listener

• speaks and listens for a variety of purposes

• maintains concentration during listening

and speaking

• listens carefully to understand and respond

to others’ messages

• communicates ideas and information clearly

• organizes ideas and information so that the

audience can understand and remember

• uses vocabulary and presentation style

that are appropriate for the audience

• uses tone, pace, and volume that are

appropriate for the situation

• sustains short conversations by encouraging

the speaker and contributing ideas

• is attentive and respectful to others in

conversation

• uses language effectively for a variety of

purposes

• monitors presentation and is sensitive to

audience response

• uses some strategies to overcome difficulties

in communication (e.g., unfamiliar

vocabulary, noisy environment, distractions)

• self-evaluates and sets goals for

improvement

• refrains from sarcasm or insults that silence

others and tolerates digressions from his or

her own point of view

• prepares for discussions by completing

required activities

• probes and questions to speculate and take

risks

• builds upon and extends the ideas of others

• looks for and expresses connections

between texts, the ideas offered by other

students, and experiences outside the

classroom

• acknowledges the structure of the

discussion and abides by the patterns

implicit within it

A good reader and viewer

• accesses prior knowledge

• asks questions

• makes predictions

• self-monitors and recognizes when text is not making sense

• uses fix-up strategies to repair meaning during reading and viewing

• makes connections before, during, and after reading and viewing

• uses mental images to deepen and extend meaning

• distinguishes the main ideas and their supporting details

• infers

• determines literal and inferential meanings

• synthesizes and extends meanings

• evaluates the text and considers its relevance to broader

questions and issues

• responds personally

• organizes information to aid memory

• paraphrases and/or summarizes

• self-evaluates and sets goals for improvement

A good writer and representer

• generates ideas

• organizes information

• identifies a purpose

• defines an audience and considers its characteristics

• develops a “voice” and style suitable to the purpose, content,

 and audience,writes using show not tell

• controls word choice and sentence construction

• conveys meaning clearly

• demonstrates fluency and coherence in flow of ideas

• recognizes the value of feedback

• revises and rewrites

• adheres to conventions

• finds satisfaction in writing

• self-evaluates and sets goals for improvement

Week of Nov. 1, 2011