Project Planning and Assessment

Final Assignment

NBA Online Course, Spring 2005

Presented by: Deena Reved, Judy Kremer, Gabi Rebed

* * * * *Table of contents

Cover letter page 2Template pages 3 - 5Teacher’s checklist page 6Learner’s instructions pages 7 -

8Enabling skills workpage page 9 Further Guidelines page 10-13Additional checklists page 14Assessment tools page 15Reflection page 16

A. Cover letter

תלמידים יקרים,

בשבועות הקרובים נקדיש את שיעורי האנגלית להכנת פרוייקט באנגלית. מטרת

הפרוייקט היא לשלב את מיומנויות הלשון השונות ולהשתמש בהן באופן מעשי.

במהלך העבודה על הפרוייקט יתנהלו השיעורים במתכונת שונה, כאשר הדגש יהיה

על למידה עצמית והתקדמות על בסיס אישי או קבוצתי. מכך נובע שניתנת חשיבות

רבה לתהליך קבלת ההחלטות, לשיתוף פעולה, להשלמת מטלות מתוך משמעת

עצמית גבוהה.

במהלך העבודה יהיה עליכם:

לבחור מטרה, נושא וכותרת לפרוייקט

להחליט על התהליך, על דרך העבודה

לאסוף מידע ונתונים רלבנטיים

לסכם את המידע ולנתח את הנתונים ואת התוצאות

להעריך את הפרוייקט

להביע דעתכם על התהליך ועל תרומתו ללמידה

תהליך העבודה:

כאשר מרבית העבודה תתבצע בכיתה2-3אתם תעבדו לבד או בקבוצות של

במסגרת שיעורי אנגלית.

עמודים לערך, לא כולל נספחים,10התוצר הסופי יהיה עבודה מודפסת בהיקף של

והצגת הפרוייקט בפני הכיתה )עם עזרים אורקוליים או פוסטרים(. מקורות המידע

עשויים להיות הספרייה, האינטרנט, כתבי עת או עיתונים. העתקים של כל החומר

הרלבנטי לפרוייקט יצורפו כנספחים.

לוח זמנים לתהליך העבודה ולהגשת הפרוייקט יפורסם בקרוב.

הפרוייקט הזה הוא הזדמנות מצויינת לממש את ידיעותיכם ולהשתמש בשפה כדי

לעסוק בנושא הקרוב ללבכם. אנו מקווים שתהליך זה יעשיר אתכם ותצאו נשכרים

ממנו.

בברכה,

צוות אנגלית

B. Template for designing project work

Stage one: Identifying targeted benchmarks and/or goals, and criteria for assessment

Targeted Benchmarks and/or Goals

Criteria for Assessment

Access to information – pupils will search for relevant and authentic resources.

The final product of the group included adequate bibliography

Lit Appreciation – pupils will sort out the resources for background literature

The group was able to extract the relevant information from the resources.

Social Interaction – pupils will collaborate and choose songs for their CD.

Presentation – effective and coherent presentation of process, song analysis and reflection.

Each group was able to reach a final product based on mutual decisions.

The presentation clearly reflected the efforts and used visual aids to effectively convey the results.

Stage two: Describing the project work assignment

We chose an umbrella topic, a Music Project – Creating a CD of favorite songs and focusing on one or two songs in particular.

Stage three: Choosing tools for assessment

Type of Assessment Who Assesses

Checklist Teacher

Assessment List:

Written Component Students were able to access and

find relevant articles. 5%

Students were able to sieve

through relevant articles and

discard irrelevant information.

15%

Students were able to summarize

the information to be used.

20%

Based on the background

materials, students were able to

complete the Performer ID.

10%

Students were able to present an

analysis of the song)s(.

15%

Students were able to write a

proper and clear introduction as

well as the personal reflection.

10%

Students were able to produce the

written project following guidelines.

5%

Oral Presentation

This component relates to: Content, Clarity and Fluency.

Students were able to choose the

Teacher: Quantifies each

component of the project.

Written Presentation: 80%

Oral Presentation: 20%

)or Poster as well as oral

presentation(

ORPosterStudents included all of the

required elements in the poster.

10%

Students produced an effective

and impressive poster.

10%

appropriate presentation tool.

5%

Students were able to clearly

convey the main idea and the

results of their project.

10%

Students used correct language

structures and suitable vocabulary

items.

5%

Stage four: Mapping out prerequisite skills and knowledge

Targeted Benchmark and/or Goal Prerequisite Skills and Knowledge

*Students should be acquainted with

necessary and relevant vocabulary.

*Students are able to decide which

words or phrases in the lyrics need

clarification.

*Students are able to use the Internet

effectively to perform research on the

performer of their chosen song.

*Students are able to collect materials

and distinguish between useful and non-

useful resources.

*Students are able to summarize

relevant information in their own words.

*Students are able to collaborate easily

and in a friendly manner.

*Students are able to divide up the work

load efficiently between them.

*Students are able to produce a cover for

their CD and a poster to promote it, as

well as a clearly presented written

assignment.

*Students should be able to navigate

with relative ease through the field of

information.

EFL skills

Research skills

Social skillsOrganizational skills

Presentation

Computer / Internet skills

C. Teacher’s Checklist

TEACHER CHECKLIST FOR PLANNING PROJECT WORK   Yes Not yet I have chosen a specific class to do the project with and decided on an umbrella topic. 

   

 I have set a starting date for the project. 

   

 I have organized the use of the library, computer room etc for work on the project. 

   

 I have defined the project goals in terms of benchmarks where applicable.  

   

 I have defined the prerequisite skills and knowledge that have to be taught. 

   

 I have started teaching the prerequisite skills and knowledge. 

   

 I have designed and typed out all the assessment tools for assessing the project. 

   

 I have a handout that clearly explains the process and requirements of the project to give to the class. 

   

D. Learner's instructions

Music is a very important part of our lives and we can learn a lot about life and about English from listening to songs. In this project you are going to work on songs you like and, hopefully, will learn a bit more about the singers and improve your English as well. Enjoy!!!

Stage1: Who will you work with? Which song will you choose?Decide on a partner (or work alone). Decide (together) on the songs you would like to work on.

Stage 2: Where will you find the information?In order to complete the writing tasks you will need to research your song and the artist(s) who perform it. You MUST use at least TWO sources.For help with this task we have prepared a page for you.

Stage 3: Prepare the albumChoose 7-10 songs that you know and like.

Stage 4: Writing I – PERFORMER IDa. Choose either table 1 (for a solo artist) or table 2 (for a band). b. Choose at least two sources and print them out. Scan the articles for information, highlight it on the page and use it to fill in the missing information in your table. (Keep these pages to put them in your folder and don’t forget to write the date on them.)

Stage 5: Lyrics of the songPrint out the lyrics of one song and prepare a recording of the song.

Stage 6: Writing II – ANALYZING THE SONGWrite down your answers to questions about the song.

CLASSROOM WORK AND THE PROCESSPart of your grade will be based on the work you do in class and how you do it. Coming prepared to every lesson is very important. Therefore, you should keep all the pages you work on in the file in class (Don’t forget to write the date!) and also bring a dictionary to the lessons.

Stage 7: Project fileYou will have a project file and will keep all of the material for the project in it:

A copy of the song you chose

Copies of source material Answer pages and notes

Pictures, cartoons, ideas, etc.

The written project is what you will hand in and it will include: A cover page (with the title, your name(s), the name of the song

and the date) Table of contents (with page numbers)

A short introduction – My CD

The ID of the performer

A copy of the song (the lyrics) and the analysis

Personal reflection (each one writes his own reflection)

Appendix – bibliography, material for my poster, etc.

Stage 8: Promotion of CDYou will create a promotion campaign for your CD, which will include the cover of the CD as well as a poster.

Stage 9: Oral presentationYou will present your work (the poster and the CD cover) to the class. You can also present the song you chose.

GRADING: You will be graded for your writing and for your oral presentation according to rubrics.

We are sure that you will enjoy doing the project and we are looking forward to seeing your presentations.

Judy, Gabi and Stephen

Due date: ______________________

E. Enabling skills

Your task is to find information about famous people. Start your search at the following site: http://gardenofpraise.com/leaders.htm

1. When and where was Christopher Columbus born? When did he die?

2. Why did he teach himself Latin?

3. What size id the portrait of Mona Lisa?

4. What was President George Washington’s favorite subject at school?

5. How tall was he?

6. When was he elected president?

7. How old was Alexander the Great when he died?

8. What was his horse’s name?

9. Give an example of how Alexander identified (=הזדהה) with his soldiers when they were at war.

10. Why are Wilbur and Orville Wright well known?

11. How old was Wilbur when Orville was born?

12. How long did the first manned airplane stay in the air?

13. What happened to Orville’s passenger when he had an accident with his plane?

14. Where was Alexander Graham Bell born?

15. How long did he attend school?

Now look for information here: http://library.thinkquest.org/3776/

A. WHAT WAS AMELIA EARHEART FAMOUS FOR?

B. WHAT WAS SHE TRYING TO DO WHEN SHE DIED?

C. WHY DID JANE GOODALL SLEEP IN THE FOREST?

D. BEFORE HER RESEARCH, PEOPLE DID NOT KNOW THAT CHIMPS ____________.

Have fun!Further Guidelines:

Stage 2: Where will you find the information?General information

http://en.wikipedia.org/wiki/Main_Page http://www.google.com/ -Write the name of your band, empty space+what you are looking for: e.g. Beatles +albums NOTE: If you need more than one key word put it in inverted commas, e.g. Beatles +“first hit song”.Information about albumshttp://discographyguide.com/ Interesting facts about singers and bands http://www.songfacts.com/artistfacts/factsearch.lassoInteresting facts about songs http://www.songfacts.com Stage 3: Preparing the album

Design an album cover with a list of 7-10 songs. These can either be by one singer or group or can be by different singers. Try to choose songs that you know and like, as you will have to promote (לקדם) the sale of the disc as your final task. Give your disc a name

Give details of each song

Example:Steve’s Sixties Songs

1. We Belong Together Mariah Carey - from The Emancipation of Mimi (2:09)2. I Wonder What She's Doing Tonight - Barry & The Tamerlanes from One Hit Wonders of the '60s, (3:12)3. Last Kiss - J. Frank Wilson & The Cavaliers from One Hit Wonders of the '60s, (2:44)4. Do It Again a Little Bit Slower - In Crowd from One Hit Wonders of the '60s, (3:26)5. Girl from Ipanema - Stan Getz from One Hit Wonders of the '60s,

(2:30)

Choose the song you like best and make this the first track on your album. This is the song you will work on in detail.

Fill out your Performer / Band ID (You can get this from your teacher)

Print out the lyrics of the song you have chosen. The lyrics will be part of an Appendix (נספח) that is placed at the end of the project.

Record your song on a tape or a CD. This should also be included in your Appendix

Read through the words carefully and underline any word or phrase whose meaning you are not sure of.

Prepare a glossary to help with understanding your song. This is a list of all the words/phrases you are not sure of, with a Hebrew translation. (Bring a dictionary to each lesson).

Example:

Artist: Mariah Carey Album: The Emancipation of Mimi

Title: We Belong Together

I didn't mean it

When I said I didn't love you so

I should have held on tight

I never should've let you go

I did nothing

I was stupid

I was foolish

I was lying to myself

I could not fathom that I would ever

Be without your love

Never imagined I'd be

Sitting here beside myself

GLOSSARY

held on tight - להחזיק חזק,לשמור על הקשר אתך

fathom –להבין, לתפוס

Stage 4: Writing I – PERFORMER IDa. Choose either table 1 (for a solo artist) or table 2 (for a band). b. Use two sources, scan the articles for information, highlight it on the page and use it to fill in

the missing information in your table.

Table 1 – singer Table 2 – band

Full name: Names of all the band members:

Name of the lead singer:

Place of birth: The band comes from:

Date of birth: Dates of birth of band members:

Style of music: Style of music:

Name of first hit song: Name of first hit song:

Name of first hit album:Number of albums released:

Name of first hit album:Number of albums released:

Questions about the singer/band:a. Who usually writes the lyrics to the songs? Who writes the music?b. Has the singer / band received any music awards? Which ones? When?c. Find 5 other interesting facts about the singer / band and write them

in your own words.

Stage 6: Writing II – ANALYZING THE SONG1) Print out the lyrics of the song you have chosen. 2) Read through the words carefully and underline any word or

phrase whose meaning you are not sure of.3) Prepare a glossary to help with understanding your song. This is

a list of all the words/phrases you are not sure of, with a Hebrew translation.

4) Look at the lyrics to the song you printed out and answer the following questions:

Is the singer singing to a particular person or audience? If so, who? What is the song about? What is the writer / singer trying to say in

the song?Copy the lines in the song that helped you answer this question.

Choose 4 lines in the song that you really like and highlight them. Write why you like them so much.

Stage 7: How to write your personal reflection in the project file

Important: When you work with a partner, each one writes his own reflection on the page.

You could use the following to write this part: Why I/we chose this song. How I/we chose the selection of songs for the CD. How I/we collected information, made decisions and worked

(together).

The way I/we chose to promote the CD. What I felt during the work on the project, what I gained from

collaboration with others, how I felt about the different class management, what I gained and what I learned.

Stage 8: Promotion of CD - Preparing the Poster

a. Bring a placard (בריסטול) to class.b. Your poster will include:

The name of the album (your CD) The list of songs on the album At least 3 reasons (in sentences or slogans) for buying the albums. Details of how to get the album (address, phone or fax number,

website, etc.) BONUS: “Did You Know…?” items Picture(s)

d. Prepare a neat and aesthetic poster.

Workplan (to be done in class)

Pre-requisite skill – searching the Internet (Info Hunt) 1-2 lessonsGoing over guidelines, explaining the project, list of ten songs 1-2 Searching the Internet for information, printing materials 2 Analyzing song(s), completing ID page 2Organizing materials for the written project 1Typing cover page, table of contents, etc. 1-2Preparing the poster 1-2Presenting the poster (and a song – optional) to the class 3 lessons

F. Additional checklists

Name(s)________

______

Not Yet Busy Done

1. Decide on a partner or on working alone

2. Choose 5 -7 songs for your album

3. Choose one of these songs for your main

focus

4. Fill out the Performer ID page (See ID Page)

5. Analyze the song (See Analyzing the Song)

6. Record your song on a tape or a CD

7. Prepare your album (See Stage 3 - Preparing

the Album)

8. Prepare a Cover Page (The title, your

name(s), the name of your album and the

date) and write an introduction.

9. Collect and organize all your pages neatly

and aesthetically

10. Prepare a table of contents (with page

numbers) and hand in the written project

11. Prepare a poster to promote your album (See

Preparing the Poster)

12. Write your personal reflection on doing this

project (See Personal Reflection)

13. Present your project in class

G. Assessment Tools

Rubrics for Assessing Project

  Criteria

Quality of Performance  Absolutely Terrific! Very Good Good

  20 pts. 10 pts. 5 pt.Process of the Project- 20%

Student used time well in class, showed positive attitude and high attendance.

Student was often efficient and attended most sessions.

Low attendance and little done in class.

  60 pts. 40 pts. 20 pts.Written part of the Project- 60%

All of the sections are included, are presented as instructed and done properly.(See details below **)

All of the sections are included, but some have not been prepared properly.

Sections are missing; not prepared as instructed

  20 pts. 15 pts. 10 pts.Poster -

20% 

The poster includes all the elements, is effective and impressive.

Not all elements are included; the poster is not effective enough.

Many elements are missing; poster not effective.

** Distribution of the points for the Written Part:Cover page and table of contents - 5 pointsIntroduction and list of songs - 10 pts.Performer ID - 15 pts.Analysis of the song - 15 pts.Personal reflection - 10 pts.Appendix and recording of the song - 5 pts.

H. Reflection page

Learner’s Self-reflection Page

A self-reflection page should be “an overflow of emotions recollected in tranquility” (W. Wordsworth). In other words:

Rationale – why I chose this specific topic. Process – how I collected information, made decisions and

summarized relevant material. Research tool – the reasons for choosing the research tool. Personal feelings – what I felt during the work on the project,

what I gained from collaboration with others, how I felt about the different class management, what I gained and what I learned (Following the KWLS technique).

Final remarks

General:

While working on the final assignment for our course, we also spent a lot of time preparing a project for our Hetero Yud classes and realized we were implementing the skills and insights we acquired in the NBA course. We were constantly aware of the fact that these skills and ideas served as significant facilitators in putting together the new project.

Therefore, we are happy to present this Music Project as a Ready-to-use set and hope you find it useful with your classes as well. (A big thanks to Stephen Hellman from our staff for his insight and contribution to this project!)

Practical:

We posted all of the materials on our school computer network and the students could access them while working in the computer rooms. At the same time, when computer rooms were not available, students used relevant materials, which were handed out, e.g. Performer ID page or guidelines for analyzing the song.

 The Learner’s Instructions section (the first two pages) were handed out to the students and used as both an overview of the project and a basic planner for the work in class. Later we gave another double-sided page (the part called Checklist and other Guidelines), which they used to monitor their progress and plan their work.

Judy, Deena and Gabi