Summer Bridge Program Copper SunWEBQUEST (Ms. Barrett- QPA)

Navigation Title Page

Introduction

Task

Process Process Week 1 Process Week 2 Process Week 3 Process Week 4

Conclusion

Resources Technology Tool Tutorials Article Statistics and Data Videos

Evaluation

Teacher Page

Introduction

Have you ever wondered why we still read books written many years ago? Or why we read

books about the old days? Have you ever wondered how a book is relevant to your life?

Well, in these 15 days you will explore how books speak to the issues of today and how you can use these books provide insight to today’s

problems.

Task

You have been commissioned by the United Nations to come up with a solution to one of the world’s most pressing social issues. In groups of 4, you will become

experts on one of today’s social problems. Through the guidance of Sharon Draper’s Copper Sun, you will explore what has been said about your social issue of choice. You will use Draper’s argument as a starting

point to your research. With the assistance of supplemental material, you will develop your own

solution to today’s problems. You group will postulate as to how we can extend Draper’s argument to create

social change. Good luck guys!!!!

Process- Week 1 (Development)

1. READING ENTRY DOCUMENT- Each student will silently and independently read the entry document provided by Ms. Barrett. As you read, list any questions you have about the assignment.

2. ENTRY EVENT- Your group will gather at one table and watch the book trailers for Copper Sun by clicking on the following links www.youtube.com/watch?v=gRhh6B91YJU and https://www.youtube.com/watch?v=faX6AZyfDrM this will give you an overview of Copper Sun and your project.

3. GROUP WORK 1- As a group, you will discuss your understanding of the project and how you will work together to complete the task. One person will take notes on your discussion and this will be shared out as a class. You must reference all entry documents in your discussion.

4. GROUP WORK 2- As a group, you will return to the entry document and dissect it into tasks. (This portion of the assignment will be shared with your group members at a later date)

Process- Week 1 (Development)

5. Group Viewing - Students will watch videos presented by Ms. Barrett on each of the topics presented below:

Human Trafficking Gender Roles Race Relations Single Parent Homes

As you watch the videos you will take detailed notes on each outlining the main ideas presented. Your heading should have your name, the date , and the title of the video. Also, state one thing that interested you about each video.

6. Group Activity-2 Turn and talk with your group members about the videos that you watched. Your discussion should answer the following question:

What was this video about? What was something you found interesting or didn’t know before? What was this fact interesting to you? How/ where do you see these issues in your everyday life?

7. Group Activity 3- As a group, you will decide which issue you will explore throughout this project.

Process- Week 2 (Setting Up)

1. GROUP WORK 1- Your group will gather around a table and watch the following video www.youtube.com/watch?v=Y0WQUrX-jBw

2. WIKI Creation- Students will work collaboratively to create a wiki site that they will work on through the duration of this project. All users and Ms. Barrett must have access to this account. You can find directions for creating a group Weebly site by using the link provided on the resources page. The rubric for all internet collaboration can be found on the evaluation page (Ms. Barrett will monitor all Weebly activity).

You site must include:

1. Title page

2. Blog Feature

3. Tab Titled “ Student Research Summaries and Responses”

4. Tab Titled “Student Essay ”

5. Tab titled “Student Presentations”

Process- Week 2 (Setting Up)

1. GROUP WORK 3 (Organization) - As a group, you will decide group roles. Read the group role below for specifics1. Project Manager- The project manager paces the group. He/

she will keep the group on task and make sure that all assignments are met. In addition, the project manager handles all project materials and manages all group supplies.

2. The Analyst/ Sales Representative- Checks with teacher or facilitator to clarify guidelines and instructions when the group has a question. He/ she

3. The Visionary/ Creative- Leads the creative components on the project. This person makes sure that all the creative ideas of group members are demonstrated in the final project.

4. The Editor- Verifies that all guidelines for the project have been met. He/ she also insures that the best product has been made by reviewing all writing group artifacts checking for grammar and spelling

Process- Week 2 (Research)

3.GROUP ACTIVITY 2- As a group, you will access the information given on the reference pages based on the social issue your group is focusing on. Select one item from each of the following slides. Using the information given, you will summarize what is stated in the document, select 2 major quotes and provide a commentary. (If you are a group of 4, you must select 2 articles).

Reference Slides: Article Video Data and Statistics

4.GROUP ACTIVITY 3- You will each type this information and post it on you Weebly site under the “Student Summaries and commentary “tab.

Process- Week 3 (Essay)

1. Group Activity 1- Using the quotes that you identified in the text, you will use the graphic organizer to interpret the quote and relate it to Copper Sun.

2. Individual Activity 1- Using the Essay templates and mini lessons given, create a thesis that answers the one of the following question:

A. How can literature promote social change?

B. How is Draper’s argument about social issues relevant to today’s society?

(You will submit your thesis statement to Ms. Barrett on a sheet of paper with your name on it)

3. Individual Activity 2- Create an introduction to gauge your audiences attention . Remember, you’re writing to the delegates of the United Nations so you MUST use standard English, proper grammar, and formal language.

Process- Week 3 (Essay) 1. Group Activity 2- Share your introduction with you group members.

Using the peer critique rubric, your group members will give you feedback on how you can improve your introduction

2. Individual Activity 1- Using the Essay templates and mini lessons given, create your first body paragraph. In this body paragraph you will discuss what Draper states about your issue of choice and how it opens the discussion on this issue.

3. Individual Activity 2- Create your second body paragraph to transition from what Draper states to what other writers are saying about your social issue. You must reference at least 2 of the references provided. You will use the graphic organizer you created previously to complete this paragraph

4. Individual Activity 3- Create your third paragraph where you express how this information has lead you to your thesis.

5. Individual Activity 4- Create a conclusion that acknowledges the counter claim and proves that your thesis is the credible.

Process- Week 4 (Final Touches/ Presentation)

GROUP ACTIVITY 1- Using the rubric, revise and edit your essay for you final draft.

INDEPENDENT ACTIVITY 1- Post your final essay on WEEBLY. Each student should have a heading and be featured under the “Student Essay” tab

INDEPENDENT ACTIVITY 2- Print out you essay and highlight the most important parts of the essay.

INDEPENDENT ACTIVITY 3- Create a PowerPoint presentation that best displays what you discovered during your research and outlines what you explore throughout your essay. (Feel free to work together on this part)

GROUP ACTIVITY 2- Post your presentations on WEEBLY under the “Student Presentation” page .

GROUP ACTIVITY 3- Practice your presentation for the BIG DAY!

Conclusion

Congratulations!!!! You have now become experts on your social issue. We at the United Nations are so proud of your discovery and your well dictated proposals. You will be presenting your argument to the other delegates in the upcoming days (July 30th). We look forward to your amazing proposal and you have done a job well done!!!! Make us proud!!!!

Evaluation (Overall) 3 2 1

Collaboration • Actively participated in group work both inside and outside of class

• Maintained focus on the task at hand

• Offered help to others, or sought help when needed

• Asked questions that moved the discussion along

• Made meaningful contributions to the group effort by supplying the group with ideas, opinions, and feelings

• Provided constructive positive feedback to other group members

• Actively participated in blog conversation and the creation of the PBWorks site

• Partially participated in group work both inside and outside of class

• Experienced difficulties maintaining focus

• Made minimal contributions to group work

• Provided inconsistent, unrelated or negative feedback to other group members

• Little to no contributions Provided inconsistent, unrelated or negative feedback to other group members

• Resistant to the ideas of fellow group member

• Little to no contribution to the PBWorks site and blog conversations

Individual Work • Excellent quality of work submitted through the duration of the project

• Stayed on task and focused • Demonstrates true interest in the

success of the project • Score of 3 on proposal

• Proficient quality of work submitted through the duration of the project

• Stayed on task and focused • Demonstrates some interest in

the success of the project • No less than a 2 on proposal

• Low quality of work submitted through the duration of the project

• Often distracted and unfocused • Demonstrates no interest in the

success of the project • Scored a 1 or below on proposal

Oral Presentation • Speaks clearly and loudly during presentation

• Each member of the group is given equal presentation time

• The information is articulated effectively demonstrating clear knowledge of the material

• Speaks clearly but not loudly during presentation

• Each member of the group is partially for the presentation demonstrating confused knowledge of the material

• Presentation time is distributed unevenly

• Each member is not given equal time presenting the material

• The group has minimal understanding of the material

Visual Presentation

• Product is interesting and appealing to audience

• Primary text and supplemental information are fully ingrained in the final product

• Creative use of graphics

• Product is somewhat interesting and appealing to audience

• Shows evidence of the primary text

• Shows evidence of supplemental materials

• Used images

• Product is not appealing to audience

• Minimal or no incorporation of primary text Minimal or no incorporation of supplemental materials

Evaluation (Essay)

Teacher Page

Common Core Standards W.9-10.6. Use technology, including the Internet, to

produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Teacher Page Common Core Standards

CCSS.ELA-LITERACY.W.9-10.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-LITERACY.W.9-10.1.AIntroduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.W.9-10.1.BDevelop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

CCSS.ELA-LITERACY.W.9-10.1.CUse words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

CCSS.ELA-LITERACY.W.9-10.1.DEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

CCSS.ELA-LITERACY.W.9-10.1.EProvide a concluding statement or section that follows from and supports the argument presented.

Resources – Technology Tools

Wiki 101- www.youtube.com/watch?v=Y0WQUrX-jBw Weebly 101- https://

www.youtube.com/watch?v=uFjxAsDq0Sg How to Make an Email Address-

www.youtube.com/watch?v=koJlF6YDqqA How to Use Prezi- www.youtube

.com/watch?v=ArGh6FurR0Q How to Use PowerPoint-

www.youtube.com/watch?v=xsNHJzz09QE

Resources- Articles Human Trafficking-

http://mobile.nytimes.com/2007/04/22/opinion/22kristof.html?referrer=

http://www.nytimes.com/2006/05/28/nyregion/nyregionspecial2/28litraf.html

http://mobile.nytimes.com/2007/04/24/nyregion/24citywide.html?referrer=

Race Relations- http://

mobile.nytimes.com/2015/05/05/us/negative-view-of-us-race-relations-grows-poll-finds.html

http://www.pbs.org/race/000_About/002_04-background-02-01.htm

http://m.huffpost.com/us/entry/7675390 http://www.rochester.edu/news/show.php?id=7202 http://

nationalhumanitiescenter.org/tserve/freedom/1609-1865/essays/aafamilies.htm

Resources- Articles Single Parent Homes-

http://www.theatlantic.com/national/archive/2014/02/the-rise-of-the-single-dad/284016/

http://www.livestrong.com/article/83670-effects-single-parent-home-childs/#page=1

http://www.apa.org/helpcenter/single-parent.aspx http://www.familyimpactseminars.org/s_wifis02c04.pdf

Gender Roles- http://

digitalcommons.library.umaine.edu/cgi/viewcontent.cgi?article=1000&context=soc_facpub

https://www.boundless.com/sociology/textbooks/boundless-sociology-textbook/gender-stratification-and-inequality-11/gender-and-socialization-86/gender-roles-in-the-u-s-498-7851/

http://family.jrank.org/pages/686/Gender-Gender-Roles-Stereotypes.html

http://www.plannedparenthood.org/learn/sexual-orientation-gender/gender-gender-identity

Resources- Statistics/ Data

Single Parent Homes http://mobile.kidscount.org/SelectTopic.aspx?state=NY http://

www.theroot.com/articles/culture/2013/07/singleparent_households_and_black_children_education_not_affected_as_much_as_you_think.2.html

Gender Roles- http://

www.pewsocialtrends.org/files/2013/05/Breadwinner_moms_final.pdf

Race Relations- http://www.bbc.com/news/world-us-canada-30214825

Human Trafficking- https://

www.dosomething.org/facts/11-facts-about-human-trafficking

Resources- Videos Entry Document

https://www.youtube.com/watch?v=faX6AZyfDrM https://www.youtube.com/watch?v=pzmMk63ihNM

Single Parent Homes- http://youtu.be/5aYfYTQXG30 http://youtu.be/MpTefcuwbsk

Gender Roles- http://youtu.be/QthMrCqspww http://youtu.be/ZPPTQ2At6y8 https://www.youtube.com/watch?v=381belOZreA

Race Relations- https://www.youtube.com/watch?v=Ck0MKiMMb4A https://www.youtube.com/watch?v=Ajn9g5Gsv98

Human Trafficking- https://www.youtube.com/watch?v=dqCSgCDGNT8 https://www.youtube.com/watch?v=7B4EJcc8J8E

Navigation Title Page

Introduction

Task

Process Process Week 1 Process Week 2 Process Week 3 Process Week 4

Conclusion

Resources Technology Tool Tutorials Article Statistics and Data Videos

Evaluation

Teacher Page