TITLE OF THE LEARNING EXPERIENCE:EUROPEAN EXPLORER'S PHOTO JOURNAL by Lynn Snyder

1. LEARNING CONTEXT
Describe the purpose, objective, or focus of the learning experience, including:

• the learning standard(s) and the specific performance indicators being assessed;
• a description of where this experience fits into the school or course curriculum; and
• what students need to know and/or be able to do to succeed with this learning experience.

The culminating project for the Exploration Unit is a photo journal of an early European explorer. The project has been designed to combine research with the writing skill of writing from the first person perspective. Unlike a research paper, this project will provide us, as teachers, with an opportunity to have students research an explorer and apply what they have learned in a format that allows students to write creatively, while acquiring the knowledge of a particular explorer's life, journey, and discovery.

ENGLISH STANDARDS:

STANDARD 1: Students will read, write, listen, and speak for information and understanding; visit library and locate information on their explorer, select information to include in their journal, listen to a variety of articles from The History News: Explorers

STANDARD 2: Students will read, write, listen and speak for literary response and expression; write from a first person point of view

STANDARD 3: Students will read, write, listen and speak for critical analysis and evaluation; proofread own rough draft

STANDARD 4: Students will read, write, listen and speak for social interaction; peer editing of rough drafts

SOCIAL STUDIES STANDARDS:

STANDARD 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the US and NY; Research of an early European explorer, created of photo journal from a first person perspective, construction of map

STANDARD 2: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, Eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives; research of an early European explorer, creation of photo journal from a first person perspective, construction of map

STANDARD 3: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live (local, national, and global) including the distribution of people, places and environments over the Earth's surface; research of an early European explorer, creation of photo journal from a first person perspective, construction of map

STANDARD 5: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the US and other nations; the US Constitution, the basic civil values of American constitutional democracy; and the roles, rights and responsibilities of citizenship, including avenues of participation; research of an early European explorer, cretion of photo journal from a first person perspective

MATHEMATICS, SCIENCE AND TECHNOLOGY STANDARDS

STANDARD 2: Students will access, generate, process, and transfer information using appropriate technologies; creation of photo journal using a word-processing program

THE ARTS STANDARDS

STANDARD 1: Students will actively engage in the processes that constitute creation and performance in the arts, (dance, music, theatre, and visual arts) and participate in various roles in the arts; inclusion of photos (hand-drawn, computer images, or images from the Internet) in journal

OBJECTIVES: 1. Students will be able to complete a photo journal (6 entry minimum-5 journal entries and explorers obituary) based on a person's exploration, 2. Students will be able to research an explorer in the library, utilizing sources such as books, reference books, Encyclopedias, journals, computer software and the Internet, 3. Students will be able to locate three sources from which they will gather information, 4. Students will be able to complete bibliography cards, filling in all necessary information, 5. Students will be able to take notes effectively and to summarize information onto note cards, 6. Students will be able to create a body of research in the form of note cards, 7. Students will be able to extrapolate important information from research and put it into simple, clear language, 8. Students will be able to understand the proper format for a note card, 9. Students will be able to refine their note card skills, 10. Students will be able to utilize their note car ds for the organization of information for their journal entries, 11. Students will be able to write a rough draft of their daily entries, utilizing their note cards for the information for the body of the journal, 12. Students will be able to research the following topics on their assigned explorer: a brief biography- the explorer's name, where and when he was born, the country he sailed for, his major accomplishment, and when and how he died, 13. Students will be able to research their explorer's voyage, including planned destination, problems that were faced and solutions, unexpected discoveries and dangers that may have been encountered at sea, 14. Students will be able to research and include two of the following themes in their journal: courage, power, and discovery, 15. Students will be able to conclude their journal with their explorer's obituary, 16. Students will be able to write from the first person point of view, 17. Students will be able to prepare a list of references.< /DIR>

2. PROCEDURE
Describe, in narrative form, the actions of students and teachers and the interactions among and between students and teachers, including how the learning experience:

• supports student progress toward attainment of the learning standards;
• reflects current scholarship in your field and "best" classroom practic; and
• incorporates technology (when used) into instruction to enhance learning and to assess student performance.

STUDENTS; 1. Students will visit the library and locate information on their topics using various research sources, 2. Students will choose a minimum of three sources from which they will gather information, 3. For each source, students will complete a bibliography card, recording all the necessary information, 4. Students will read their information, and select important information that is to be included in their journals. Students will highlight or underline this information, 5. Students will then summarize highlighted information from their sources into clear, simplified language and transfer it onto note cards, 6. Students will choose a slugword (main topic) for each card and include the source number and page number on each card, 7. Students will complete a set of note cards and organize them according to common topics, 8. Students will write a rough draft, utilizing the information from their note cards to formulate a well-organized draft copy of their journal entries, 9. Students will peer edit each other's rough drafts in cooperative groups and complete an activity sheet that acts as a guide, 10. Students will proofread their own rough drafts, making any necessary changes, 11. Using a computer with a word processing program, students will type a final copy of their drafts according to specifications set by the teachers, 12. Students will include photos, either hand-drawn or computer visuals, for each journal entry, 13. Students will construct a map showing the route taken by their explorer. Map will include a key, 14. Students will listen to a variety of articles from The History News: Explorers to serve as models for their journals, 15. Students will write all information from their sources to be included in a list of references.

TEACHERS: 1. Teachers will arrange for students to visit the library to research their assigned explorer, 2. Teachers will check student's note cards before students begin rough draft of journal entries, 3. Teachers will provide students with instruction on writing from a first person perspective, 4. Teachers will share with students a variety of articles from The History News: Explorers to serve as models for student's journals, 5. Teachers will provide students with Internet sites appropriate for European Explorers, 6. Teachers will provide students with a quick review on note cards and works cited list, 7. Teachers will assess student's final copy of photo journal using prepared grade sheet.

3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Describe the procedures used to accommodate the range of abilities in the classroom, including students with disabilities, limited english proficiency, or bilingual students, such as:

• instructional modifications made; and
• physical modifications of the classroom setting.

1. Assignment is designed to enable all students to be successful, 2. Attempts will be made to accommodate student differences, 3. Word processing programs, as well as CD Rom Explorers have been installed in Remedial and Resource classrooms to allow students additional time on photo journal if needed, 4. Classes will be held in library, computer lab or classroom with a computer cluster to enable ample time to complete project, 5. Teachers may use other software programs such as PowerPoint or Timeliner to achieve similar results.

4. TIME REQUIRED
For each aspect of the learning experience, state the amount of time for:

• planning;
• implementation (note the length of your class period, where appropriate, and the number of days to implement the experience); and
• assessment

BLOCK SCHEDULING : Library Visit: 1 Block, Preparing Journal: 1 1/2 split blocks, Typing Journal: 2 split blocks

5. RESOURCES
Please note any extraordinary or unique resources (human or material) needed to successfully complete this experience:

• for the student; and
• for the teacher

STUDENTS: 1. Index cards (3" x 5"), 2. Library resources, 3. Classroom notes, 4. Language textbook for reference, 5. Photo Journal Assignment Packet

TEACHER: 1. Computers for word processing, Internet access and appropriate sites, Explorer software, 2. The History News: Explorers, 3. Photo Journal Assignment Packet, 4. Notes for writing from the first person perspective, 5. Map for explorer's route

6. ASSESSMENT PLAN
Describe the:

• manner in which students are involved in developing assessment criteria, maintaining an awareness of their progress, and reflection on their work;
• techniques used to collect evidence of student progress toward meeting the learning standards' performance indicators (eg. , observation, group discussions, journal writing, use of alternative testing techniques); and
• tools used to document student progress (eg., scoring guides, rating scales, check-lists). Please submit these tools.

STUDENT CHECKPOINTS: Peer edit, Proofread own rough draft, Student checklist

TEACHER CHECKPOINTS: Check and grade note cards, Assessment of final project

7. STUDENT WORK
Send three or four samples of student work:

• that reflect different levels of student performance; and
• include comments reflecting the basis for teacher's assessment.

8. REFLECTION
Please offer personal comments on the learning experience:

• why this lesson was developed for the specific learning standard(s) and performance indicator(s);
• what you learned from implementing this lesson; and
• how the lesson was reviewed by peers prior to submission and what you learned from the review.