CS+English+T1

=Critical Content and Skills=
 * Content Area:**
 * ===Students will know...=== || ===Formative Assessment=== || ===Students will be able to...=== || ===**Product** Summative Assessment=== ||
 * 1. How to research certain individuals by reading biographies, auto-biographies, and other non- fiction sources and evaluate/ verify the credibility of the information found in the print and non-print sources. || **O:** I will observe students as they are researching their individual Olympian and make sure they are finding accurate information from credible sties. Students will share their findings with me periodically so that I can check over their notes and observe the information they have discovered. || **1. Explain:** describe events, achievements, personal information, and global contexts after reading nonfiction works. || **blog:** Students will have frequent entries in their blog as they are doing their research. This will allow me to assess that they did their research and they can be reflecting on what they discovered at the same time. ||
 * 2. How to create a detailed and organized outline that reflects their research and the main points and sub points they plan to cover in their paper and presentation. || **WS:** Students will create a sample of their outline, a rough draft that I will check and help students revise and add to as they are starting to organize their findings into their final products. || **2. Apply:** produce an outline that organizes the information they researched into a cohesive outline that transitions well and includes the critical information in few words. || **Inspiration** (or Glogster) will be used to create their final outline of the research information that they found and will show the key elements that will be a part of their presentation and their paper. ||
 * 3. How to summarize and apply the information they learn about the individual Olympian they are researching. || **D:** Half way through the unit students will each report out to the class some of their findings. This will give them a chance to see how much they really know about the individual they are researching and it will give them a chance to practice summarizing the information they have learned. This will also be a form of self assessment as students realize that they still need to find out more information, or are right on track and have already found lots of great information for their project. || **3.Interpret:** document their information about the Olympian they researched and their life with little effort and still include critical details. || **Wikispace:** This will allow all students to post their research in one place. Here they can show their mastery of summarizing information and presenting life information and the accomplishments of the Olympian that each student is focusing on. ||
 * 4. That each Olympian throughout time had their own achievements and story to tell, or leave behind, and students will know how to compare and contrast the similarities and difference of each story due to the individual and the different world settings that surrounded that individual. || **SA:** We will play a game as a whole class called: //Who am I?// where students create questions about information on different Olympians which other classmates will have to guess the answer to throughout the game. || **4. Perspective:** compare/ contrast things about themselves and their lives as they see the stories of other great individuals and how they worked hard to achieve their desires and life dreams as well as see the similarities and differences throughout time in the different scenarios of each Olympian. || **Comic Life:** Students create a comic book entry with another classmate so that their story is comparing and contrasting the two time frames and differences and similarities of their Olympians. I would want them to see comparisons and contrasts within their story. They can choose how to present it. ||
 * 5. That plagiarism is not acceptable and they will know how to properly site their research findings. || **D:** As a class we will discuss the reasons why plagiarism is not ok and how easy it is to accidently do it. We will discuss ways to avoid plagiarism and ways to properly site sources and quotes as they find them when researching. || **5. Empathy:** believe that plagiarism is wrong and understand how to notice what components go in what order when citing sources. || **Podcast:** for others explaining how plagiarizing is so bad. Could make a radio show program, or others sort of program that would be reporting about plagiarism to the public. ||
 * 6. How to properly present themselves when giving a presentation and speaking in front of the whole class. They will know how to maintain their posture, eye contact, and how to project their voice enough that all can hear what they are saying. || **O:** Students will have multiple opportunities to speak in front of the class as practice for their final presentation. During one of these opportunities I will evaluate each student’s progress and give them some written tips for how they can keep improving their performance skills. || **6. Self Knowledge:** recognize how to perform an effective presentation where students keep eye contact with their audience and project their information so that all can hear about their research and begin to see different perspectives and points of view by hearing of many different individuals. || **imovie:** this will be their final product. Along with giving a brief introduction to themselves as their Olympian, they will show the life of their Olympian and their achievements in an "auto-biography" imovie video. ||

Formative
Q - Quizzes WS - Work Sample SA - Self Assessment P - Prompts O - Observation D - Dialogues

**Product - Summative**
CL- Comic Life IM - Imovie B - Blog PC - Podcast W - Wikispace G - Glogster