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https://docs.google.com/presentation/d/1XJnEHUSiyi_XbNykCRFeQAxH8oJsrPHnpDLgjP7qE4A/edit#slide=id.p

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So, this was initially going to be an argument essay assignment (my students still think it is, at least until Monday), but after looking at the different ways to demonstrate and show learning, I decided to open it up to many different formats.

Anyway, the basic idea behind the assignment is that students need to choose the poem (from the 32 we've read in the last four weeks) they think is the most influential for high school students, and they need to argue that based on words/phrases from the author, the author's point of view and purpose, and how valid and relevant the author's claims and arguments are (these come from Reading Standards 4, 6, and 8). Their argument needs to meet Writing Standard 1, which talks about writing an effective argument that is organized, has specific claims, uses textual evidence, etc.

Some of the groundwork has been done for the students, as we already discussed all 32 poems in class, so they should have a basic idea of what the authors were trying to get across. They just need to dig a little deeper and make some more connections to their own lives.

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I'll remind the students where to find all 32 poems we read, and I'll include links to help them learn about different formats they can use to complete their projects. For example, if students aren't familiar with podcasts, advice columns, or Tweeting, I'll provide explanations and/or examples of those to help them understand. (Ideally, when I do this in the future, I'll have already had time to familiarize my students with many of the different formats, so there won't need to be as much info-sharing when they start the project.)

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I honestly don't have a lot to include in the "Practice It" section (if we had more than four weeks of school left, I would make an effort to include a lot more here); my plan is to give students quick and effective feedback to help them improve their arguments, so I'm encouraging them to start working now and not procrastinate. Their practice is working on the project, because they won't be penalized for making mistakes (at least not until the end of the year).

We will also have more class discussions on half of the 32 poems (we're doing a March Madness-style bracket to see which poem is the best), so students will have a chance to share ideas and see what others have to say about the same poems during the next few weeks.

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This kind of goes back to the "Practice It" section, but I plan on giving them quick, effective feedback so that they have time to make changes and revisions before the end of the school year. The assignment is due Thursday, May 19th, but I'm encouraging them to turn it in ahead of time. (As I write this, I'm seriously thinking about changing the due date to May 5th or 12th, so they feel like they can't procrastinate it...)

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Since this is a playlist for one project, I guess the actual completed project will be the only thing in the "Evidence of Learning" section.

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I really like the idea of this project, but I don't feel like it lends itself well to a playlist setup. I want to do a lot more work in adding to the playlist and resources, but I also want to do something that's relevant to my students for the rest of the year, and I feel like this is the most effective thing for them right now. Resources would be great in helping them do better on the project, but I don't think there's enough time to explore a bunch of resources and work on a quality project, especially with multiple distractions happening during the school week. This is definitely something I want to build on and expand for next year, and I would start it a lot earlier to get the most out of it.

What we read about feedback from Catlin Tucker earlier today really stood out in my mind, and I think giving my students high-quality feedback is better than trying to teach them more when they're probably halfway checked out at this point anyway.

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Standard: Communicate scientific ideas about the way stars, over their life cycle, produce elements.
Students will be able to distinguish between different stages of a star's life cycle  and communicate the characteristics of each stage using scientific ideas and terminology.

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My Playlist is incomplete still. I still need to come up with a rubric that will satisfy several different types of 'evidence of learning' . I really like the playlist idea. I struggle with rigor...I am not sure how to challenge my students.