see www.coffeeforthebrain for all the work and examples

1. PROJECT
PLANNING
FORM
Project
Title:
A
Few
Bad
Apples
Teacher(s):
Lisa
Barnes
and
Sandra
Melchert
Grade
Level(s):
8
Subject(s):
Lang
Arts
Begin
with
the
End
in
Mind!
Summarize
the
theme
for
this
project.
Why
do
this
project?
It
is
human
nature
to
label
others.
In
that
labeling,
we
define
who
and
what
we
think
a
person
is
all
about.
Teens
are
defined
in
many
ways.
I
want
students
to
understand
that
others
define
them
by
what
they
say
and
do;
that
adults
have
biases
and
preconceived
ideas
about
teenagers
and
students’
actions
can
either
add
to
the
biases
or
help
create
new
understandings.
How
can
teens
reverse
the
trend
of
negative
attention?
Big
aspect
of
project:
In
short,
students
are
to
observe
how
they
are
treated
on
a
regular
basis
in
the
community.
They
are
to
take
notes
on
the
observations
they
have.
Then
students
are
to
“become”
someone
else.
They
are
to
have
a
different
persona
and
enter
into
the
community.
Does
this
difference
create
a
difference
in
treatment?
Identify
the
content
standards/learning
targets
that
students
will
learn
and
be
assessed
on
in
this
project.
I
can
analyze
dialogue
and
events
of
a
story
to
understand
character
traits
and
decisions.
I
can
infer
information
from
a
text.
I
can
site
evidence
to
support
my
inference.
I
can
write
a
true
or
fictional
narrative
using
effective
writing
skills.
I
can
use
descriptive
details
in
sequence.
Identify
the
21st
century
skills
that
will
be
addressed
and
students
will
receive
feedback
about
through
this
project.
(Critical
thinking,
creativity,
communication
and
collaboration)
Critical
Thinking
Technology

2. The
Driving
Question:
Share
your
driving
question
for
the
project:
Driving
questions…
• Provide
a
central
focus
for
the
project
• Are
open
ended
• Arise
from
real
world
dilemmas,
events
or
situations
• Are
challenging
• Support
curricular
standards/learning
targets
How
does
the
person
I
am
affect
the
way
the
world
interacts
with
me?
The
Product(s):
Describe
the
product(s)
that
students
will
create
through
participating
in
this
project.
Press
Kit
Purpose:
to
make
other
teens
and
adults
aware
of
the
bias
they
may
have
and
to
spread
the
word
that
not
all
teens
are
“Bad
Apples”.
Where
or
how
will
this
product(s)
be
shared
with
others?
What
materials
or
resources
will
your
students
need
to
be
able
to
successful
complete
their
product(s)?
• Access
to
technology
• Access
to
locations
for
social
experiment
• Video
capabilities
•

3. The
Need
to
Know:
Describe
what
you
are
going
to
do
to
launch
this
project
so
that
students
will
be
motivated
and
excited
to
complete
this
project.
• Email
from
principal
stating
that
all
BMS
students
need
to
sit
with
parents
at
high
school
football
games
instead
of
walking
with
friends
or
sitting
in
Middle
School
section
because
of
misbehavior
issues
with
last
year’s
8th
grade.
• Possible
story
from
Quad
City
Times
stating
the
mall
was
enacting
a
parental
escort
policy
for
students
under
the
age
of
15
on
Friday
and
Saturday
Nights.
• Discuss
with
students
how
they
feel
and
the
possible
reasons
for
these
policies.
Who
does
it
affect?
Voice
and
Choice:
What
choices
or
opportunities
will
students
have
to
incorporate
their
voice
into
this
project?
• Menu
of
how
to
attack
the
problem
of
experiencing
adult
bias
against
teens:
o Take
notes
of
regular
treatment
and
change
personae;
take
notes
(video
or
written)
on
changes
that
occur.
o Interview
adults
to
find
multiple
examples
of
positive
experiences
with
teens
and
multiple
examples
of
negative
experiences.
Interview
them
to
see
if
they
remember
their
own
treatment
as
teen.
o Find
policies
made
for
teenagers
in
stores
in
the
community.
Interview
to
determine
purpose
of
the
policy
and
hold
discussion
with
mangers
on
policies
effectiveness.
o Hold
“Person
on
the
street
interviews”
with
average
people.
Show
them
teens
dressed
differently
in
pictures
and
record
their
thoughts
and
comments.
• Create
aspects
for
press
kit
to
spread
awareness
of
positive
impact
of
teens.
Students
gravitate
to
their
preferred
form
of
media
with
their
preferred
message.
Audience:
Who
is
the
authentic
audience
the
students
will
be
working
with
during
the
project
or
presenting
to
at
the
conclusion
of
the
project?

4. Assessment
of
the
Project:
Learning
Target
#1:
I
can
analyze
dialogue
and
events
of
a
story
to
understand
character
traits
and
decisions.
Instructional
Plan:
Read
short
stories
and
"Flowers
for
Algernon".
Examine
how
Charlie
is
defined
prior,
during,
and
after
becoming
more
intelligent.
What
does
he
say
and
do
to
show
he
defines
himself
the
same
or
different
from
the
way
others
define
him?
Assessment
Tools
(Formative
and/or
Summative):
5
words-­‐use
5
words
to
describe
a
character
from
story
and
write
rational
as
to
why
these
describe
the
character,
1
statement
for
each
trait-­‐Formative
Character
chart/web
with
5
traits
from
story
and
1
direct
piece
of
evidence
for
each—Summative
Learning
Target
#2:
I
can
infer
information
from
a
text.
I
can
site
evidence
to
support
my
inference.
Instructional
Plan:
• Inferring
actions
of
characters
in
"Flowers
for
Algernon"
using
text
for
support.
• Finding
articles
and
describe
teens
doing
out
of
the
ordinary
things;
and
using
the
articles
to
infer
and
find
textual
evidence.
Assessment
Tools
(Formative
and/or
Summative):
Making
evidence
based
claims
chart-­‐formative
Making
evidence
based
claims
chart-­‐summative

5. Learning
Target
#3:
I
can
write
a
true
or
fictional
narrative
using
effective
writing
skills.
I
can
write
descriptive
details
in
detail.
Instructional
Plan:
• Written
narrative
describing
event
of
going
out
in
public
as
another
persona.
What
was
the
experience
like?
How
did
it
meet
or
not
meet
your
expectations?
What
did
you
learn
from
this
experience?
• Use
of
outlining
and
writing
process
Assessment
Tools
(Formative
and/or
Summative):
Outline-­‐formative
Draft-­‐formative
Revising
and
editing-­‐formative
Final
Copy-­‐summative

6. Timeline
for
the
Project:
List
the
key
dates
and
important
milestones
for
the
project.
August
25-­‐Launch
August
26-­‐Introduce
Driving
question
“How
does
who
I
am
affect
how
the
world
interacts
with
me?”
• Reflect
on
question
• Interview
parents
and
other
adults
August
28-­‐Read
short
stories
and
examine
definitions
of
the
characters;
August
29-­‐Brainstorm
ways
that
we
are
defined.
September
2-­‐Find
examples
of
those
who
have
been
judged
from
categories
alone;
read
articles
of
teens
who
do
things
that
not
doing
things
“typical”
for
their
group.
• Summary
of
articles
(non-­‐fiction
writing)
September
9-­‐
introduce
“social
experiment”
experience
and
documentation(t-­‐chart)
(comparing
with
photo
of
normal
self
vs.
experiment
self)
List
of
how
he/she
felt,
observations
in
reactions
and
body
language,
what
was
heard
from
others,
feel
different
than
“normal”),
explain
“menu
options
for
project.
September
8-­‐Define
ourselves
• True
Colors/Real
Colors
• Interests
surveys,
finding
passion,
introvert/extrovert
• Read
“Flowers
for
Algernon”
and
look
at
how
he
defines
himself
and
others
define
him
September
22-­‐finish
social
experiment
September
17-­‐start
narrative
(describe
their
persona,
their
experience,
and
what
was
learned)
September
19-­‐draft
due;
start
revision
process
September
25-­‐final
due
Project
work
days
throughout

7. Reflection:
How
will
you
and
your
students
reflect
on
and
evaluate
the
project?
Reflective
writing
to
be
placed
in
their
digital
portfolio.