Through My Eyes: Authors and Historical Figures
Greetings,
This module is called: Through My Eyes. For this project, you will select an author or historical individual that we have studied during our fall semester. Afterwards, you will research their life and create a timeline using Adobe Spark Video, Google Tour Builder, or Sway. Your presentation will display your individual's life through your eyes. Complete the steps listed in this module closely. The duration of this module will be seven class days. I have provided you with a suggested pacing guide next to each of the 13 assignments. However, you may work at your own pace within the allotted time frame. (Extended time is available for those in need.) Working class periods have been designated for you to complete this module. As always, you may also work on this task outside of our scheduled classes. If you help with completing any portions of this module, please do not hesitate to let me know. As the facilitator of this virtual learning assignment, I'm here to help in various ways. I'm available for one-on-one and group assistance, as well as conferences. Throughout this module, I will also monitor your work to ensure you are on task. I can't wait to see what you create; let's get started.
This module is called: Through My Eyes. For this project, you will select an author or historical individual that we have studied during our fall semester. Afterwards, you will research their life and create a timeline using Adobe Spark Video, Google Tour Builder, or Sway. Your presentation will display your individual's life through your eyes. Complete the steps listed in this module closely. The duration of this module will be seven class days. I have provided you with a suggested pacing guide next to each of the 13 assignments. However, you may work at your own pace within the allotted time frame. (Extended time is available for those in need.) Working class periods have been designated for you to complete this module. As always, you may also work on this task outside of our scheduled classes. If you help with completing any portions of this module, please do not hesitate to let me know. As the facilitator of this virtual learning assignment, I'm here to help in various ways. I'm available for one-on-one and group assistance, as well as conferences. Throughout this module, I will also monitor your work to ensure you are on task. I can't wait to see what you create; let's get started.
Materials/Skills Needed
- Computer/laptop
- Internet access
- web browser
- 7th-8th grade reading proficiency (supports claims, summarization, vocabulary).
- Writing (spelling, grammar, punctuation)
- Technology skills (digital citizenship, digital literacy, informational fluency, safe and effective Internet research and navigation, computer use)
- Proficiency with using presentation software (Adobe Spark Video, Google Tour Builder, or Sway)
Standards
For more information on your 8th Grade English Language Arts Georgia Standards of Excellence (ELA GSE): https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-8-Standards.pdf
- ELAGSE8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
- ELAGSE8W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- ELAGSE8W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- ELAGSE8SL5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
- ELAGSE8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- ELAGSE8L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- ELAGSE8W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
For more information on your 8th Grade English Language Arts Georgia Standards of Excellence (ELA GSE): https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-8-Standards.pdf
Module Objectives
- Students will research the life of a selected author or historical figure that we have previously studied.
- Students will successfully evaluate their knowledge of their subject and what they learned using a graphic organizer.
- Students will collect information about their topic through appropriate means of research.
- Students will organize their data and research using a graphic organizer.
- Students will construct a chronological timeline over their selected author or historical individual.
- Students will create and use a poll/survey to obtain feedback.
- Students will practice positive peer review policies to provide their classmates with appropriate feedback.
- Students will create, publish, and submit a presentation over their selected subject.
Learning Activities and Assignments
1. Complete Reflection 83 in your online journals: "Take a moment to review the authors and historical figures that we have learned about in class. If you could choose one to complete a project on, who would it be? Why?" (For a reference, please click on the Class Reading List for an itemization of all your available individuals. After reviewing your options, finalize your selection; this assignment will require you to create a presentation over this individual.) Day 1
2. After you have selected your subject for this project, create a KWL Chart using Word Online or Google Docs. Fill out what you know about your individual and what you want to learn about them. In the end of this assignment, you will list what you learned and share this document with me for a separate grade. Note: Do not share your KWL Chart with me until you have been instructed to do so. Day 1
3. The objective of this assignment is for you to showcase who your selected individual is through your eyes. In order to do this, you will create an original chronological timeline using Adobe Spark Video, Google Tour Builder, or Sway. This task will require you to thoroughly research your person in order to present their life from your viewpoint. Use the Internet to access scholarly sites for accurate data. You may also use resources from the library and other teacher-made materials that have been distributed throughout the school year. (Note: The Resources menu page on this class website contains all of the handouts from this school year.) You will need to use a minimum of four scholarly sources. Use your choice of graphic organizer to gather, collect, and arrange your research. Please keep track of your sources; you will need to include a Works Cited page with your presentation. Day 1-2
4. After you have selected the presentation software that you will use for your project, please review the appropriate rubric for this assignment's standards, expectations, and scoring criteria. Through My Eyes: Adobe Spark Video Project Rubric, Google Tour Builder Project Rubric, and Sway Project Rubric. Here are a few sample projects using each presentation software tool: Dr. Martin Luther King-Adobe Spark Video, Jackie Robinson-Google Tour Builder, Roald Dahl-Sway. Keep in mind, most of the information has been abbreviated or removed. Please only use these introductory samples for formatting assistance. Day 1-2
5. Now that you have selected your subject and the tool you will use to create your presentation, open your software presentation tool. Start a new project so that you can obtain a viewable only link. Click on the Class Google Doc (Through My Eyes Project) for your period. Enter a description of the product that you will create and post your viewable only link. This will inform me of what you are working on and allow me to monitor your progress. Day 1-2
1st Period's Through My Eyes Project
4th Period's Through My Eyes Project
5th Period's Through My Eyes Project
6th Period's Through My Eyes Project
6. Begin researching your author or historical individual. Remember to only use scholarly sites for research and a graphic organizer to help you with all of the information you collect. Day 1-3
7. Use your research to create a chronological timeline of your subject's life. Start with their birth and end at their present or death. Your timeline should capture things like their early/personal/family life, education, important events, why they're well known or famous, influential factors that contributed to their craft/success/notoriety, major achievements (awards/recognition), present life or death, and the legacy they left behind (if applicable). Please feel more than free to add anything else that you think will provide viewers with a complete view of your subject. Day 2-4
8. Review your rough draft. If you realize you need additional information for your timeline, continue researching your author to extract the necessary life details. Before moving on to the next step, you must complete the rough draft of your presentation. Day 2-4
9. So far, you have made a lot of progress. You selected an individual of interest, researched their life, collected and organized data gathered from your research, as well as created a rough draft of your presentation. Now, let's get a little constructive criticism from our peers before revising and finalizing your work. In this step, please construct a six question poll using Forms (Microsoft of Google). Title it: Through My Eyes Peer Feedback.
Use the Choice option for your first five questions. The questions are below. Each question should contain the following answer selections: Below expectations, Approaching the expectations, Meeting the expectations, and Exceeding the expectations. Day 3-4
Questions 1-5
1) Using my project's rubric, how would you score the content in my presentation?
2) Using my project's rubric, how would you score the accuracy of the information in my presentation?
3) Using my project's rubric, how would you score the organization of my presentation?
4) Using my project's rubric, how would you score the writing conventions in my presentation?
5) Using my project's rubric, how would you score the sources I used in my presentation?
Use the Text option to create Question 6.
6) Using my project's rubric, what overall score would you give my presentation? (Please explain why and provide me with any positive praise or constructive criticism in this section.)
You may add pictures, a theme, and or a thank you message if you would like. When you have finished creating your poll, obtain a share link and post it in the Class Google Doc for your period. (Remember, do not use the "Share as a template" or "Share to collaborate" links.) Paste your survey link under your project link. Change the text of your survey link to Peer Evaluation Form. Use the Class Google Doc to access at least three of your classmates Through My Eyes projects. Use the appropriate rubric to review and score your classmate's project. Complete a peer evaluation for each of your select classmates. Suggestion: Complete peer evaluations over your Classcraft groups for extra points. Note: I will also complete a poll for each student's presentation. Day 4-5
1. Complete Reflection 83 in your online journals: "Take a moment to review the authors and historical figures that we have learned about in class. If you could choose one to complete a project on, who would it be? Why?" (For a reference, please click on the Class Reading List for an itemization of all your available individuals. After reviewing your options, finalize your selection; this assignment will require you to create a presentation over this individual.) Day 1
2. After you have selected your subject for this project, create a KWL Chart using Word Online or Google Docs. Fill out what you know about your individual and what you want to learn about them. In the end of this assignment, you will list what you learned and share this document with me for a separate grade. Note: Do not share your KWL Chart with me until you have been instructed to do so. Day 1
3. The objective of this assignment is for you to showcase who your selected individual is through your eyes. In order to do this, you will create an original chronological timeline using Adobe Spark Video, Google Tour Builder, or Sway. This task will require you to thoroughly research your person in order to present their life from your viewpoint. Use the Internet to access scholarly sites for accurate data. You may also use resources from the library and other teacher-made materials that have been distributed throughout the school year. (Note: The Resources menu page on this class website contains all of the handouts from this school year.) You will need to use a minimum of four scholarly sources. Use your choice of graphic organizer to gather, collect, and arrange your research. Please keep track of your sources; you will need to include a Works Cited page with your presentation. Day 1-2
4. After you have selected the presentation software that you will use for your project, please review the appropriate rubric for this assignment's standards, expectations, and scoring criteria. Through My Eyes: Adobe Spark Video Project Rubric, Google Tour Builder Project Rubric, and Sway Project Rubric. Here are a few sample projects using each presentation software tool: Dr. Martin Luther King-Adobe Spark Video, Jackie Robinson-Google Tour Builder, Roald Dahl-Sway. Keep in mind, most of the information has been abbreviated or removed. Please only use these introductory samples for formatting assistance. Day 1-2
5. Now that you have selected your subject and the tool you will use to create your presentation, open your software presentation tool. Start a new project so that you can obtain a viewable only link. Click on the Class Google Doc (Through My Eyes Project) for your period. Enter a description of the product that you will create and post your viewable only link. This will inform me of what you are working on and allow me to monitor your progress. Day 1-2
1st Period's Through My Eyes Project
4th Period's Through My Eyes Project
5th Period's Through My Eyes Project
6th Period's Through My Eyes Project
6. Begin researching your author or historical individual. Remember to only use scholarly sites for research and a graphic organizer to help you with all of the information you collect. Day 1-3
7. Use your research to create a chronological timeline of your subject's life. Start with their birth and end at their present or death. Your timeline should capture things like their early/personal/family life, education, important events, why they're well known or famous, influential factors that contributed to their craft/success/notoriety, major achievements (awards/recognition), present life or death, and the legacy they left behind (if applicable). Please feel more than free to add anything else that you think will provide viewers with a complete view of your subject. Day 2-4
8. Review your rough draft. If you realize you need additional information for your timeline, continue researching your author to extract the necessary life details. Before moving on to the next step, you must complete the rough draft of your presentation. Day 2-4
9. So far, you have made a lot of progress. You selected an individual of interest, researched their life, collected and organized data gathered from your research, as well as created a rough draft of your presentation. Now, let's get a little constructive criticism from our peers before revising and finalizing your work. In this step, please construct a six question poll using Forms (Microsoft of Google). Title it: Through My Eyes Peer Feedback.
Use the Choice option for your first five questions. The questions are below. Each question should contain the following answer selections: Below expectations, Approaching the expectations, Meeting the expectations, and Exceeding the expectations. Day 3-4
Questions 1-5
1) Using my project's rubric, how would you score the content in my presentation?
2) Using my project's rubric, how would you score the accuracy of the information in my presentation?
3) Using my project's rubric, how would you score the organization of my presentation?
4) Using my project's rubric, how would you score the writing conventions in my presentation?
5) Using my project's rubric, how would you score the sources I used in my presentation?
Use the Text option to create Question 6.
6) Using my project's rubric, what overall score would you give my presentation? (Please explain why and provide me with any positive praise or constructive criticism in this section.)
You may add pictures, a theme, and or a thank you message if you would like. When you have finished creating your poll, obtain a share link and post it in the Class Google Doc for your period. (Remember, do not use the "Share as a template" or "Share to collaborate" links.) Paste your survey link under your project link. Change the text of your survey link to Peer Evaluation Form. Use the Class Google Doc to access at least three of your classmates Through My Eyes projects. Use the appropriate rubric to review and score your classmate's project. Complete a peer evaluation for each of your select classmates. Suggestion: Complete peer evaluations over your Classcraft groups for extra points. Note: I will also complete a poll for each student's presentation. Day 4-5
10. Complete Reflection 84 in your online journals: How do feel about your peer evaluation feedback? (Do you agree or disagree with their commentary? Will you make any revisions to your work?) Day 5-6
11. Make any needed revisions to your project and finalize your work. Day 5-6
On Day 6, I will ask for volunteers to become student teachers and present their projects. Please practice presenting your work if you would like to present your product to the class. Students who present their projects during this time will receive extra credit points.
12. Complete the what I learned section of your KWL Chart. Upon completion, please post the link for your KWL Chart in the Class Google Doc under your project and peer evaluation link. As of now, I should have access to your Through My Eyes Project, Peer Evaluation Form, and KWL Chart. All online reflections should be completed up to number 84. At this point, all of your student assignments should be completed, published (final draft), and submitted. Day 6-7
13. Lastly, please spare a moment to take the project poll for your class period (the link is below). As always, I appreciate your honest feedback. With our remaining class time, students can also present their projects in class for extra credit points. Day 7
1st period Through My Eyes Project Feedback
4th period Through My Eyes Project Feedback
5th period Through My Eyes Project Feedback
6th period Through My Eyes Project Feedback
(If you would like to take advantage of an extra credit opportunity, see number 14.)
14. Extra Credit: Complete a second project on the spouse/significant other of your selected subject. You can also choose to do one of their children. (Ex-Dr. King's children are known for carrying on their father's work in the field of civil rights.) If would like to work in a pair or a collaborative group for this extra credit project, you must complete a project over your subject’s immediate family (husband/wife and their kids). Please use the same project rubrics as guidelines. This assignment will be due on . . .
11. Make any needed revisions to your project and finalize your work. Day 5-6
On Day 6, I will ask for volunteers to become student teachers and present their projects. Please practice presenting your work if you would like to present your product to the class. Students who present their projects during this time will receive extra credit points.
12. Complete the what I learned section of your KWL Chart. Upon completion, please post the link for your KWL Chart in the Class Google Doc under your project and peer evaluation link. As of now, I should have access to your Through My Eyes Project, Peer Evaluation Form, and KWL Chart. All online reflections should be completed up to number 84. At this point, all of your student assignments should be completed, published (final draft), and submitted. Day 6-7
13. Lastly, please spare a moment to take the project poll for your class period (the link is below). As always, I appreciate your honest feedback. With our remaining class time, students can also present their projects in class for extra credit points. Day 7
1st period Through My Eyes Project Feedback
4th period Through My Eyes Project Feedback
5th period Through My Eyes Project Feedback
6th period Through My Eyes Project Feedback
(If you would like to take advantage of an extra credit opportunity, see number 14.)
14. Extra Credit: Complete a second project on the spouse/significant other of your selected subject. You can also choose to do one of their children. (Ex-Dr. King's children are known for carrying on their father's work in the field of civil rights.) If would like to work in a pair or a collaborative group for this extra credit project, you must complete a project over your subject’s immediate family (husband/wife and their kids). Please use the same project rubrics as guidelines. This assignment will be due on . . .
Downloads/Resources
- Adobe Spark Video Project Rubric
- Google Tour Builder Project Rubric
- Sway Project Rubric
- Dr. Martin Luther King-Adobe Spark Video (abbreviated example)
- Jackie Robinson-Google Tour Builder (abbreviated example)
- Roald Dahl-Sway (abbreviated example)
Copyright and licensing permission/rights have been granted by Weebly, Forms, Adobe Spark, Google Tour Builder, and Sway. Only creative commons (CC0) licensed images are used.