Chelsea Bryant English 9th TEKS (5A-C) Accommodations (learning styles) Performance Project

Title: Problem Based Learning TEKS: 5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) Analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction; (B) Analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures; (C) Evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction; and

1. Website Reference : http://lessonplanspage.com/lascienceartcharlotteoactingoutbook45-htm/ 2. Guidelines 1. Understand the problem- With problem based learning students will have to first identify and see what is being asked of them to do before completing and going on to the next step. With the problem based teaching idea I chose Dramatized Problem Based Learning I believe it is very important that students will have to completely understand and use their schema to know where to start. This activity involves students to act out their favorite scene from the reading and be able to carefully know how to act in the characters role that they chose.

2. Determine what you need to know- When the students begin the Dramatized Problem Based Learning activity students will determine what they know from the scene by re reading and understanding the texts information given and then from their in groups of three be able to see who has which part.

3. Use collaborative skills when working in groups- This whole activity focuses on making sure group work is done efficiently and accurately. Students will be able to see how to take of their characters parts from the scene by making sure that everyone knows the scene and has done their readings.

4. Communicate effectively- When acting out their characters roles students will be able to practice communication individually and with a group. Students will have to be able to have done their readings and clearly know about their character in order to communicate to the class his or her part.

5. Support thinking with evidence and sound reasoning- Students will use their background knowledge on the scene of their book to interpret their characters role and justify how he or she should be acted out. Students who have not done their readings or show know understanding of the character he or she chose will not receive any points for the part.

3. Understand the problem/ Understand the scene- Students will have clear directions given to them a week prior before the acting begins. Students will be broken up into groups of three and they will have to act out at least three characters from their favorite scene in the book. The scene has to be a minimum of five minutes but no longer than ten and students will receive credit based off the rubrics expectations which will be given to all students. Determine what you need to know/ Determine who your character is- Students will have to be able to understand who their character is and what their characters role represents in the book. Is their character good or bad? Rich or poor? A villain in the scene or a hero? All of these questions will have to understood and clearly shown as the students present. Use collaborative skills when working in groups/ Use good speaker skills. Work as a team- This activity really does require students to work formally and well together. If one member in the scene has not done their readings over their character it causes the rest of the team to not work as efficiently. All students must contribute his or her role well and work together during class and after to make the scene run smoothly. Communicate effectively/ be a team player- This guideline also goes with using collaborative skills but it touches more on students opening up and being able to work together. This is an important life lesson that will used not just for this activity but for the rest of the students lives. Students have to learn how communicate with peers in groups and this activity makes sure students are doing that.

Support thinking with evidence and sound reasoning/ know your character and the book- This is a must and a big part for students to understand. Students must have finished their readings over their character in order to carefully act him or her out in front of the class. It takes more than just reading a few chapters of the book students must understand the plot of the book and their character in order to know how to show knowledge that he or she read.

Performance Assessment

1. Website Reference for Assessment : http://lessonplanspage.com/lascienceartcharlotteoactingoutbook45-htm/ Website Reference for Rubric: http://broadwayeducators.com/?p=605

2. Assessment/Rubric : http://www.rcampus.com/rubricshowc.cfm?code=W7B54A&sp=true

Student Planning? The rubric will inform student planning by allowing students to see where each area they need to address and to what extent. The rubric will be used as guide for students and it will allow students a chance to see where he or she really needs to focus their attention to. The rubric will help the group know how they should present their characters and how the scene should be introduced to the class. Goals? The rubric allows the students to really set their standards high for their different parts. The rubric carefully has sections that each child can identify with and see where he or she might excel in or struggle with. The rubric will allow students to know that with a little practice and time spent on knowing the book and their characters whole heartily that they can master their part.