P R O J E C T D E S I G N : O V E R V I E W page 1

Name of Project: Understanding Time in Writing Duration:

Subject/Course: English Lit Teacher(s):Mayoral Grade Level:12
Other subject areas to be included, if any:

Key Knowledge and Literary Response 3.1-3.9

Understanding Principles of Democracy 12.8
(CCSS or other
standards)
Success Skills Critical Thinking/Problem Solving Self-Management
(to be taught and
assessed) Collaboration: Heterogenous Small groups. Other:

Project Summary Short stories and selected readings of Faulkner, Hemingway, and Fitzgerald will be used to understand and interpret the time period of the
(include student role, 1920s. Students will be given a selected work and it will be their goal to paint a picture of the time period in regards to how each author
depicted it. Students can address a wide variety of topics from social, economic, and cultural issues.
issue, problem or
challenge, action taken,
and purpose/beneficiary)
Driving Question What do you think this piece of literature trying to say about the time period it is set in?

Products Individual: Each student will be in charge of a specific area of study to give in depth perspective. They will be in
charge of one specific area for their group presentation. Students will be required to present part of their group
presentation and also fill out a self assessment and reflection of the lesson.

Team:Each group will come together to produce a presentation with their findings. Students will bring their ideas
together as a group to produce a concise presentation that represents a designated theme or topic area of the group.

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Resources Needed On-site people, facilities:Group members, teacher

Equipment:Computer

Materials: Text, History book

Community Resources:Library

Reflection Methods Each student will keep a journal of their findings so that they can reference information later that may be useful to
(how individual, team, their section or their group’s
and/or whole class will
reflect during/at end of Discussions will be held throughout the project period so that students are able to compare and contrast findings
project) with other groups
At the end of lesson periods students will be asked to write one page on interesting findings that they have come
across throughout their study. They will also be encouraged to talk about the things that they have learned from
other group members. In this one page students will also assess and reflect on their learning and contribution to the
group.
Notes:Through out this process I will always be vigilant of all the groups and individual students. I will ask questions that apply to their area of
study to stimulate more thought process. Making myself available to groups and students will allow them to attain the knowledge which they need
to complete the project. I will not designate specific questions as opposed to giving groups ideas of where they can take their research.

PR OJECT DESIGN: STUDENT LE AR NING GUIDE

Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments

Presentations, knowledge, understanding & success skills needed to check for learning and ensure
Performances, Products by students to successfully complete products students are on track
and/or Services
(individual and Individual students should be able to discuss Students will be given writing assignments at the end of each week to make sure that they are
team) their area of research in depth. Each student acquiring the material needed.
should be able to call upon their knowledge
when asked. Students will once a week have group reflections with the teacher so that they can address any of
the problems that they may have or be given instruction on areas to research.
Each student will be in charge of completing
five slides and at least ten minutes of dialogue to Each student will submit two drafts of their slides to the teacher as well as their notes for revision
accompany them
Each group will have one rough draft presentation in which certain points can be address by
teacher for improvement
Groups should be able to bring all aspects of
their group together into a concise review and
analyzation of their work

Groups should be fluid and their should be

constant interaction throughout the learning
process