Level 7 Project

Hillary Wade 2020

Universidad del Norte

Project Title A Critical Look at Role Models

Part 1. In this part of the project, students will look at media role models to
analyze what qualities make good role models and whether or not the media does
a good job portraying these qualities. They may choose a fictional character or a
real person—they may not choose a family member. It is possible to choose
someone who is an example of promoting development, either in Colombia or
around the world--someone very visible internationally. A person related to a
student’s major is also a good choice. Students may also choose a negative
example of someone who is not a good role model. Then they need to give a
presentation outlining who they have chosen as their role model, their research so
far and what their possible arguments will be.
Students should:
● Reflect critically on their process and recognize where role models may
also have problematic issues that might detract from their status as role
models. (Students should not focus on biographical information unless it is
evidence of a quality that makes their character a Role Model.) Reflection
General
questions are at the end of this document.
Description
● Give a mini-presentation of 5 minutes about their Role Model.

Part 2. In this part of the project, students will write an essay using point,
counterpoint and refutation (PCR) argument structure about their role model.
Over several days they will draft their essay and get feedback on their arguments
and structure. This should be a 4-paragraph essay.

Students should:
● Collaborate with peers and teacher to make inferences, develop and defend an
argument while meeting reading, listening, writing, speaking and grammar
objectives.
● Write an essay with arguments using PCR structure that explain why the
character or person they chose is a good role model.

Part 1. In class presentation about their choice of role model and research to date,
which will assess SLOs 1-8. This is 15% of the final grade due week 5.
End Product(s)
Part 2. Essay with arguments for or against their role model, which will assess
SLOs 1-8. This project is 15% of the final grade due week 15.

SLOs Assessed and ● SLO 1: Interpret information from written texts and visuals--Articles, Video
Material Support Essay Examples, Textbook, Movie,
from Level ● SLO 2: Infer implicit meaning in written and spoken texts--Articles, Video Essay
Examples, Textbook, Movie
 ● SLO 3: Identify main ideas, support, and examples in arguments or persuasive
written and spoken texts--Articles, Video Essay Examples, Textbook, Movie
● SLO 4: Develop a 4 paragraph argumentative text with support and relevant
examples--Formal Presentation (Part 1) and Essay (Part 2)
● SLO 5: Explain ideas in an extended discussion on abstract topics--What makes
a character a good Role Model? How do qualities differ for male or female Role
Models? Which movies portray good Role Models? How strong are your
classmates’ arguments? Do the same qualities that work for fictitious
characters also work for real people?
● SLO 6: Give a formal presentation—Present role model choice and research
● SLO 7: Grammar
1. Relative Clauses in presentation and essay as necessary (and in related
material)
2. Gerunds & Infinitives in presentation and video essay as necessary
3. Present Perfect and Present Perfect Progressive in essay as necessary
(and in related material)
4. Past Unreal Conditional in essay as necessary
● SLO 8: Accurately produce Level 7 Pronunciation Concepts—Presentation,
Discussions and Essay

Entertainment (Media Influences) Role Models (U2)

Themes & Topics Development (Perceptions) (U3)
from Level Ethics and Morality (Honesty & Integrity) Pro-Social Lies and Lies of Omission (U4)
Communication (Public Speaking) Formal Presentation (In House)

Weekly Schedule
Steps Deadline Description

1 Week 1 Talk about media and real life role models

Read introductory paragraphs about characters/people with

pertinent background information—students need the
structure examples

Brainstorm role models—may be fictional or real life

Begin research

2 Week 3 Turn in research

Work on argument structure
Continue research

3 Week 3 Outline—focus on PCR and give feedback on these points;

make sure they include their citations.

Work on thesis statement that specifically mentions arguments

 4 Week 4 Intro paragraph due for feedback

Work on citation expectations—focus on how much is too

much

5 Week 5 In class presentations of research and organization—15% of

grade

6 Week 8/9 Body paragraphs due—teachers plan time in class.

7 Week 11 Conclusion due—may be written at home or in class

8 Week 12 Feedback due

Students make revisions based on feedback

9 Week 15 Students turn in final draft Essay

10 Day 16

Reflection Questions
1. Why is it so important that our Role Models overcome difficulty and succeed? How
do we measure that success? Are we, as a society, guilty of romanticizing difficulty?

2. Role models can go through dark times. Have you ever felt a role model crossed a
line that made you lose faith in them?

3. What happens when our role models disappoint us? What causes you to lose respect
for a person?

4. Are role models necessary in life or you think we can live without them? Why?

5. Are we all role models for other people? Why? Do we want to be role models?
Should we be role models?

6. Do you expect the same things from real people as you do from fictional characters,
or vice versa? Why or why not?

7. After reflecting on fictional vs real people as role models, which do you prefer? Why?