Final Project: Project-Based or Problem-Based Information Literacy Unit

PBL Template for Final Project, EDTC 605

Please submit in LEO and to TK20

Name: _D’Vore Brittingham Date submitted: _November 23, 2019

Project-Based/Problem-Based Learning (PBL) Template

A. Gathering information from the semester (10% of total final PBL grade)

In this section, compile the work that you have completed this semester to support the final
PBL. Cut and paste the information into each of the areas requested.

1. Database research articles in APA style (from Week 3) used to support this final
PBL (minimum of four required). Choose one of the articles, and write an
annotation. (An annotation includes a short description of the contents of the article. It
could also contain some evaluation of the usefulness of the contents and how this
article will relate to this final PBL.)

Lattimer, H., & Riordan, R. (2011). Project-based learning engages students in meaningful
work Students at High Tech Middle engage in project-based learning. Middle School Journal ,
18-23. Retrieved from http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?
direct=true&db=edsjsr&AN=edsjsr.23024494&site=eds-live&scope=site

This article is an example of a middle level school where PBL has had a positive impact on
student achievement and the school environment. It focuses on a diverse population of students
in the San Diego area. Students are admitted to the school by lottery and they all come from a
wide range of academic and socioeconomic backgrounds. This article showcases the positive
aspects of PBL in a school system when implemented with fidelity.

2. Focus of position paper/persuasive essay (from Week 5) used to support this final
PBL. Include a statement of how you advocated in the paper for inclusion of technology
as a tool for instruction.

By using problem based learning (PBL) in middle school classrooms it will create a
learning environment that is student driven, allows students to identify real-world problems,
and develop evidence based solutions.
 3. Component of website (from Week 7) used for this final PBL. Include a bulleted
list of the process by which your collaborative group produced the product.
 My group decided to slit up the roles
 Each person took one piece of the website and worked on it separately
 We created an email thread in order to share information and questions we had
about the assignment
 Once all information was gathered and synthesized
 One person was in charge of the website design
 We collaborated through email on what should be added periodically
 Once we were all in agreement with the website we published it

4. In a paragraph (5-7 sentences), describe the process you utilized to transform the
online
lesson plan into a PBL (Week 9).

In order to push this unit even further since I am working with middle schoolers, I wanted

to implement a trading card project to accompany the storyboard project. This gives scholars

another way to show mastery with grade level writing skills and reinforces their knowledge of

their Greek god. This unit asked the students to research really good topics to further their

knowledge of the Greek god assigned, so I would use those questions as the basis and also

have students come up with questions of their own to support the question“what does it mean

to be a hero?” This will lead to the writing assignment that students would complete in Google

Docs. Since, middle schooler are required to start expanding on their writing for a formative

assessment students will be writing a five paragraph essay on “What Makes Your Greek God a

Hero?” This allows students to use the research they have completed in the unit and their

storyboard projects to create a cumulative formal assessment.

B. Pre-planning the PBL (40% of this final PBL grade)

Title/Topic of this Final PBL: Digitally Telling the Story of Greek Gods
Content Area addressed: English Language Arts
Grade Level(s) of the students: 6th Grade
Number of students planned in each group to complete the PBL: 2
Student Content Standards addressed in the PBL (e.g., national, state, or district)
 Citation in APA format for the Content Standards:
The unit plan addresses the following Common Core Standards:
o 6th Grade Reading Literature

 CCSS.ELA-LITERACY.RL.6.1. Cite textual evidence to support analysis

of what the text says explicitly as well as inferences drawn from the text.

 CCSS.ELA-LITERACY.RL.6.4. Determine the meaning of words and

phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice on meaning and
tone.

o 6th Grade Writing

 CCSS.ELA-LITERACY.W.6.2 Write informative/explanatory texts to

examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.

Identify stakeholders who might collaborate on the project outside of the classroom: The
stakeholders who may want to collaborate on this project outside of our classroom are other
students in different grades since the 6th graders will be publishing online storyboards. Parents,
administration, and other teachers will also be stakeholders in this project.

Measurable Learning Objectives for PBL:

Students can cite text based evidence to support the analysis of a literary text.

Twenty-first Century Skills addressed:

Inquiry
 Students will read a wide range of print and nonprint texts to build an understanding
of texts in order to:
o 1. Acquire new information
o 2. Respond to the needs and demands of society and the workplace
o 3. Expand their knowledge of literature
 “Learners will use prior and background knowledge as context for new learning”
(AASL, 2007).
 “Learners strive to make meaning and create new knowledge using an inquiry
process” (AASL, 2007).
 o “Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts” (Wickline, 2019).
Finding Information
 “Learners deepen their understandings as they identify with the stories, thinking, and
experiences of others” (AASL, 2007).
 This correlates with AASL 2007, indicator:
 “Learners act on an information need by:
 “Making critical choices about information sources to use” (AASL,
2007).
Evaluation of Information
“Making critical choices about information sources to use” (AASL, 2007).
Use of Information

 “Students use a variety of technological and information resources (e.g., libraries,

databases, computer networks, video) to gather and synthesize information and to create
and communicate knowledge” (Wickline, 2019).

Citing sources
 http://www.readwritethink.org/files/resources/lesson-docs/30805Notes.pdf
 Students will use the organizer above to keep track of their information to help as they
work on their projects.
 This correlates with AASL 2007, indicator:
o “Learners act on an information need by:
 2. Identifying possible sources of information.” (AASL, 2007)

Show how you plan to integrate these Information Literacy Objectives:

 Locate information: Students will use a list of predetermined search cites in order to
research facts about their Greek God.
 FactCite 
This is a subscription database that contains the Lincoln Library of Greek and Roman
Mythology, which is an excellent resource available in print, too. The reading level is
appropriate for middle schoolers and students are allowed to use the images in their homework
assignments.
 Mythweb 
This website is a good place for students to start their research as the articles are short and very
basic; however, not all Greek figures on the printout are at this site.
 Encyclopedia Mythica 
This website is a great resource for folklore, mythology, and religion from around the world. 
Furthermore, it shows how to cite the articles.
 Greek Mythology 
This website has a good introductory page to the topic of Greek gods.  Students can easily search
the site for more about their Greek mythological characters.
● Interpret and evaluate information: Students will have a predetermined list of 20
questions that they are researching to guide their learning. Scholars are only using
preselected website in order to gather information.

● Organize and communicate results: Students will have a graphic organizer that they will
use to capture their research on their Greek God. They will also synthesize that
information into their Powtoon story board. Then they will write a 5-paragraph essay on
“What Makes Your Greek God a Hero?”
● Cite the sources used: Students will have a choice of predetermined citation websites
that will help them create a Works Cited page for their trading card project and essay.
● EasyBib 
This website makes creating a Works Cited page an easy task.
 BibMe 
This website makes creating a Works Cited page an easy task.

● Assess process and product: Students will present on their Greek God through a
Powtoon presentation where they share their code with the class and allow us to go
through their story board and if they’d like they can also share 3-fun facts about their
God. Students will also write a formal 5-paragraph essay in Google Docs on “What
Makes Your Greek God a Hero?”

Prerequisite Student Skills: What are the skills students need to have before they can
successfully complete this unit?

Before they can successfully complete this unit students will need to be able to:
o Content knowledge

o Students can cite text-based evidence to support an analysis of literary

text.

o Students can determine the meaning of unfamiliar words and phrases

in a literary text.

o Students can use evidence from a variety of grade appropriate texts to

support analysis, reflection, and research.

o Technology knowledge

 Students can access Chromebook login.

 Students can access Internet search engines for research.
 Students can access Google Classrom.
 Students can access Powtoons
Technology (hardware and software) materials needed to complete the PBL:
Featured Technologies:
· Wireless internet connection
· 15 Chromebooks (classroom use)
· Touch screen SMART Board with SmartInk
o SMART Pen
· 6 Apple iPads
· Powtoon
· Google Classroom
· Google Docs

Additional materials: Chart paper, teacher created rubrics, Greek god questionnaire,
index cards

Extra-curricular activity planned to support the PBL/Entry event: The event is meant to get
at prior knowledge and to get students thinking about the overarching question (driving question)

 Whole group class discussion on “What and who are Greek gods”

Overarching Question/Driving Question (What question will sustain the interest sparked in the
Entry Event?)
What is the hero’s journey? How does knowledge of the hero’s journey help to more deeply
understand character?
Time frame for introducing PBL You may indicate in which existing unit in your classroom
you will introduce the PBL. Mention the number of class periods/mods you plan to dedicate to
PBL activities. (You may also suggest a calendar.)

This PBL lesson will take place in our Not Just Long Ago: Myths and Heroes Unit. This unit is
in (April 20, 2020--June 12, 2020) 32 classes. I will dedicate 14 class periods to the PBL unit to
introduce the novel The Lightning Thief by Rick Riordan.

Steps students will take to gather data to inform the PBL: Students will use a set of graphic
organizers and rubrics to gather and organize their research. Below you will find the written
assessment rubric.

Name:_______________________________ Cohort:____________________

Use the below rubric for determining scores on written answers in this assessment.

2-point The features of a 2-point response are:

Response
 Valid inferences and/or claims from the text where
 required by the prompt
 Evidence of analysis of the text where required by the
prompt
 Relevant facts, definitions, concrete details, and/or other
information from the text to develop response according
to the requirements of the prompt
 Sufficient number of facts, definitions, concrete details,
and/or other information from the text as required by the
prompt
 Complete sentences where errors do not impact
readability

1-point The features of a 1-point response are:

Response
 A mostly literal recounting of events or details from the
text as required by the prompt
 Some relevant facts, definitions, concrete details, and/or
other information from the text to develop response
according to the requirements of the prompt
 Incomplete sentences or bullets

0-point The features of a 0-point response are:

Response
 A response that does not address any of the requirements
of the prompt or is totally inaccurate
 No response (blank answer)
 A response that is not written in English
 A response that is unintelligible or indecipherable

C. Direct Instruction to support the PBL (35% of this final PBL grade)

Technology needed for instructor use: Chromebook and access to GoogleClassroom

Technology needed for students use: Chromebook and access to GoogleClassroom

Steps will you take to ensure that students are engaged in the PBL
Here, you should describe each day's activities: what the students will be doing, where they will
be working, how (individually, in groups) and what you will be doing. If you involve the library/
media center/learning commons, you must include that information.

Day 1: 
 In student chosen learning partnerships, scholars will brainstorm a list of characteristics
that heroes possess to address the essential question: What does it mean to be a hero? 
 Teacher will list the characteristics on an anchor chart that will be hanging in class
throughout the entire unit
 Scholars will rank their characteristics, and choose the 3 most important elements of
heroism according to their learning pair.
 Each learning pair will share their three most important characteristics with the class;
teacher will scribe a class list, noting all unique characteristics. 
 As a learning partnership, scholars will complete the “God-Speed-Dating” questionnaire
to determine which god or gods would be a best fit for their interests.
 Teacher will list elements of popular Greek gods and students will choose what stands
out to them the most. (multiple groups may choose the same god)
 Close Out: Scholars will individually write their definition, 2-3 sentences, of what it
means to be a hero on index cards 
Day 2
 In learning partnerships, scholars will receive their god to research based-- this
assignment will be based on the “God-Speed-Dating” questionnaire.  
 Scholars will brainstorm a list of AT LEAST 10 important facts that they would like to
know about their god: teacher question list will include—meaning of name, birth, death,
appearance, symbol(s), allies, enemies, family members, known powers, and creation
myth.
 Overall, students will have AT LEAST 20 questions listed teacher created and
brainstormed.
 Scholars will post their question list on chart paper.  The class will perform a gallery
walk of all questions, providing each learning team with one glow and one wonder or
grow for their question set.  
 Scholars will revise their question set based on peer feedback and select their top 10
research questions.
 Scholars will submit their final list of no more than 15 questions via Google Classroom,
with a partner assigned to each research task. 
Day 3
 Teacher will model how to research and record information in APA format.  Scholars
will record their first citation for our whole class mentor text D'Aulaires' Book of Greek
Myths
 Scholars will use D'Aulaires' to find answers to AT LEAST 2 of their research questions,
recording the answer on the digital notebook.  Scholars will continue researching using
 the teacher created ‘Library of the Gods’ of vetted online sources and digital copies of
class library books on Greek Gods. 
 Teacher conference with each group to check adequate progress (at least 4 total questions
answered in complete sentences with citations by the end of class) 
 Close Out: Scholars will share their most interesting or surprising fact AND the resource
where they found it on the class message board in Google Classroom by the end of class. 
Day 4
 In class research day.  Scholars will continue to research their gods with a stated goal of
finishing their research potion by the end of class.  Scholars will post their list of
answered questions in the class message board.  
 Homework: Each learning pair will comment on AT least one other pair’s questions and
answers, providing one more thing that they would like to know about the god under
investigation.

Day 5
 Research Extension: Scholars will choose 2 additional pieces of information to include in
their study from last night’s homework suggestions. 
 Digital God Card: Scholars will create a digital one pager for their god that summarizes
their most important findings and provides a bibliography of sources for other scholars to
learn more about their god. Teacher will provide the trading card template in Google
Classroom.
 Teacher will present a model of their trading card on the god Gaia to show students an
exemplar.
Day 6-7
 Learning Partnerships will co-author the PowToon Script and share with two other
partnerships for peer review (glow/grow/wonder if) feedback. 
 Learning Partnerships will make revisions based on the peer feedback, addressing both
wonders and at least one grow
 Teacher will provide one additional round of glow/grow feedback for scholars to
implement in their final scripts. 
Day 8 
 PowToon: Scholars will create an informational PowToon to share their research findings
with their classmates.
 Scholars will include answers to AT LEAST 5 of their research questions in their
PowToon

Day 9 and 10 

 Scholars will present their findings to the class 
 Each partnership will share their digital one pager, explaining the highlights of who their
god is and why their god matters
  Scholars will present their PowToon to their classmates; they have the option of
presenting whole class or sharing the link with the class so that students can visit the
storyboard themselves.
 Class will provide feedback to peers using teacher created rubric to score each individual
PowToon while viewing
Day 11,12,13
 Students now equipped with the research of their Greek god will complete their formal
assessment
 Students will use Google Classroom to complete writing assignment in Google Docs
 Teacher will review as a whole class once more what we found on the anchor chart from
day 1. The list of characteristics that heroes possess to address the essential question:
What does it mean to be a hero? 
 Students will now be required to complete a five paragraph essay on “What Makes Your
Greek God a Hero?”
 Students will use the information gathered form their Powtoon and their characteristics
decided in partnerships day 1, the 3 most important elements of heroism according to
their learning pair to guide their writing.
 Students will be share with the teacher and co-teacher so feedback can be provide in the
moment about writing mechanics and structure.
 Students will also have a teacher created rubric that shows them the elements of the essay.

Day 14
 Celebration- class viewing of Disney’s Hercules movie

Proposed benchmarks by which you will judge if students are progressing in their PBL,
including direct instruction, if necessary.

Benchmarks will include:

 Scholars will individually write their definition, 2-3 sentences, of what it means to be a
hero on index cards (day 1)
 Scholars will submit their final list of no more than 15 questions via Google Classroom,
with a partner assigned to each research task (day 2)
 Scholars will share their most interesting or surprising fact AND the resource where they
found it on the class message board in Google Classroom by the end of class (day 3)
 Scholars will create a digital one pager for their god that summarizes their most important
findings and provides a bibliography of sources for other scholars to learn more about
their god. (day 5)
 Teacher will provide one additional round of glow/grow feedback for scholars to
implement in their final scripts. (day 6)
 PowToon: Scholars will create an informational PowToon to share their research findings
with their classmates. (day 8)
  Students will be shared with the teacher and co-teacher so feedback can be provide in the
moment about writing mechanics and structure. (day 11,12,13)

Peer-to-Peer critique Identify 4-5 peer-to-peer critiques you plan to utilize to ensure that
students can utilize feedback from peers throughout the process)

 Scholars will post their question list on chart paper.  The class will perform a gallery
walk of all questions, providing each learning team with one glow and one wonder or
grow for their question set.  
 Each learning pair will comment on AT least one other pair’s questions and answers,
providing one more thing that they would like to know about the god under investigation.
 Learning Partnerships will co-author the PowToon Storyboard and share with two other
partnerships for peer review (glow/grow/wonder if) feedback. 
 Class will provide feedback to peers using teacher created rubric to score each individual
PowToon while viewing

Academic vocabulary needed to support students (10 or more words/phrases):

 Textual evidence
 Citing sources
 Feedback: glow, grow
 Heroism
 Analysis
 Characterize
 Reflection
 Research

Support for Special Needs or ESOL students suggested:

 For my special education students I will chunk questions in sets of 5 at a time

 Students will be in partnerships
 Students will have support and aid of the teacher
 Students will have the option of read aloud (text-to-speech) through Web 2.0 platforms
 Students can type research notes instead of write on paper organizer

Scaffolded activities suggested for differentiated instruction:

 I will provide sentence stems and organizers for their writing assignments for all students.
 I will provide student friendly rubrics for all students
 Google Doc for students to type their writing assignments.
 Students will work in pairs
 My co-teacher and I will choose the Greek gods for each pair
Student Assessment and Evaluation of PBL (How will you assess students’ engagement,
understanding of the overarching question, and development of information literacy skills?)
 Greek trading card one pager
 Powtoon
 Written formal assessment Google Docs

Presentation of information by students How do you plan on having students present the
results?
 Students will share their Greek god trading card (one pager) and Powtoon whole class.
 Students will share their written essay with the teacher in Google Classroom

Celebration of Students’ accomplishments Identify 1-2 ways in which you plan to celebrate /
showcase the accomplishments of the students

 Whole class celebrations with the presentation of trading card and Powtoon
 Class viewing of Disney’s Hercules movie

Advocacy for PBL: As a result of having guided students in this PBL activity, how do you plan
to advocate for PBL in your content area? (1-2 sentences)

My co-teacher and I are planning on speaking with our department chair about incorporating
PBL into our curriculum. If she is hesitant about doing this whole content change, we are
volunteering to pilot it in our 6th grade classrooms and transition to 7th and 8th in the upcoming
school year.

D. Reflection and analysis (15% of this final PBL grade)

Reflect on the following in an essay (1-2 pages, double-spaced):

This PBL lesson is different from my current practice because we’re using a more

traditional model to teaching in our middle school English class. We have not adopted the PBL

model so this lesson incorporates a lot of student autonomy and student driven work with the

partner groups that you wouldn’t typically see in my everyday lesson. My school also has a very

high special education population so most assignments are heavily modified and scaffolded to

ensure the success of students. While this lesson does have scaffolds in place to guide students, it

differs from what I typically see every day. Partnerships from my students are usually

preselected by myself and my co-teacher. We don’t allow students to peer choice, they are
usually placed in ability groups which allow us to intervene quickly with students who need

more support.

The technology that I found to be the most beneficial for prepping this lesson was Google

search, and Powtoons. Since I am in a middle school environment there are a lot of research

based skills that the students are now required to know. There is also a heavy emphasis on

writing for students as well. Being able to predetermine the websites that students will use for

research, presentation, citations, and writing gave a level of built in scaffolds that did not only

benefit my planning, but also will help my students. This ensured a level of autonomy required in

PBL but also tailored itself to my middle schoolers. Powtoons and Google Docs were also

helpful. Being familiar with Powtoons from EDTC 600, when turning the lesson into a PBL

lesson I already had Web 2.0 platforms that would push this lesson in mind.

In order to integrate a tech-enhanced PBL into my classes I’ve begun to have discussion

with my co-teacher on how we can turn our upcoming units and lessons into PBL lessons. We

are working together to ensure that grade level standards are still being practiced and met even

with the project based learning. We’ve discussed web 2.0 platforms that we’d like to see our

English department invest in for all students and are in works of having these things brought up

to our department chair. In the meantime, we are allowing students more collaboration inside the

classroom through discussions and peer feedback. Instead of her or I provided feedback to

students we are now posing the questions of “do you agree or disagree and why?” There is also a

team effort of having students build on to each other answers to push a student driven classroom.
References:

American Association of School Libraries (2019). ASSL Standards Framework for Learners.

Chicago: IL. Retrieved from: https://standards.aasl.org/wp-

content/uploads/2017/11/AASL- Standards-Framework-for-Learners-pamphlet.pdf

Common Core State Standards. (2019). Standards for English language arts: Reading Literature.

Retrieved from http://www.corestandards.org/ELA-Literacy/RI/6/

Common Core State Standards. (2019). Grade 6 writing. Retrieved from

http://www.corestandards.org/ELA-Literacy/W/6/

International Society for Technology in Education. (2019). ISTE standards for students.

Retrieved from https://www.iste.org/standards/for-students

Wickline, K. (2019). Digitally Telling the Story of Greek Figures. Retrieved from

ReadWriteThink: http://www.readwritethink.org/classroom-resources/lesson-

plans/digitally-telling-story-greek-30805.html