IS+61+–+William+A.+Morris+School


 * PEARLS Project **
 * New York **** Winter Wonderland **
 * William A. Morris IS 61 **


 * Topic: Integers **
 * Essential Question: **
 * Teacher: Ms. Curry **
 * Grade: 7th Grade **
 * School: William A. Morris IS 61 **

This document should be written with the student as the intended audience. Write a short paragraph here to introduce the activity or lesson to the students. It is also in this section that you'll communicate the Big Question (Essential Question, Guiding Question) that the project is centered around.
 * Overview **

Identify 3-5 multidisciplinary learning objectives. What do you anticipate the students will learn as a result of completing this project?
 * Anticipated Learning Outcomes **
 * _ **

Describe clearly what the students will produce that shows the students have mastered the content and can discuss the essential question in depth. It should be evidence that students have mastered new knowledge. The product could be a: If the final product involves using some tool (e.g., Podcast, global collaboration, the internet research, video, blog, wiki), mention it here. Don't list the steps that students will go through to get to the end point. That belongs in the Project Activities section.
 * The Product **
 * problem or curiosity to be solved;
 * position to be formulated and defended;
 * product to be designed;
 * complexity to be analyzed;
 * personal insight to be articulated;
 * summary to be created;
 * persuasive message or journalistic account to be crafted;
 * a creative work, or
 * anything that requires the learners to process and //transform// the information they've gathered.

In order to create a project, what steps should the learners go through? Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use. The more detail and care you put into this, the better. Remember that this whole document is addressed to the student, however, so describe the steps using the second person. While outlining the activities indicate how long each phase will take to complete. You might want to insert a calendar here. Learners will access the on-line resources that you've identified. You should provide a set of links students will access to gather information. Consider adding websites as well as multimedia links (podcasts, movies, etc.) Here you might also provide some guidance on how to organize the information students gather. You could suggest flowcharts, summary tables, concept maps, blogs, wikis, or other organizing structures. The advice could also take the form of a checklist of questions to analyze the information with, or things to notice or think about. If you have identified or prepared guide documents on the Web that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link them to this section.
 * Project Activities **
 * 1) First you'll be assigned to a team of 3 students...
 * 2) Once you've picked a topic to research...
 * 3) ... and so on.

With whom should students be collaborating to gather new information on their topics? How will they document these collaborations? __
 * Collaborations **

Establish and share with students the criteria for success. Using rubistar.com create a rubric similar to that below. Describe to the learners how their performance will be evaluated. Consider how you will provide individual as well as group assessment. Consider including: ·  Self Assessment ·  Peer Assessment ·  Differentiated Assessment ·  Teach-nology.com ·  Rubistar.com (Example) Stated Objective or Performance || Description of identifiable performance characteristics reflecting a beginning level of performance. || Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. || Description of identifiable performance characteristics reflecting mastery of performance. || Description of identifiable performance characteristics reflecting the highest level of performance. || || Stated Objective or Performance || Description of identifiable performance characteristics reflecting a beginning level of performance. || Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. || Description of identifiable performance characteristics reflecting mastery of performance. || Description of identifiable performance characteristics reflecting the highest level of performance. || || Stated Objective or Performance || Description of identifiable performance characteristics reflecting a beginning level of performance. || Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. || Description of identifiable performance characteristics reflecting mastery of performance. || Description of identifiable performance characteristics reflecting the highest level of performance. || || Stated Objective or Performance || Description of identifiable performance characteristics reflecting a beginning level of performance. || Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. || Description of identifiable performance characteristics reflecting mastery of performance. || Description of identifiable performance characteristics reflecting the highest level of performance. || || Stated Objective or Performance || Description of identifiable performance characteristics reflecting a beginning level of performance. || Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. || Description of identifiable performance characteristics reflecting mastery of performance. || Description of identifiable performance characteristics reflecting the highest level of performance. || ||
 * Assessment **
 * || ** Beginning **
 * 1 ** || ** Developing **
 * 2 ** || ** Accomplished **
 * 3 ** || ** Exemplary **
 * 4 ** || ** Score ** ||



** Conclusio ** ** n / Reflection ** Put a couple of sentences here that summarizes what they will have accomplished or learned by completing this project. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. What opportunities will students have to reflect on their new knowledge, as well as the process of acquiring this new information? Type in the content of your new page here.