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JMS PROJECT
PLANNING FORM
Title_______________________________________________
Teachers___________________________________________
Grade Level______________
Subjects___________________________________________
Begin with the end in mind.
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Summarize the theme of “big ideas” for this
project.
Our goals in putting
together this interactive story creation of the hero/heroine's journey
include:
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To honor the creative
process of each person wishing to create a story.
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To capture your ideas and
images through writing a story.
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To stimulate storylines.
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To develop a story with a
solid structure filled with clear and ample details of characters, of time, of
place, and/or an event or events.
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To increase thought and
intellectual dialogue by discussing or pondering the process that you are
taken through to come forth with a story.
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To discover the elements
required in making a solid story.
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To assist you in
understanding your learning style in giving each participant options to choose
at each stage and step of the journey.
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To invite you to share
your finish product with others.
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To appreciate the nature
of hero/heroine journey and to apply the principals of each stage and step to
your own life.
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To increase knowledge of
hero/heroine journey as it applies to stories, folktales, fairytales, myths,
and movies.
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Identify the content standards the students
will learn (two or three per subject).
Technology: Produce a website using the MYHERO tools online
Technology: Make an Excel graph or chart which illustrates something about the
hero.
Art: Make a poster about the hero.
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Identify key skills students will learn in this
project.
List only skills you plan to assess.
website creation
Excel graphing
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Identify the habits of mind that students will
practice in this project (one or two per project).
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Identify school-wide outcomes to be included in
this project.
Heroes for 2007-8 may be local people to also be included in CyberFair 2008:
Ethnicities--or they may be others of the student's choice.
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Craft the driving question.
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State the essential question or problem
statement for the project. The statement should encompass all project content
and outcomes, and provide a central focus for student inquiry.
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Have you posed an authentic problem or
significant question that engages students and requires core subject knowledge
to solve or answer?
Plan the
assessment
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Step 1: Define the products and artifacts
for the project:
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Early in the Project:
Here are some ideas to get
you started. This activity could be a
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team building exercise
where a group of students would have to negotiate each stage and step to build
consensus in deciding the character and the plot line.
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writing guide for a
student to think and learn about the elements required in a hero/heroine
journey.
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to convert the classic
hero/heroine journey to contemporary issues.
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structure for helping
students to learn about writing.
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part of any personal
development course focusing in on more of the psychological components of the
characters.
The possibilities are
endless as your imagination. As always, the key to using any activity is to
know your goal or knowing how this activity will tie to where you want to go
or what you want to accomplish.
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During the Project:
Care to liven up your
website with additional archetypes?
According to Joseph
Cambell, archetypes are universal themes that recur in the cultures of people
who are widely separated. They are universal symbols that effect most people
in a similar way.
For instance, water is one
of the most common used archetype depicting creation, birth and death,
resurrection, purification, rebirth, fertility and growth. Some ways that
films use water to illustrate this are:
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The color red is an
archetype that illustrates passion, anger, blood and disorder.
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An aditional archetype is
green which decribes hope, growth and fertility.
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Blue is another universal
theme that portrays truth , religion and spirituality.
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Black is a negative
archetype which illustrates death, disease and sin.
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Another color that
expresses universal themes is white. White represents light, purity and
innocense.
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End of the Project:
By now, you have one or more of these projects completed:
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My Hero written paper with bibliography
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Poster drawing of My Hero
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Graph illustrating something about your hero or his times
These projects may be posted on www.MyHero.com.
Go to www.myhero.com, and enter or check
your work.
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Your username is your name plus the number 12 (year of your
graduation), and
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your password is Muir. Do not change it if you
want help.
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If you have trouble posting, send your work in digital form to a_lambert@gaggle.net.
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Plan the
assessment.
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Step 2: State the criteria for exemplary
performance for each product:
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Product:
Criteria:
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Product:
Criteria:
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Product:
Criteria:
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Product:
Criteria:
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Do the products and criteria align with the
standards and outcomes for the project?
Map the
project.
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Look at one major product for the project
and analyze the tasks necessary to produce a high-quality product. What do
students need to know and be able to do to complete the tasks successfully?
How and when will they learn the necessary knowledge and skills?
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Product:
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Knowledge
and skills needed Already learned Taught before project Taught during the
project
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What project tools will you use?
Know/need to know lists Journals Task Logs
Daily goal sheets Briefs Problem Logs
Do the products and tasks give al students
the opportunity to demonstrate what they have learned?
Map the
project.
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Draw the storyboard for this project, with
activities, resources, timelines, and milestones.
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Use the Tuning Protocol with other teachers or
a group of students to refine the project design or guide you further in your
planning. What other thoughts do you now have on the project?
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What challenges or problems might arise in this
project?
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