Summary
While working to master the genre of persuasive writing, my students were contacted by The Virginia Economic Development Partnership. Students were asked to collaborate with VEDP by creating media presentations to entice an amusement park company to build a site in Virginia. Students began by conducting research to narrow options to 3 parks. An online survey was created by the students to collect informative data from their 5th grade peers to determine which amusement park company would be targeted. Further research was conducted by mixed ability groups to support reasons why Virginia would be an ideal location for this company. Students generated questions and collaborated with VEDP for resources via a google doc and Skype as their research and presentations progressed. To create their presentations, students applied critical thinking and problem solving skills to evaluate and synthesize knowledge gained through research and collaboration. Students then used their persuasive writing skills effectively within their presentations. Mixed ability groups reflected daily on their ability to work successfully together with a peer assessment rubric. Students also completed an individual assessment rubic on their final presentations. Presentations were shared with VEDP and feedback was provided to students. Presentations will also be shared with outside audiences via our classroom blog.
TIPC Ratings
Ideal:
The students are engaged in research by utilizing real-world databases, online research – verified by using a rubric – as well as consulting with an expert via Skype and a Google Doc to asseble and synthesize necessary information to accomplish an authentic task. The teacher facilitates and assesses students as they are engaged in research.
Ideal:
Students utilize a range of tools (Google Forms, Google Docs, Skype, weebly, thinglink, etc.) to communicate and collaborate with peers and experts within and beyond the school building. They reflect daily on their work as a collaborator within the group and set goals to work better. The teacher facilitates and assesses students as they are engaged in communicating and collaborating on an authentic task.
Students had to select the most appropriate digital tool as well as questioning, critical thinking and problem solving strategy to solve an authentic task. They had to process feedback from an outside expert to adjust their products and presentation skills in order to create the most persuasive argument possible. They reflected daily on their work in group in this area and set goals for improvement. The teacher facilitated and assessed students as they were engaged in meaningful questioning, critical thinking and problem solving.
Approaching:
Students analyzed trends in population data, other map data, and survey data to make a prediction as to what amusement park might best serve Virginia. They then created an oringinal work to support the authentic task of drawing new business to the state. They reflected on their work daily. The teacher faciliated and assessed a learning environment where students are engaged in creativity and innovation as well as designing an opportunity for students to synthesize research, communicate/collaborate, apply critical thinking skills to address an authentic task.
Download Files
Say YES to Virginia!
Contents:
- Lesson Plan
- Project Handouts
- Project Rubrics
- Student Sample
