Portfolio Proposal for Curricular Unit Student Information: Name: Shannon Hogan Campus: San Diego Course: EDUC

526 Capstone Experience in Digital Teaching and Learning Professor: Dr. Joanne Gil reath Title: !oc"sing on !riendship# $erspecti%e and &orld &ar '' in John (no)les* A Separate Peace Date: +o%e, er -.# 2/-0 Type of Project: This "nit ta1es place a2ter a class has co,pleted reading the no%el A Separate Peace 3 John (no)les. This "nit# and this no%el# is est 2or st"dents in tenth or ele%enth grade eca"se o2 their reading le%el and their "nderstanding o2 the historical ac1gro"nd o2 the no%el. The "nit "ses technolog3 to explore the concepts o2 2riendship# perspecti%e and &&'' and ho) the3 relate to the no%el and shape the no%el. The st"dents )or1 independentl3# as )ell as )ith partners or gro"ps at di22erent points in this "nit. The "nit c"l,inates )ith a )ee1long pro4ect de%oted to de,onstrating the a ilit3 o2 the no%el to relate to ,odern ti,es. Goals of the Portfolio and Student Learning utcomes: Goal 1: The student will be able to evaluate the role of perspective in Genes portrayal of his relationship with Finny in the novel, as well as be able to assess the friendship of Finny and Gene for similarities to their own friendships utcome !: The st"dents )ill create a $adlet cor1 oard o2 Gene*s ,ind to de,onstrate their "nderstanding o2 his perspecti%e in the no%el. utcome ": The st"dents )ill create a chart )ith ))).Easel.l3 o2 the 2riendship o2 Gene and !inn3 ased on 5"otations 2ro, the no%el and their anal3sis o2 the d3na,ics o2 this 2riendship. Goal !: The student will be able to determine the impact of the time settin" of #orld #ar $$ on the novel utcome !: The st"dents )ill "se ))).dipitit3.co, to create a d3na,ic ti,eline o2 &&'' that the3 relate to the no%el. utcome ": The st"dents )ill create a $re6i presentation co,paring !D7*s speech a o"t enlisting in the )ar to the press"re that characters in the no%el 2eel a o"t enlisting. Goals %: The student will be able to compare aspects of the novel, includin" the characters, the time settin", and the comin" of a"e theme, to their own lives in the !1st century utcome !: The st"dents )ill 1eep a log thro"gho"t the "nit )here the3 respond to pro,pts relating the no%el and its the,es to their o)n li%es. utcome ": The st"dents )ill recreate a scene 2ro, the no%el )ith a %ideo pro4ect. The scene )ill e "pdated to c"rrent ti,es to de,onstrate the aspects o2 the no%el that )o"ld change and the aspects that )o"ld re,ain the sa,e in the 2-st cent"r3.

utline: Day ne: St"dents set "p a 8logger.co, acco"nt and respond to pro,pts a o"t characters. This 8logger acco"nt is "sed thro"gho"t the "nit as a )ar,9"p acti%it3 and place to relate the no%el to c"rrent ti,es :EDUC 5-2; Day T#o: St"dents research a contro%ersial iss"e 2ro, t)o sides to "nderstand perspecti%e. Product: &asel ly chart comparin" the sides :EDUC 5-2; Day Three: St"dents )or1 )ith a partner to create an Easel.l3 chart o2 Gene and !inn3*s 2riendship and the d3na,ics o2 po)er )ithin the relationship. Product: &asel ly chart :EDUC 5-2; Day $our: St"dents create a $o)er$oint presentation relating a song to the no%el Product: PowerPoint presentation 'EDUC 522; Day $i%e: St"dents "se $adlet.co, to ,a1e a cor1 oard de,onstrating their "nderstanding o2 the ,ind o2 narrator Gene. Product: cor(board on Padlet :EDUC 5-2; Day Si&: St"dents )ill "se Easel.l3 to create a plot diagra, o2 the no%el. Product: &ael ly plot dia"ram :EDUC 5-2; Day Se%en: The st"dents )ill ,a1e a !a1e oo1 page 2or one o2 the characters in the no%el. Product: Fa(eboo( Pa"e :EDUC 522; Day 'ight: The st"dents )ill )or1 in a gro"p to ,a1e a ti,eline )ith ))).dipit3.co, that incl"des %ideo 2ootage# a partic"lar portion o2 &&'' )ill e assigned to the,. Product: timeline pa"e :EDUC 5-2; Day Nine: The st"dents )ill research the ,oti%ation to enlist in &&'' 3 )atching $resident 7oose%elt*s speech on Histor3.co, and ta1ing notes on a Google Doc that incl"des the speech transcript. Day Ten: The st"dents )ill create a $re6i presentation responding to the pro,pt: <Using passages 2ro, the no%el and 5"otes 2ro, the speech# explain the expectation to enlist in &&'' that -= 3ear old o3s 2elt. 7elate this press"re to expectations 2elt 3 teens in toda3*s societ3. < Product: Pre)i Presentation Day 'le%en: St"dents respond to a log pro,pt on the topic o2 the 2inal pro4ect. >nce in gro"ps st"dents )ill "se Easel.l3 or GoogleDocs to egin rainstor,ing a scene 2ro, the no%el to recreate in their %ideo pro4ect. Day T#el%e: St"dents )ill )or1 in their gro"p to create a stor3 oard o2 the scene as )ell as a script on a Google Doc. Product: Script and Storyboard :EDUC 5-?; Day Thirteen($ourteen: St"dents )ill 2il, and edit their scenes "sing i@o%ie or &eAideo.co,. !il,s )ill e "ploaded to Bo"t" e.co, :EDUC 5-?; Day $ifteen: The class )ill )atch the scenes 2ro, the no%el "pdated to ,odern ti,es. >nce all %ideos ha%e een )atched the class )ill co,,ent on the Bo"T" e pages o2 other gro"ps* %ideos a o"t ho) )ell the gro"p "pdated their scene. Product: *ideo on +ouTube :EDUC 5-?; )esources: -. Laptop Co,p"ter 2. Aideo Ca,eraCi$hone ca,era 0. A Separate Peace 3 John (no)les ?. ))).Easel.l3 5. $o)er$oint 6. ))).$adlet.co,

.. ))).!a1e oo1.co, =. ))).dipit3.co, D. Google Docs -/. ))).Creatl3.co, --. $re6i -2. 8logger Eco"nt -0. ))).&eAideo.co,C i@o%ie -?. ))).Bo"T" e.co, -5. GoogleCGoogle Scholar -6. ))).Histor3.co, -.. $resident 7oose%elt*s <D9Da3 $ra3er SpeechF