Cow Remix Our World Overview

Overview
In the Remix Our World Project, students become remix artists exploring the Project Essential Question: How is
the world composed for us, and how do we compose our world? Students use a critical literacy perspective to
examine how our understanding of print and multimodal text is influenced by purpose, perspective, and
audience. Students start by setting classroom routines and habits around CAPE principles (i.e., Caring, Advocacy,
Perspective-Taking, and Empathy). They initially engage with the Project Essential Question by rethinking and
remixing popular messages in their everyday lives. Next, they read and analyze a class text (graphic novel
Ms. Marvel) , considering author’s purpose and literary elements. The final product is a creative individual remix
that changes the message of a text. Students share their remixes along with an analysis of the purpose with the
classroom community.
Project Phases
Phase 1, Introducing Remix Our World: Students begin to explore project-based learning and are introduced to
the Project Essential Question, How is our world composed for us, and how do we compose our world? They
collaboratively develop class norms.
Phase 2, Remixing Ms. Marvel: Students analyze the graphic novel, Ms. Marvel: No Normal, considering the
author’s purpose and features of the text that are used to convey important messages. Students are introduced
to literature circles, working together to determine how the protagonist, Kamala Kahn, grapples with how the
world is composed for her and how she can compose her world as she remixes herself into the Ms. Marvel she
wants to be.
Phase 3, Creating Your Remix: Students evaluate the impact of the messages conveyed in Ms. Marvel—and the
importance of those messages in today’s society. They develop their own idea for a remix, focusing on a
message that they connect with. Students create their original remix and analysis and share it with their
classmates.
Developed by Compose Our World 2018

This work is licensed under a Creative Commons Attribution 4.0 International License. 1
Estimated Project Length: 6 weeks (17.5 hours)

This work is licensed under a Creative Commons Attribution 4.0 International License.
2
Phase Descriptions
Phase 1: Introducing Remix Our World

Students begin to explore project-based learning and are introduced to the Project Essential Question, How is
our world composed for us, and how do we compose our world? They collaboratively develop class norms.
Interim Products Culture Jam Analysis

Remix Notebook Entries
Estimated Length 185 minutes
Number of Sessions 2
Session 1: Launch the Remix Our World Project

In the first Project, Remix Our World, students take on the role of remix artists tasked with creating a remix that
focuses on the Project Essential Question: How is the world composed for us, and how do we compose our
world? This is the first session of the first phase of the Project—Phase 1: Introducing Remix Our World.
In this Project launch session, students are introduced to the Project and their role as remix artists by examining
dominant messaging in our society. Through a practice remix activity called “culture jam,” students first examine
the overall purpose of such messaging and then consider how remix could be used as a tool for disruption.
Session 2: Remixing the Classroom

In this session students begin to develop classroom norms, which will be revisited periodically throughout the
course. They reflect on the previous session and relate their learning to the components of project-based
learning that are the basis for class this year. Students also begin to connect to the idea of caring/advocacy as a
way to enact the classroom norms. Students are once again introduced to the concept of remix, but through the
context of schooling. They consider traditional approaches to school rules and then remix those rules to reflect
the class culture they want to create.
Compose Our World Design Principles
Caring, Advocacy, Perspective-Taking, and Empathy (CAPE)

● Caring and Advocacy: Students begin to get to know their classmates, listening to each other’s ideas
and develop norms for their classroom community, including ways in which they will care and
advocate for one another.
● Empathy and Perspective Taking: Students examine the messages presented in their world and
challenge those perspectives through a collaborative activity. As students discuss these messages,
they will demonstrate empathy as they listen and consider others’ responses.
PBL Design Criteria

3
● Authentic Making: Students take part in designing their own norms and compose messages through a
culture jam activity.
● Collaboration: Students work together to consider messages that have been communicated to them
about their school. They create norms and collectively challenge the way that text is presented
through school and society.
● Reflection: In their Remix Notebook, students reflect on the impact of messages in the media, their
experiences in class thus far, and consider how they might compose their world in 9th grade.
Universal Design for Learning

● Multiple Means of Expression: Students express different ways in which they want to engage in the
classroom. Through writing ideas about the norms, students suggest ways in which they will express
their knowledge, and engage in classroom material.

4
Phase 2: Remixing Ms. Marvel
Students analyze the graphic novel, Ms. Marvel: No Normal, considering the author’s purpose and features of
the text that are used to convey important messages. Students are introduced to literature circles, working
together to determine how the protagonist, Kamala Kahn, grapples with how the world is composed for her and
how she can compose her world as she remixes herself into the Ms. Marvel she wants to be.
Interim Products Character Analysis Handouts

Panel Message Analysis Assessment
Remix Notebook Entries with text annotations
Session 3: Expanding Notions of Text

This is the first session of Phase 2, Remixing Ms. Marvel, during which students will analyze a text (a graphic
novel), considering author’s purpose and literary elements. In this session, students first consider their definition
of text and then expand (or remix) that definition by considering how we “read” various aspects of our world.
Students then interact with several excerpts from Ms. Marvel as an introduction to reading graphic novels.
Through a jigsaw reading experience, students explore how particular text features are used to convey meaning
in graphic novels. They begin to read and annotate Ms. Marvel.
Session 4: Remixing Ms. Marvel

Students learn about the creation of the Ms. Marvel character as a remix, reviewing images of some of the
earlier characters and comparing them to the current Ms. Marvel. Students continue to read and to analyze the
protagonist, Kamala.
Session 5: Remixing Kamala Khan

In this session, students begin to analyze Kamala as a character. In the third section of Ms. Marvel, they consider
the identity struggles facing Kamala as she begins to explore her powers. In literature circles they analyze the
difference between who Kamala wants to be and what she imagines society wants her to become. Through
literature circle roles, students use text features to guide their discussion, evaluating what she says, thinks, looks
like, and does throughout the text.
Session 6: Revealing Ms. Marvel

In this session students continue to read Ms. Marvel, analyzing Kamala’s journey into becoming Ms. Marvel.
Throughout this session students continue reading in literature circles, now considering the decisions Kamala
has made in becoming Ms. Marvel. They consider what really matters to Kamala in her transformation and
whether or not she is still struggling with her identity.

5
Session 7: Ms. Marvel Wrap-Up
Students finish reading Ms. Marvel, continuing to analyze text features and Kamala as a character. As a
culminating activity and assessment, students identify a panel that conveys an important message from the
graphic novel and connect the message to their own lives and values.

● Caring and Advocacy: Students demonstrate care and advocacy for themselves as they make
connections with Kamala’s experiences. They also analyze how Kamala advocates for others, and
struggles with advocating for herself.
● Perspective Taking and Empathy: Students consider other group members’ perspectives when
discussing the text and develop empathy towards their classmates and the characters in Ms. Marvel.
PBL Design Criteria

● Collaboration: Students work together in small groups to examine text features and Kamala and her
relationship with other characters, and to make sense of the reading process.
● Reflection: Students reflect on how they balance who they are with what they show the world. They
reflect on their collaboration and the norms they have developed in class.

● Multiple Means of Representation: Students engage with the ideas in the text in various modes, and
as needed access audio or digital versions of the text.
● Multiple Means of Expression: Students develop and express their understanding of the characters in
Ms. Marvel through discussion in small and large groups and writing. Students engage in individual,
small-group, and whole-class analysis of Kamala as a character, connecting that analysis to their
everyday lives.

6
Phase 3: Creating Your Remix
Students evaluate the impact of the messages conveyed in Ms. Marvel—and the importance of those messages
in today’s society. They develop their own idea for a remix, focusing on a message that they connect with.
Students create their original remix and analysis and share it with their classmates.
Interim Products Collaborative Remix Design Sprint

Criteria for Effective Remix
Remix Pitch
Final Remix
Analysis Essay
Artist Statement
Remix Notebook Entries
Session 8: Developing Remix Criteria

This is the first session of the final phase, Creating Your Remix. Students evaluate the impact of the messages
conveyed in Ms. Marvel—and the importance of those messages in today’s society—while considering its
effectiveness as a remix. Students are introduced to the Criteria Protocol as a way to explore what makes a
high-quality product. They examine an original and remixed song to help them generate criteria and create a
class rubric. They will use the rubric to assess their own final remix product. At the end of the session, students
brainstorm ideas for their final product.
Session 9: Remix a Song

In this session students practice remixing a song in order to change the message. This process reveals the
multiple ways that we can speak back to media messages in the world. Students work in a group design sprint to
quickly plan and pitch a song remix and receive feedback from their peers. Students can use today’s activity as a
model for the process they will go through when planning their individual remixes.
Session 10: Remix Pitch and Work Session

In this session, students begin to design and develop their individual final remix, building on skills they
developed during the analysis of Ms. Marvel and “One Call Away.” Students develop a pitch of their remix
design, share their thoughts with their classmates, and give and receive feedback. They use the feedback to
begin the design process.

7
Session 11: The Remix Essay
Students finish working on their remix product and begin their analysis essay as a baseline of their writing. In
preparation for writing their essay, students work with a partner to talk through their remix process and
product. Their partner takes notes during the mini-presentation. Students use the partner notes to write an
analysis essay of their final remix product. Students reflect on both the experience of making a remix and writing
about it.
Session 12: Artist Statement and Work Session

During this session students continue to write their analysis essay. They create the final piece of their remix
product, a succinct 50-word artist statement. Students work with a partner to provide feedback about each
other’s essay and artist statement.
Session 13: Presentation and Celebration

This is the final session of the Remix Our World Project. The session includes both the preparation and
presentation of students’ final remix products. Students are given time to make final revisions of their remix
product and post their remixes around the room. The products are evaluated through an interactive gallery
walk, with both the teacher and students using the class rubric to take notes on each remix. Students celebrate
their work and the work of their classmates and learn more about each other’s ideas.

● Caring and Advocacy: Students practice caring when they listen to each other’s ideas, provide
feedback, and reflect on the feedback they receive. They practice advocacy through planning and
making remixes that send positive personally relevant messages.
● Empathy and Perspective Taking: Students consider different perspectives as they examine and
create remixes. They practice demonstrating empathy in the collaboration process.
PBL Design Criteria

● Collaboration: Students collaborate to analyze remixes, to create a remix idea, to share ideas and to
give and receive feedback.
● Authentic Making: Students analyze real world remix examples and they create a remix as remix
artists.
● Feedback and Revision: Students pitch ideas, receive feedback and revise based on the feedback they
receive.
● Reflection: Students reflect on the feedback they receive, the collaborative process, and their
experiences in class.

● Multiple Means of Expression: Students develop and express their understanding of remix,
considering how they can effectively create and present a remix in a mode and topic of their choosing.

8
● Multiple Means of Engagement: Students have choice around how they will present their remix. They
reflect on the creative process, becoming more self-aware and strategic. Students reflect in various
formats that help them connect to the Project Essential Question.

9
Appendix A: Objectives and Standards
Project Essential Question: How is the world composed for us, and how do we compose our world?

Session Essential Question: How can we remix our world?
Students will be able to... Common Core State Standards
● Analyze popular cultural messages from ● W.9–10.6: Use technology, including the
media and their everyday lives. Internet, to produce, publish, and update
● Create messages with attention to imagery, individual or shared writing products, taking
language, color, and audience. advantage of technology's capacity to link to
other information and to display information
flexibly and dynamically.
● W.9–10.9: Analyze how an author draws on
and transforms source material in a specific
work.

Session Essential Question: How do we remix our classroom?
● Understand the components of project-based ● SL.11–12.1b: Work with peers to promote

learning. civil, democratic discussions, and
● Create norms for the classroom based on PBL decision-making, set clear goals and
by remixing traditional norms. deadlines, and establish individual roles as
● Relate their norms to caring and advocacy. needed.


Session Essential Question: What “counts” as text?
● Identify the elements of a graphic novel. ● RL.9–10.5: Analyze how an author's choices
● Describe how graphic novel text features concerning how to structure a text, order
work together to create meaning. events within it (e.g., parallel plots), and
● Annotate several pages of a graphic novel. manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or
surprise.

10
Session Essential Question: Why do authors remix?
● Explain how the Ms. Marvel character is a ● RL.9–10.1: Cite strong and thorough textual
remix. evidence to support analysis of what the text
● Compare and contrast previous Ms. Marvel says explicitly as well as inferences drawn
characters to the remixed Ms. Marvel. from the text.
● Identify particular aspects of Ms. Marvel that ● RL.9–10.5: Analyze how an author's choices
have been remixed. concerning how to structure a text, order
● Annotate the graphic novel Ms. Marvel for events within it (e.g., parallel plots), and
text features and overall message. manipulate time (e.g., pacing, flashbacks)
surprise.

Session Essential Question: In what ways do we remix ourselves?
● Analyze Kamala as a complex character. ● RL.9–10.1: Cite strong and thorough textual
● Reflect on text features to explain how the evidence to support analysis of what the text
character of Ms. Marvel was remixed. says explicitly as well as inferences drawn
from the text.
● RL.9–10.3: Analyze how complex characters
(e.g., those with multiple or conflicting
motivations) develop over the course of a
text, interact with other characters, and
advance the plot or develop the theme.
● RL.9–10.4: Determine the meaning of words
and phrases as they are used in the text,
including figurative and connotative
meanings; analyze the cumulative impact of
specific word choices on meaning and tone
(e.g., how the language evokes a sense of
time and place; how it sets a formal or
informal tone).
● RL.9–10.2: Determine a theme or central idea
of a text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped and
refined by specific details; provide an
objective summary of the text.

Session Essential Question: How can we use remix to reveal what we care about?
character of Ms. Marvel was remixed.

11
says explicitly as well as inferences drawn
from the text.
● RL.9–10.3: Analyze how complex characters
(e.g., those with multiple or conflicting
motivations) develop over the course of a
informal tone).

Session Essential Question: How do you connect to messages in Ms. Marvel?
character of Ms. Marvel was remixed. says explicitly as well as inferences drawn
● Summarize the final section of Ms. Marvel. from the text.
● identify a key message and use text and ● RL.9–10.3: Analyze how complex characters
literary features to analyze the message and (e.g., those with multiple or conflicting
how it connects to their own life. motivations) develop over the course of a
informal tone).

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● RL.9–10.9: Analyze how an author draws on
and transforms source material in a specific
work.


Session Essential Question: What makes a remix effective?
● Compare and contrast an original text and a ● RL.9–10.9: Analyze how an author draws on
remix. and transforms source material in a specific
● Generate criteria for what makes a remix work.
effective. ● RL.9–10.4: Determine the meaning of words
informal tone).
● RL.9–10.5: Analyze how an author's choices
concerning how to structure a text, order
events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks)
surprise.

Session Essential Question: How can we remix text to change the message?
● Remix a song to change the message. ● RL.9–10.1: Cite strong and thorough textual
● Describe the process of remixing a text. evidence to support analysis of what the text
says explicitly as well as inferences drawn
from the text.

13
Session Essential Question: How can I compose my world through remix?
● Present a pitch of their remix ideas to the ● RL.9–10.4: Determine the meaning of words
class. and phrases as they are used in the text,
● Describe how they will apply feedback to including figurative and connotative
their design. meanings; analyze the cumulative impact of
● Begin designing their remix product. specific word choices on meaning and tone
informal tone).
surprise.
● W.9–10.1e: Provide a concluding statement
or section that follows from and supports the
argument presented.
● W.9–10.5: Develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach, focusing
on addressing what is most significant for a
specific purpose and audience.

Session Essential Question: How can I describe my remix?
● Create a remix product. ● RL.9–10.4: Determine the meaning of words

● Explain their remix product and how it differs and phrases as they are used in the text,
from the original text. including figurative and connotative
● Write an analysis essay about their remix. meanings; analyze the cumulative impact of
informal tone).
surprise.
● W.9–10.1e: Provide a concluding statement
or section that follows from and supports the
argument presented.

14
● W.9–10.5: Develop and strengthen writing as

Session Essential Question: How can I summarize my remix message?
● Identity the elements of an effective artist ● W.9–10.1e: Provide a concluding statement

statement. or section that follows from and supports the
● Write an artist statement. argument presented.
● Evaluate their artist statement. ● W.9–10.5: Develop and strengthen writing as

Session Essential Question: How is the world composed for me, and how do I compose my world?
● Present their remix. ● SL.9–10.4: Present information, findings, and

● Evaluate and provide feedback about their supporting evidence clearly, concisely, and
peers’ remixes. logically such that listeners can follow the line
● Reflect on the remix process. of reasoning and the organization,
● Use their experiences in the Project to reflect development, substance, and style are
on the Project Essential Question. appropriate to purpose, audience, and task.
● SL.9–10.6: Adapt speech to a variety of
contexts and tasks, demonstrating command
of formal English when indicated or
appropriate.

15
Appendix B: Materials List
Teacher Materials Student Materials

● Launch the Remix Our World Project slide ● Remix Notebook (ROW_1.1_Remix
deck (ROW_1.1_Launch the Remix Our World Notebook_Student)
Project_Teacher) ● School Messages (ROW_1.1_School
● Culture Jam Examples video (on Slide 7) Messages_Student)
● Remix the Message Answers ● Remix the Message (ROW_1.1_Remix the
(ROW_1.1_Remix the Message Message_Student)
Answers_Teacher) ● Remix Assignment Sheet (ROW_1.1_Remix
● Gallery Walk Protocol Assignment Sheet_Student)
● Project Planning Guide
Optional Materials
● Scissors, construction paper, glue (to create
the remix)
● Awareness Test video

● Remixing the Classroom slide deck ● Emotion Wheel (ROW_1.2_Emotion
(ROW_1.2_Remixing the Classroom_Teacher) Wheel_Student)
● Chart paper and markers ● Remix Notebook
● Sticky-notes
Optional Materials
● Dry-erase markers (if you choose to have
students write their ideas for norms on desks
or tables)

● Expanding Notions of Text slide deck ● Ms. Marvel: No Normal graphic novel by G.
(ROW_2.3_Expanding Notions of Willow Wilson
Text_Teacher)
● Gallery Walk Protocol

16
● Gallery Walk Materials (ROW_2.3_Gallery ● Analyzing Text Features of a Graphic Novel
Walk Materials_Teacher) (ROW_2.3_Analyzing Text Features of a
● National Museum of American History online Graphic Novel_Student)
exhibits (on Slide 11) ● Annotation Bookmark (ROW_2.3_Annotation
● No Kid Hungry video (on Slide 12) Bookmark_Student)
● The Simpsons—Open Faced Club Sand Wedge ● Sticky-notes
video (on Slide 15) ● Remix Notebook
Optional Materials
● Poster paper
● Ms. Marvel Annotation Guide (ROW_2.3_Ms.
Marvel Annotation Guide_Teacher)
● Ms. Marvel audio version

● Remixing Ms. Marvel slide deck ● Ms. Marvel: No Normal g raphic novel by G.
(ROW_2.4_Remixing Ms. Marvel_Teacher) Willow Wilson
● Myths, misfits & masks: Sana Amanat at ● Remix Notebook
TEDxTeen 2014 video (on Slide 4) ● Annotation Bookmark (from Session 3)
(ROW_2.3_Annotation Bookmark_Student)
Optional Materials ● Sticky-notes
● Ms. Marvel Annotation Guide (from Session
3) (ROW_2.3_Ms. Marvel Annotation
Guide_Teacher)

● Remixing Kamala Khan slide deck ● Ms. Marvel: No Normal g raphic novel by G.
(ROW_2.5_Remixing Kamala Khan_Teacher) Willow Wilson
● Literature Circle Protocol ● Remix Notebook
● Analyzing Kamala, Section 3 handout
(ROW_2.5_Analyzing Kamala, Section
3_Student)

● Revealing Ms. Marvel slide deck ● Remix Notebook
(ROW_2.6_Revealing Ms. Marvel_Teacher)
● Literature Circle Protocol

17
● Analyzing Kamala, Section 4 handout
Optional Materials (ROW_2.6_Analyzing Kamala, Section
● Ms. Marvel audio version 4_Student)

● Ms. Marvel Wrap-Up slide deck ● Ms. Marvel: No Normal g raphic novel by G.
(ROW_2.7_Ms. Marvel Wrap-Up_Teacher) Willow Wilson
● Literature Circle Protocol ● Analyzing Kamala, Section 5 handout
(ROW_2.7_Analyzing Kamala, Section
Optional Materials 5_Student)
● Sticky-notes ● Classroom Community Survey
(ROW_2.7_Classroom Community
Survey_Student)
● Remix Notebook

● Developing Remix Criteria slide deck ● Remix Observation Sheet (ROW_3.8_Remix
(ROW_3.8_Developing Remix Observation Sheet_Student)
Criteria_Teacher) ● Remix Example (ROW_3.8_Remix
● Remix Our World Class Rubric template Example_Student)
(ROW_3.8_Remix Our World Class ● Remix Notebook
Rubric_Teacher) ● Remix Assignment Sheet
● Criteria Protocol
● Marvel 'has plans' for first Muslim American Optional Materials
superhero character a rticle (on Slide 3) ● Audio version of the song “One Call Away”
● What Makes the Muslim Ms. Marvel
Awesome: She's Just Like Everybody article
(on Slide 3)
● What The New Ms. Marvel Means For
Muslims In Comics (on Slide 3)
● Ms Marvel is exactly what the MCU (Marvel
Cinematic Universe) needs a rticle ( on Slide 3)
● All hail Ms Marvel, a young, female Muslim

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superhero for our times article (on Slide 3)

● Remix a Song slide deck (ROW_3.9_Remix a ● Remix Design Sprint (ROW_3.9_Remix Design
Song_Teacher) Sprint_Student)
● Design Sprint Protocol ● Remix Notebook
● “One Call Away” music video

● Pitching and Making the Remix slide deck ● Remix Pitch Planning Sheet
(ROW_3.10_Pitching and Making the (ROW_3.10_Remix Pitch Planning
Remix_Teacher) Sheet_Student)
● Remix Assignment Sheet
● Remix Notebook

● The Remix Essay slide deck (ROW_3.11_The ● Remix Pitch Planning Sheet (from Session 10)
Remix Essay_Teacher) (ROW_3.10_Remix Pitch Planning
Sheet_Student)
● Remix Essay (ROW_3.11_Remix
Essay_Student)
● Remix Example (from Session 8)
(ROW_3.8_Remix Example_Student)
● Remix Notebook

● Artist Statement and Work Session slide deck ● Remix Pitch Planning Sheet (from Session 10)
(ROW_3.12_Artist Statement and Work (ROW_3.10_Remix Pitch Planning
Session_Teacher) Sheet_Student)
● Remix Example (from Session 8)
(ROW_3.8_Remix Example_Student)
● Remix Revision handout (ROW_3.12_Remix
Revision_Student)

19
● Students’ essays from previous session
● Remix Notebook
● Sticky-notes

● Presentation and Celebration slide deck ● Remix Gallery Walk handout
(ROW_3.13_Presentation and (ROW_3.13_Remix Gallery Walk_Student)
Celebration_Teacher) ● Remix Notebook
● Provide materials students may need to ● Remix Assignment Sheet
hang/present their remix (tape, stapler, ● Sticky-notes
computer, etc.)
● Gallery Walk Protocol

20

Cow Remix Our World Overview

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Overview

Developed by Compose Our World 2018

Developed by Compose Our World 2018

Phase 1: Introducing Remix Our World

Interim Products Culture Jam Analysis

Estimated Length 185 minutes

Session 1: Launch the Remix Our World Project

Session 2: Remixing the Classroom

Compose Our World Design Principles

Caring, Advocacy, Perspective-Taking, and Empathy (CAPE)

PBL Design Criteria

Developed by Compose Our World 2018

Universal Design for Learning

Developed by Compose Our World 2018

Interim Products Character Analysis Handouts

Estimated Length 385 minutes

Session 3: Expanding Notions of Text

Session 4: Remixing Ms. Marvel

Session 5: Remixing Kamala Khan

Session 6: Revealing Ms. Marvel

Developed by Compose Our World 2018

Compose Our World Design Principles

Caring, Advocacy, Perspective-Taking, and Empathy (CAPE)

PBL Design Criteria

Universal Design for Learning

Developed by Compose Our World 2018

Interim Products Collaborative Remix Design Sprint

Estimated Length 480 minutes

Session 8: Developing Remix Criteria

Session 9: Remix a Song

Session 10: Remix Pitch and Work Session

Developed by Compose Our World 2018

Session 12: Artist Statement and Work Session

Session 13: Presentation and Celebration

Compose Our World Design Principles

Caring, Advocacy, Perspective-Taking, and Empathy (CAPE)

PBL Design Criteria

Universal Design for Learning

Developed by Compose Our World 2018

Developed by Compose Our World 2018

Session 1: Launch the Remix Our World Project

Students will be able to... Common Core State Standards

Session 2: Remixing the Classroom

● Understand the components of project-based ● SL.11–12.1b: Work with peers to promote

Phase 2: Remixing Ms. Marvel

Session 3: Expanding Notions of Text

Students will be able to... Common Core State Standards

Session 4: Remixing Ms. Marvel

Developed by Compose Our World 2018

Session 5: Remixing Kamala Khan

Session 6: Revealing Ms. Marvel

Developed by Compose Our World 2018

Session 7: ​Ms. Marvel​ Wrap-Up

Developed by Compose Our World 2018

Phase 3: Creating Your Remix

Session 8: Developing Remix Criteria

Students will be able to... Common Core State Standards

Session 9: Remix a Song

Developed by Compose Our World 2018

Session 11: The Remix Essay

● Create a remix product. ● RL.9–10.4: Determine the meaning of words

Developed by Compose Our World 2018

Session 7: Ms. Marvel Wrap-Up

● Identity the elements of an effective artist ● W.9–10.1e: Provide a concluding statement

● Present their remix. ● SL.9–10.4: Present information, findings, and

Session 7: Ms. Marvel Wrap-Up