Glogster+-+Poster+Yourself!

=Glogster: Short Story Media Project = toc

Rational
Right now students just started a short story unit as part of our curriculum. Students are required to read “The Yellow Wallpaper” and six other stories chosen by the teacher from the fiction textbook. Along with a final test, group activities, class assignments, homework, and presentations, students are required to complete a final short story project that demonstrates their understanding of a selected text and the literary element of theme. The purpose of this project is not to simply incorporate technology in the classroom, but rather to use technology as a canvas for students to showcase their ideas, creativity, work collaboratively and discover new ways to become 21st century learners.

Resources Needed

 * Short Story Anthology (one copy per student)
 * Short Story Poster Checklist
 * Glogster Grading Rubric
 * Pre-writing Worksheet (one copy per group)
 * One Computer for Every Two Students
 * Internet Access
 * Glogster.com
 * Account Prepared to Host Student Assignments
 * Student Logins for Glogster.com

Overview and Requirements
Students will use Glogster.com to create a poster based on one of the short stories we have read in class. Once the poster is complete, students will share their final project with the teacher and respond to their classmate’s projects. The assignment requires students to include all of the following in their glog:

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Poster Elements Check
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There is a background
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There are at least three images that relate to the theme of the poster/story and they have short captions to explain them.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">You cited all information in MLA
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There is at least one song or video that relates to the theme of the poster/story
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There are at least two graphic elements on the poster that are not images
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The final poster is shared with the teacher

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Text Elements Check
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The name of the short story and the author are on the poster
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Your names are on the poster
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There are at least two quotes from the short story that relate to the theme of the poster and are explained as to how they exemplify the theme. They also must be properly cited.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There is a short summary of the short story that includes specific references to the theme of the story (minimum ten complete sentences)
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There is one character profile on the poster that remains true to the character in the book and that shows how this character exemplified the theme of the story (this also should includes a citation).

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Objectives
<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Students will be able to:
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Create a poster which critically interprets the themes within the text
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Utilize a rubric to understand and evaluate the requirements of their assignment and determine whether they have met those requirements
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Synthesize electronic media as a means to express selected themes from the text

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Literary Focus
<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The assignment also requires students to focus on the literary element of theme. In literature, a theme is a broad idea in a story, or a message or lesson conveyed by a work. This message is usually about life, societyor human nature. Themes are the fundamental and often universal ideas explored in a literary work. Themes are usually implied rather than stated.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Option 1: Choose one of the following stories and chose one theme to use with that story:
<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Marriage and Relationships <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Mental Illness and Family Effects <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Freedom and Confinement <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· The prison of routine <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· The desire of escape || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Good vs. Evil <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Human Nature <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Jealousy || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Education <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Tradition || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· The desire of escape <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Life and Death <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· The role of religion || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Social Status <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Manhood <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Responsibility <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Race and Racism || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Marriage and Relationships <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Identity ||
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Short Story || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Theme ||
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">“The Yellow Wallpaper” by: Charlotte Perkins Gilman (p. 86) || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Reality vs. Creativity
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">“The Tell Tale Heart” by: Edgar Allen Poe || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Guilt and Innocence
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">“Everyday Use” by: Alice Walker (p. 363) || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Heritage and ancestry
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">“Eveline” by: James Joyce (p. 131) || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· The prison of routine
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">“The Man who was Almost a Man” by: Richard Wright (p. 187) || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Power
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">“Desiree’s Baby by: Kate Chopin || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">· Race and Racism

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Option 2: Possible themes you can explore – you must choose a story to correlate with the theme.
<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">1. The Individual in Society
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Society and a person's inner nature are always at war.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Social influences determine a person's final destiny.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Social influences can only complete inclinations formed by Nature.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">A person's identity is determined by place in society.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">In spite of the pressure to be among people, and individual is essentially alone and frightened.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">2. Human Relations
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Marriage is a relationship in which each partner is supported and enabled to grow.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Parents should not sacrifice all for a better life for their children.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There are few friends who will make extreme sacrifices.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3. Growth and Initiation
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">A boy and a girl must go through a special trial or series of trials before maturing.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Manhood or womanhood is often established by an abrupt, random crisis, sometimes at an unusually early age.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Aspects of childhood are retained in all of us, sometimes hindering growth, sometimes providing the only joy in later life.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">A person grows only in so far as he or she must face a crisis of confidence or identity.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">4. Death
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Death is part of living, giving life its final meaning.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Without love, death often appears to be the only alternative to life.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">5. Alienation
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">An individual is isolated from fellow human beings and foolishly tries to bridge the gaps.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Through alienation comes self-knowledge.
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Modern culture is defective because it doesn't provide group ties which in primitive cultures make alienation virtually impossible.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Student benefits
<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Students can benefit from participating in this project in several ways. One of the first ways that students will benefit from this activity is that they will be required to work collaboratively with one other person in order to complete this project. Additionally, this assessment is designed in such a way that students must engage with the text and the curriculum material in order to complete it while at the same time using a web 2.0 tool that will prepare them to be 21st century learners. Glogster allows students to create, collaborate, embed, and share their ideas all online. Furthermore, students are required to contribute media, images and text that connects with the curriculum and showcases their understanding of a specific text. Students benefit several ways from this activity because they must use critical thinking, research, writing, reading and synthesizing skills in order to complete it. These are all skills that are necessary for 21st century learning.

<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Assessment/Evaluation
<span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The teacher will evaluate the student posters using the Poster Checklist and Glogster Grading Rubric


 * <span style="font-family: Tahoma,Geneva,sans-serif;">CATEGORY || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">4 || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">3 || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">2 || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">1 ||
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Use of Class Time || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Used time well during each class period. Focused on getting the project done. Never distracted others. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Used time well during each class period. Usually focused on getting the project done and never distracted others. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Did not use class time to focus on the project OR often distracted others. ||
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Graphics - Relevance || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">All graphics relate to the topic. Most borrowed graphics have a source citation. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. ||
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Required Elements || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The poster includes all required elements, text, images, citations, as well as additional information, video or links. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">All required elements, text, images, and audio, are included on the poster. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">All but 1 of the required elements, text, images, or audio, are included on the poster. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Several required elements were missing. ||
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Mechanics || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Capitalization and punctuation are correct throughout the poster. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There is 1 error in capitalization or punctuation. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There are 2 errors in capitalization or punctuation. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There are more than 2 errors in capitalization or punctuation. ||
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Grammar || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There are no grammatical mistakes on the poster. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There is 1 grammatical mistake on the poster. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There are 2 grammatical mistakes on the poster. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">There are more than 2 grammatical mistakes on the poster. ||
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Overall Appearance || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The poster is well-designed and laid out. All elements go together well and are visually appealing. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The poster is fairly well-designed and laid out. Most elements go together and are visually appealing. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The poster shows some thought has been given to design and layout. Some elements are visually appealing but others are not. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">The poster is unappealing, hard to read, or visually distracting ||
 * <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Pre-Writing Worksheet || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Pre-writing worksheet is completely filled in and all elements and citations are included. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Pre-writing worksheet is completely filled with the exception of 1-2 elements. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Pre-writing worksheet is completely filled with the exception of 3-4 elements. || <span style="display: block; font-family: Tahoma,Geneva,sans-serif;">Pre-writing worksheet is missing several elements (5 or more). ||


 * Below is the assignment on Glogster!**

media type="custom" key="7134327" width="170" height="170"

[|Clilck here to see the assignment on the Glogster website and an example page!]

 * Next up, see Class Wiki Project**