PBL Glog Rubric

Multimedia Project : Project Based Learning Glogster Poster
Teacher Name: Mrs. Whitham
Student Name:     ________________________________________
CATEGORY	4	3	2	1
Requirements	All requirements are met and exceeded.	All requirements are met.	One requirement was not completely met.	More than one requirement was not completely met.
Design	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.	Makes good use of font, color, graphics, effects, etc. to enhance to presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent. All content addresses the guiding question	Includes essential knowledge about the topic. Subject knowledge appears to be good. Most content addresses the guiding question.	Includes essential information about the topic but there are 1-2 factual errors. Some content addresses the guiding question.	Content is minimal OR there are several factual errors. Very little content addresses the guiding question.
Originality	Product shows a large amount of original thought. Ideas are creative and inventive.	Product shows some original thought. Work shows new ideas and insights.	Uses other people's ideas (giving them credit), but there is little evidence of original thinking.	Uses other people's ideas, but does not give them credit.
Mechanics	No misspellings or grammatical errors.	Three or fewer misspellings and/or mechanical errors.	Four misspellings and/or grammatical errors.	More than 4 errors in spelling or grammar.
Sources	Source information collected for all graphics, facts and quotes. All documented in MLA format.	Source information collected for all graphics, facts and quotes. Most documented in MLA format.	Source information collected for graphics, facts and quotes, but not documented in MLA format.	Very little or no source information was collected.
Individual Grade	You met and exceeded the requirements of your role. You worked well with your teammates and completed the project without infighting.	You met most of the requirements of your role. You worked well with your teammates and completed the project with very little infighting.	You met some of the requirements of your role. You worked with your teammates and completed the project with some infighting.	You did not meet many of the requirements of your role. You did not work well with your teammates and the project suffered because of infighting.

PBL Glog Instructions

Mrs. Whitham
English 9

Project Based Learning (PBL) Multimedia Poster
The Great Depression and the setting Of Mice and Men

Guiding Question: How did the following people, institutions or events impact The Great Depression?

Stock Market Crash of 1929

New Deal/ Work Progress Administration

Dust Bowl/1930 Migrant Workers/Okies

Herbert Hoover

Franklin D. Roosevelt (FDR)

John Steinbeck

Common Core Anchor Standards for English Language Arts

Determine central ideas or themes of a text and analyze development; summarize the key supporting details.
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through effective selection, organization, and analysis of content.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Gather relevant information from multiple print and digital sources, asses the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Directions: In order to gain background knowledge of the setting in Of Mice and Men by John Steinbeck, your team members will research a political or economic concern of the Great Depression and create a multimedia Glogster poster. The poster must represent what you have learned about the topic as well as explain how the topic was affected by the Great Depression. When finished, your team will present the online poster to the class. In addition to books, you are limited to using the following subscription databases and online sources for your research. NO WIKIPEDIA! A works cited list with a minimum of five sources is also required.

Each person in the group must collect and explain how the following information is significant to your topic as well as how it is affected to the Great Depression. Use the attached sheets to take your notes and write the sources for the works cited page. The notes will be collected and is part of your grade.

   
Ten most important facts/events/accomplishments

  Two quotes with explanations

 A poem or music lyrics from the era that relate to your topic

 Two vocabulary words or expressions unique to your topic

  One chart , graph, or map with explanation

 Three photos with explanation

 A paragraph or two that explains how the your impacted the Great Depression

LibGuide for Great Depression Poster
Use the following resources to find information on the topic.

Digital Library Subscription Resources (Minimum of three resources must be found through the Digital Library) http://tinyurl.com/a5czner

ABC –CLIO
Associated Press (AP) Images
Britannica – High School
Facts on File – American History Online
Facts on File – Bloom’s Literary Reference Online (Steinbeck and Of Mice and Men)
Gale Databases – Biography in Context (FDR, Hoover and Steinbeck)
Gale Literature Resource Center (Steinbeck and Of Mice and Men)
Maps101 – History
Salem Press History

Authoritative Websites

Stock Market Crash of 1929

PBS
Concise summary of the U.S. stock market crash of 1929, including the events leading up to the crash and the effect of the crash on the economy. Also includes links to interviews with two history professors about the 1929 crash and related topics.
http://www.pbs.org/fmc/timeline/estockmktcrash.htm

Britannica Free Online Encyclopedia
http://www.britannica.com/EBchecked/topic/566754/stock-market-crash-of-1929

New Deal/Work Progress Administration

Selected Library of Congress Resources
http://www.loc.gov/rr/program/bib/newdeal/

History Channel
http://www.history.com/topics/new-deal

Broward County Library WPA webpage
http://www.broward.org/library/bienes/lii10204.htm

1930 Migrant Workers/Okies/Dust Bowl

California State University Dust Bowl Archives
http://www.csub.edu/library/special/dustbowl/dustbowl.shtml

Official Woody Guthrie Web site
http://www.woodyguthrie.org/

Voices from the Dust Bowl
http://memory.loc.gov/ammem/afctshtml/

Migrant Workers: Photographer Dorothea Lange
http://memory.loc.gov/ammem/fsahtml/fachap03.html

Herbert Hoover

Herbert Hoover Presidential Library
http://www.hoover.archives.gov/info/HooverBio.html or http://www.ecommcode.com/hoover/hooveronline/

Franklin D. Roosevelt (FDR)

Internet Public Library’s List of resources
http://www.ipl.org/div/potus/fdroosevelt.html  

John Steinbeck

Center for Steinbeck Studies
http://as.sjsu.edu/steinbeck/index.jsp

Steinbeck Institute
http://www.steinbeckinstitute.org/index.html

PBL Glog Roles And Assignments

PBL ROLES

Researcher: You are all researchers! See the instructions regarding note taking.

Designer: Responsible for the design of the glog.

Through creative use of color and design, the glog must capture the feelings and themes of your topic. The information must be presented on the poster in such a way that it is easy to read and understand.

Content Creator: Responsible for the content of the glog. The content creator must make sure that all of the required information is included and written correctly. You must work closely with the designer to incorporate the required information with the design

of the glog.

Team Leader: Responsible for guiding and assisting both the designer and the content creator to make a glog that accurately represents the topic. As the team leader, it is your job to make sure your team is organized and on schedule to meet deadlines. You must also check that the project meets the standards set out by the instructor’s rubric. Finally, the team leader is responsible for writing the works cited page for the resources included on the glog. 

PBL Groups

Franklin D. Roosevelt

Team Leader - Byrone DeLa Paz

Designer - Cynthia Barragan

Content Creator - Edwin Mazariegos

New Deal/Works Progress Administration

Team Leader- Emani Mack

Designer - Gisselle

Conent Creator - Allan

Herbert Hoover

Team Leader - Marria Ramos

Designer - Ivette Priego

Content Creator - Amber Jimenez

John Steinbeck

Team Leader - Claudia Salmeron

Designer - Marine Trtryan

Creator - Roxy Fesilyan

Dust Bowl/Okies

Team Leader - Katia Ramos

Designer - Augusto Rodriguez

Content Creator - Jasmin Alvarez

Stock Market Crash of 1929

Team Leader -  Elizabeth Mikaelian

Designer - Yutzil Villares

Content Creator - Giavonna Condon

 

PBL Notes

Name: _____________________

Topic: _____________________

NOTES

The Great Depression and Of Mice and Men Project Based Learning (PBL) Poster

* Remember that all your answers must illustrate how your topic impacted The Great Depression

1. Using complete sentences, list the ten most important facts you learned about the topic. (20 pts.)

      

Sources (Include title, author, publisher, date of publication and URL if it they are web resources):

2. Two Quotes from different people from the era that relate to the topic. Be sure to list the people that said the quotes and the date they were said. (10 pts.)

Quote #1:

Source (Include title, author, publisher, date of publication and URL if it is a web resource):

Quote #2:

Source (Include title, author, publisher, date of publication and URL if it is a web resource):

3. One or two stanzas from a poem or song written during the Great Depression and related to your topic. List the poet or the song writer and the date it was written. (10 pts.)

Source (Include title, author, publisher, date of publication and URL if it is a web resource):

4. Two vocabulary words and/or expressions related to your topic: (10 pts.)

5. A chart, map or graph that illustrates some important information about the topic:
(10 pts.)

*Copy and paste the chart, map or graph onto ONE piece of paper and write an explanation about the graphic under the image. Print out the graphic on the black and white printer when finished (ONE PER GROUP). Also, save the chart on a USB, email or on the computer.

Source (Include title, author, publisher, date of publication and URL if it is a web resource):

6. Three photos or images that depict something significant about the topic: (15 pts.)

*Copy and paste the three photos onto ONE piece of paper and write an explanation and the source of the photos. Print out the images on the black and white printer when finished (ONE PER GROUP). Also, save the images on a USB, email or on the computer.

Sources (Include title, author, publisher, date of publication and URL if it is a web resource):

7. In your own words, write a paragraph or two that explains how your topic was affected by the Great Depression: (20 pts.)

Sources (Include title, author, publisher, date of publication and URL if it is a web resource):

Vocabulary Log

Vocabulary Log                   Name:                                       Class:

Word and Part of Speech	Meaning	Sentence or Description	Graphic	Examples or Synonyms

Reading Log Chart

Weekly Reading Log                                             Name:

Book Title:                                                                                 Author:

Date: Page: Active Reading
Date: Page: Active Reading
Date: Page: Active Reading
Date: Page: Active Reading
Date: Page: Active Reading

Active Reading Means…

Making predictions about what will happen next.

P

“I predict that… Because…”

“In the next chapter I think…”

“I wouldn’t be surprised if…”

Asking questions about what is happening in the story.

?

“I wonder why…?”

“I wonder what it means when…?”

“Why doesn’t (character)…?”

Connecting what you are reading to your own life or to what you really know.

C

“When I read about…it made me think of…”

“Reading this reminds me of…”

Having reactions to what is happening in the story.

“I was surprised when…”

R

“I was disappointed when…”

“I was confused when…”

“I was really angry when…”

Giving opinions about what you are reading.

O

“I felt…when…”

“I think the character should have…”

“In my opinion…”

Writing a short summary of what you have read.

S

“The most important events were…”

“In this chapter the main character…”

“In this reading I discovered that…”

Reading “under the surface” or thinking about what is happening that isn’t being talked about.

U

“This is what I think is really going on here…”

“I think this is what’s happening…”

Discovering the author’s message.

M

“This story made me realize…”

“I think (main character) learned that…”

“The message of the story was…”