Parvana Criteria This is the criteria document for the projects.
The students are excited about their projects. The diversity of the students’ choices demonstrates the need for the choice. I am really excited to see the projects when they are complete as I am already impressed with the effort they are putting forth.
Here are the choices for final projects for the novel Parvana’s Journey by Debra Ellis
| Visual Art
You may choose to create a portrait of a character, a landscape from the story or an abstract representation using the following media. Paint, pastels, pencil sketch, KidPix generated art or other teacher approved media. Along with the visual representation must be a 100-200 word explanation of meaning and connection to the story Parvana’s Journey. |
Musical Montage
You may choose to create a playlist on a CD representing the mood and tone of the story, Parvana’s Journey. The songs chosen must be from different artists and from any genre (but there must be at least two different genres, ie: classical and rock). There must be a minimum of 5 songs on the CD and a 50 word per song explanation for the choice of song. |
Dramatic (group) Presentation
Choosing a situation or event in the story, Parvana’s Journey, provide an alternate chain of events or happening than what actually happened in the story. Create a dramatic play to re-enact the change. The group must provide a 100-200 word explanation of why they chose this part to change along with a video of the play.
Maximum 3 members for the group |
| Movie Trailer
Universal studios is making a feature film of Parvana’s Journey. You will create the movie trailer for this movie. The audience should expect a good representation of what the story is about and the type of movie it is. In addition to the movie trailer, a 100-200 word explanation of why you chose to include the scenes in trailer. |
Poetry
Create a poem using any style (Limerick, Free Verse, Sonnet, Acrostic etc.) to represent the story, Parvana’s Journey. Ensure the tone and feeling are evident in the poem. The poem must be a minimum of 2 verses. As well a 100-200 word explanation of the poem must be included as well. |
News Story
You are a journalist in Afghanistan. Part of your news story must include interviews of the characters from the story, Parvana’s Journey, specifically about their feelings about their situation. A brief up to date information piece on current events in the country. The news cast must be a minimum of two minutes. |
| Short Animation
Pick a group of characters from XtraNormal and create a short animated film that demonstrates the same emotions felt by the characters in the story Parvana’s Journey but with your chosen characters (from XtraNormal) in a different context and situation. A 100-200 word explanation and connection to the story is expected. |
Dance/ non-verbal Movement (group or individual)
Create a sequence that relays the feeling and tone of the novel, Parvana’s Journey along with a narrative explanation or poetic one “power” word per sequence explanation. Include a 100-200 word explanation of sequence or dance and its connection to the story.
Maximum 3 members for the group |
Book Report/Critique
Using a posterboard, Power Point, Prezi or essay, create a book report or critique of the novel Parvana’s Journey. Your book report must be at least 400 words and include a summary of the characters, plot, reference to the language the author has used, and communicate the type of story it is. As well, a rating of the book and why you would or would not recommend it and who is the suitable audience. |
Choose one of the above options for your final project for Parvana’s Journey. The same assessment rubric will be used for all
Mr Yarrow assisting a student.
After our last online session, I took the time to investigate what we were really talking about with the 21st Century Learner. I was relieved that it is something that I could relate to and wanted to investigate further. I am a student services teacher at the elementary level. The students who are referred to me are the learners who do not fit into the box we currently call education. They are the 21st Century learners and it is part of my job to figure out how to give them the tools to access their education. Through other study, I was introduced to the Universal Design for Learning. I believe our 21st Century Learners need UDL.
The following explanation of UDL is from the cast.org website:
Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn.
UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone–not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play:
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. We need to differentiate the ways that students can express what they know.
How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions. We need to stimulate interest and motivation for learning.
In considering the most effective way to meet unit goals and incorporate the principles of UDL, instructional methods focus on four key areas:
Vocabulary supports include definitions that are provided in student-friendly form in both print and digital versions, as well as activities that help students connect word meanings beyond the context of the novel.
Activities provide multiple opportunities for engagement, offer flexible materials, and allow students to select different ways to act upon and demonstrate learning of content.
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