Teacher: Deborah Ronnebaum School: Capital City School Location: Topeka, Kansas USA Start Date: 09/14/2009 End Date: 10/09/2009
Project Plan
Unique Requests of
Participating Mentors:
Patience and support. Students in this program will need considerable encouragement to set achievable goals for high school and for life after secondary school.
Description:
The goal of this project is to create interactive communication and writing skills with the students. This will be done with students presenting information about themselves, their interests and the community they live. They will ask mentors to share information about their interests, their jobs, past experiences, and highlights of the community they reside.
Benchmarks:
The district goals (aligned with state benchmarks) that are met with this project are: technology (technology, use of creativity tools, and technology in life and society): reading (literal, influential, and evaluative comprehension skills; technical reading. Use of written communication to convey intended thought and be able to verbalize and understand.
Duration:
4
Grade Level:
10
Content Area:
Technology (keyboarding) - Technical Writing
Student Outcomes:
Students will retain electronic copies of their messages from start to finish. Skills will be gained to the level minimum teacher assistance will be needed in message writing as students progress to other projects.
Evaluation of
Student Outcomes:
Students will respond to the mentors using information they have received from the mentors. Students will use proper grammar, spelling and writing. Skills in writing will improve through the course of the project.
Teacher Role:
Explain guidelines of the assignment, assist students with technology (message/e-mail usage), and review messages from both the students and mentors. Communicate special assignment details with mentors. Both individual and group messaging to mentors as needed based on individual student needs.
Mentor Role:
Mentors will be asked to communicate information to students, asking questions and prompting responses. Communicate concerns and progress with both student and teacher as needed.
