Jason+Stachura

// The Jungle // holds a unique position in the American literary cannon because it is often cited as the impetus that forced government to ensure the safety and purity of the American food supply. A stunning example of muckraking and naturalism, it holds relevance beyond these two categories. Through discussion and lecture, the literary merits of Sinclair’s work will be critically examined and analyzed with an emphasis on the inherent strengths and weaknesses of the epic tale as a vehicle for social change. The strength of this novel is entwined with the social repercussions it had. While working collaboratively to create ‘newspapers,’ students will examine the unique factors which gave this novel its power while exploring the evidence that shows this novel is not an entirely accurate picture of life in Packingtown. These ‘newspapers’ will give students insight into the complex issues of unintended consequences, and social circumstance. Through a reading of Upton Sinclair’s //The Jungle,// students will explore the social power of literature in the lives of ordinary people. Students will make personal connections with the text through journal response. These journals will enable the student to analyze the themes of the American dream, class-consciousness and conflict, naturalism and individualism. Journaling will reveal the power of literature on the individual level. Beers K., Probst R., Reif L., //Adolescent Literacy Turning Promise into Practice// (2007) Effective vocabulary instruction is an elusive goal in the classroom. This unit was devised as an integrated way to incorporate vocabulary instruction beyond reading and to incorporate the vocabulary from //The Jungle// into the daily activites of the class. Vocabulary usage is integrated into the units culminating project. Carey-Webb, Allen. //Literature and Lives//. (2001). This unit was created to enhance students writing and reading comprehension abilities, additionally it should stir consideration of the role literature plays in shaping public opinion and policy. Many students do not grasp capabilities of writing to change society. This unit addresses the effectiveness of literature in our lives and the lives of groups that lack representation. Students will utilize their intellectual tools, and access resources in safe place to address issues present in our multicultural society through writing, reading, and discussion. • Gain an Understanding of how literature can mirror life and can be used as a vehicle to bring about change. • Examine the “reflection” of literature and understand how the author’s intended purpose can alter the reflection. • Students will work with primary source material to improve analytical and research-based writing skills. • Students will collaboratively create a newspaper developing literacy and interpersonal communication skills. CE 1.1.4 CE 1.1.5 CE 1.1.7 CE 1.1.8 CE 1.2.1 CE 1.2.2 CE 1.3.2 CE 1.3.3 CE 1.3.4 CE 1.3.7 CE 1.3.9 It is my intention that this unit would be conducted in a ‘workshop’ atmosphere, and the students would be familiar with this classroom methodology. Each class period will began with a grammar or vocabulary mini-lesson. This unit can be divided into two major components or sections. Section one is intended to occur while the students are reading the Jungle and are intended to support their reading of the novel. The second section asks the student to critically evaluate what they have read and extend into the creation of a student newspaper. Section one entails and introductory timeline of the Progressive Era student journaling, and vocabulary activities. · Pencil/paper · Copy of //The Jungle// by Upton Sinclair (available from multiple internet sources for no cost)  •  Note cards 3x5, 4x6 (access to an unlimited amount) • Access to computers/research • Access to the internet or download sites of interest offline • Library access • Notebook for Journal
 * Overview **
 * From Theory to Practice **
 * Student Objectives **
 * MI ELA Content Expectations Met **
 * Instructional Plan Components **
 * Resources **

· Read //The Jungle// · Familiarize yourself with the basics of current labor laws and local immigration issues · Familiarize yourself with the major events of the Progressive Era with an emphasis on the Muckrakers and literary naturalism · Familiarize yourself with the elements commonly found in a newspaper Introduction //The Jungle// is a complex novel that asks its readers to examine issues they might never consider. For this reason it is important to give the class a strong introduction to the work. Distribute the article “Welcome to the Jungle, Does Upton Sinclair’s Famous Novel Hold Up?” depending on the group this could be read silently or aloud.
 * Teacher Preparation **
 * Instruction and Activities **
 * Section 1 **
 * // Component 1 //**

After reading ask the class what has raised their curiosity about the novel they will be reading

This component will entail journaling prompts to go along with the chapter readings of the text. Because of the way the book was originally published, as a serial in a newspaper, skipping chapters as needed will not necessarily interfere with the student’s ability to comprehend the story.
 * Component 2 **

Vocabulary building and Grammar At least three times weekly as a class we will spend 3-7 minutes adding words to our “ guided word wall” [|**//Jungle vocab.pdf//**]
 * //Component 3//**

This activity should occur at a point when the students have approximately 70% of the words contained in the //Jungle vocab// document. Vocabulary baseball

This is a vocabulary game based loosely on the rules of baseball. Since baseball is a common and popular game, the rules are easily understood by all students.

This game is intended for secondary students.

Materials: Vocabulary list Individual white board & markers

Procedure:
 * 1) Divide the students into teams. Size is unimportant (3-4 would be ideal) as long as the total number of teams is divisible by two.
 * 2) Have the students select a name for their team
 * 3) Draw a baseball diamond on the white board
 * 4) Divide the vocabulary list into three difficulty groups: hard/medium/easy these will be home runs, doubles, and singles respectively students will select the level of question they desire. The procedures of this game will vary depending on your learning goals and needs.
 * The student is given the definition and must provide the word
 * The student is given the word and must provide the definition
 * The student is given the word and must spell the word correctly
 * The student is presented a picture and must identify it correctly
 * Runs only score when the word is used correctly in a sentence
 * 1) Each team gets three outs, out are made when the student does not correctly identify the word. Runners will be marked on the bases and scored by the students by the opposite team. After three outs, the side is retired and the other team gets a turn. Students should record what words are “outs” for each side. Collecting this list will provide assessment as to which words are causing difficulty and are in need of reinforcement. A game should consist of “3-6 innings” to avoid conflict determine the number of innings and any tiebreaker procedures before beginning the games.
 * 2) Depending on how receptive the students are to this game, a class wide league could be formed. Rotating teams through the semester and tracking the teams with the most wins. Class champions could face off against other class champions in the “World Series of vocabulary.”

Divide the students into an even number of teams of 4 to 6 students each.

Have the students on each team choose thirty words from the word wall and write these words and their definitions on index cards (word on one side/definition on the other). Ask the students to divide the words into three categories according to the students’ perceived difficulty of the words The purpose of this lesson is to make the student familiar with commonly accepted rules of grammar and usage of punctuation marks.  Using page one guide the class through the examples After reviewing the examples post the problems with the rules on the projector. Give the class time to complete and review the answers. Adapted from http://www.getitwriteonline.com/  When to Use a Comma before "And" Two specific situations call for the use of a comma before "and." The first is created when we have three or more items in a series. This mark of punctuation is called the serial comma. For a full explanation of why we use the serial comma, please read our previous tip on the subject. (See "Serial Comma" on p. 49 in our book of writing tips or find the link to the "Serial Comma" tip in our online tip archive.) The second situation occurs when "and" is being used to coordinate two independent clauses. An independent clause--also known as a main clause--is a group of words that has a subject and a verb and can stand alone as a sentence. In the following example, the independent clauses are in brackets: --[Miguel took piano lessons for sixteen years], and [today he is an accomplished performer]. The use of the comma would also apply when any of the seven coordinating conjunctions (and, but, or, nor, for, so, yet) join two independent clauses. Notice in the next example that we do not use a comma before "and" because it does not join two independent clauses but merely joins two verbs: -- Miguel took piano lessons for sixteen years and today is an accomplished performer. Here we have only one independent clause--two verbs ("took" and "is") but one subject ("Miguel"). Keep in mind that length is not a factor in determining when to use the comma before a coordinating conjunction. In this next example, even though the sentence is long, we do not need a comma because we have only one independent clause. The conjunction "but" merely connects the two verbs "wanted" and "could not afford": -- Sigfried wanted to go back to school to earn a college degree but could not afford to quit his job and lose his health care benefits. Some writers omit the comma before a coordinating conjunction if the two independent clauses are short, as in these examples: --I drove home but he stayed. --Give me the keys and get in the car. Although it is not necessary to use a comma before "but" or "and" in these sentences, it would not be considered wrong to do so since we do, in fact, have two independent clauses in each sentence. Keep in mind, too, that the subject of those independent clauses that issue commands (they are called imperatives) is the understood "you," as in the clauses "Give me the keys" and "get in the car" in the second example above. Since commas are used in pairs to enclose phrases that interrupt a clause or that are intended to function parenthetically, a writer may choose to place a comma before "and" (or any of the seven coordinating conjunctions) when the conjunction launches such a phrase: -- Sarah told him again, and really meant it this time, to turn off the television. --Alice will ask John once, but only once, to forgive her.  [Miguel took piano lessons for sixteen years], and [today he is an accomplished performer].
 * Grammar Mini-lesson **
 * Materials ** : handouts, document handler, projector, writing utensil, and enthusiasm!
 * Introduce ** the grammar concept being discussed: when to use a comma before “and.” Stress that we are focusing on when "and" is being used to coordinate two independent clauses.
 * Identify ** independent clauses--also known as a main clause--is a group of words that has a subject and a verb and can stand alone as a sentence.

Miguel took piano lessons for sixteen years and today is an accomplished performer.

I drove home but he stayed.

Give me the keys and get in the car. Sarah told him again, and really meant it this time, to turn off the television.

Alice will ask John once, but only once, to forgive her.  1. The ice storm last week caused many tree limbs to fall on power lines and many people were without electricity for days. 2. The ice storm last week caused many tree limbs to fall on power lines and left many people without electricity for days. 3. Many companies are hiring chief information officers to oversee their information technology systems for only a specialist can keep pace with the rapid changes in technology. 4. Shaniqua may stay on campus for the weekend or she may decide to go home to see her high school friends. 5. Shaniqua may stay on campus for the weekend or may go home to see her high school friends. 6. We knew the roads were becoming treacherous yet we dreaded having to announce that schools would be closed the next day. 7. We knew the roads were becoming treacherous yet dreaded having to announce that schools would be closed the next day. 8. Look around for any evidence that might reveal the identity of the intruder and carefully place that evidence in a plastic bag so it can be examined closely at headquarters.

Two specific situations call for the use of a comma before "and." The first is created when we have three or more items in a series. This mark of punctuation is called the serial comma.. The second situation occurs when "and" is being used to coordinate two independent clauses. An independent clause--also known as a main clause--is a group of words that has a subject and a verb and can stand alone as a sentence. ||
 * When to Use a Comma before "And"

   ANSWERS: 1. [The ice storm last week caused many tree limbs to fall on power lines], and [many people were without electricity for days]. 2. no comma 3. [Many companies are hiring chief information officers to oversee their information technology systems], for [only a specialist can keep pace with the rapid changes in technology]. 4. [Shaniqua may stay on campus for the weekend], or [she may decide to go home to see her high school friends]. 5. no comma 6. [We knew the roads were becoming treacherous], yet [we dreaded having to announce that schools would be closed the next day]. 7. no comma 8. [Look around for any evidence that might reveal the identity of the intruder], and [carefully place that evidence in a plastic bag so it can be examined closely at headquarters]. [Note: both independent clauses have the understood subject "you."]  3-5 class periods Immigrant issues raised in //The// //Jungle//
 * // Component 4 //**


 * Introductory Activity:**

1) Ask students if they know anyone who is an immigrant to this country. Create a list on the board with information from the students about their responses: From what country did the person come? How many years has he or she been in the United States? What were his or her reasons for immigrating to the United States? Why did this person settle in this area of the country? Is the family of the immigrant different from the student's family? If so, how? (Students' answers will vary based on the community and their own backgrounds.) Use the information on the board to compare the different answers given by the students. **Have the students save these issues as they can be used as the basis for Newspaper articles later in the unit. This is also an opportunity for class discussion.**

2) Tell your students that life can be very difficult for people who are immigrating to a different country. Ask if they have heard stories from members of their families about the difficulties they faced when they first arrived in the United States. Have students tell you about the difficulties they know their families or friends have experienced after immigrating to the United States. **This is an opportunity for class discussion.**

3) Ask students if they are aware of any services that are available to assist people who have just entered the country. Possible answers will be English as a second language (ESL) and bilingual classes, multilingual pamphlets offered by various government agencies, civic associations that assist immigrants with legal matters, etc.

4) Have students estimate how long they think these services have been in place. Ask them what they think life would be like for immigrants if those services were not in place. Have them imagine life for immigrants during the early 1900s. Ask them what services there were to assist people immigrating into the United States at that time. Possible answers will be vaccinations at Ellis Island, etc. These can also be considered negative services. For example, families were split after being examined by immigration doctors, with some members being allowed into the United States and others being either quarantined for unfounded reasons or worse, being sent back to their native country. Have them compare the services from the two time periods.

5) Explain to students that in the first part of this lesson, they will be thinking about the characters in THE JUNGLE. Tell them they will be listing the hardships that these people endured. Then explain that they will use the Internet to research the Socialist Party and find out the party's position on these issues. Show them the chart they will fill out with this information, and then distribute one per student.

6) Ask the students to begin by brainstorming for five minutes and writing down the different hardships faced by the characters in the novel. Tell them to use the chart to record this information.

7) This step requires that students use computers with Internet access. Have the students log on to[|http://www.spartacus.schoolnet.co.uk/USAsocialist] to research the Socialist Party and its activism during the progressive era. Remind them that they are looking for the party's position on each of the hardships endured by the characters in the novel. Allow students 15 to 20 minutes to complete this activity.

8) After each student has filled in her or his chart, ask for volunteers to read aloud their list of hardships and the accompanying information on the Socialist Party. Answers may include poor working conditions, the right for women to vote, low immigrant status, real estate scams, lack of government assistance, etc.

9) Ask your students how they would feel if they were subjected to those kinds of hardships. Ask them if they know of any stories of their ancestors dealing with similar issues upon entering the United States.

10) Tell your students that in the next activity, they will be focusing on one of the aforementioned hardships: working conditions.


 * Learning Activity:**

1) Explain to your students that the Progressive Era was so called because of the amount of Progress the United States was supposedly making in terms of industrialization and production. But at what cost? Have students think back to the lists they made. How was progress achieved during this time? Who suffered? Who gained?

2) After students have answered and discussed those questions, instruct them to log onto the website []. This website takes students on an "adventure" with characters of different ethnic backgrounds. The importance of labor laws, current child labor conditions, forced labor in countries around the world, discrimination in the workplace, and safe working conditions are the topics of this "adventure". Included are stories, quizzes, challenges, and adventures that show students how the world of work affects everyone.

3) Hand out a blank [|**Venn diagram**] to each student. Give them five minutes to compare and contrast working conditions during the Progressive Era to working conditions today. What were the similarities? What were the differences? What do the two time periods share?

4) When students have completed their graphic organizers, explain to them that they will be using this as a reference sheet. Hand out a Blank Action Plan to each student, which can be downloaded from: [], and a sample policy statement, which can be found at [].

Tell them to imagine that they are policy makers during the Progressive Era. Explain to them that they are to use their Venn Diagrams to write a policy statement (three paragraphs) and an action plan (use blank template) on improving the working conditions for the masses.

5) Hand out a sample action plan to each student, which can be downloaded from [], Discuss the components of the action plan, telling students that it should include a list of goals or objectives, a suggestion on what needs to be done, who would be responsible for implementing the goals, the resources that would be needed. Students may handwrite this assignment using the blank template, or they may create their own using a word processor.

6) Hand out a sample policy statement, which can be found at []. The policy statement should briefly describe the generalities of the topic, past events and experiences relating to the topic, and any other relevant information on the topic. The policy statement should also discuss the current circumstances concerning the topic. Lastly, it should outline how you would like to address the topic and seek to resolve any problems, concerns, or conflicts related to that topic.

7) When they have completed the policy statement and action plan, ask students to once again think back to the novel. Have them think back to the hardships endured by the characters in the workplace.

8) Next, separate students into groups based on which character they chose to focus on. Give the groups ten minutes to explain how their policy statements and action plans would have been beneficial for specific characters in THE JUNGLE.

9) After the ten minutes have expired, give each student a sticky note. Have them use the sticky notes to write one way the character would have benefited from their policy statements and action plans. If the group has come up with several examples, they may use more sticky notes, as needed.

10) Ask students to read their sticky notes aloud. Once the entire class has read their information, instruct students, one group at a time, to place the sticky notes on the poster board with their characters name on it. This can be used as a visual aid to show students how they could have impacted the lives of workers during the progressive era.


 * Culminating Activity:**

1) Ask students to research modern labor laws by logging on to []. Have them create a list of the modern laws that would have been beneficial to workers in the early 20th century. When their lists are complete, have them pair up and compare their lists while you walk around and moderate the discussions.

2) Next, have your students log on to []. Have them read the "Illinois Factory Inspection, 1893-1897" and write a reaction to this page.


 * Assessment options:**

1) Ask for a few volunteers to read their reaction paragraphs aloud. These will be collected at the end of the period, along with their policy and action statements, in order to assess the students' understanding of the subject matter. Remind the students to save these pieces as they can be the basis of editorials and letters to the editor in their newspapers. 2) As an additional assessment, you may ask your students to prepare for a debate on the topic of the position of management on working conditions during the progressive era. Assign half of the class the position of management and the other half that of the blue-collar worker. Have them use issues brought up during the unit to bolster their arguments (i.e., better working conditions, cheap labor, longer or shorter work weeks, etc.). When the students are ready, have them set up the room as a panel discussion. Have the teams face each other and take turns debating their positions. You may want to bring in another teacher or group of students to watch the debate and to judge which group made a better argument. From http://www.pbs.org/wnet/americannovel/classroom7.html

Activities 1 should take 4-6 class periods. Activity 2 should vary depending on time available. Activities 3 should take 2 or 3 class periods. Activity 1 Begin the component by showing the class several Jacob Riis photographs. Ask students to describe the story that each photograph tells. Contrast these photos of the stockyards with the advertisements produced by the meat packing companies. As an in-class writing exercise, have them write a news article that might accompany one of the photos in a Progressive-era paper. **Before the students begin to write these articles remind them to pre-write using the 5W’s (who, what, when, where, why).** This will provide the basic framework of the article; they will just need to flesh out the details. Discuss the meaning behind the term "muckraker," a term that was coined by Theodore Roosevelt and that has remained in our vocabulary. For a modern example of investigative journalism, show a taped TV "consumer watchdog" segment and discuss the impact of current investigative efforts. <span style="font-size: 11pt; color: #3d3d3d; font-family: Arial; msobidifontfamily: 'Times New Roman'; mso-tab-count: 1; msotabcount: 1;"> [] <span style="font-size: 11pt; color: #3d3d3d; font-family: Arial; mso-bidi-font-family: 'Times New Roman';"> [] [|www.chicagohs.org/history/stockyard/stock9.html] [|www.archives.gov/research/american-cities/images/american-cities-050.jpg] [] [|www.chicagohs.org/history/stock.html] [|www.chicagohs.org/history/stockyard/stock4.html] [|www.chicagohs.org/history/stockyard/stock5.html] [] [] [] [|www.chicagohs.org/history/stockyard/stock2.html] <span style="font-size: 11pt; line-height: 115%; font-family: Arial; mso-bidi-font-family: Times; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> After working through the photographs, it is time to introduce the group project to the students. Explain to the students that the group project can be seen as an airplane. Allow them to ponder this statement and then explain: when air travel is done properly it is the safest from of transportation available. When done poorly it can become a tragedy for all involved. The same is true for the group project. When done well it can be a fun way to learn. When done poorly it will be a dreadful experience. For this reason, the **Group project package** needs to be introduced**.** Assign the students to groups and using a volunteer create one goal. After the goal has been decided as a class brainstorm the possible steps to be taken to complete the goal (sheet 2) Explain the group charter and allow the remained of the period for the students to complete these worksheets. Newspaper research assignment <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Assign the students to groups of 3-4 depending on class size and group dynamics. <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· PowerPoint presentation “things to remember when creating a newspaper article” <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Spend at least 20 minutes with the Review editorials and letters to the editor using recent local newspaper <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· Introduce assignment rubric and walk the class through this document box by box do not forget to cover the second page! <span style="font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msolist: Ignore; msobidifontfamily: Symbol;">· All articles will need to be peer reviewed using an editorial board model. The student will present their article to the other members of the Group Conferencing Guide After the projects have been completed, it is time for the students to reflect on the group project experience Explain the post-project reflection process by walking the students through the project reflection packet. Allow adequate classtime for the completion of the reflections selected. <span style="font-size: 11pt; color: #3d3d3d; font-family: Arial; mso-bidi-font-family: 'Times New Roman';"> Activity 2 Show truncated version of the movie "All the President's Men" to acquaint students with perhaps the most famous case of investigative journalism in history (before viewing the film, be sure that students are sufficiently familiar with the Watergate scandal). Discuss the risks that Woodward and Bernstein took and the immediate and long-term impact that their story had. Emphasize the idea that costs always accompany the benefits of uncovering the truth. Activity 3 Have students read about the CNN Operation Tailwind fiasco (a particularly good article is Peter J. Boyer's "The People's Network," The New Yorker, Aug. 3, 1998). Discuss the pressures that today's journalists are under to come up with a story and the problems that this pressure creates for the field of journalism and for the public that depends upon it for its news. To conclude the unit, students do a written assessment (in their journals) of investigative journalism's role in society -- i.e. do the benefits of work like "The Jungle," Woodward and Bernstein's Washington Post articles, and current TV exposés outweigh damaging examples like Operation Tailwind? <span style="font-size: 11pt; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> || ** 2 ** || ** 3 **  || ** 4 **  || ** Your Score ** || || || || || || || As journalists, it is our job to explain events in a manner that can be allows the reader to comprehend their significance. You have selected a topic related to the //Jungle// by Upton Sinclair. Consult your classroom resources if you are unsure if a topic is relevant to this theme. It is your assignment to create a newspaper/newscast that covers the events of your topic. Your newspaper/newscast should include: <span style="font-family: 'Courier New'; mso-list: Ignore; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Front page- this page should include at least four articles related to your topic. Articles should be at least five paragraphs long. Inclusion of graphs or pictures is strongly encouraged! You must identify the sources for these articles. <span style="font-family: 'Courier New'; mso-list: Ignore; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Editorial page- This page should include two editorial pieces about your subject and one editorial cartoon. It should also include at least three letters to the editor <span style="font-family: 'Courier New'; mso-list: Ignore; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Advertisements/commercials- Your newspaper/ newscast should include at least two advertisements for services or goods related to your topic. <span style="font-family: 'Courier New'; mso-list: Ignore; msofareastfontfamily: 'Courier New'; msolist: Ignore;">o Fun and Games- This page should include a crossword or word search puzzle, comics and perhaps another game of your choice. The layout and design / organization of your newspaper/ Newscast will be an important factor in this assignment. A neat professional appearance will be a huge benefit to your grade! This newspaper will be graded using the rubric provided. The requirements described here are the minimums needed if you want an A you must go above and beyond.
 * // Component 5 //**
 * <span style="font-size: 11pt; color: #3d3d3d; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">A collection of Jacob Riis photographs **
 * Boardwalk through stockyard, 1904 photograph **
 * Chicago Union Stockyard gate **
 * Animal Pens with Armor Factory in Background photographs **
 * Ariel View of Union Stock Yards taken from 47th Street and Loomis Street, 1924 **
 * Photograph **
 * Slaughterhouse photograph **
 * African American Workers at Swift and Cooler in packinghouse, 1892 **
 * Swift & Company Visitors Reference Book, 1903 **
 * Swift's Premium Hams and Bacon Advertisement **
 * Libby's Meat Product Advertisements **
 * Postcard advertisement for Armour & Co **
 * || ** 1 **
 * Layout/Organization || Design is messy and unattractive. Does not make good use of available space. Poor balance of text and graphics. || Design is inconsistent. Some parts are attractive and space-efficient, but other parts are not. Inconsistent or poor balance between text and graphics. || Design is mostly attractive and space efficient. Good balance of text and graphics, for the most part. || Design is attractive and space-efficient. Excellent balance of text and graphics throughout. ||
 * Supplementary features (e.g. graphs, letters, classified ads, print ads, etc.) || No supplementary features are included. || A few supplementary features are included. || Many supplementary features are included. || Many outstanding supplementary features are included. ||
 * Mechanics || Text contains many spelling/grammar errors. Sentences seem disconnected, and there is carelessness throughout. || Text contains some spelling/grammar errors. Little logical structure or flow to sentences. Evidence of carelessness in writing. || Grammar and spelling are nearly flawless. Logical sequence apparent. Some wording is careless. Inconsistent in style. || Grammar and spelling are flawless and the flow provides a logical pathway of ideas. Consistent and engaging style throughout. ||
 * Articles || Article is inappropriately informal and confusing to read. No attempt has been made to engage the reader with a good lead or a clear and logical presentation of facts. || Article lacks some necessary elements of a newspaper article: a good lead, clear presentation of facts, and/or an appropriately formal writing style. || Articles have good leads, logical and clear presentation of facts, and formal writing style. || Articles have good leads, logical and clear presentation of facts, and an appropriately formal writing style. Articles are interesting to read and hold reader's attention. ||
 * Editorials || Editorials do not clearly express opinions. || Editorials clearly express opinions, but the opinions are supported with rhetoric, not facts. || Editorials clearly express opinions, which are supported with facts. || Editorials clearly express opinions, which are supported with facts. Additionally, the editorials are interesting to read, with a consistent and engaging writing style. ||
 * Vocabulary || Vocabulary from the //Jungle// is not utilized || A small number of vocabulary words are incorporated (5 or fewer) or incorporated incorrectly || Vocabulary words are used but problems of context and diction || Vocabulary words are incorporated through the entire work. Words are used in correct context || ||
 * Graphics/Sets || Graphics do not clearly support or relate to the text. || Graphics sometimes support and/or relate to the text. || Graphics usually support and/or relate to the text. || Graphics consistently support and/or relate to the text. ||

Name_ Project Planning Personal and Group Goals Worksheet Project Goals: Project goals are what you want to accomplish when your group project is complete. To plan and complete a project effectively, it is important to be clear about your goals from the beginning. Discuss project goals with your group members and reach a consensus. After the group has reached a consensus, write them below. Each team member will need to complete a version of this sheet. Our project Goals (3-5 goals)

Personal Goals Personal goals are what you as an individual hope to accomplish by participating in this project. Clear personal goals will help you learn more and make your time spent on the project less stressful and more enjoyable. My Personal Goals: (2-4 goals) <span style="font-size: 14pt; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> Project Planning Worksheet How will I accomplish my goals? Once you have identified your goals, it is time to break them down to specific tasks you will need to accomplish each goal. You will need one sheet for each goal. = LEARNING TEAM CHARTER = ||
 * Goal: **
 * Tasks I need complete to accomplish this goal **
 * <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msolist: Ignore; msobidifontfamily: Calibri;"> 1.  **
 * <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msolist: Ignore; msobidifontfamily: Calibri;"> 2.  **
 * <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msolist: Ignore; msobidifontfamily: Calibri;"> 3.  **
 * <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msolist: Ignore; msobidifontfamily: Calibri;"> 4.  **
 * <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msolist: Ignore; msobidifontfamily: Calibri;"> 5.  **
 * <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msolist: Ignore; msobidifontfamily: Calibri;"> 6.  **
 * <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msolist: Ignore; msobidifontfamily: Calibri;"> 7.  **
 * <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msolist: Ignore; msobidifontfamily: Calibri;"> 8.  **
 * <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msolist: Ignore; msobidifontfamily: Calibri;"> 9.  **
 * <span style="font-size: 12pt; mso-list: Ignore; msofareastfontfamily: Calibri; msolist: Ignore; msobidifontfamily: Calibri;"> 10.  **
 * ======** Project Title **====== |||||||| |||| |||| All team members participated in the creation of this charter and agree with its contents □ (Please check)
 * ======** Instructor **====== |||||||| ||
 * ======** Due Date **====== |||||||| ||

Team Members/Personal Information

 * == Name == || == == || == Phone == || == == || == IM == || == == || == Email == ||

|| == == || == == || == == || == == ||

Team Member Skill Inventory
(Areas individual members can contribute/want to develop) _ _ _

Learning Team Goals
(May include project assignment goals, group process goals, quality level goals, etc.) _ _ _

Ground Rules
Meeting schedule, locations, attendance expectations, agenda, assignment completion, communication methods, etc. _

Conflict Management
_  _

Instructor Feedback to Students
_ _ <span style="font-size: 11pt; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> Project Reflection #1 In one paragraph describe the project your group completed:

List three successes/ learning moments that came from this project: 1.

2.

3.

If you were to help plan the same project for another group, what are three things you would do to improve? 1.

2.

3. <span style="font-size: 14pt; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> Reflection #2 Your goals Consult the goals sheet you completed for this project Write your three personal goals here: 1.

2.

3. Which goals did you meet?

Was it difficult to meet your goals? Why or why not?

After this experience would you change any of your above goals? If so, how would you modify them? <span style="font-size: 14pt; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> Reflection #3 Did things always go as anticipated? What one thing surprised you most while working on your project? This can be a pleasant or unpleasant surprise. In the space below describe the surprising situation or event and discuss why this surprised you. <span style="font-size: 14pt; line-height: 115%; font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> Project Reflection #4 Consider the group of people you worked with on this project, remember to include yourself. Rate the group’s teamwork and problem solving skills (excellent, good, fair, poor). Why did you give the group this rating?

Describe your group’s best effort during the project:

Describe a situation in which your group’s effort fell short of your expectations: