An Account of Accountability…
Ms. Davidson/English 11
T.R. Proctor High School
https://qbq.com/schools/
INTRODUCTION
Today, teens have life pretty easy. The world is so readily accessible at your fingertips that you barely have to move to accomplish anything. By swiping a finger on a screen, you can do almost anything. Some say this is progress, but is it really? Having the world literally at your fingertips, does not ensure happiness or success. In fact, teens seem to take so much for granted today, that there is a distinct decline in the amount of responsibility teens take for the important things in life. Teens don’t seem to care about taking responsibility for their behavior and the results of that behavior. This dramatic shift in values is the driving force in the lack of accountability among teenagers. But eventually teens will grow up and be in charge. As grown-ups it will be incumbent upon you folks to energize your generation to make a difference in your own lives and the lives of your children. The lack of accountability and its consequences for teens needs to be addressed before it’s too late. You need to be the agents of change regarding the accountability factor.
THE TASK
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blog.myetutor.tv |
http://www.roimedia.co.za/blog/5-absolutely-fabulous-presentation-tools/ |
Your task is to work in teams of 3 to design a PREZI with 7-10 slides addressing the following activities:
· Define the problem of teen accountability
· Cite specific statistical evidence outlining the prevalence of the problem
· Identify the root cause(s) of the problem
· Evaluate existing regulations regarding the problem (at school, at home, in public)
· Develop a solution to the problem
· Select the best solution to the problem based on feasibility (achievability) versus effectiveness (how good is the plan?)
http://usatoday30.usatoday.com/life/comics/story/2012-07-30/
Its-Tokyo-Charlie-Brown-Peanuts-graphic-novel/56594868/1
*Note: You draft your own team; here are your roles:
· Manager – You outline the action plan and organize all the information, then learn how to create a Prezi and guide your team to roject completion.
· Coach – You review the resources regarding the problem, the evidence, and the root cause, then decide which ones to use, take notes and select relevant material for your Prezi.
· Player – You review the resources regarding regulations and solutions, and locate graphics to incude in your Prezi.
Your group will present your Prezi to your classmates on _______________ for a peer evaluation.
After all the groups have presented their Prezi, each group will complete a self-reflection on the process and procedure involved in this project.
PROCESS
http://learnnovators.com/development-process/
· Select two friends with which you are sure to be very productive for a creative project
· Review and discuss the following resources with your teammates to determine which will be most useful in your presentation
· Gather information from sources you feel are most valuable
· Determine the order in which you feel the information will be most effectively presented
· Select a template for your presentation
· Design your Prezi
· Conference with teacher regarding your work in progress
· Edit/revise Prezi
· Publish (save) finished product
· Present Prezi to classmates
· Peer Review Prezis designed/presented by other teams
· Self-Reflect on your own process/
RESOURCES
www.shutterstock.com
How to design a Prezi:
1. Prezi Tutorial: Simple Steps to a Great Prezi http://youtube/x5gL2EEpqcw
2. Prezi Tutorial: My First Prezi http://youtu.be/6pKwj7jXmuU
3. Prezi 2013/2014 Tutorial http://youtu.be/CuE0ln8oxYs
Teen Accountability – Define the Problem:
1. http://clinton3.nara.gov/WH/EOP/CEA/html/Teens_Paper_Final.pdf
2. http://www.frameworksinstitute.org/assets/files/PDF/youth_public_perceptions.pdf
3. http://www.familyimpactseminars.org/s_wifis25c01.pdf
Teen Accountability – Identify the Causes:
1. http://elit.mullinfm.net/Documents/Juvenile%20Brains.pdf
3. http://sciencenordic.com/understanding-today%E2%80%99s-rude-teens
Teen Accountability – Evaluate an Existing (Policy) Regulations:
1. http://www.ncpc.org/topics/home-and-neighborhood-safety/positive-change-through-policy
3. http://www.tolerance.org/magazine/number-43-spring-2013/school-to-prison
Teen Accountability – Develop Solutions:
1. http://aspeneducation.crchealth.com/raising-a-responsible-teenager/
2. https://www.ncjrs.gov/pdffiles1/ojjdp/184745.pdf
3. http://www.extension.umn.edu/youth/research/keys-to-quality-youth-development/
Teen Accountability – Select the Best Solution (Feasibility vs. Effectiveness)
1. http://www.livestrong.com/article/1006369-lessons-accountability-teens/
2. http://clinton3.nara.gov/WH/EOP/CEA/html/Teens_Paper_Final.pdf
EVALUATION:
|
A Prezi Rubric |
blogs.longwood.edu |
http://prezi.com/9wkutaolxkff/prezi-rubric/
CONCLUSION: Extend Your Thinking
The 3 Vital Questions at the End of the Day
A Lesson in Personal Accountability
http://geniussquared.com/314/endoftheday/
3 Questions to Ask Yourself at the End of the Day
1) What
did I learn? – You are either
growing or dying. Progress and happiness comes from growth. Growth comes from
being outside your comfort zone.
2) What did I accomplish
today to further my cause? – You are either moving forwards or
backwards. There is no such thing is standing still.
3) What did I do to make
someone’s life better today? – We are here to contribute and
make a difference.
STANDARDS:
http://www.corestandards.org/ELA-Literacy/RH/11-12/
ELA
Reading for Information
Key Ideas and
Details:
CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
Craft and
Structure:
CCSS.ELA-Literacy.RI.11-12.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of a
text
Integration of
Knowledge and Ideas:
CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order
to address a question or solve a problem.
Writing
CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.2.a
Introduce a topic; organize complex ideas, concepts, and information so that
each new element builds on that which precedes it to create a unified whole;
include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.11-12.2.b
Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-Literacy.W.11-12.2.c
Use appropriate and varied transitions and syntax to link the major sections of
the text, create cohesion, and clarify the relationships among complex ideas
and concepts.
CCSS.ELA-Literacy.W.11-12.2.d
Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
CCSS.ELA-Literacy.W.11-12.2.e
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.11-12.2.f
Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the
significance of the topic).
Speaking and Listening
Comprehension and
Collaboration:
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12
topics, texts, and issues, building on others' ideas and expressing their own
clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1.a
Come to discussions prepared, having read and
researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1.b
Work with peers to promote civil, democratic discussions and decision-making,
set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe reasoning
and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible;
and determine what additional information or research is required to deepen the
investigation or complete the task.
CCSS.ELA-Literacy.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the credibility and accuracy of each
source and noting any discrepancies among the data.
CCSS.ELA-Literacy.SL.11-12.3
Evaluate a speaker's point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.
Presentation of
Knowledge and Ideas:
CCSS.ELA-Literacy.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
CCSS.ELA-Literacy.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. (See grades 11-12 Language
standards 1 and 3 here
for specific expectations.)
Language
Conventions of
Standard English:
CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.11-12.1.a
Apply the understanding that usage is a matter of convention, can change over
time, and is sometimes contested.
CCSS.ELA-Literacy.L.11-12.1.b
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of
English Usage, Garner's Modern American Usage) as needed.
CCSS.ELA-Literacy.L.11-12.2
Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.11-12.2.a
Observe hyphenation conventions.
CCSS.ELA-Literacy.L.11-12.2.b
Spell correctly.
Knowledge of
Language:
CCSS.ELA-Literacy.L.11-12.3
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
CCSS.ELA-Literacy.L.11-12.3.a
Vary syntax for effect, consulting references (e.g., Tufte's
Artful Sentences)
for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
Vocabulary
Acquisition and Use:
CCSS.ELA-Literacy.L.11-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades
11-12 reading and content, choosing flexibly from a range of
strategies.
CCSS.ELA-Literacy.L.11-12.4.a
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
word's position or function in a sentence) as a clue to the meaning of a word
or phrase.
CCSS.ELA-Literacy.L.11-12.4.b
Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive,
conception, conceivable).
CCSS.ELA-Literacy.L.11-12.4.c
Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning, its
part of speech, its etymology, or its standard usage.
CCSS.ELA-Literacy.L.11-12.4.d
Verify the preliminary determination of the meaning of a word or phrase (e.g.,
by checking the inferred meaning in context or in a dictionary).
STANDARDS:
http://www.corestandards.org/ELA-Literacy/RH/11-12/
Social Studies
Key Ideas and Details
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary
sources, connecting insights gained from specific details to an understanding
of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a
primary or secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.3
Evaluate various explanations for actions or events
and determine which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain.
Craft and Structure
CCSS.ELA-Literacy.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text,
including analyzing how an author uses and refines the meaning of a key term
over the course of a text (e.g., how Madison defines faction in Federalist
No. 10).
CCSS.ELA-Literacy.RH.11-12.5
Analyze in detail how a complex primary source is structured, including how key
sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-Literacy.RH.11-12.6
Evaluate authors' differing points of view on the same historical event or issue
by assessing the authors' claims, reasoning, and evidence.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, as well as in words) in
order to address a question or solve a problem.
CCSS.ELA-Literacy.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or
challenging them with other information.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a
coherent understanding of an idea or event, noting discrepancies among sources.
STANDARDS:
http://www.corestandards.org/ELA-Literacy/RH/11-12/
Technology www.mathrise.com
Key Ideas and Details
CCSS.ELA-Literacy.RST.11-12.1
Cite specific textual evidence to support analysis of science and technical
texts, attending to important distinctions the author makes and to any gaps or inconsistencies
in the account.
CCSS.ELA-Literacy.RST.11-12.2
Determine the central ideas or conclusions of a text;
summarize complex concepts, processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms.
CCSS.ELA-Literacy.RST.11-12.3
Follow precisely a complex multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks; analyze the specific
results based on explanations in the text.
Craft and Structure
CCSS.ELA-Literacy.RST.11-12.4
Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context
relevant to grades 11-12 texts and topics.
CCSS.ELA-Literacy.RST.11-12.5
Analyze how the text structures information or ideas into categories or
hierarchies, demonstrating understanding of the information or ideas.
CCSS.ELA-Literacy.RST.11-12.6
Analyze the author's purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text, identifying important issues
that remain unresolved.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RST.11-12.7
Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
CCSS.ELA-Literacy.RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a science or
technical text, verifying the data when possible and corroborating or
challenging conclusions with other sources of information.
CCSS.ELA-Literacy.RST.11-12.9
Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or
concept, resolving conflicting information when possible.