David Parente

DParente2@schools.nyc.gov

I.S. 126-Albert Shanker School for the Visual & Performing Arts

TOPIC: Investigating Environmental Problems Through a Literary Lens and the Development of a Solution

INTRODUCTION: Have you ever noticed anything that has concerned you about the environment? Have you ever thought that certain measures and actions should be considered in order to solve that issue?

Consider the following environmental issues by viewing the following images. Reflect on the ways in which these issues affect the environment:

Are there any environmental issues that concern you that are not pictured above?

How do you think we can relate environmental conservation to literature?

TASK:

You will be investigating and identifying an environmental issue that exists in the world. You will also be evaluating a novel of your choice in order to emphasize the significance of the issue and impact of the issue on the environment. After you have fully familiarized yourself with an environmental issue, you will develop a solution to the environmental issue and present it to the class.

PROCESS/RESOURCES

Step 1: Identifying the Environmental Issue-You will be selecting a topic of your choice that is related to environmental protection. Address the following components by conducting research within your local library or by utilizing the internet. Address the components below by writing a brief paragraph. Prior to deciding on a topic consider the PPA Step: Defining the Social Problem

· Which environmental issue will you be focusing your research/project on?

· Succinctly summarize the environmental issue

· Who/What is affected by this environmental issue?

· What causes or caused the environmental issue? (Refer to the PPA Step: Identify Causes within your response to this component)

· What is your opinion on your topic?

**If you are having difficulty selecting a topic, view the following website in order to brainstorm additional ideas: Environmental Protection for Kids!!!!! **

Step 2: Literary Connections- Select a novel that you believe adequately highlights the issue or topic that you have selected. It may be a novel you have read in the past or one you have found and wish to read in the future.

If you are having difficulty with finding an appropriate novel, consider the following options. (Click on any of the titles in order to find out more about that novel):

Lord of the Flies by William Golding

Spill by Chester Aaron

Cobra Threat by Sigmund Brouwer

The Toxic Secret by Rebecca Price Janney

If the suggested novels above do not interest you, you may view a lengthy list of environment related novels in order to select a book. Scroll down to the, “Juvenile and Young Adult Fiction” Section.

Step 3: Response to Environmental Literature:

Respond to the novel that you had selected in Step 2 by addressing the following prompts in a paragraph:

· How does the novel you selected relate to your selected environmental problem?

· How does the environmental issue impact the characters’ lives within the novel? How does do the characters’ feel about this issue?

· How do the characters’ cope or deal with the environmental problem?

· Do you agree or disagree with the solutions offered by the characters? If you disagreed with the solution, how would you have responded differently?

Step 4: Develop a Solution: PPA Step-Developing Public Policy Solutions

Now that you have sufficiently researched an environmental issue and connected it to a novel of your choosing, you will develop a Power Point file that outlines a solution to your chosen environmental issue. You will also be presenting your solutions in a convincing fashion to your classmates on your designated presentation day.

EVALUATION:

· You will receive a full test grade on Steps 1-3 upon its completion and submission.

· You will receive an additional test grade based on your Power Point presentation and in-class presentation.

· Consider the rubrics below in order to attain the highest possible grades.

Step 4-Presentation Rubric:

CATEGORY	4	3	2	1
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Content	Shows a full understanding of the topic. Powerpoint is thorough and visually interesting.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Vocabulary	Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.	Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.	Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.	Uses several (5 or more) words or phrases that are not understood by the audience.

Steps 1-3 Rubric:

CATEGORY	4	3	2	1
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling, or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized.

CONCLUSION

Thank you for embarking on the Literary Environmental WebQuest! I hope it has increased your awareness of environmental issues, and your willingness to speak out to protect the environment!

STANDARDS:

English Language Arts Standards:

Standard 1—Language for Information and Understanding

1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

Standard 2—Language for Literary Response and Expression

1. Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

Standard 3—Language for Critical Analysis and Evaluation

1. Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.

Standard 4—Language for Social Interaction

1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.