Week 4 Lessons

Our final week!

1. Take the decision we've made as individual classes and form them into one coherant, persuasive video clip to submit to the Head of School.
2. Accompany this video with sample pages from the classics or the comics, or both, that will act as hand-held aids in making your point to Dr. M.

Tutorial: How to use and contribute to Classics & Comics website

Just follow these simple instructions, along with your own best judgment, and you'll be up and running.

1. If you haven't already, click on "begin here" at the bottom of the home page.  You'll find a voice thread leading you through the website pages listed on the right and left columns on the home page.
2. Ready to see what others have added, just click on the page that's appropriate.  For instance, want to know when a particular assignment is due?  Click on "calendar."  Want to see some research sources that others have found that might help you?  Click on "resources."
3. Ready to contribute?  Again, click on the appropriate page name from the left and right columns on the home page.  Now click on "Edit Page" button on the upper right corner of the page--it has a little pencil icon on the button.
4. To upload a picture and then link it to a source, click on the word, "Insert," top left of the blue line of commands.  Follow the instructions--they're very intuitive and you can probably figure it out a lot faster than your teachers did!
5. What have you discovered about using the site that others might like to know?  Add it as number 6, below.  

Week 2 Lessons

Essential Question:  Are graphic novel versions of classic literature worth our time in class, or should they be relegated to extra-curricular entertainment?

1. Time to start gathering data.  Students will be adding resources, tools, and information to our KBC throughout this week.  Remember, 
2. We'll divide and conquer.  The 15 students will be divided into five groups--each one gathering data on three characteristics. 
3. Teachers will help you as you need clarification with finding and understanding information for your criteria.
4. As a whole class at the end of the week we'll discuss how to go about sorting the information we have into "compare" and "contrast" piles.  We'll use a low-tech Venn diagram to place our new information in the appropriate circles, and some in the cross-over..
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Week 1 Lessons

Essential Question:  Are graphic novel versions of classic literature worth our time in class, or should they be relegated to extra-curricular entertainment?


Here's roughly what we'll do in class for the first week of this project:

1. Discuss our EQ.  What is your first opinion?  What can you contribute factually at this point?  Why would we want to compare and contrast the classics and comics according to factual research instead of just putting it up for a school-wide vote?
2. Look at the flow chart together and discuss why things will happen in that order.  Make additions or changes as generally agreed.
3. Breaking the EQ into pieces we can research:  what characteristics will we use to compare classics to comics?  Begin with obvious points of comparison, move into what you want to know in order to respond thoughtfully to the EQ.
4. Teachers will introduce EBSCOhost, TimesTopics, and Noodlebib.
5. Discuss reliable sources.  Students will each find one they believe is reliable, and one that is not.
6. Classes will collaborate through the Comics & Classics wiki to establish our own guidelines for how to judge a source's reliability.