English+Alicia

=Critical Content and Skills= Students will be able to model certain aspects of their expedition in details by decribing mood, settings, feelings, objects, etc. in depth. || Students will create a Garage band or Podcast to allow the audience to hear the voice, be "there" and feel the emotions behind the descritive object place or mood they are describing. || Students will be able to tell where they are, how they feel and what's going on during the journey. || Students will create an ongoing Glogster that allows communication with their parents or a guardian that reveals their fear, emotion, etc. This will ba letter or letters. At the end they will create a letter in a bottle from all the blogs. || Students will be able to design step-by-step directions for a certain suvival task (making a fire, building shelter, getting food, etc). || Students will create an iMovie and a paper (script) to form a how-to video much like those on home improvement shows or food network to illustrate how a certain task is completed. || Students will be able to assume the role of a cracter in one of the survival books we read and map out who they truly are (strengths, weaknesses, etc.) and predict if they make it or not. Are they leaders? Followers? Etc. || Students wil create an INSPIRATION to outline a character web on a character of their choosing from one of the books read to link strengths, weaknesses, etc. This INSIRATION will be a prediction of what will happen to the character throughout his or her expedition. || Students will be able to consider how they lived their life. Was it fulfilling? Was it boring? How could it change? They will also be able to assume the role of journalist documenting an historical figures life such as Piggy (Lord of Flies) or Brian Robeson (The Hachet) and see what it feels like to look at themselves from a different viewpoint. || Students will create a Wikispace or a Prezi on their journey. They will include pictures, accomplishments, obituaries, etc. This will be a creative piece that helps them figure out how they want to be remembered and let's them look at themselves in a different light. || Students will be able to recognie what is truly important and be more aware of the material goods they lust over in the future. || Studnets will create a Comic Life on their most prized possession. Why is it important? What does it mean to them? This Comic Life possession is the one thing they can bring with them and they must be ready to debate about its importance. ||
 * Content Area: English**
 * ===Students will know...=== || ===Formative Assessment=== || ===Students will be able to...=== || ===**Product** Summative Assessment=== ||
 * 1. Students will know how to describe a setting, object or feeling without saying what it is. || Dialogue with peers || 1. Explain:
 * 2.Students will know how to write to intrigue the reader and show sympathy, emotion and love as well as stating relevant facts that help us relate to the struggles on the expedition. || Letter || 2. Interpret:
 * 3. Students will know how to tell other members in their teams step-by-step directions to a certain survival task. || Prompts || 3. Apply:
 * 4. Students will map out their journey as one of the characters from the books we read to determine the characteristics and strengths/weaknesses the bave. || Observation/ Prompts || 4. Perspective:
 * 5. Students will create a biography of their lives including pictures, letters from family members, an obituary and any outstanding accomplishments in their life. What would it be like if they didn't make it off the island? How would they want to be remembered? || Scrapbook || 5. Empathy:
 * 6. Students will know the importance of material objects and be able to pick and describe one thing they cannot live without and debate its importance in front of their peers. || Debate || 6. Self Knowledge: