English in Aviation
Flight Log: You will keep a log of the discussions and activities for each day you work on the project. This log will be detailed enough that an outsider could relate the history of your progress without any input other than that in the log itself.Ý Although you will decide among yourselves how the log will look and who is responsible for overseeing the maintenance of the log (Will each student keep a log? Will there be only one log for small groups of students? What are the benefits or drawbacks of each plan? What are other options?), you must remember that this is a daily log and the teacher will evaluate the quality of the log using a Daily Log Rubric.
Timeline: You will create a timeline that will allow you to complete your investigation and final product by the end of the eighteen-week semester. Remember that while you want to create a reasonable and realistic timeline, school time is sometimes unpredictable. A good place to begin is to look at the days that you will be in the classroom. Check with administration regarding any mandatory testing dates or student activities that might be scheduled in the first semester. Check the dates the teacher may have scheduled for directed class activities. After your class has spent an adequate amount of time brainstorming what this project entails, you may then want to begin placing due dates for the tasks needed to complete the project. Timelines can be intimidating if you think you donít know what is needed to get to where youíre supposed to be. This is a task that the teacher can be of great help so donít hesitate to ask. See the Aviation Timeline for teacher scheduled evaluations.
Source Log: You will be searching the Internet for information, contacting aviation experts, and using traditional sources to complete your investigation. You must keep track of this information by answering these three questions for each source you find/consult/use:Ý
1. How did I find it? (What keywords, search engines, directories, etc. did you use?)
2. Where did I find it? (What is the URL, bibliography, or address of the source?)
3. What did I find out? (What information did you find? Was it useful? How/why?)
Any resources that you use to complete your project must be correctly cited.
Reading: For this project you will be reading All Quiet on the Western Front, a required work of merit for tenth grade students. The novel is set on the German front during WWI. Although aviation is not a major theme of the novel, the image of bombs dropping from the air is strong and frequent. Besides our more traditional study of the novel, we will investigate the role of aviation in WWI.Ý You may decide that this is a relevant and useful piece of literature for Aviation Academy students to study, or you may develop an argument against using this particular novel. Again, you will need to give suggestions for pieces of literature that you think would be more useful and relevant if you decide that All Quiet on the Western Front doesnít fit. Your teacher will direct you to Score Cyberguides for additional activities for the novel.
Written Document: At the end of your investigation you will create a written document that the counselors can use as a recruitment resource. Whatever kind of document that you decide to create should be created with public relations as a main purpose and the community as your audience. You will brainstorm the type of document you want to create. The document will be of professional quality. What do you need to know about writing? Advertising? Your audience? How can your teacher help you? Your teacher will use a rubric to assess your final product.
Editing/Revision: The other project classes ñmath, CAD, history- will be sending some of their written work for you to edit. Again, your teacher will direct you to online editing sources and will work with you in class.
Multimedia Presentation: You will create a multimedia presentation ñor an English focused component--that will be included in a final presentation that you and the other project classes will present to a student and parent assembly as well as to the school board. Your teacher will use a rubric to assess your final product.
Rubrics: You will develop assessment rubrics for various components of the project. Your teacher will guide you and offer online sources for you to use as guides as well. Your evaluations of your own work and of your peersí work will be weighted in the grade your teacher assigns to your project.
Presentation: You will present your final products to a variety of community audiences using standard rules for formal presentation.Ý Again, your teacher will direct you to appropriate helpful resources and will be a guide for you as well.
Student Directed Assignments: As in the ìreal-worldî you may find that you need ñor, gasp! Want ñ to add a task to the project that the teacher hasnít suggested. An innovative team might have a creative idea that is feasible and worthy of ìreal-assignmentî status. See the teacher so that you can be given credit for your extra work or brilliant idea.
Group Evaluation: You will develop a rubric that you will use to evaluate individual performance in a group. You will decide how frequently throughout the semester process you will complete an evaluation and how you will use those peer evaluations to help the group work more effectively.Ý The teacher also will use a rubric to score your individual performance in a group.
As you can see, you have quite a task ahead of you. Since you now know what is due and when itís due, you probably want to know how the teacher will determine your scores.Ý For that information see assessment.
Created for the Fermilab LInC
program sponsored by Fermi National Accelerator
Laboratory Education Office and
Friends of Fermilab, and funded
by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium
which is operated by North Central Regional
Educational Laboratory (NCREL), and the National Science Foundation.
Author(s): Sheila SmithÝ email@example.com
School: Vallejo High SchoolÝ Vallejo, CA
Created: February 15, 2001 - Updated: December 28, 2002