Stage 2: Acceptable Evidence

The purpose of the project is to display each student portfolio of knowledge gained through the study of “The Phantom Tollbooth”. The festival will be held in the school commons so parents, guardians, and friends may also tour the Phantom Class Lands. In many cases, these lessons do not designate how the product must be created. As an example, the illustrated dictionary could be created as a paper product, a Storybird, or a google.doc presentation. What does matter is that you have provided a product that demonstrates your learning as described in the Festival of Knowledge Rubric.

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  A tollbooth to enter your booth
  
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  A map of the Land Beyond that indicates which city your booth is in
  
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  Bring a food that represents someone ‘eating’ their words
  

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  An award for Milo for rescuing “Rhyme and Reason”. Include a paragraph that states why you are awarding Milo using ‘royal decree’ language.
  

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  Write a persuasive essay explaining whether Digitopolis or Dictiononpolis is more important. Your essay should clearly state whether words or numbers are more important.
  

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  Your ‘crest’ with a paragraph describing your positive character traits
  

Plan and conduct an investigation. Have someone help you take pictures throughout, then create a photostory with music and narration to explain how you planned, conducted and learned from you investigation.

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  A Fermi question requires asking more questions and therefore requires communication. Write a paper about Enrico Fermi, practice solving one of his problems, and create a presentation to demonstrate the steps needed to solve the problem.
  
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  Fractals – Create a presentation about fractal properties: self-similarity, fractional dimension, and formation by iteration. Provide examples of each property and make an activity for each one.
  

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  Create a vacation plan. Include map, cost of transportation, cost of hotel, cost of food, cultural norms you should be respectful of, and sites you will visit.
  
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  Create a list of items that you would like to purchase. Research these items and select two different countries analyzing to determine where it is most expensive and where it is least expensive. Create a presentation that highlights your research.
  

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  States the main idea of an informational/expository text passage and provide three or more text-based details that support it.
  
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  States the main idea of a literary/narrative text passage and support with three details from the story.
  
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  States the theme/message in culturally relevant literary/narrative text and support with text-based evidence.
  
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  Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text.
  

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  Identifies an intended audience.
  
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  Writes to a diverse community audience (e.g., an informative newspaper article, a thank you letter after a field trip).
  
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  Identifies and includes information a diverse audience needs to know (e.g., background information on the topic, definitions for specialized and/or culturally relevant vocabulary).
  

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  Describe solution processes and explanations that may include numbers, words (including mathematical language), pictures, physical objects, or equations.
  
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  Explain, show and verify reasonableness of work using mathematical models
  
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  Discuss and explain how numbers in a set can be infinite.
  
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  Discuss, explain and demonstrate how can adding can leave you with less than you started with by using negative numbers/adding less than zero
  
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  Discuss, explain and demonstrate the relationship between size, shape, and quantity using numbers and symbols
  
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  Define the term average and explain how averages be helpful or complicate or not represent reality
  

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  Makes a list of the main ideas from an artifact (where)
  

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  Summarizes the main ideas from a secondary source on (what) by creating a web of information.
  
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  Constructs maps of (where) showing and labeling the starting location, the destination, the route, (people) along the route, geographic features that affected (what) and a title, captions, or symbols that describe the movement of the (whom)
  

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  Ask a scientific question that can be tested and answered using real world evidence
  
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  Plan and conduct different types of investigations based upon their question.
  
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  Conduct a valid and fair investigation by controlling those things that could affect the outcome of their investigation (do not introduce confounds, bias, impact validity)
  
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  Systematically collect and record their observations and data for the investigation.
  
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  Conduct and demonstrate repeated trials that result in the same outcomes every time.
  
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  Understand scientific models are small, controlled, representations of real world natural processes. Therefore, sample size can also affect the outcomes of their investigations. (create confounds by not representing the real world, leading to questions of validity)
  
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  Logically and honestly, explain and communicate their investigations, both in writing and orally. Specifically communicate and explain their question, scientific model, type of investigation, variables tested (dependent: changes based upon independent: what remains consistent), evidence, and their conclusions.
  
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  Use new scientific academic language to plan, model, investigate, explain, and communicate their investigations.
  

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  Plan presentations to demonstrate knowledge of topic/theme, audience, and purpose to plan presentations.
  
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  Supports presentations using media and other resources
  
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  Assesses effectiveness of self and others’ communication
  

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  Gathers information and determines the literal meaning of unfamiliar words and phrases using the internet
  
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  Investigates and thinks critically to research, manage and evaluate information and solve problems using digital tools and resources.
  
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  Analyzes, synthesizes, and is ethical when using information to develop a solution, make informed decisions, and report results.
  

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  Demonstrates practical and positive methods for dealing with emotions and stress
  
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  Demonstrates fundamental skills for healthy interpersonal communication
  
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  Demonstrates respect for themselves and others
  
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  Demonstrates empathy with others
  
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  Demonstrates responsibility for self and others
  
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  Demonstrates a willingness to explore attitudes, values, and beliefs of self and others
  
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  Exhibit behavior that is deemed appropriate within the context of social and cultural norms
  
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  Demonstrate respect and equity for others human rights and honesty
  

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  Vocabulary lists
  
  • 
    Introduction
    
  • 
    Chapter 1 – 4
    
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    Chapter 5 – 8
    
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    Chapter 9 – 12
    
  • 
    Chapter 13 – 16
    
  • 
    Chapters 17 – 19
    

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  Small group conversations with prompts
  
  • 
    Chapter 1 – 4
    
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    Chapter 5 – 8
    
  • 
    Chapter 9 – 12
    
  • 
    Chapter 13 – 16
    
  • 
    Chapters 17 – 19
    

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  Journal Responses
  
  • 
    Chapter 1 – 4
    
  • 
    Chapter 5 – 8
    
  • 
    Chapter 9 – 12
    
  • 
    Chapter 13 – 16
    
  • 
    Chapters 17 – 19
    

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  Section quizzes
  
  • 
    Section 1
    
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    Section 2
    
  • 
    Section 3
    
  • 
    Section 4
    
  • 
    Section 5
    
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  Unit tests
  
  • 
    1 Chapter 1-4 Quote Response prompts
    
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    2 Chapter 5-8 Quote Response prompts
    
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    3 Chapter 9-12 Quote Response prompts
    
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    4 Chapter 13-16 Quote Response prompts
    
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    5 Chapter 17-19 Quote Response prompts
    
  • 
    1 Objective Test and Essay
    

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  Book Report
  

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  Small Group Research Project
  

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  Activities
  

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  Small Groups: Create illustrated dictionary of vocabulary words
  
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  Small Groups: Plan a trip
  
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  Individual Students: Create maps of “The Land Beyond” (post on walls of room)
  
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  Individual Students: Create Coat of Arms (post on walls of room)
  
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  Small Groups: Create an alliteration menu
  
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  Small Groups: Word Origins
  
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  Individual Students: Story of overcoming fears to do something courageous, different, strange, or dangerous. (Into the Unknown)
  
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  Small Groups: Sound bending (Hear all About It!)
  
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  Small Group/Whole group: Charades
  
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  Small Groups: Capillarity process (It’s a colorful world)
  
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  Small Groups: Points of View
  
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  Individual Students: Idioms Project (Look before you leap) post on walls of room
  
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  Individual Students: Classroom Census (The Ledger of Life) – use to consolidate, chart, graph, find mean, median and mode
  
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  Individual Students: Draw pictures of 9 demons in Mountains of Ignorance
  
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  Individual Students: Letters of gratitude (Forever Friends)
  
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  Individual Students: Write for Variety of Purposes: News Article Using Inverted Pyramid
  
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  Individual Students: Conducting Scientific Investigation: Soda & Candy Geyser
  
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  Individual Students: Health & Fitness: Character Trustworthy and Truthful
  
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  Individual Students: Civics: Election Process for UW President & Electoral College
  
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  Individual Students: Technology: Creating an education planner with calendaring
  
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  Individual Students: Math: Dodecahedron, vertices, faces, and other related shapes-Mr. Bubble