The+Phoenix

2.15.13 Discern Evidence #1 & #2: __ The Phoenix __

In the second half of our year together, we will devote one class period per week to publishing a monthly online newsletter, //The Phoenix//. Each of you will write one piece in each of these general categories—Interviews, News, Opinion—for a total of three pieces by the end of the year. You may choose the order in which you complete the projects.

__ DATES and TASKS __

Thursday, February 7 – Read from Archives online; Brainstorm Genre and Topic Ideas Thursday, February 14 – In-Class Time to Work on Project #1 Wednesday, March 6 – **Rough Draft due** / Peer-Editing on Project #1
 * Monday, March 11 – FINAL DRAFT on Project #1 DUE**

Thursday, March 14 – Brainstorm New Genre and New Topic Ideas Thursday, March 21 – In-Class Time to Work on Project #2 Thursday, April 4 – **Rough Draft due** / Peer-Editing on Project #2
 * Thursday, April 11 - FINAL DRAFT on Project #2 DUE**

Thursday, April 18 – Brainstorm New Genre and New Topic Ideas Thursday, April 25 – In-Class Time to Work on Project #3 Thursday, May 2 – **Rough Draft due** / Peer-Editing on Project #3
 * Monday, May 6 – FINAL DRAFT on Project #3 DUE**

__ GENERAL STEPS TO COMPLETE __

Decide which genre you might want to explore. Do you want to write an interview piece? Do you want to report local, state, or national news? Do you want to write Reviews for the Entertainment Section? Do you want to write Opinion pieces? Read through [|The Phoenix] archives online to get a sense of each genre.
 * STEP 1**

For any writer, regardless of levels of experience, who seeks to write in a specific genre, it is essential to identify the elements of that genre before embarking on the project. In other words, look carefully at how the writer crafts her piece. What did she have to do to write this? What kinds of moves will you need to make to be able to write a similar piece? What genre-specific expectations will readers have when they read your piece?
 * STEP 2**

Plan your project. Create a list of activities to accomplish. Schedule dates and times where you will complete the steps of your project. Remember, you are responsible for your own class time on these project days. Your ability to be focused on these days will constitute a portion of your **collaboration** rating for this project.
 * STEP 3**

Execute the project. This may mean returning to the planning process several times, depending on how you’re doing. Make sure you document each time you’ve reconfigured your plans so you can show your ability to plan in detail at project’s end.
 * STEP 4**

__ RUBRICS FOR EACH GENRE __


 * INTERVIEW GENRE OUTCOMES:**

|||| **Conclude**
 * ** The interview reads as a whole piece, not simply as a series of questions and answers. **

R** eaders understand why the subject was chosen for an interview. In other words, there is a clear topic. **


 * Readers are able to apprehend new knowledge by reading the interview. ** |||| ** Readers see the interview topic as relevant, provocative, and important. **


 * Readers have been fully informed regarding the subject. The topic has been fully explored. Readers are not left with lingering questions unanswered by the interview. ** ||  ||
 * |||| **Discern** |||| ** Student can provide evidence of having read several interviews to improve aspects of their own project. **


 * Student provides some evidence of how models informed their own work. ** |||| ** Student can provide evidence of having read several interviews to improve specific aspects of their own project, including, but not limited to: **


 * Author’s craft **
 * Meaning (ability to ES on Conclude) **
 * Precision ** ||
 * |||| **Plan** |||| ** Meets All Deadlines **


 * Uses project class time effectively **


 * Provides teacher with evidence of plans, in the form of a calendar and/or a list of tasks & dates. ** |||| ** Meets All Deadlines **


 * Uses project class time effectively **


 * Provides teacher with evidence of plans, in the form of a calendar and/or a list of tasks & dates. Written reflections are included to detail changes in plans, or the alteration of plans with clear reasons for doing so. ** ||
 * |||| **Be Precise** |||| ** Uses appropriate vocabulary and the conventions of grammar to make meaning ** |||| ** Use of content-specific vocabulary and the flawless use of the conventions of grammar to make meaning ** ||
 * NEWS GENRE OUTCOMES:**

|||| **Communicate**
 * ** Student uses appropriate language and organization to communicate clearly and effectively ** |||| ** Student uses audience and purpose to create and implement effective communication techniques: voice, cohesion, lang. use, organization ** ||  ||
 * |||| **Discern** |||| ** Student can provide evidence of having read several news articles to improve aspects of their own project. **


 * Student provides some evidence of how models informed their own work. ** |||| ** Student can provide evidence of having read several interviews to improve specific aspects of their own project, including, but not limited to: **


 * Author’s craft **
 * Meaning (ability to ES on Conclude) **
 * Precision ** ||
 * |||| **Plan** |||| ** Meets All Deadlines **


 * Uses project class time effectively **


 * Provides teacher with evidence of plans, in the form of a calendar and/or a list of tasks & dates. ** |||| ** Meets All Deadlines **


 * Uses project class time effectively **


 * Provides teacher with evidence of plans, in the form of a calendar and/or a list of tasks & dates. Written reflections are included to detail changes in plans, or the alteration of plans with clear reasons for doing so. ** ||
 * |||| **Be Precise** |||| ** Uses appropriate vocabulary and the conventions of grammar to make meaning ** |||| ** Use of content-specific vocabulary and the flawless use of the conventions of grammar to make meaning ** ||


 * OPINION GENRE OUTCOMES:**

|||| **Argue**
 * M** akes an argument and backs it up with relevant evidence and discussion. ** |||| ** Makes an argument and backs it up with relevant evidence and discussion. The author anticipates and addresses opposing viewpoints in discussion. ** ||  ||
 * |||| **Discern** |||| ** Student can provide evidence of having read several op-eds to improve aspects of their own project. **


 * Student provides some evidence of how models informed their own work. ** |||| ** Student can provide evidence of having read several interviews to improve specific aspects of their own project, including, but not limited to: **


 * Author’s craft **
 * Meaning (ability to ES on Conclude) **
 * Precision ** ||
 * |||| **Plan** |||| ** Meets All Deadlines **


 * Uses project class time effectively **


 * Provides teacher with evidence of plans, in the form of a calendar and/or a list of tasks & dates. ** |||| ** Meets All Deadlines **


 * Uses project class time effectively **


 * Provides teacher with evidence of plans, in the form of a calendar and/or a list of tasks & dates. Written reflections are included to detail changes in plans, or the alteration of plans with clear reasons for doing so. ** ||
 * |||| **Be Precise** |||| ** Uses appropriate vocabulary and the conventions of grammar to make meaning ** |||| ** Use of content-specific vocabulary and the flawless use of the conventions of grammar to make meaning ** ||