Current Project: Past & Possibly Future Projects: Adventure Storybook Project “All the World’s a Stage” Shakespeare Project Harry Potter Wizard Card Game Project International Travel Brochure Project LotF Island Survival Web Quest My Perfect World” Project Mythology Teacher Project Presidential Politics Project Skills Tutor Lessons Social Protest Poetry Project South FL Research Project "Tell a Story" Project 
“Tell a Story” Project So far, this year, we have read several short stories and learned to analyze the literary elements in each. If everyone (you & your classmates) has learned the literary elements and how to read stories, this project will be a breeze for all. The “Tell a Story” Project will require you to tell a story to the class, and be quizzed on the stories that are told. Furthermore, your grade(s) will depend on how you tell your story, how you listen to others’ stories, and how everyone answers the vital questions about literary elements. We’re all in this together! First, your group (4 persons) will be responsible for learning a short story to retell. There are many stories to choose from, but you will be limited to certain options from within our Literature textbook. You must choose either:
§ A “Short Story” (as labeled in the Table of Contents) found in our texbook, but not one we have read together.
§ Any other “Short Story” by one of the authors in the Table of Contents, even if it is found outside our textbook. Once you have selected and learned your story, you will need to decide on the key literary elements to retell in your own summary of the story. You will retell a brief (20 minute) version of the story to the class. How you choose to tell this story is also up to you and your group. You can:
§ Write a summarized version of the story for the class to read.
§ Create a story/picture book to show the class as you read to them.
§ Create a comic strip version of the story.
§ Enact the story with costumes and props live in class.
§ Record an enactment of the story on a video to show the class.
§ Put on a puppet show.
§ Any other way you can think of to tell your story vividly and well. Remember, you must present your story clearly so that the class can understand the key literary elements vital in any story. As you prepare your summary and its presentation, consider how well the audience will be able to understand the following literary concepts as they relate to your story:
§ Main Characters & Setting
§ Conflict
§ Climax
§ Theme
§ Mood / Tone When your group presents, you will be graded on various aspects of your presentation. You will receive 3 common group grades on:
§ Quality of your project materials/performance
§ Accuracy of your retelling of original story
§ Comprehension & Delivery of literary elements to class Also, you will receive one individual grade for your work within the group. Even after your presentation is done, you will still have a vital role in the continuation of this project. As part of the audience, you will receive a grade for a brief quiz that you will take after each group presentation. Therefore, you must listen, watch, learn & remember each story presented to be able to receive a high grade on your quizzes. Now, here’s the interesting part of your grading… part of your group’s presentation grade will depend on the class’s individual quiz grades. You will receive a grade as the average grade earned by the class on the quiz following your performance. Therefore, if you tell your story clearly, everyone understands it and gets an “A” on their quiz, then you will get an “A” as part of your group grade. However, if they don’t understand it well, and the class quiz average is a “C”, then that’s one “C” for you & your groupmates. As I said, we’re in this together. You want a good individual grade on each quiz, & the group wants you to get that “A” as well. So, everyone should work their best to present clearly, pay attention, and perform well. Finally, here are the five questions that will be asked after each story. If you understand these concepts, you should be able to make them clear in your retelling of your story and your analysis of every other group’s stories.
§ Who is the main character(s) of the story?
§ What is the main conflict of the story?
§ What event(s) occur at the climax of the plot?
§ What is one clear statement of theme for this story?
§ What is the prevailing mood/tone of this story? You will have two deadlines in the completion of this project. The first deadline requires turning in the title and author of your selected story on Aug. 31st - Sept. 1st. The second deadline is for your class presentation. All group members must be present to complete the project on your presentation date. Class presentations will be scheduled on Sept. 14th - 15th. We’re all in this together, so don’t let us down! Good Luck, Have Fun, & Tell Me a Great Story!
South Florida Research Project Introduction: Through this project you will learn academic researching skills, literary analysis through the reading of local author Alex Flinn’s novel, Nothing to Lose, and many social issues which this novel raises. Finally, you will learn a little bit about the area you call home. Your Task: You will write a four page, MLA style, research paper with cited references on a particular aspect which relates to South Florida through one of the following topics: - Runaways - Philanthropy - Domestic Violence - the Media
Justice & Injustice - Homicide - Carnivals -
Key Biscayne/Biscayne Bay - Peer Pressure
You must narrow down one of these topics to choose a particular focus to your research. When you have decided and received approval for a focused topic, then you must do extensive research to fully understand your topic. You will need to research, not only your topic, but the process to writing a research paper. Part of this process will be to compose an outline of your findings before you begin the writing. The following web links will help you with the research process: Research Links How to Organize a Research Paper and Document It with MLA Citations
http://www.geocities.com/Athens/Oracle/4184/#TO%20TOP How to Write an A+ Research Paper
http://www.aresearchguide.com/1steps.html Thousands of popular research topics from Questia
http://www.questia.com/popularSearches/index.html Resource site for everything to do with Florida
http://florida.researcheasy.com Florida State Facts Sheet
http://www.ers.usda.gov/statefacts/FL.HTM CUES Project: Research South Florida
www.cuesfau.org/projects/project.asp?ProjectID=63 Runaways
http://www.nrscrisisline.org/
http://www.focusas.com/Florida.html
Philanthropy
http://www.fpnetwork.org/Home.asp
http://www.givingforum.org/about/profile_southflorida.html Domestic Violence
http://www.dcf.state.fl.us/domesticviolence/
http://www.miami-dadeclerk.com/dadecoc/Domestic_Violence.asp South Florida Mass-Media
http://www.congress.org/congressorg/dbq/media/
http://www.mondotimes.com/1/world/us/9/525 Justice & Injustice
http://www.pdmiami.com/links.htm
http://www.ncjrs.org/viewall.html Homicide
http://www.ojp.usdoj.gov/bjs/homicide/region.htm
http://www.practicalhomicide.com/phisites.htm Carnivals
http://www.fairexpo.com/
http://www.houseofdeception.com/My_Homepage_Files/Page6.html Key Biscayne / Biscayne Bay
http://www.key-biscayne.com/
http://sofia.usgs.gov/virtual_tour/biscaynebay/index.html Peer Pressure
http://en.wikipedia.org/wiki/Peer_pressure
http://kidshealth.org/kid/feeling/friend/peer_pressure.html Many other web resources are available throughout the Internet. However, the Internet will not be your only source of information. For your references (where you get your information), you will need to cite (give credit to) at least one of each of the following four sources: 1- a web site, 2 - a periodical (newspaper, magazine article), 3 - a book, and 4 – a live person (a quotable expert). These sources will be documented in your “Works Cited” page (page #5). Therefore, you have four pages of writing, plus the citations page = #5. Finally, after you have completed your research & written your research paper, you will have to present your ideas to the class in a multi-media presentation. Procedure: As I have just explained, this will be an extensive, multi-step project. In order to do well, you must do the required research (reading & learning) and follow the proper procedure to completing your project. As a good scientist or researcher would agree, it’s quite helpful to have a research assistant working with you. Therefore, you can choose to do this project on your own, or together with one other person in class. Of course, if you choose to work as a team of two, I will expect twice the depth & quality of your work, and your grades will reflect this. Criteria: You will be graded on various steps of the writing process & aspects of the project. Your first grades will be on the production of a quality outline with (1) the proper outline format and (2) in-depth research on your topic. The research paper will be three grades: (1) on the grammaticism & MLA structure, (2) the development & explanation of research findings, (3) the completeness of research including required sources. Finally, two more grades for your presentation: (1) the oral aspect and (2) the visual presentation. Due Dates: If you work through the whole research process in a timely manner, you should be able to meet each of these due dates towards the completion of the entire project:
·
Turn in the title of your narrowly focused research topic – Oct. 12-13
Outline of research ideas in organized form – Oct. 23-24
Final typed research paper – Nov. 2-3
Class presentations – Nov. 13-14
Mythology Teacher Project Introduction: In this unit of study, we will be discovering the mythology through readings from cultures around the world. I will guide you through myths & tales from various cultures, then provide a basic introduction to Greek Mythology. However, it is primarily YOU and YOUR CLASSMATES that will teach this unit. Your Task: It will be your task to plan, prepare, and teach your classmates a lesson on Greek Mythology. You could select which aspect of Greek Mythology you will teach from the list provided below – (each name provides a link to more info). When you select your topic, you will be responsible for being the class expert on that aspect of our unit. You will need to do research and understand the topic thoroughly before being able to speak about or teach the topic to the rest of us. Zeus, Poseidon, Hades, Hera, Athena, Apollo, Aphrodite, Gaea, Cronus, Prometheus, Atlas, Demeter, Persephone, Dionysus, Eros, Pan, Nemesis, The Graces, The Muses, The Fates, Zeus's Lovers, Birth of Athena, Theseus Adventures, Perseus, Heracles, Cyclopes, Giants, Cerberus, Centaur, Medusa, Pegasus, Pyramus and Thisbe, Narsissus, King Midas, Daedalus and Icarus, & Other Stories… Procedure: After you have researched & have come to understand your topic very well, then you must decide on the best way to teach, or present, it. Consider how you could make your lesson interesting for your audience. Consider how technology might assist or enhance your lesson. Consider whether you will need to provide the class with materials (ie. handouts, highlighters, 3-D viewing glasses…) What are the most important points that you want your students to remember? How do you know that they learned it? - (quiz, assignment, HW…) You should prepare to present your entire lesson in about 20 minutes. If you consider all these elements, then it’s up to you to practice the delivery of the lesson & how to bring all these things together like a great teacher would. Groups: Since most teachers usually get some help for their peers (other teachers), you could seek the help of one or two of your peers (classmates) to complete this project. You could teach your topic alone, with a partner, or as a group of three (3 = the max.). If you choose to work with partners, your project must reflect and show the work of all group members - 3 people = 3 times better! Criteria: You will be graded on three aspects of your project. First of all, you’ll be graded on your understanding of the topic, as evidenced with the information provided in the lesson (either on paper or orally). Secondly, your teaching tools, (what you display, show, provide for the students, or create to help your lesson) will account for a grade. Finally, you’ll receive a third grade for the delivery of your presentation. So, be sure to think about the best way to present, & practice your lesson before class. Deadline: The presentation of your lesson must be ready for the week of April 16th. If someone from your group will be absent any day this week, be sure that YOU have all materials that might be necessary & that YOU are prepared to present.
International Travel Brochure Project Introduction: Congratulations! Your Travel Agency has been selected by the government of a foreign country to promote tourism to its nation. Together with your two partners (3 classmates make up a group), you will research & design a travel brochure to inform & entice tourists to visit this international destination. Your Task: Your group will be designing and creating a unique travel brochure representing one of the countries we have visited through our class readings in literature. The options for countries to research are: *China *Egypt *Morocco *Mexico *Tahiti/Bora Bora *USA-East *USA-West Your travel brochure will need to include general information about that country, areas of historical and recreational interest, and a choice of tour packages. Therefore, your group will be assigned three different jobs. One group member is responsible for each role, but you are all responsible for the complete brochure. - Ambassador of Destination: this person will be responsible for the following information –
- a map of the destination, as well as geographic or environmental descriptions
- population and demographic info
- list of major cities
- language(s) spoken & a couple of useful phrases
- type of government and cultural practices
- currency used & the average price of common items
- Tour Guide: this person focuses on the historical and recreational areas of interest –
- specific historical locations and descriptions of their significance
- important landmarks and tourist attractions
- natural attractions and parks
- recreational areas (dining, dancing, etc.)
- any activities from indoor to outdoor, land to water, dawn to dusk
- Travel Agent: this person plans & organizes the activities and their costs for the tourist-
- price list and schedule of various tours including different locations & attractions
- transportation possibilities to get there (airlines) & to get around (subway, cabs, trains…)
- accommodations for hotels and dining in varied price ranges
- average daily costs for tourists
For all of these roles, you should collect images that will help design your brochure in a creative and appealing manner. When all your information has been gathered, then you must organize and decide which information should be included in your brochure. Remember, you want to be helpful to travelers as well as persuasive in arousing their interest. Use vivid word choice and detailed descriptions in your writing. Then, design a travel brochure as a pamphlet, booklet, flyer, or as electronic slides using Powerpoint. Resources: The following web links will help your group research for all aspects of your project. Of course, you can use other ‘hard’ sources as well (books, magazines, maps, ‘real’ travel brochures…) Evaluation: The project will be graded both individually and as a group. You will receive three grades for the quality and completion of your assigned tasks, and two grades for the overall fulfillment of the project. The due date for all projects will be January 31. Get started, have fun exploring, & make a great brochure!
Lord of the Flies Island Survival Project As we have discussed in class, this project is based on directions given on the Internet as part of a Web Quest assignment. The LotF Web Quest will give you all the necessary instructions on how to complete the project, as well as linking you to resources that will help you along the way. This page is an explanation of the project for our class, but you will need to visit the LotF Web Quest site often in order to be sure that your entire group is completing all elements of the project accurately. Use any of these links to reach the LotF Web Quest, or here’s the complete URL for the site:
http://www.longwood.k12.ny.us/lhs/teach/webq/lmasterjohnlord/index.html
The general idea for the project is as follows:
As in the Lord of the Flies, your plane has crashed into the ocean. You and your friends have survived and manage to make your way to a seemingly deserted island. You have collected some items from the wreckage of the plane, but in order to survive until a rescue plane or ship arrives, you need to set up your "society". Your project is to accomplish the following tasks:
· You must create a Survival Manual with a creative cover, a table of contents, illustrations, and text describing the elements of survival. Luckily enough, your plane crashed on the island with certain materials & equipment that might help you survive. Decide as a group what materials you have, and what you can do with them to survive. The following web sites will help you consider what survival equipment you might need. However, it is still up to you to explain specifically what you will need to do to survive on the island. ( 4 pages, double-spaced, 12 pt. font, including illustrations)
o http://www.equipped.com/
o http://www.safetystore.com/odmain.asp
o http://www.graphicmaps.com/graphic_maps.html
o http://gerenser.com/lotf/island.html
· Create a poster of your Shell. Your group must choose a shell, like the conch used in LotF, to symbolize an important aspect of your existence on the island. Make a poster that displays the shell prominently, explains the scientific name of the shell and its background, and explains the significance of the shell to your group. (One side of poster = picture of shell and name, other side = explanation of its background & significance.)
o http://www.seashellworld.com/
o http://www.seashellcity.com/
· Create a Human Rights document to outline the principles that will guide your existence on the island. These will be the rules to live by and the consequences for breaking the rules. You must have at least 10 different mandates that specifically explain their effects on the society of the island, and at least three different consequences for transgressions against these rules. Consider carefully how each of your mandates will effect or limit the actions of everyone on the island. The following sites will be necessary in building the foundations for such a document. ( 2 pages, double-spaced, 12 pt. font)
o http://www.yale.edu/lawweb/avalon/rights1.htm
o http://web.amnesty.org/pages/aboutai-index-eng
o http://www.hrweb.org/intro.html
Finally, this completed project will be due on Monday, October 27th. It will be weighted with 5 letter grades in our class. This is clearly the most important assignment in Language Arts thus far this year, so be sure to start early and complete an outstanding project. You will work together in a group of 2, 3, or 4 students to turn in ONE project per group. You may choose your own partners, but be sure that everyone is involved in the completion of all tasks. Have fun, learn a little, and create a project you can be proud to present on October 27th.
“My Perfect World” Project In The Giver, Lowry has created a utopian-society where life is supposed to be perfect. For this project, it will be your turn to create such a world. It will be your duty to create a "perfect" community, giving it a name, a system of government, a physical description, and an account of how its people spend their days. Consider all aspects of life in the creation of your society (social, educational, professional, business, morality…), and think carefully about the impact your decisions will have on all the members of your society. You must do the following to establish your “perfect world”: - First, start by thinking of a name for your society that will reflect the overall principles that guide your way of life. It can be something symbolic – like “The Red Roses Community” – or something that clearly states your intent – like “No School Ever World.” Either way, write a paragraph to explain the reasoning behind choosing the name for your community.
- Then, continue by creating a set of rules to live by. What will be allowed and will not? What will be the consequences for breaking these rules? List at least 10 rules to govern your society, and 3 different consequences for breaking the rules.
- Next, create a map of your community. Your map must include all the essential features of a community (homes, city offices, stores, hospital, school, parks, etc.) Design its layout creatively & “perfectly” in respect to your community’s ideals. You can use any paper, poster-board, 3-D materials or computer program to show the finished model of your “perfect world.”
- Write a narrative story of what two different people would do on a typical day in your “perfect world.” Use this story to reveal the details and interesting aspects of your community life. Your story must be at least 2 pages (typed, double-spaced, 12 pt. font )
- Compare & contrast your “perfect world” with our real world society. What changes would we need to make our real world more “perfect?” What changes would be necessary to make your “perfect world” more realistic? (Two pages, typed, double-spaced, 12 pt. font)
- History has shown us that there is no such thing as a “perfect” society. What are the essential problems of your “perfect world?” Why wouldn’t it work? What would be the downfall of your society? (1 page, typed, double, 12 pt.)
Finally, to turn in your completed project you will need to bind all these assignments together with a title page as your society’s manifesto. As you have about three weeks to complete this project, I expect it to be exceptional! The due date for all parts of the project is Nov. 5th. Mr. Cruz – Language Arts Gifted – 6th Grade
“All the World’s a Stage”
Shakespeare Project
Lights: This project will require quite a bit of research on your part before completion. You will need to seek out and learn more about one of Shakespeare’s plays. Study and discuss it together so that you understand the overall plot of the play and the roles of the main characters. Make sure you understand it well enough, because you are going to act it out ‘on stage.’ Use some of these resources to find out more about your selected play. http://www.absoluteshakespeare.com http://shakespeare.palomar.edu/works.htm http://www.field-of-themes.com/shakespeare/shakesum.htm http://www.online-literature.com/shakespeare http://www.cln.org/themes/shakespeare.html Camera: Now that you’ve all learned the play well enough, you will need to make a summary of the main parts of the play. Write a one-page (front & back) summary of your group’s play & turn it in for your first grade of this project. From that summary, write the dialogue that the characters involved will need to perform in order to tell the story of the play. The dialogue should use some of Shakespeare’s original lines and phrases, but may also include your own expression ‘in your own words.’ Keep the dialogue simple and to the point; the whole play should be a performance of about 10 minutes. The written dialogue of each characters’ parts will be another class grade. Action: To make your ‘stage’ performance more entertaining, spend some time in creating costumes and props for the characters and background. Remember, Shakespeare’s stage at The Globe wasn’t too fancy, but it did have the necessary props to make the performance believable. Of course, your school uniform or FUBU gear doesn’t have the look of a Shakespearean character, so raid your abuelita’s closet and find whatever costumes you could wear to make your appearance as authentic as possible. (check out this site for costume tips = http://www.mauritia.de/en/renaissance/ren2_3.html ) The actual performance of your play could be done in class or videotaped in advance. In either case, be sure to practice and rehearse often enough to make your performance spectacular. Encore: A good play is always judged by the audience’s reaction. However, your play will also need to satisfy the harshest of critics… me! Your play will be evaluated on (1) the accuracy of its retelling of the original play; (2) the dialogue of the characters; (3) the individual performances of the actors; and (4) the overall group performance, including props and costumes. Therefore, you will receive a total of 4 (four) grades for the presentation of this project, as well as a couple of other grades along the way. Curtains: The first assignment your group will turn in is your re-written summary of the play. Summaries are due on April --. Next, you must convert the summary into the dialogue of your actors. The Dialogue Script is due on --. Finally, the show date for Play Performances will be on May -. There are no make up dates and no excuses for not being ready on these dates! Remember, no matter what happens… the show must go on! Roll Call: Obviously, you will need more than one actor to perform your play. Therefore, this is a group project. Your group must be of 4 students. Choose your own partners & make sure that everyone works at learning their parts & presenting well. Everyone must act to earn credit! Your Tale to Tell: The following titles are the list of Shakespeare’s plays that you may choose to present. When your group decides which play you want to study and present, let me know. Each play will be assigned on a first-come basis; no two groups in one period may present the same play. Turn in a paper with your group members’ names and the title you desire. Antony & Cleopatra – Love & war between Rome & Egypt. Hamlet - Hamlet seeks revenge for his father’s, the King of Denmark’s, death. Julius Caesar - Romans assassinate J.C. then fight & die for power. King Lear - Conflict between the King of Britain & his three daughters. Macbeth - Macbeth kills & suffers to remain King of Scotland. Merchant of Venice – Lover borrows $$$ against his own flesh for his love. Much Ado About Nothing – Two couples gossip & waver in their course to marriage. Othello – Jealousy in love & power results in vengeful plot against Othello. The Tempest – Magician rules island with daughter & messes with others. Twelfth Night - Cross-dressers & twins confused in love on Orsino's island after shipwreck. Two Gentlemen of Verona – Friends are rivals for a woman’s love in Italy. “All the world's a stage,
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts…” As You Like It - Act 2, Scene VII
Social Protest Poetry Project News Links: Local: www.miamiherald.com www.justnews.com cbs4.com National & Global: www.usatoday.com www.foxnews.com www.cnn.com Valuable Research Links: http://www.amnestyusa.org/ - Human Rights organization & their causes around the world http://eserver.org/thoreau/civil.html - Read "Civil Disobedience", a masterpiece of Social Protest http://www.songfacts.com/ - lyrics & song info (that is not blocked at school :) Selecting your Song: The first stage of your project will involve either researching
or writing a protest song that shares your ideas. In either case, be sure
that the song expresses a social idea, but also involves several of the poetic
elements we have learned about figurative language and/or sound devices
in poetry. Some ideas for social protest might include, but are not limited to: · Pro / Anti – War o Many excellent anti-war songs became popular during the 1960’s
& are relevant today. o Patriotic songs have often supported battles – such as our national
anthem or recent songs about America's War on Terror. · Civil Rights – ideas about Racism, Feminism, Equality, Freedom, Economic
class struggles… · Global – focus on issues affecting the world - Environment, Hunger, Poverty, AIDS… · Morality – issues of right / wrong, good / evil, religion, justice / injustice… Poetic Elements: Remember that the song you write or select must show poetic
artistry. Therefore, it should have examples of some of the poetic elements
we’ve studied in class. For instance: · Figurative Language – Does it have metaphors, personification, imagery, similes…??? · Sound Devices – How does it use repetition, rhyming, alliteration, parallel structure…??? Adding Audio/Visual Images: The next part of your project will entail collecting images that are
appropriate to the imagery and message of your song. When you present your song
to the class, you must show something visual to make your message truly mightier than a simple sword.
Since the music of a song helps to deliver its message more effectively, you should also have a musical quality to your protest song. If you have selected a previously recorded song, then you will just need to bring a tape or CD with the song. However, if you choose to write your own protest song, then you will need to find music to accompany it. You will get extra credit for this option. Group Guidelines: You will be able to work with a small group for this project, or you may choose
to work independently. Groups could have either 2 or 3 persons working together. If you choose to work with a group, your project will be expected to show the work and effort of 2 or 3 people. Whether you are 1, 2, or 3 people working on the project, I expect it to be complete and outstanding! Presentation: When time to present to the class, you want to make your ideas memorable, so that your protest takes on the might it should. To do this, you will need to be both persuasive & artistic. Make sure you plan & create the best means to present your message to the class. First of all, the oral aspect of your presentation will be extremely important for effectiveness and your grade. Be prepared to speak to the class to explain various important issues. You must orally explain: · The Social Message of your Song – explain the topic, what the song means, and a
few quotes & examples from the lyrics that state the social message most effectively. · Poetic Elements: Point out the examples of figurative language, or how the elements of sound and poetics contribute to the effectiveness or beauty of the song. Then, you want to show your protest song in a creative and memorable way. This might take on one of several different formats. Consider which of these options would be best for you: · A Dramatic Performance: act out a scene where your message is discussed, argued, debated or brought to life somehow. · Powerpoint: this would include the images, text, and possibly music, together on a computer presentation. Very effective way of spotlighting key ideas & images in a colorful, modern format. · Web Page: like a Powerpoint presentation, it combines audio/visual information in a colorful, modern format, but also makes it global. · Posterboard: “Old school” way of presenting. Audio / visual elements don’t come together as smoothly, but can still be very creative, colorful, and effective. · Handouts/Pamphlets: you can distribute materials for each student in class to study and keep, therefore making your message more personal and memorable. Grading Criteria: This project will count for at least three grades for each of the following requirements: · Social Message – the appropriate selection of your social protest song, and its oral explanation. · Poetic Analysis – the evidence and explanation of the poetic elements in the song. · Presentation – the effectiveness & creativity in using A/V to present the project to the class. · *** Extra Credit *** for those who choose to write their own social protest song, you will need to add an element of music to your lyrics. You can make it yourself, or find some “instrumental only” music to play in the background of your reading. However you do it, you will get an extra credit grade for incorporating music with your words, if it is done effectively. Due Dates: We will begin the discussion and development of this project after FCAT testing. During this week, you will have plenty of class time to research and develop your project, then you can continue elaborating your project over Spring Break. Presentations will be scheduled for April 20 & 21. You and your group mates MUST be prepared to present on these dates. Get started early, and make sure everyone in your group will be responsible for his/her part of the project.
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