Intro to Comp - Parody Projects

Students in Mrs. Rasmus' Introduction to Composition classes read and analyzed the book "The Chocolate War" by Robert Cormier during the late fall of 2012. 

To broaden the scope of understanding and in addition to other  curricular assessments involving  the novel, it was decided to use a specific scene from the novel to teach process skills using a genre of literary composition -  parody. 

Often students are given project assignments that span over several days and involve several necessary components to be successful.  We structured this project to be "different" in several ways.

First, the concept of parody was introduced by showing examples of parody from popular culture.  Students compared and contrasted the parodies to the original versions.  Next, the overall project goal, as related to "The Chocolate War"  was shared on this day.

The following day, we started class with an invented "game" called "What's My Passion:  The Process".

Student groups were given a folder that contained visuals of each step of the process, along with labels for each step.  Their first task was to align the visual representations with the label, then put the steps in a logical, sequential order. 

Pictures/photocopies included:

Labels included:

Once the groups had labeled and organized the pieces, the class revealed their sequence choices by having mates line up according to a consensus as to what comes first, second, etc...  Some of the steps were obvious, while other steps required some discussion about WHY you might do one step before another.

Once we came to a general agreement on "the steps", they were taped in order on a large sheet of paper that spanned the wall. 

The following day, student groups selected their parody characters and selected their end product medium, either a PowerPoint or a GoAnimate video.  BEFORE they could get a laptop, they had to run through the process steps posted on the wall WITH US  and checkmark the ones they had already completed.  By doing this, they could "see" which ones they still needed to do. 

This activity provided an opportunity for them to make choices about how to proceed, not only for that moment but also as a means to decide what they needed to accomplish during that period and where to start the next day.  The visual sequence created a workflow for them to reference.  It also provided us an opportunity to conference with them about their progress.  We shared an understanding of what each step "meant" and a language to use as we worked through the process.

A second piece was added to the process wall the following class day:  a series of boxes depicting the school days allotted to complete the finished product.  The first box read, "You are here". 

We spoke of how many days remaining, as aligned with what needed to be done.  Again, students had the opportunity to "see" process components, "see" the due date and all the date boxes leading up to the "bulls-eye".   The visual helped them to plan, to self-direct. 

We did insist that the groups needed to complete one set (six slides) of a storyboard before they could move the process to create using PowerPoint or GoAnimate.  We felt it was important for them to do some planning first before adding the technology.

From that point on, in each empty date box, we plotted progress as we approached and passed the class time.

 On the Monday of the week the project was due, each individual was asked to answer the following 4 questions using a sticky note to post their replies on the process wall as they left class that day.

Again, the feedback helped us to target students who needed a bit of guidance and also gave them an opportunity to frame their own progression to this point.

The remaining classtime was spent
GoAnimate.com: The+Chocolate+War+Parody by 2500550


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