Content Standards

The students through their presentation should reflect the following as stated by the CA Content Standards for English and Language Arts.


Reading
GRADES NINE AND TEN
Comprehension and Analysis of Grade-Level-Appropriate Text

2.3 Generate relevant questions about readings on issues that can be researched.
2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and in access guides to World Wide Web sites on the Internet).
Expository Critique

2.7 Critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings.
2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source material).
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent patterns and themes. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
Structural Features of Literature

If the students can cover all this in their presentation or an act from Hamlet they have succeeded in their assignment. Part of my grading will depend how well they do on this. The students will also be graded on the ISTE Standards as listed below.

ISTE Standards
1 Basic operations and concepts > Students demonstrate a sound understanding of the nature and operation of technology systems.

> Students are proficient in the use of technology.
2 Social, ethical, and human issues > Students understand the ethical, cultural, and societal issues related to technology.
> Students practice responsible use of technology systems, information, and software. Legal
> Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
3 Technology productivity tools > Students use technology tools to enhance learning, increase productivity, and promote creativity.

> Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4 Technology communications tools > Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

5 Technology research tools > Students use technology to locate, evaluate, and collect information from a variety of sources.
> Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.


> Students use technology tools to process data and report results.
> Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. Critical thinking - knowledge, evaluation, synthesis, application
6 Technology problem-solving and decision-making tools > Students use technology resources for solving problems and making informed decisions. Webquests

> Students employ technology in the development of strategies for solving problems in the real world.Critical thinking - knowledge, evaluation, synthesis, application
this chart was cut and pasted from http://cnets.iste.org/docs/NETS_S.doc. It is a personal homeworkaid. J. Garfunkel

Obviously, the students need to have a good understanding of how technology works do to this assignement. In fact, there is a good chance they might know it better than some teachers. One reason to have them work in groups is because if one does not understand a certain aspect of the technology most likely another student will. The student who understand it can teach the student does not.