Technology Boot Camp Project Based Learning Template
2010-2011
Project Plan Title: Courage in America; Stephen Crane’s Red Badge of Courage
Developed by: Mary
Grade Level: 11
Timeframe: 3 ½ wks
McCorkle
Content Area Indicators and Standards Addressed in Project (also include Reading or Math):
11.R.2.2—Students can read fluently to comprehend grade-level text.
11.R.3.1—Students can analyze and explain literary devices within text.
11.R.4.1—Students can analyze a text within cultural, geographical, and historical context.
9-12.NC.3.2 Integrate technology into school, home and community.
9-12.CT.1.1 Incorporate knowledge and enhanced usage skills to create a product.
9-12.CT.2.1 Utilize a virtual learning environment as a strategy to build 21 st century learning skills.
9-12.CT.3.1 Select and apply technology tools for research, information analysis, problem solving, and decision
making in content learning.
9-12.CP.1.1 collaborate with external peers, experts, and others by using technology to compile, synthesize,
produce, and disseminate information, models, and other creative works.
Essential Questions: What questions will lead student learning?
How does Stephen Crane portray the emotional aspect of war?
How are literary elements used to help the reader understand the novel?
What is courage?
What impact does the historical and cultural context have on Crane’s portrayal of courage?
How is courage demonstrated in the world around us?
Describe what success looks like so that participants have a clear picture of expectations.
Through literary circle discussion and online discussion board, students are able to compare and contrast views of
courage through reading the novel and Civil War era writings and art.
Through online discussion, students are able to analyze examples of point of view, theme, imagery, symbolism,
conflict, characterization, naturalism, and impressionism.
Students are able to collaborate to create presentations using 21st Century technology to tie their understanding
of Crane’s Red Badge of Courage to courage in the world around.
Know
What do you expect
students to know when
Learning Targets
Understand
What concepts will students have mastery
of when the project is completed?
Do
What will students be able to do as a
result of this knowledge and 1
Technology Boot Camp Project Based Learning Template
project is completed?
 Comprehension of Red  analysis of literary elements: point of
Badge of Courage
view, theme, imagery, symbolism,
conflict, characterization, naturalism,
 Historical and cultural
and impressionism
context of Civil War
 compare knowledge of historical and
era
cultural context to the novel
 How to recognize
literary devices
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2010-2011
understanding?
collaborative effectively in digital
literary circles using
docs.google.com
retrieve documents, respond to
discussion, and post comments and
discussion questions using
www.thinkfinity.org
edit graphics with www.picnik.com
Create a digital project using 21st
Century technology skills to tie
courage in the world to their
understanding of Crane’s Red Badge
of Courage.
www.prezi.com
www.juxio.com
Photostory(download at
www.microsoft.com/downloads/ )
Share projects and personal
definition of courage with peers
Lesson Activities
Technology Integration and
Resources
21st Century skills addressed
Class training on use of Day 1-2
goggle docs, thinkfinity,
digital literature circles
and discussion on
concept of courage
 Pre-Assessment survey on
courage attitudes
www.surveymonkey.com
 What is courage? discussion
prompt www.thinkfinity.org
Students meet in digital
literary circles and
Day 3(after
present 1 of 5 roles.
reading
Chaps 1-3)
 Question captain
Digital literary circles housed at
docs.google.com
Learning and Innovation Skills
√ Critical thinking and problem
solving
√ Communication and
collaboration
√ Creativity and innovation
Information, Media, and Technology
Skills
√ Information literacy
√ Media literacy
√ ICT (Information,
Communications, and Technology)
literacy
Life and Career Skills
Learning Experiences

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

Connection maker
Excerpt expert
Image illustrator
Character analyzer
/Wordsmith
Timeframe
2
Technology Boot Camp Project Based Learning Template
(11.R.2.2)
Students compare
attitude of war and
courage expressed in
1864 poem "The Attack
and the Repulse" to the
attack described in
Chap 4-5.
Comparisons are
discussed
online.(11.R.4.1)
Day 4-5
(after
reading
Chaps 4-8)
Students create avatar
for their Thinkfinity
profile.
www.picnik.com
www.thinkfinity.org
Second meeting of
digital literary circles;
roles are rotated.
(11.R.2.2)
Students respond to
discussion prompts on
character, conflict, and
point of view and
comment on another’s
response. (11.R.3.1)
Digital literary circles housed at
docs.google.com
Day 6-7
(after
reading
Chap 9-13)
Third meeting of digital
literary circles; roles
are rotated. (11.R.2.2)
Students create their
own discussion
questions on the
discussion board and
respond to peer
comments. Topics:
theme, point of view,
symbolism,
characterization
naturalism, and
impressionism
(11.R.3.1)
Fourth meeting of
digital literary circles;
"The Attack and the Repulse"
http://edsitement.neh.gov/.
www.thinkfinity.org
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2010-2011
Flexibility and adaptability
Initiative and self-direction
Social and cross-cultural skills
Productivity and accountability
Leadership and responsibility
www.thinkfinity.org
Digital literary circles housed at
docs.google.com
Day 8-10
(after
reading
Chaps 1418)
www.thinkfinity.org
Digital literary circles housed at
3
Technology Boot Camp Project Based Learning Template
roles are rotated.
(11.R.2.2)
2010-2011
docs.google.com
Literary circle groups
view Civil War battle
Day 10
sketches from 1865,
organizing them in
chronological order.
Each student chooses a
sketch and writes a
description of the
action imitating Crane’s
style: point of view,
imagery,
characterization, etc.
(11.R.3.1, 11.R.4.1)
Students compare 1896
Civil War journal to
Day 11-13
Chap. 23 (11.R.4.1)
(after
reading
Students read a review Chaps 19of Red Badge of
23
Courage and
discuss/compare the
reviewer’s view of
courage and Crane’s.
(11.R.4.1)
Fifth meeting of digital
literary circles; roles
are rotated. Each
student has had each
role. (11.R.2.2)
A Day in the Life of a Soldier
sketches at Nat’l Portrait Gallery
http://www.civilwar.si.edu
Descriptions added to
docs.google.com
Kennan's Charge
http://digital.library.cornell.edu
“Cowardly and Unpatriotic” vs
Chap. 23
http://xroads.virginia.edu/
www.thinkfinity.org
Digital literary circles housed at
docs.google.com
Day 14-15
Students read the 3
endings written by
Crane and discuss the
differences and their
choice. (11.R.4.1)
Students working in
Red Badge of Courage endings.
http://people.virginia.edu/
www.thinkfinity.org
Day 14-17
www.prezi.com
www.juxio.com
www.picnik.com
4
Technology Boot Camp Project Based Learning Template
pairs create a digital
Photostory
project tying Crane’s
www.microsoft.com/downloads/
view of courage to
Flipcam
courage in the world
Digital camera
around them.
2010-2011
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