Project Analysis: Inherit The Wind

This semester we read the play Inherit the wind and we were given the chance to see how a unit of study would be done with this play in a grade twelve classroom. I have picked five of the projects from the study unit. The first is Dramatization, the second is sketch, the third is Creationism, the fourth is critical view, and the fifth is evolution. With theses five projects I will look at general curriculum outcomes (GCO) and specific general outcomes (SCO) that fit with each project. I will provide the outcome and an example of why it fits the project.

The first project I pick is because it one that I would pick to participate in as a project, it is dramatization. This project would be done in a group of three to five students and then they would select a pivotal scene from the play then they would give a dramatic presentation to the class. This scene would be of a length of two to three minutes. It is encouraged to use props, as they will enhance the presentation as well as the mark. In this submission

you should include why you chose this scene and role as well as the difficulties it posed. I believe this project fits with GCO 3, students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. I believe it fits her because when working in a group you need to be considerate of the others as well as be respectful and be sensitive. The SCO is 3.3, students will be expected to demonstrate an awareness of varieties of language and communication styles, recognize the social context of different speech events. I picked this one for the SCO as the audience needs to recognize the social context of the students’ speech during the scene and the students in the group presenting need to be aware of their communication skill in the group.
The second project I chose was the sketch, this project would include picking a scene from the play that you consider to be a significant moment in the play and to sketch it. You would use pencil and a blank paper and you would title you paper. I believe this falls under GCO 8, students will be expected to use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feeling, experiences, and learning; and to use their imaginations. I believe it works well with this one as it is not writing but using another way to represent the scene and to reflect on their thoughts and feelings as well as experiences through drawing of the scene. I believe it falls under SCO 8.2, students will be expected to use note-making, illustrations and other ways or representing to reconstruct knowledge. This works well with the sketch as they are using another way to represent by illustration of the scene that they chose to be significant.
The third is creationism and it would be that the students would need to read the book of Genesis from the Old Testament.

They would need to show their understanding of the Christian story of creation by using an original method of displaying the events of the first seven days. I believe this fits also with GCO 8, students will be expected to use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feeling, experiences, and learning; and to use their imaginations. I believe this because they are using another way to represent what they understand and need to use their imagination to do so. It also falls under SCO 8.2, students will be expected to use note-making, illustrations and other ways or representing to reconstruct knowledge. This is because the students are coming up with a way to represent the knowledge in other forms such as in a cartoon panel, by illustration, in comic book style, or even may writing a

storyboard.
The fourth one I chose is critical viewing; this is where the student needs to cite five differences between the play and the film version of the play. They would suggest a rational for the differences that they have picked. The GCO 4 is what I believe to fit here it is, students will be expected to select, read, and view with understanding a range of literature, information, media, visual, and audio text. This fits because the student would need to watch the play version on film as well as read the play. The SCO 4.2, students will be expected to view a wide variety of media and visual texts. This fits as they will need to view the movie version before they can continue, it also works with GCO 8 and SCO 8.2, students will be expected to use note-making, illustrations and other ways or representing to reconstruct knowledge. This is because the students need to find a way to represent their findings such as in form of a Venn diagram, a chart or any other ideas they may have.
The fifth one is the project of evolutions; this one is the opposite of the creationism, the students need to show their understanding of the basic tenets of the theory of evolution. This falls under in my opinion GCO 10; students will be expected to use a range of strategies to develop effective writing and other ways or representing and to enhance their clarity, precision, and effectiveness. I believe it fits here because the students need to show their understanding and use strategies to show it of the theory of evolutions. It also falls under SCO 10.5; students will be expected to use a range of materials and ideas to clarify writing and other ways of representing for a specific audience. I believe it works here as the students need to find a way to show their understanding and use ideas to clarify what they have writing, maybe use a timeline, or dialogue to show that understanding.
With these exampled of the projects there are many GCO and SCO that could work with each one. In this essay I discuss what I would use for the GCO and SCO for each project. I explain why each one fits in my opinion. There are many ways in which the students can represent the project, which can leave interpretation for the GCO and SCO. I provide examples and opinions on why I believe what GCO and SCO worked with each of the five projects I picked.