Digital Portfolios and In Cold Blood

For my final "big" novel study for AP Language, students are studying Truman Capote's In Cold Blood. I have found this to be a nice transition from As I Lay Dying. Students find the read to be much easier and the plot enjoyable. I also like this text because it is the definitive "non-fiction novel" (my words...an probably Truman Capote's too). Students unknowingly get challenged to think about sourcing and what discrepancies may exist between sources. This is particularly useful for the synthesis portion of their AP exam, so I also paired the unit with synthesis review. Because we're so close to the AP exam, I also wanted to ensure that students were conscience of the skills needed so they could be aware of what they need to practice.

With all of this in mind, I set forth to try an ensure that I designed an assessment for In Cold Blood that mirrored these skills. What I developed was a 3 part project, each focusing on a different element of the AP exam. Students had to first complete a source analysis--key to writing strong synthesis essays. They also needed to know how to do visual analysis (another particularly difficult component of the synthesis essay. In order to do this, students found a visual, analyzed it using a Thinklink and then completed an O-P-V-L (source evaluation technique). I then had students use the source evaluation technique with a written source and compare the usefulness of both. This covered our synthesis component.

The next task was a rhetorical analysis of one thematic concept in the novel. Students worked as a group to research different thematic elements of Capote's novel. They found various examples and brainstormed potential messages. Their work was compiled in a Google Presentation that was shared with the entire class. As a result, each class had research compiled jointly. Using this research they developed their own analysis of one thematic concept. Students have done this kind of work before, but I have found that some students are still struggling with writing analysis. To help students better understand how to structure their own rhetorical analysis papers, I had them mark the different components of their essay. When I assess their work, I will be able to tell if they understand what a thesis looks like and the different between summary and analysis.

The final part of the project is a "Meeting of the Minds." This is a task that I once had to do in high school and I found that it pushed me both in terms of critical thinking AND creativity. Students will be practicing the skill of argumentation. They have a question to address: Should the death penalty be abolished? Knowing my students, I was sure they could have a heated discussion immediately about this, but that wasn't my goal. I want them to develop argumentation using the voice of another. They will have to argue this question as a historical or literary figure. They have the option to make a speech, debate another character or have a discussion with 2 other characters. For those working with others, they will produce a video of their debate/discussion. Those working alone have the option to perform live, though they will put their speech in google drive.

With all of these different components, I wanted students to bring them together--as a culmination of all they have learned in terms of skills. They will present these on their digital portfolio, showing each product as part of their portfolio for English III. I will also have students working to embed their blogs. For now, I am using this as a launch pad for them--a way for them to get used to interacting with a digital portfolio--as it is a senior project requirement. However, I want to continue to brainstorm potential activities and ways to use the digital portfolio next year.