Integrated Technology Assignment

FRIT 8530

Nicole Robinson

Integrated Technology Unit – I-Search Portfolio Project
Common Core Standards ELACC9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELACC9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELACC9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach focusing on addressing what is most significant for a specific purpose and audience. Essential Questions:        What qualities have people historically valued in heroes? How can knowledge of Greek mythology improve our understanding of character motivation in ancient texts? How does tone impact an audience’s perception of character? What impact did the Greek belief system have on their literature? How do we formulate appropriate research questions? How does primary and secondary research differ? What are effective sources of information for research?

For the I-Search Learning Tasks, students will complete an I-Search portfolio that is focused on various elements in Greek society. The objective of the I-Search Portfolio is to focus on the research process and associated skills, and to produce the artifacts needed to write an effective research paper. As opposed to the standard research paper where the writer usually assumes a detached and objective stance, the ISearch Portfolio allows students to take an active role in their search as they document the experience of the research process step-by-step. Before students begin researching, they will become familiar with the unit terms. They must use www.dictionary.com to find the following terms. Create a double-entry chart and place these terms and their definitions in that chart. Epic Epic hero Flashback In media res Epithet Epic simile Direct characterization Indirect characterization, complex Characters Static Dynamic

Background Building Focus Prior to beginning the I-Search Learning Tasks, review the following concepts with students:  Introductory Paragraph “Hooks”  Thesis Statements  Primary and Secondary Sources  Identifying Creditable Sources of Information  Paraphrasing  Citing Sources in MLA Format Teacher will also place these terms along with additional notes on them on the teacher’s website. Teacher will break students into groups of 4 and each group will choose one of the following Greek Society topics for their I-Search Project:      War between Athens and Sparta Role of Greek religion Role of women in Greek drama and the structure of theater Peloponnesian War Hospitality in Greek culture

Students may be unfamiliar with narrowing a research question that is not too broad or limited in scope. Use the following website to teach how to narrow a research question.

http://www.esc.edu/online-writing-center/exercise-room/research-question-broad-ornarrow/
Before students can complete the learning task below, provide them with information on the differences between primary and secondary sources including the potential benefits for each source in scholarly writing and in capturing the historical context of events in history. Use the Evaluating the Credibility and Accuracy handout to aid students in understanding how to evaluate the credibility of a source. Students will specifically learn to evaluate internet sources (the only types of sources used on the I-search). I-Search (Part II) In the second phase of the I-Search portfolio, students will develop a search plan that identifies how they will gather information: by evaluating credible web resources. The skill focus for this phase is identifying primary and secondary sources and sources of information. Use the Research Plan Graphic Organizer to map out possible sources for each research question. Students will then follow the search plans they developed and gather information. Students will use note cards to collect information and will gather at least 3-5 source cards from each primary or secondary source of information. The skills focus for this phase is paraphrasing and citing sources effectively. Once students have gathered enough information and filled out notecards for each, they will go back to the Research Plan Graphic Organizer to analyze and synthesize the information they collected. The skill focus for this task is to construct knowledge from multiple sources.

I-Search-Part III For the final phase of the I-Search Portfolio, students will draft, revise, edit and publish an I-Search Report. This report will describe chronologically the process they went through in investigating their research topic. The report has three sections: What I Have Learned, What This Means to Me and References. What I Have Learned: Here students will focus on three or four major findings or conclusions and support them with examples, stories, or arguments that will help the reader understand how they arrived at those conclusions. They will try to connect their findings with their original questions. They might also suggest further questions to explore in the future. Students should include any analyses they did (cause/effect pro/con, compare and contrast, or sequencing.) What This Means to Me: This section will give students a chance to describe how they have developed as a researcher. They will answer the question, “What do I now know about searching for information that I didn’t know before?” To answer this question, students will d escribe those findings that meant the most to them. They might also discuss how their newly found knowledge will affect the way they act or think in the future. Finally, they might want to talk about the skills they have developed as a researcher and writer. References: Following MLA format, students must include a complete list of references with their final portfolio. The completed I-Search Portfolio will contain the following items:  3 Research Questions  Introductory Paragraph with Hook and Thesis Statement  Research Plan Graphic Organizer  3-5 Source Cards for each primary or secondary source  What I Have Learned  What This Means to Me  References This report can be completed in Word or PowerPoint, if you choose to do it in PowerPoint, you must upload it to Slideshare.

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Research Report : Greek Society I-Search Portfolio

Teacher Name: N. Robinson

Student Name: ________________________________________

CATEGORY 4 Sources
All sources (information and graphics) are accurately documented in the desired format.

3
All sources (information and graphics) are accurately documented, but a few are not in the desired format. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

2
All sources (information and graphics) are accurately documented, but many are not in the desired format. Information clearly relates to the main topic. No details and/or examples are given.

1
Some sources are not accurately documented.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information has little or nothing to do with the main topic.

Internet Use Successfully
uses suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. A few grammatical spelling, or punctuation errors.

Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

Mechanics

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

Many grammatical, spelling, or punctuation errors.

Date Created: Apr 11, 2014 05:23 pm (CDT)

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