Merritt

TE 408
Spring 09

Discovering Ourselves through Others

A Multi-Genre Research Unit
Martha VanHorssen

1. Unit Overview

Context: King High School in Chicago, Illinois. The classroom profile is approximately, 1.3% White,
90.1% Black, 2.9% Hispanic, and 3.6% Asian/Pacific Islander. The school wide reading proficiency is
61.9% and the school wide math proficiency is 43.8%. 56.0% of the students are economically
disadvantaged. This unit is designed for early high school students, preferably 10th grade.
Unit: Self Discovery Through the Other: Multi-Genre Research
Themes/Concepts: Multies: Students use multiple intelligences to demonstrate their metacognitive
understanding about who has formed their character and beliefs.
Essential Questions:
1. What is the value in your research?
2. How has the person you researched influenced your character? Why?
3. Why are biographies influential?
4. What is the purpose of a biography?
5. Why do we research?
Rationale: Fourteen, fifteen, and sixteen year olds are beginning to develop in some of the most
dramatic ways. I hope to show my students what forms and influences their self development. I will be
using a research project to scaffold their discovery in a new idol. By allowing students to pick someone
of their interest, I believe students will really become engaged and dedicated to the project.
As a result of becoming engaged, students will meaningfully learn how to research and why we
research. While I hope to open the eyes of my students to a new form and reasoning behind self-
discovery, I also want to broaden their academic skills.
This unit will frame an investigation into historical and popular idols, as well as, teach the value
behind multi-genres and the use various technologies.
Goals (Objectives/SWBATS will go in daily plans)
English
1. Learn how to research effectively
2. Understand how the other forms the self
3. Create a biography
4. Reflect about WHY the biography was written (personal)
5. Create student deadlines, goals, and outline the research project
Language (ESL)
1. Read a biography
2. Write a student objective plan
3. Listen (discuss) and Speak in groups and presentations
Standards
Illinois Learning Standards for English Language Arts
Early High School
1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate
reading with information from other sources
1.B.4b Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect.
1.C.4d Summarize and make generalizations from content and relate them to the purpose of the material
3.A.4 Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective
Merritt
TE 408
Spring 09
agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that
documents are formatted in final form for submission and/or publication.
3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and
audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall
coherence.
5.A.4a Demonstrate a knowledge of strategies needed to prepare a credible research report (e.g., notes,
planning sheets)
5.A.4b Design and present a project (e.g., research report, scientific study, career/higher education
opportunities) using various formats from multiple sources.
5.B.4a Choose and evaluate primary and secondary sources (print and nonprint) for a variety of
purposes.
5.B.4b Use multiple sources and multiple formats; cite according to standard style manuals.
5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research
summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an
audience.
5.C.4b Produce oral presentations and written documents using supportive research and incorporating
contemporary technology.
References
1. (2009). Retrieved April 28, 2009, http://en.wikipedia.org/wiki/In_Cold_Blood
2. Biography of Pablo Neruda (2009). Retrieved April 28, 2009,
http://www.poetryconnection.net/poets/Pablo_Neruda
3. Brooks, R. (Director). In Cold Blood [Motion Picture]. United States: Columbia Pictures.
4. Burke, J. (2008). The English Teacher's Companion (3rd ed., pp. 266-283). Portsmouth, NH:
Heinemann.
5. Capote, T. (1966). In Cold Blood. Vintage.
6. Haley, A. (1999). The Autobiography of Malcolm X: As told to Alex Haley (p. 419). New York: The
Random House Publishing Group.
7. Smagorinsky, P. (2008). Teaching English by Design. Portsmouth, NH: Heinemann.
8. Warhol, A. (Artist). Marilyn Monroe. [Image of painting]. WebExhibits. Retrieved April 28, 2009,
http://www.webexhibits.org/colorart/marilyns.html
9. Wilson, H. A., & Castner, F. L. (1999). From Mickey Mouse to Marilyn Manson: A Search
Experience. National Council of Teachers of English, 77-78.

2. Daily Lesson Plans

Daily Lesson Plan: Day 3

Goals
1. Introduce what a biography is
2. Provide multiple examples of biographies (various modes)
Rationale: The students will be researching a person they find to be influential and important in their
lives. They can choose the format to present their findings and why they choose to write biography.
Because students are able to pick from various modes for the presentation of their work, I want to make
sure that students have examples of biographies in various modes. In addition, students need to
understand what a biography is before they begin to plan and research.
Standards
Illinois Learning Standards for English Language Arts
1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate
Merritt
TE 408
Spring 09
reading with information from other sources
1.B.4b Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect.
1.C.4d Summarize and make generalizations from content and relate them to the purpose of the material
Assessments
1. Class participation in the discussion
2. Defining Biographies Handout (turned in at the end of the hour)
Objectives: SWBAT:
1. Define a biography and its function
2. Answer a questions and take notes regarding the purpose of each biography example given
Tasks:
Part 1: What is a biography? (10 minutes)
1. Open question to the class: what is a biography? Examples?
→ What is the difference between an autobiography and a biography?
2. Lecture: guided answer
→ A biography is a description of someone’s life or part of someone’s life
Part 2: Excerpt from The Autobiography of Malcolm X (5 minutes)
1. Read aloud with students
2. Page 419: Alex Haley’s Epilogue: first 2 paragraphs
Part 3: Discussion (15 minutes)
1. Who did Alex Haley write about?
2. What did he think of Malcolm X?
3. Why do you think he wrote this biography?
Part 4: Online Biography of Pablo Neruda (10 minutes)
2. http://www.poetryconnection.net/poets/Pablo_Neruda
2. Pull up on computer: read paragraph
Part 5: Discussion (10 minutes)
1. Who is Pablo Neruda?
2. Why is he important?
3. What is different (good and bad) about this format from Alex Haley’s?
4. What do you notice about this biography?
→ Note the examples of his poetry at the bottom of the site
Materials
1. The Autobiography of Malcolm X (Alex Haley)
2. Biography of Pablo Neruda (printout and available on screen)
To-Do List:
1. Note student participation on attendance
2. Students must be able to view the internet source
References
1. Biography of Pablo Neruda (2009). Retrieved April 28, 2009,
http://www.poetryconnection.net/poets/Pablo_Neruda
2. Haley, A. (1999). The Autobiography of Malcolm X: As told to Alex Haley (p. 419). New York: The
Random House Publishing Group.
3. Smagorinsky, P. (2008). Teaching English by Design (pp. 173-175). Portsmouth, NH: Heinemann.

Daily Lesson Plan: Day 4

Goals
1. Provide multiple examples of biographies (various modes)
Merritt
TE 408
Spring 09
2. Ensure understanding about how various forms of biographies are presented
Rationale: The students will be researching a person they find to be influential and important in their
lives. They can choose the format to present their findings and why they choose to write biography.
Because students are able to pick from various modes for the presentation of their work, I want to make
sure that students have examples of biographies in various modes. In addition, students need to
understand what a biography is before they begin to plan and research.
(From Day 3)
Students will be given examples of biographies for more than one class period. This is to ensure that
students view various forms and see the value in different modes. In addition, class is only 50 minutes
long and students will need to be able to view many different modes.
Standards
Illinois Learning Standards for English Language Arts
1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate
reading with information from other sources
1.B.4b Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect.
1.C.4d Summarize and make generalizations from content and relate them to the purpose of the material
Assessments
1. Class participation in the discussion
2. Defining Biographies (con’t) Handout (turned in at the end of the hour)
Objectives: SWBAT:
1. Define a biography and its function
2. Answer questions and take notes regarding the purpose of each biography example given
Tasks:
Part 1: In Cold Blood (film) (30 minutes)
1. Background about the film
i. Film by Richard Brooks
ii. Originally a novel by Truman Capote
iii. About the murder of Herbert Clutter in 1959, a wealthy farmer from Kansas. He was
murdered by Richard "Dick" Hickock and Perry Smith. Truman Capote wrote the
novel with a focus on the psychological aspect of the killers.
iv. “Capote’s Research” (wikipedia.org)
2. Excerpt from the film
Part 2: Discussion (10 minutes)
1. Why did Capote choose to write a biography about these murders?
2. What is the value in changing the novel into a film?
Part 3: Andy Warhol (2 minutes)
1. http://www.flickernail.com/.a/6a00d83455fcc969e2010536e658d5970b-800wi
Part 4: Discussion (8 minutes)
1. Who is this?
2. Why did Andy Warhol paint Marilyn Monroe?
3. How does Warhol demonstrate her societal influence?
4. What is the value in creating a biography through a painting?
5. Pop culture icon
Materials
1. In Cold Blood (film) (Richard Brooks)
2. In Cold Blood (Truman Capote)
3. Wikipedia article; In Cold Blood: Capote’s Research (http://en.wikipedia.org/wiki/In_Cold_Blood)
4. Marilyn Monroe (Andy Warhol)
Merritt
TE 408
Spring 09
To-Do List:
1. Note student participation on attendance
2. Students must be able to view the internet sources
References
1. (2009). Retrieved April 28, 2009, http://en.wikipedia.org/wiki/In_Cold_Blood
2. Brooks, R. (Director). In Cold Blood [Motion Picture]. United States: Columbia Pictures.
3. Capote, T. (1966). In Cold Blood. Vintage.
4. Smagorinsky, P. (2008). Teaching English by Design (pp. 19-31). Portsmouth, NH: Heinemann.
5. Warhol, A. (Artist). Marilyn Monroe. [Image of painting]. WebExhibits. Retrieved April 28, 2009,
http://www.webexhibits.org/colorart/marilyns.html

Daily Lesson Plan: Day 18

Goals
1. Answer why they chose to write a biography about the selected person
2. Answer how a biography influences us
3. Outline and draft a reflection paper
Rationale: A major part of my unit is reflecting about why students chose the person they wrote the
biography about. I want them to reflect on the journal entry from the first day, who makes you, you, then
format it into a formal paper. Students will show their understanding about how the people around them
and their idols shape their character.
Standards
Illinois Learning Standards for English Language Arts
3.A.4 Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective
agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that
documents are formatted in final form for submission and/or publication.
3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and
audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall
coherence.
Assessments
1. Answer sheet
3. Paper outline
Objectives: SWBAT:
1. Support their claims about why they chose to create a biography about their chosen person
2. Answer how a biography or person can influence someone’s life
Tasks:
Part 1: Question Sheet (20 minutes)
1. Students will have time to fill out a question sheet
i. Who did you choose?
ii. Why?
iii. What was your format?
iv. How does this represent your feelings about this person?
v. How does your format represent the person?
Part 2: Group Discussion (10 minutes)
1. Support your claims through describing it to a partner
2. Did your partner think of anything you did not?
Part 3: Assignment (10 minutes)
1. 1.5-2 page explanation
2. Using the Question Sheet as a guide, why did what you did
Merritt
TE 408
Spring 09
→ Explain your reasoning in a paper
Part 4: Outline (10 minutes)
1. Time in class to prepare an outline of your paper
2. Due next class period
3. Begin brainstorming, discussing
4. Work with peers
Materials
1. Worksheet (guided question)
2. Personal Reflection Assignment Sheet
To-Do List:
1. Monitor partner and group discussions to ensure students are on task
2. Remind students of due date for final project and for outline
References
1. Wilson, H. A., & Castner, F. L. (1999). From Mickey Mouse to Marilyn Manson: A Search
Experience. National Council of Teachers of English, 77-78.
2. Smagorinsky, P. (2008). Teaching English by Design (pp. 173-175). Portsmouth, NH: Heinemann.