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 selfdiscovery, 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.