1 Sarah Rehim Multi-Genre Research Unit TE 408 (Meritt) 4/29/08

Unit Overview: Outside The Box: A New Look at Culture,

Perspective and Research

grade year. The overall, overarching theme of the year can be summed up as “identity.” We’ve examined identity through a

This unit is intended to fall at the end of the student’s ninth

we finished the text The Absolutely True Diary Of A Part-Time

number of different units and their correlating lenses. Most recently,

Indian, which anchored a unit on multicultural literature, dual and
identities (i.e. “who are we to ourselves? why is this so?) The last

dueling identities, and how we construct our personal, self-reflective piece of the puzzle for the assumed curriculum is a research project, which is intended to scaffold conceptually from the multicultural literature unit. This unit assumed that students have had little exposure to research projects and assignments. They’re all coming from a middle school setting which focuses primarily on literature comprehension, as well as grammar and language acquisition. The research project is typically given anywhere from the tenth through twelfth grade years, with certain districts assigning them multiple years. However, studies have shown that very little is done in the classroom that gives students the procedural knowledge to inform and guide the process of research collection and presentation for students. This unit serves a twofold purpose; the first is to show

2 students new modes and methods of research and the second is to

assess what they have learned about research through guided
inquiries into their work and an eventual presentation of new student inquiry-based questions regarding a culture of their choice. Over the course of the unit, multiple “multies” are utilized. considered. Students in English classes cannot be expected to be efficient reads and writers in only the most traditional academic sense. Students have interests ranging from the social, political, ethical and religious, and all of these unique spheres of their identities combine to shape what they know, experience, and, more students have artistic, literary and technological talents that can First and foremost, students’ multiple intelligences were information gathered through research that answers specific,

importantly, what they want to know (their inquiries). Beyond that,

and should be brought into their classroom experiences in order to create a more dialogic experience. This unit addresses the unique challenge of how to do that, and how to involve students in the learning processes of themselves and their peers.

Getting into the specifics of the multies considered in this unit, one of the major components is multimedia literacy. Specifically, students are called upon to join and maintain, as a class, a Wikispace. This space both organizes the data students collect over the course of their research and keeps the entire class informed as to what everyone else is looking at and achieving. The Wikispace, which is being treated as a new media tool for students,

is actually the anchor text of this unit. It is the piece that reigns in all the other pedagogical processes together. Beyond that, students are exposed to the World Wide Web and the plethora of different genres it contains throughout this unit, including web clips on sites such as YouTube, as well as official government and organization

3 websites. The assumption is that students are not seeing these artifacts for the first time, but that possibly, for the first time, they are beginning to think about them as texts and resources from entire unit (and really, an entire year) uncovering how these items shape their identities. If these things shape what students already which natural inquiry springs. After all, they will have just spent an

know about their surrounding worlds and experiences, how can they

not shape what they desire to know?
Multimodal and multigenre studies, it should be noted,

are the glue holding this entire unit together. The underlying theme students should be taking away from this unit is how audience and purpose come together to shape the form of a product or various audiences and rationales, students should come to discover which suits every one. This is why we continue to search out new genres through which to spread information; each functions in a that there is no one magical genre, such as a thesis paper or film, presentation. Assuming the different needs and expectations of

different way and should be given a different treatment. At the end of this unit, students should have begun thinking about how the “real-life” tools out there, such as the Internet and television, they do it, why they do it, and who they do it for are ideas considering them. comprise different genres that all do something. What they do, how students should be considering, even if they are not aware they are

This unit culminates in the presentation of a project that calls on students to think about the multiple modes and genres they have discovered over the prefacing weeks, and the cultures they have studied in tandem with these. This summative assessment asks them to gather the resources and data they have collected and choose one mode or genre by which to present their findings.

4 Their decision should ultimately be informed by the F= A+P formula, and students must clearly and thoughtfully rationalize their selections. In fact, this “rationale” of sorts is one of the most reflect that. crucial elements of their presentations, and the project rubric will

Finally, it is necessary to note again that while the overall purpose of this unit is to introduce students to the research process, this cannot be done successfully outside of some sort of context or lens. The context for this unit is culture and cultural inquiry, and students will understand this unit, hopefully, as a “cultural” unit rather than a “research” unit, although their work will consist of research. Thus, there are two sets of conceptual ideas behind the unit. One pertains directly to research, and the overlap throughout the unit.

other to inquiries into foreign cultures. However, these ideas will all

Context: • This unit is put together for a 9
th

grade General

Literature course in a mostly white, rural-suburban

district. The overarching theme throughout the course is

the idea of “Identity,” which will be explored through several genres of texts. • • Lessons in this unit are designed around 50-minute class periods, 5 days a week. end of the school year. Themes: This is a 20-day unit and is intended to occur at the

5 • • • • • Representations of culture “New genres” as texts Visual representation Artistic representation Shifting perspectives

Conceptual Ideas, Set 1: • • Why do we research? How do new findings influence our perspectives and what we learned prior to the research? • • ideas not only on our newly acquired knowledge, but on How do we research? What does researching look like? How do we put together a final research presentation that suits the questions we’re asking and the audience we’re aiming to inform? (Form= Audience + Purpose)

Conceptual Ideas, Set 2: • What elements of a culture separate it from other cultures or groups (ideologies, practices, traditions, customs, etc.)? • How does examining these separate components strengthen and inform our knowledge of the culture as a whole? • How does understanding foreign cultures (which is any culture one does not personally consider oneself a part of) shape and change our own perspectives and identities?

6 Rationale: • The student research project is an often obligatory element of a high school ELA curriculum, and has traditionally encompassed the final assessment of a research paper. Success rates on these papers vary slightly, but it has been determined by researchers that

one of the most influential factors in high school grade retention rates is failure on the research paper. There are likely many reasons for this, and some may be unique to specific students, districts, and the circumstances of both. However, much of the problem may simply be due to student’s lack of knowledge on how we research, why we research, and how research can actually be interesting and though-provoking.

At the ninth grade level, students may not across be across the board prepared to take on writing a research paper or completing a comprehensive research assignment. Four weeks is an insufficient amount of time to teach every aspect of researching and presenting research findings. However, the duration is lengthy enough to begin students’ thinking about inquiry-based research and discovery, and to introduce

them, in a low-risk way, to some of the methods and modes of the research genre. • The inclusion of this unit immediately after the multicultural literature unit is intended to scaffold the

knowledge and inquiries students gained while studying new cultures and identities. It contextualizes their research topic. The hope is that having them research a

7 topic with which they have some exposure and familiarity makes the task less daunting and allowing them to choose the specific culture they research provides for an inquiry-driven experience. • Prior research in a 9
th

grade classroom turned up the

result that of each of the 6+1 writing traits, voice is heavy focus on F=A+P directly addresses this challenge through the lens of research conducting. the one which students struggle most with. The

Objectives: • • Students will be able to utilize a new online space, the Wikispace, for organizational and team-working purposes Students will be able to think critically and purposefully about how audience and purpose affect the form of presentation • Students will be able to break down a large task, such as a research project, into smaller, more manageable Students will be able to see and articulate how good research entails more than just books and internet searches • • Students will be able to differentiate between “good” and “bad” sources for research Students will be able to better grasp how to find and present research in an assortment of modes that are influenced by their audience and purposes • Students will be able to become participants in each other’s and their own inquiries through discussion and artifacts •

8 the Wikispace, rather than just turning in a research paper that is solely between the teacher and the student

Goals: • Students will come to an understanding about what form of presentation best fits the audience and purpose they wish to inform on the culture they’ve researched – this understanding will inform their choice of mode or genre for their final presentation • Students’ inquiries into their culture will be driven and guided by their research discoveries – that is, what they

learn as they go will shape what they want to know
from that point on - essentially, their new inquiries will scaffold their prior inquiries Task Analysis: • Students can navigate and log onto the Internet in class. *This unit assumes there is at least one computer

student in the media center.

with Internet access in class, but enough for every

Students can discuss open and freely the Internet resources they use regularly in different areas of their lives.

Students can act maturely and responsibly when asked to navigate the school in search of questions and research (on Day 1).

Students can act maturely and responsibly in the media center while utilizing the computers and other sources.

9 • • • • • Students can regularly access the Internet outside of school, either at home or another accessible location. Students can openly and honestly critique the work of their peers, both inside and outside of class. Students are comfortable sharing personal presentations in front of the class. Students are comfortable demonstrating their knowledge of multimedia and technology in front of the class. Students have been exposed to various forms of portfolios throughout the year (most recently the behind the Wikispace is not foreign to them multicultural literature unit portfolios), so the rationale

Michigan ELA Standards: • CE 1.1: Understand and practice writing as a recursive

process
 1.1.1, 1.1.2, 1.1.3 • CE 1.2: Use writing, speaking, and visual expression for

personal understanding and growth
 1.2.2 • CE 1.3: Communicate in speech, writing, and multimedia

using content, form, voice, and style appropriate to the analyze, entertain, inspire, etc.)

audience and purpose (e.g. to reflect, persuade, inform,
 1.3.1,1.3.2, 1.3.4, 1.3.5, 1.3.6, 1.3.7, 1.3.8, 1.3.9

10 • CE 1.4: Develop and use the tools and practices of

inquiry and research – generating, exploring, and

thesis; gathering and studying evidence; drawing and composing a report
 1.4.1, 1.4.2, 1.4.3, 1.4.4, 1.4.5, 1.4.6, 1.4.7 •

refining important questions; creating a hypothesis or

and multimedia works, making conscious choices about language, form, style, and/or visual representation for each work (e.g. poetry, fiction and creative nonfiction

CE 1.5: Produce a variety of written, spoken, multigenre

stories, academic and literary essays, proposals, memos, manifestos, business letters, advertisements, prepared slams, and digital stories).

speeches, group and dramatic performances, poetry
 1.5.2, 1.5.3, 1.5.4, 1.5.5

CE 2.1: Develop critical reading, listening and viewing

strategies
 2.1.8, 2.1.10, 2.1.11 • CE 2.3: Develop as a reader, listener and viewer for

personal, social, and political purposes, through independent and collaborative reading
 2.3.4, 2.3.6, 2.3.8 •

CE 3.4: Examine mass media, film, series fiction, and

other texts from popular culture
 3.4.1, 3.4.2, 3.4.4

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Summative Assessment: • The summative assessment for this unit is two-fold. As students progress through the unit, they will conduct research into a number of different aspects of their respective cultures, all in different modes and genres. Their findings will be posted to their personal pages on the class Wikispace every week. At the end of the unit, students will be graded on their Wiki contributions. A Wiki instructional/guideline sheet accompanies the unit. • The second part of the summative assessment will be a presentation of their findings using one of the modes or genres examined in class OR another of their own thinking, providing they have prior permission from the assessment accompanies the unit. teacher first. An assignment sheet and rubric for this

Unit Overview References: • The elements of this conceptual unit overview are derived from Peter Smagorinsky’s notion of “backward design.”

 Smagorinsky, Peter. Teaching English By Design. Portsmouth, NH: Heinemann, 2008. chs. 8, 9, 11, 14 • The overarching concepts of students as active participants in research and the benefits of research are

12 borrowed from Carlin Borsheim and Robert Petrone, as well as Jim Burke.  Borsheim, Carlin, and Robert Petrone. "Teaching Journal Mar. 2006: 78-83.  Burke, Jim. The English Teacher’s Companion. 13

The Research Paper For Local Action." The English

Portsmouth, NH: Heinemann, 2008. chs. 10, 11, 12,

13 *Key Lesson 1: Day 1 Lesson: What Is Research? An Introduction

Underlying Questions: • • • What is research? What are the research modes we have at our fingertips everyday? What will our cultural research unit look like for the next few weeks? Goals: • • To get students thinking “outside the box” when it comes to research modes To familiarize students with basic procedures behind research (inquiring, asking questions, letting your findings guide subsequent research, etc.) • To introduce students to the basics of the unit and allow them to ask questions and think about what they’d like to research Rationale: • Studies have shown that students feel a closer tie to research and inquiry if it is based in a surrounding community or field of interest (Borsheim, Petrone). By using the school community as a way of examining available research modes and sources, students will feel

14 an deeper connection, and thus, and more authentic, • An activity like this one, where students are moving around the school in groups, is intended to get students out of their chairs and put them in a “real-life” investigative role. The intent is that hands-on, interactive nature of the research activity will garner more interest and enthusiasm among students. • Lastly, by introducing and assigning proposals for students to complete before they embark on their research, they will be given an actual concrete, and purposes. The proposal is intended to be a published document that outlines their directions, goals, inquiry-based experience during their research

document students looks back on throughout the research process to keep them on task and remind them of what they are setting out to achieve. (Marble)

Assessments: • • • “Be a Researcher In Your Own School” handout answers Research Proposal completed for the following day Contributions to class discussions

Objectives: • • Students will be able to discover the research sources that exist all around them Students will be able to begin questioning what research is and why we research

15 • Students will be able to conduct themselves as “investigative researchers” around their school, conducting themselves maturely and with purpose • Students will be able to examine and ask questions about the upcoming unit and gain a greater understanding oh what the next few weeks of class will look like • Students will be able to understand how proposals function MI Standards: • Tasks: 3 minutes: Attendance, housekeeping 5 minutes: Review; What is culture? How have we previously defined “culture”? What else could we stand to know as a whole class. These concepts should be fresh in students’ minds, as they’ve come right out of a multicultural literature unit. This is just to recap what they’ve learned and get them thinking again about cultures, since this will be the topic of their research. 3 minutes: Transition: In School Research Activity (Anticipation Activity) We will transition with students getting the activity handout. We will go over the directions briefly, but not explain much about why we are doing it yet. This is about cultures? We will discuss these questions briefly 1.4.1; 1.4.2; 1.4.7

16 meant to serve as an anticipation activity, which aims at getting students to adjust their mindsets to our new unit goals. Once students have the handout, they will be broken into groups of four by counting off. Immediately after, they will begin the activity. This activity is meant to be less guided than most; the hope is that their lack of specific guidelines and instruction leads to a more inquiry-based experience of research 20 minutes: “Be a Researcher In Your Own School” activity; the school searching for the

students will comb

answer to one of the questions on the handout. They will have only 20 minutes to see what they come up with. At a specific time 20 minutes after they have been and discuss their findings. 5 minutes: Discuss findings from activity; what did this activity

dismissed, students will return to the classroom to share

show us? We will discuss as a class what resources students found to answer their questions and why these resources worked. Students who could not sufficiently

answer their questions (or answer them at all) will be expected to verbally hypothesize about why they were unsuccessful and where they might have turned in order to find what they were looking for 14 minutes: Go over Research Unit Overview handout and why we did this activity; we are entering a research Proposal handout. Students will now be informed as to unit! The unit overview handouts will be distributed, and gone over as a class. Students will have a chance to ask questions about both the unit overall and the

17 proposal sheet. They will informed about possible times proposal for homework. Materials: • • • • “Be A Researcher …” Handout Research Unit Overview Handout Proposal Handout Writing Utensils to set up proposal conferences, and will complete the

References: • Borsheim, Carlin, and Robert Petrone. "Teaching The Research Paper For Local Action." The English Journal Mar. 2006: 78-83. •

Marble, Kathleen. Student Outlines/Proposals Idea. DeWitt Public Schools. 2008

Portsmouth, NH: Heinemann, 2008. chs. 10, 11, 12, 13 • Smagorinsky, Peter. Teaching English By Design. Portsmouth, NH: Heinemann, 2008. chs. 8, 9, 11, 14

Burke, Jim. The English Teacher’s Companion.

*Key Lesson 2: Day 4

18 Lesson: Online Sources: The Good, The Bad, and the Ugly

Underlying Questions: • • • Goals: • • • To assess how well students know good sources from bad sources To show students what traits they should be looking for in the online sources they come across in their research To inform students of why “bad” sources are bad and how they skew research results Rationales: • With students having maximal, almost continual access to the Internet, they are constantly being inundated with various sorts of websites. These sites all serve various purposes, but many should not be considered How can we tell what is a good site and what is a bad site at first glance? What are some general traits of good sources? What are some general traits of bad sources?

“resources” for accurate research. Students may not be

able to tell the difference between a source that is reliable and one that is not, but this skill is crucial for accurate research. • Prior to this lesson, there really hasn’t been much of an opportunity to assess what students know about good and bad sources. The overall assumption is that they are not well-versed in differentiating between the two.

19 However, this lesson does call on students to use any prior knowledge they may have to answer questions about reliable sources. What they do know can help inform their peers. Assessments: • • Class discussion participation Wikipost containing “good” site and “bad” site links

Objectives: • Students will be able to discuss their ideas on what online sites are generally “good” and what are generally “bad” • Students will be able to compose a list of traits, with teacher guidance, that “good” and “bad” sites have in common • Students will be able to identify good and bad sites for the purposes of their research MI Standards: • Tasks: 5 minutes: Attendance, housekeeping, settle in at the library 10 minutes: Students will participate in a class discussion about what they know of different online sources. What types 1.4.4, 1.4.7, 2.2.1, 1.4.2

20 and categories of websites are on the Internet? What do mental list of the different sorts of websites they’ve encountered (Review F= A+P) 15 minutes: On a computer synched up to an overheard, teacher Teacher asks a student at random who his or her favorite music artist is. After student names artist, teacher runs Google search on artist and finds official website for the artist. What does the website look like? What is its domain name (www.artistname.com)? What kinds of information can be found on it (tour dates, album information, officla biographies, etc.) Students are asked to volunteer ways they know this is the “official” website of the artist and thus, a good reliable website. Following this, teacher goes back to search results and find a “bad” website (i.e. fansite or blog) for the same artist. Students will contribute what they notice about this site that differs from the official site. The class will discuss BIAS. Why does the fact that this is a fansite make it unreliable critical source? 15 minutes: Independently, students will find one “good” resource that informs one of the artifacts of their culture, and one “bad” one. They will utilize the criteria the class will post links and to them to their Wikipages, along with justifications for the sites being either “good” or “bad.” 5 minutes: Log off of computers; wrap up and leave library we gain from each of them? Students will make a

begins demonstration on how to find a good website.

has established. Once they have found two sites, they

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Materials: • • • • Computers Internet access Overheard for computer demonstration Wikispace

References: • “Internet Searching: The Good, The Bad, The Goofy, The

Spectacular .” Chicago Public Schools. 28 Apr 2009. ents/Internetsearchbrochure_liesl_nancy.pdf

http://www.cusd.chico.k12.ca.us/__dept/business/docum

Smagorinsky, Peter. Teaching English By Design. Portsmouth, NH: Heinemann, 2008. chs. 8, 9, 11, 14

22 *Key Lesson 3: Day 12 Lesson: Visual Representation of Cultures: How Are We Shaped? Underlying Questions: • What is the form, audience, and purpose of a given painting? • • Goals: • • • To get students thinking about how visual representations function To get students examining visual representations of their research cultures as part of their research To introduce students to the idea of putting together a photo story for their research presentations Rationales: • Students examine artwork in a variety of visual mediums on a regular basis. Most of the time it is subconscious. Society shows them pictures and sculptures, for instance, of African-American culture and, visual representation, such as a photograph, drawing, or

What do we learn from these representations? Do we learn at all? If we learn from this genre, then how can we use it for research? What can they tell us?

depending on the representation, we take away a certain perspective from viewing the visual. A

photograph of a woman in lavish, traditional tribal dress, for instance, is going to tell a different story than that

23 of a starving woman from a third-world country. Students will learn begin to think through this lesson about the functions of visual representations. • The Lauren Greenfield “Girl Culture” photo story was chosen for its connection to students’ lives and interests. It provides a unique way for young women, in society and how these constructions shape their actions and ideologies. • on a computer. This lesson should remind them again of the types of research they can conduct which requires no computer, no Internet, just their eyes and observations. Assessments: • • • Small group discussion contribution F= A+P worksheet Wikipost reflection on activity At this point, most of students’ research has taken place especially, in the class to see how they are constructed

Objectives: • Students will be able to demonstrate critical thought on how visual representations suit their given audiences and purposes • • Students will be able to discuss in groups their reactions and thoughts to the Greenfield artifact Students will be able to complete the F=A+P worksheet in a group, further reinforcing the principles behind the formula and familiarizing themselves with the concept

24 • Students will be able to respond freely, without a given prompt, to the Greenfield artifact MI Standards: • • 1.2.1, 1.3.5, 1.3.7, 1.4.4, 2.1.10, 2.2.3, 3.1.7, 3.4.1, 3.4.2, 3.4.3, 3.4.4

Tasks: 5 minutes: Attendance, housekeeping 10 minutes: Students will listen to a brief lecture about how cultures are represented visually. They will be asked to consider genres such as photography, paintings, drawings,

comics, sculpture, and other visuals. This will be again connected to the F=A+P formula. 6 minutes: Students will watch Lauren Greenfield’s photo story “Girl Culture.”

15 minutes: Students will be broken into groups of 4 by numbering photo story. What was the message? Who was the whether or not they believe this photo story is an

off. In groups, they will discuss the repercussions of this audience? What was the purpose? Students will discuss accurate representation of “girl culture.” Each group will discussed. briefly report back to the class with what they’ve

25 10 minutes: Back in their groups, students will complete a F= A+P sheet for the Greenfield artifact. This sheet will be turned in at the end of class. Teacher will go over the the next day. instructions for the Wikipost reflection, to be done for

4 minutes: Questions, wrap-up

Materials: • • • • • • Computer Internet access The Lauren Greenfield photo story “Girl Culture” F= A+P sheets Writing utensils Chalkboard/ chalk (for notes during brief lecture)

Resources: • Greenfield, Lauren “Girl Culture.” (Photo Story). 24 Apr www.laurengreenfield.com • “Lauren Greenfield’s ‘Girl Culture’: Faculty Guide.” 24

2009

Apr 2009

http://www.creativephotography.org/education/educator sGuides/girlculturefacultyguide/index.html

Smagorinsky, Peter. Teaching English By Design. Portsmouth, NH: Heinemann, 2008. chs. 8, 9, 11, 14

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27 *Day 1: Handout 1 (p1) CULTURAL RESEARCH UNIT OVERVIEW Welcome to the wonderful world of cultural research! We are about to begin a 4long introduction to cultural research as a way to wrap up this year’s ongoing study of identities, culture, and perspectives. For this unit: • • • You will CHOOSE A CULTURE which you would like to examine over the next 4 weeks. You will examine THREE REQUIRED aspects (artifacts) of the culture choose, plus ONE of your choice. You will ORGANIZE AND POST your findings and artifacts on a class Wikispace as you progess. (We will discuss Wikispaces in depth tomorrow). You will select as partner who will help guide and assist you through the research process. However, you should note that everyone will be turning in their own work. You will PRESENT your findings to the class through a RESEARCH PRESENTATION.

Over the next 4 weeks, you will be graded on TWO THINGS: 1.) Your Wikispace posts and artifacts. 2.) Your research presentation as a whole. Each of these components is worth 50% of your total grade for this unit.

PROPOSALS: Each student will complete a Research Proposal Sheet regarding the culture they would like to research. Before you begin researching, you MUST conduct a conference with me regarding your choices. Conferences are to be done outside of class, either during study hall, after school, or during lunch. You will sign-up for a conference today.

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Day 1: Handout 1, (p2)

ARTIFACTS: You will be researching a total of FOUR aspects of your chosen culture. Each aspect comprises an ARTIFACT of your research. The following three are REQUIRED artifacts. 1.) Artifact 1: The history and traditions of your culture: how long has it been around, what does it do to unify itself, how does it identify itself in our community? 2.) Artifact 2: Interpretations of your culture: how do other cultures or groups react to and identify your culture? 3.) Artifact 3: Adversity and your culture: how has your culture faced adversity? Has it triumphed overall? How so or how not? 4.) Artifact 4: Your choice (to be cleared with me during proposal conference). This will be presented during your research presentation. WIKISPACE POSTS: Wikispace posts are done to keep your partners and peers afloat on what you’re researching, as well as to keep your findings organized and in one place. Each artifact you research will be posted and reflected on week by week. The following is a rough schedule of assigned Wikiposts: 1.) WP1: A post about your topic and why you chose it 2.) WP2: One good and one bad website source 3.) WP3: A post about the fourth cultural artifact and why you chose it 4.) WP4: One organization with which your culture is affiliated 5.) WP5: One website that you could model your research presentation off of, with reflection, plus Artifact 1 6.) WP6: Reflection to Lauren Greenfield photo exhibit 7.) WP7: Artifact 2 8.) WP8: Artifact 3 PRESENTATION: Work on final research presentations will be done in class and at home. We will begin to work on putting presentations together in the third week of the unit. More information will be given about the presentations as the due date draws nearer.

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30 *Day 1: Handout 2 RESEARCH PROPOSAL SHEET

1.) What culture am I choosing to research?

2.) WHY am I choosing to research this culture? What does it mean to me?

3.) Who am I choosing to inform through my research (myself, my peers, my teacher, etc)?

4.) What, if anything, do I already know about this culture?

5.) What do I hope to learn when my research has concluded?

********************************************************************************* Student Signature: x__________________________________________

Teacher Signature: x___________________________________________

31 Date of Proposal Conference: ____________________ *Day 1: Handout 3

BE A RESEARCHER IN YOUR OWN SCHOOL Directions: Over the next few weeks, you will become aware of all new different methods and sources for research. Research opportunities are everywhere, even in your own school! In groups of 4, you will travel around the school looking for different artifacts that TELL YOU SOMETHING. Pay attention to fliers, poster boards, calendars, PEOPLE (teachers, students, the principal, etc.), the school handbook, etc. Answer ONE of the following questions about the school. Be prepared to discuss the following questions as a class: What is a major extra-curricular event happening next year? When is it happening? How many students are in the senior class? What is the procedure a parent must follow to excuse their ill son or daughter from school? What is for lunch in the cafeteria on Monday next week?

1.) Did you find any new or surprising research tools?

2.) Who did you talk to? Why were they helpful?

3.) What artifacts did you examine? Why were they helpful?

4.) Can you think of any other places or ways you could have gathered this information?

32 *Day 11, 12, 13, 15: Handout

FORM= AUDIENCE + PURPOSE
1. What is the FORM of the genre or piece you examined today/this week? Why is this form appropriate?

2. Who is the AUDIENCE for this genre or piece? Who does the creator or author wish to inform? Why is the form appropriate for this audience? What does this audience GAIN?

3. What is the PURPOSE for this or piece? Why has the creator or author created this piece? How is the purpose met by the form the author chose?

33 *Day 16: Presentation Handout (p1)

RESEARCH PRESENTATION ASSIGNMENT Congratulations! Over the past 3 weeks, you have learned many of the ins and outs of research. Hopefully, you have familiarized yourself with many different methods (or modes) of research and a slew of different genres (websites, iMovies, TV, film, visual representation). Over the past few weeks, you have acquired information that has informed some of the answers for your three artifacts. Now, you will put together a presentation of your findings that meets the audience and purpose for you research. REVISIT YOUR RESEARCH PROPOSALS! Below is a collection of the various genres you have encountered:

Wikispaces Official Wesbites DIY Websites Visual Representations Advertisements

iVideo Online video clips Film Television Music

Choose one of the genres we have encountered in which to present your research. Again, we will conference to go over your goals and expectations and make sure everything makes sense. I urge you to be creative and have fun! However, remember the two most important things about a good presentation: it keeps its AUDIENCE and its PURPOSE in mind! Some examples of presentations which would utilize these genres include: • • • • • Making your own Wikispace dedicated to your culture Make a website using Weebly or another DIY site Create a slideshow of images depicting our culture (similar to Lauren Greenfield’s) Make an iVideo with art and music that effectively depicts what you’ve learned about your culture Create a soundtrack of songs that symbolizes your culture

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*Day 16: Presentation Handout (p2) You will have five days in school during why you can work on your presentations in the library, including a day you will update your research partner on your progress and be able to ask questions. Use your time wisely, both at home and at school. It is expected that you will spend some time working on these at home! ANTICIPATED SCHEDULE: Monday, 5/25: Independent work in library (sign up for presentation date) Tuesday, 5/26: Independent work in library Wednesday, 5/27: Independent work in library Thursday, 5/28: Citation lesson and independent work Friday, 5/29: Partner Share Monday, 6/2: Presentations begin

FORM= AUDIENCE + PURPOSE

35 Day 16: Handout 2 (created at www.rubistar.4teacher.org) RESEARCH PRESENTATION RUBRIC CATEGORY Appropriateness of Form Appearance/Quality Knowledge/Content Presenter Preparation 25 points - Form completely suits - Presentation is its intended audience and polished, clean, and their need/expectation well thought out. -Form completely meets Any art or fits the purpose of the media works presentation perfectly. Presentation is completely pleasing to the senses -Presenter is well- -Presenter speaks versed in the clearly and fluidly, artifacts and speaks with confidence. knowledgeably Presentation keeps about that. Research excellent flow, pace, was clearly and style throughout. conducted. Presenter can easily answer questions about topic.

18-25 points - Form essentially meets audience expectations, but a better genre could have been chosen -Form almost entirely meets its purpose, but could go further

- Presentation is -Presenter is mostly -Presenter speaks mostly polished, but well-versed on almost completely could be neater or topic, but could clearly and fluidly. better organized. have found more. Flow, pace, and style Art media Research was are mostly good. functioning almost conducted, but perfectly. presenter doesn't Presentation is speak with mostly pleasing to complete the senses. confidence on topic. -Presentation is only mildly or slightly polished, but needs a lot of work. Art or media not well organized or not functioning properly. Presentation only slightly appealing. -Presentation appears to have very little effort put into appearance. Art or media not functioning at all. Presentiation not at all appealing. -Presenter is not -Presenter does not well versed in topic, speak very clearly or and seems fluidly (breaks and dependent on stops in presentation, presentation to volume too low, etc.) discuss topic. Pace, flow and style Presenter has a need much difficult time improvement, answering questions about topic. -Presenter not at all versed in topic. Research was clearly not done or done very poorly. Presenter cannot answer any questions about topic. -Presenter does not speak clearly or fluidly at all. Pace, flow, and style are poor, making the presentation very difficult to follow.

17-10 points - Form only minimally meets audience needs and expectations; audience may not fully understand or appreciate presentation -Purpose is met minimally by presentation

Below 10 points

-Form is completely inappropriate for its intended audience; they will not have any needs or expectations met -Form is completely inappropriate for purpose; does not accomplish it's goal

36 Day 19: Handout CITATION SHEET Directions: For each genre or source, find an online source that tells you how to cite it. Describe how you would correctly cite each source for academic or professional purposes. We will correct these sheets as a class. Be sure to keep this as a reference for citation of your presentation sources!

1.) An official website:

2.) An episode or clip of a television show:

3.) A film:

4.) A song:

5.) A DIY website or blog: