|Title||Research Writing: Past - Forward to the Future|
|Creator:||Ramsey Boyce, April email@example.com|
|Source:||English 12 CR Course|
|Contributing Authors:||Sarah Denman, Katie Hayes, Debra Lupica-Scott, Mary Ann Triplett|
Using seventeenth, eighteenth, nineteenth, twentieth, and twenty-first century United States documents, students will work together to gather, analyze, integrate, evaluate, and synthesize information to ascertain the effect the information gleaned has on today’s society and their future lives. Students will create a presentation using digital media to share their information. As individuals, students will write an abstract for a seminal United States informational text from each century.
To hook the attention of students and to make certain they can compose an abstract, introduce John F. Kennedy’s address to the graduates of American University in 1963, which can be found at http://www.youtube.com/watch?v=GnCps4GHGmY The teacher will work with students to create a whole-group abstract of the speech using the Abstract Checklist. This serves to model the format of the abstract for their first individual experience with seminal US documents.
Although the teacher can launch the project, consider having a local historian or a local visionary present the problem to make it more authentic. To launch the project, present the following prompt to students:
As you are getting ready to graduate and look to the future, your goal is to reflect on the past and to identify how it will influence your future. With a small group, you will use digital media to share information you glean from your individual research. Your project will be evaluated using the Presentation Rubric. Your individual abstracts will be evaluated using the Abstract Checklist.
|Content Standards & Objectives:||
How to conduct research
How to gather relevant information
How to analyze informative documents
How to draw supporting evidence from texts
How to cite textual evidence
How to integrate, evaluate and synthesize multiple sources of information
How to participate in collaborative discussions
How to write abstracts
How to adapt speech to context and task
How to apply knowledge of language
How to present information
How to use digital media
Gather relevant information
Draw supporting evidence from texts
Cite textual evidence
Integrate, evaluate, and synthesize multiple sources of information
Participate in collaborative discussions
Adapt speech to context and task
Apply knowledge of language
Present information using digital media
How is the past influencing your future?
|Assessment and Reflection:||
|Map The Product:||
Social Studies Teachers
Language Arts Teachers
Technology Integration Specialist
Computers with Internet access
Computers with word processing software
Computers with presentation software
Computer hooked to projector
http://www.youtube.com/watch?v=GnCps4GHGmY – This site has an excerpt of John F. Kennedy commencement address to the American University Class of 1963.
Some websites students might use to locate seminal U.S. documents and foundational U.S. informational documents from each century include the following:
http://www.nytimes.com/interactive/2009/01/17/washington/20090117_ADDRESSES.html - This site highlights the most used words in each inaugural address.
http://avalon.law.yale.edu/subject_menus/inaug.asp - This site links to presidential inaugural addresses as well as other important documents organized by century.
http://millercenter.org/scripps/archive/speeches - This site offers transcripts of the most important presidential speeches. The audio and video presentations of some of the speeches are available.
http://www.law.cornell.edu/supct/cases/topic.htm - This site organizes historic Supreme Court decisions by topic.
http://www.digitalhistory.uh.edu/supreme_court/supreme_court.cfm - This site permits searching for historic Supreme Court decisions by case, year or key term.
http://www.foundingfathers.info/federalistpapers/fedindex.htm - This site links to The Federalist Papers by number.
http://www.constitution.org/consprin.htm - This site provides a Declaration of Constitutional Principles in modern language.
Local historian or members of the historical society
Electronic and non-electronic informational resources
|Manage the Process:||
This project could be adapted to fit the needs of the students and the time available.
To ensure the targeted learning occurs, the teacher is constantly monitoring student progress toward the goals to make sure students are acquiring and applying the intended learning outcomes. The teacher checks with each individual and each group on a regular basis to ensure they are moving toward mastery of the intended learning targets. The teacher reads each individual’s abstract to learn about the information students are gleaning from the project. The teacher also monitors each group’s discussions to evaluate the analysis of the information studied as well as the integration, evaluation and synthesis of the information. The presenters, the panelists, the audience and the teacher will evaluate final presentations. The teacher might assign certain presentation groups different roles during the presentations. For example, while one group is presenting, two groups might be taking notes on the presentation, two groups might be evaluating the presentation using the rubric, and two groups might be generating questions to pose.
The teacher can heterogeneously group students who work well together and bring a range of skills and perspectives to the project in groups of four or the teacher can allow students to self-select their groups according to interest. Each group will gather, analyze, evaluate and synthesize information from foundational seminal U.S. informational and literary documents. Each individual will be responsible for writing an abstract for one resource representative of each century.
The knowledge and skills students should master before beginning this project are included in earlier Next Generation Content Standards and Objectives; however, the teacher might find it necessary to reteach some of the objectives in mini-lessons with small groups or the whole class.
To differentiate instruction, the teacher can allow students to choose the specific documents they will investigate and how they will investigate depending on their personal readiness, interest and learning profile. The teacher will scaffold instruction to meet the individual student needs through mini-lessons as needed for individuals, small groups and whole groups so all students can successfully meet the goals of the project.
The teacher will establish a justifiable grading system before launching the project and present that system to the students at the beginning of the project. The teacher will evaluate each project or performance in the project with students receiving timely, descriptive feedback denoting strengths and weaknesses so they can successfully complete the project. The teacher will use the written abstracts, the explicit feedback provided during teacher student conferences and the practice presentations as formative assessment; therefore, only descriptive feedback is offered on how students can improve their performance before the final presentation. The teacher will constantly monitor student progress and provide descriptive feedback through classroom observation and personal communication. The teacher will assign grades based on individual demonstration of knowledge, skills and understanding relative to the content standards and objectives taught during this experience. They will evaluate knowledge, skills and understanding of the Next Generation Content Standards and Objectives as well as the Learning Skills and Technology Tools.
The teacher will notify school-based and community-based adults about the project before it is started, so they realize what students are doing. Students will have access to the school-based adults throughout the project. It is hoped that students will be able to have access to community-based resources throughout the program through electronic means. Also, community-based adults, such as a local historian, a local judge, a local librarian and a local visionary will be invited as panelists for the group presentations.
Manage the Process Timeline
Countdown to Project Launch
Schedule the project after discussing the project with others in your building so presentations do not overlap for students.
Notify school-based and community-based adults about the project.
Schedule community-based adults for the launch.
Schedule community-based adults for the panel for presentations.
Procure copies of the attachments and organize them as they will be needed.
Procure copy of video to launch project.
Decide whether to allow students to self-group or whether to assign groups.
Teach collaboration, presentation, independence, and inquiry before beginning the project so students can meet the demands of project based learning, especially if this is their first project based learning experience.
Create a means to communicate with students about the project.
Determine how to present information, such as the resources which are compiled by century.
Launch the Project
Introduce John F. Kennedy’s address to the graduates of American University in 1963. This speech serves as a significant informational text. Teacher will work WITH students to create a whole-group abstract of the speech using the abstract checklist. This serves to model the format of the abstract for their first individual experience with seminal US documents.
Teacher presents the prompt with assistance from local community members.
Teacher presents the Driving Question.
Students create a Know, Need to Know list.
Students create an Asset Map of community and technological resources they might use to complete the project.
Students review managing the process timeline.
Teacher forms collaborative work groups of students by assigning groups or by allowing students to self-select groups.
Teacher assigns due dates.
Students hold initial group meetings.
Students discuss their strengths.
Students review the Collaboration Rubric.
Students compose group contracts.
Students brainstorm ideas about the topic and prompt as well as responses to the Driving Question.
Students write preliminary task lists, distribute the workload, and assign tasks.
Teacher will assign due dates.
Teacher reviews group contracts and task lists.
Teacher presents resources.
Throughout the Project
The teacher discusses US Seminal Documents with students.
The teacher scaffolds reading strategies to use to access the information in the documents. Teachers might choose to use SQ3R, SOAPSTone, or Strategy for Reading Nonfiction. This step is crucial in the scaffolding process.
Students will preview all documents and select one from each century. Remind students that the documents they select may be used in the group media presentation. Students should look for a thread that connects the multi-century documents.
Students conduct a close reading of the material they have selected, using one of the strategies listed above.
The teacher distributes the Abstract Checklist and reviews criteria with the students.
Students write a draft of an abstract for one document.
Students use the Peer Review Checklist to review their abstracts with a partner.
Students revise their abstracts and submit for teacher comment.
The teacher conferences with each student while other studnets are reading and annotating remaining texts.
Students use descriptive feedback to make final revisions for abstract.
The teacher collects abstract, makes a copy and gives student a copy of their polished abstract to help them as they write their future abstracts.
Students write an abstract for one document per century.
Teacher distributes Discussion Checklist.
Students review Discussion Checklist.
Students move to pre-determined groups to share their abstracts and discuss common threads.
Students decide what overriding theme they will use for their group media presentation, keeping in mind the driving question.
Teacher distributes Presentation Rubric.
Students review the Presentation Rubric.
Students present plan for group presentation.
Students confer with teacher about outline for group presentation.
Students create group presentation.
Students rehearse group presentations by presenting them to reading/English language arts teacher, library/media specialist, and technology integration specialist as available.
Students revise group presentation.
Students respond to the Driving Question.
Presenting the Project
Teacher reviews audience roles and responsibilities.
Teacher reviews presentation rubric with audience and panelists.
Student groups present projects for authentic audience composed of community members.
Panelists and audience pose authentic questions about the content of presentations.
Individuals respond to questions about topic.
Audience (panel, peers, and teacher) evaluates each individual’s part in the presentation using the Presentation Rubric.
Evaluating the Project
Students self-evaluate by writing a reflective piece describing what they’ve learned and what they contributed to their group performance as well as completing the Discussion Checklist and the Collaboration Rubric.
Celebrate completion of the project by noting successes.
Students and teacher reflect and debrief the project.
Students reflect throughout the project in their individual teacher-student conference.
Students also assess their own work on the project. The teacher reflects on what is going well and why as well as what needs improved and why throughout the project as a result of their observations and personal communications with students. With a partner, their collaborative group or mixed small groups, the class will reflect on their responses to the driving question and debrief the project through whole class discussion or focus group discussion discussing appropriateness of the duration, workload, instructions, resources, assessments, challenges, assistance and ideas for improvement. The teacher uses the results of these reflections and the reflective essays to refine the project for future use. The teacher will collect samples of a range of student work to revise rubrics. The teacher will reflect on what 21st Century Learning Skills and Technology Tools, as well as which content standards and objectives were mastered and which should be emphasized in future projects.
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