For the next three class periods, you and your partner will work to polish the ten steps of the multigenre research process. This means going back to your definition, infographic, bibliography, etc and making sure that they are awesome.
Start here — > Finalize the details of your solution and assign one of your group members to create a visual representation of it. Check out Safebook as an example. (The solution will be the focal point of your presentation, so make sure the representation is detailed, clear, and appealing.)
Then revise the rest of your documents: Definition, Infographics, Annotated Bibliography, Creative Arguments. Make sure they are complete, proofread, and logical.
Finally, assemble your documents in a multimedia presentation format. (Suggested: Glogster, Prezi)
PRESENTATIONS WILL BEGIN WEDNESDAY.
With your partner, type answers to the following questions in a Google document. Be sure to answer in complete sentences and use details.
- What is your inquiry QUESTION?
- Why is your topic a PROBLEM at Sheboygan Falls High School?
- Why does your audience of classmates NEED a solution?
- What are two SOLUTIONS that already exist in other schools or communities? (Research required.)
- How can you improve upon or surpass the existing solutions so that you BUILD UP the people who have been harmed, INSPIRE change, and SOLVE the problem?
- How will students be introduced and encouraged to participate in your solution?
- What activities will be associated with our solution?
- How do you believe these activities will encourage positive change?
- How does your solution end?
- How do students celebrate successfully participating in the solution?
You are constructing a school-wide program that can be implemented at Sheboygan Falls High School next school year. Explain how the program will positively impact students who are affected by your topic as well as how the program will help stop the problem before it happens; thus, creating a positive change in our school environment. Your program should include a complete description of how you will implement it at the beginning of next year, how you will obtain and maintain student involvement, and some type of program completion or end of the year experience. You will participate in a peer review of this program Thursday so come to class prepared.
Learning Targets: Students will engage in Students will collaborate to plan original creative arguments.
- Independent Reading (20 min) + Make Detailed Observations (10 to share Mon)
- Creative Arguments
- Make sure each person in your group has a quality plan and that it is approved.
- Remember that you must focus on making a specific judgment, correcting a misconception, or making an issue local. The appeals are ethos and pathos.
- Start creating your arguments. They are due on Friday.
- Organization last week was mid-quarter. A lot of you are missing assignments. Make sure that your group has a good organization system for your files in Google: Use the following checklist.
- Shared Folder: Multigenre Research [Topic]
- Shared Documents in Folder:
- Critical Thinking Questions [Topic]
- [Lastname] NYT [Topic] (2 of these)
- [Lastname] TIB [Topic] (2 of these)
- Formal Definition [Topic]
- [Lastname] Infographic Exit Slip (2 of these)
- [Lastname] Creative Argument Plan (2 of these)
Prompt (5/2): Tell me about something you want to learn about or that you want to learn to do.
Step 1: Review Creative Argument with your partner.
Step 2: Work with your partner to choose one of the following purposes for each partners’ creative argument. Clarify the details of each.
- Make a judgment
- Point out a misconception
- Establish a local identity
Step 3: Continue to work with your partner to decide which creative formats you and your partner will create. Remember that they must be different.
Step 4: Individually, answer the following questions about your plan. Share this Google Document with your partner and with Ms. Johnson. (You do need approval from Ms. J or Mr. F, before you create your argument.)
- What stance are you taking on your topic? (From step 2)
- What creative piece are you thinking of creating? Why have you chosen this piece? What details of this piece are you already imagining? Remember ethos and pathos. (From step 3)
- What do you intend your piece to portray to your audience?
Step 5: Begin surveying the web for several good examples of the creative format you chose. Collect links to these examples in the same Google Document as Step 4.
Learning Target: Students will review the research and argumentative process. Engage in critical reading of sample texts and begin planning original arguments based on research.
- Review Unit Plan: Prezi
- Introduction to Creative Argument: Mentor Text “Measuring Cups”
- Retrace rhetorical thinking:
- Personal Connections?
- Inquiry Question?
- What is the problem that fuels this argument?
- What data can we locate to prove the problem?
First: Work with your partner to create a formal definition of your topic. Remember that this definition should be partially based on your own thinking (which you wrote down in response to your critical thinking questions), and partially based on your research so far. Your goal is to make clear the foundation of your argument for your audience.
Second: Read and become familiar with infographics. Make a plan with your partner, keeping in mind that you will each create unique infographics. Then continue your reasearch, focusing on finding numbers related to your inquiry question. Add the sources for these numbers to your annotated bibliography. Your goal with the infographic is to show that this is a real problem or unanswered question about your topic.
While you are working this week, Ms. Johnson will be calling you over to share your progress on your Annotated Bibliography, definition, and infographic.
Learning Target: Students will continue to gain familiarity with the objectives and expectations for fourth quarter independent reading and multi-genre reserach unit.
- Independent reading overview.
- Generate list of ways to make observations about reading.
- 20 min of reading.
- Complete Defintion.
Learning Target: Students will become familiar with unit outlines and resources. Students will also establish the framework for their research through the creation of an inquiry question, definition, and annotated bibliography.
Step One: Revisiting Initial Research
You and your partner should have one Annotated Bibliography in EasyBib that is shared between you. You must have a total of four different sources annotated before you move on to the next step.
Step Two: Inquiry Question
Discuss your topic with your partner and review your answers to the Critical Thinking Questions. Based on your current thinking about your topic, develop an Inquiry Question. You must have your inquiry question approved by Ms. Johnson before you move on to the next step.
Step Three: Organize and Define
Use the research you have already done (and additional research, if necessary) to get your documents organized and formalize your topic. Read and follow directions on creating a definition. Remember that you are defining your general topic for an audience. Use the sources you have from “This I Believe” and from the New York Times. If you need additional research, be sure to get it from credible sources and to add them to your annotated bibliography.
Learning Target: Students will complete the design thinking process by presenting their solutions and collecting feedback. Students will reflect on their inquiry into bullying, including the documentary and design.
T O D A Y
- Reflect On Bullying: Today you are to create a blog post in response to the Bully documentary and the design thinking lab. In this blog post, consider your thoughts about the documentary. Use the notes that you maintained in your Google document to provide support and evidence for your opinion. You should also consider the discussions we had in class as well as any response you had that you didn’t share. Also consider your experiences talking to your classmates about possible solutions to bullying. Which solution was your favorite and why? What assumptions did we make or biases did we use about how people change their behavior? Comment on the challenges that individuals, families, and schools have in protecting young people from each other. Write two or more personal, detailed, and reflective paragraphs.
- Proofread and Publish your post:
- Title: something unique!
- Category: cyberjournal
- Sub-category: Bully
- Tags: must be present.
Bias: Bias exists when a problem is presented in partiality, meaning the argument only considers part of the problem or a specific group of people. When constructing an argument, you want as little bias as possible. It is important to recognize bias in order to understand where the argument is lacking. Work with a partner and consider two examples of bias that exist within the documentary.
Questions: With your partner, construct three questions you have after watching the documentary. These questions can be based on data from the documentary, information you don’t think the filmmakers addressed. They may also be discussion questions, conversations about the documentary you would like to have with your peers.
Solutions: After you have reflected upon the documentary and discussed the bias, define the problem of bullying with your partner. Once you have defined the problem, suggest solutions. Answer how you will attempt to solve the problem. Suggest solutions to the class.