I Won’t Stand For... Course Purpose: In this research centered course students will explore self-selected issues, conflicts and stereotypes that exist in the world today and create solutions and/or ways to help combat them. Using technology tools such as Infohio, EBSCO, Diigo, and Zotero, students will explore, plan, research, revise and compose personal narratives and proposals for change. Through videos, class discussion, and completing research modules, students will improve their current research skills and add technology tools which they will be able to use in any of their Core classes and for future research.
Goals for Course 1: I can ask appropriate questions that help me focus a research topic or solve a problem. I can gather relevant information from a variety of online sources to answer my question. I can evaluate information from a variety of formats when researching. I can effectively take notes and organize my information to avoid plagiarism using a variety of technology tools.
Essential Products for Course 1: 1) An approved topic and an essential question for research Essential questions have no right or wrong answer and cause you to think more deeply on the subject. Ex. Topic: I Won’t Stand for Child Labor in Other Countries Simple Question: How many countries in the world have no child labor laws? Essential Question: How does a cultural view of the role of children in society contribute to child labor?
2) A beginning digital collection of possible sources with notes for the final proposal
Goals for Course 2: I can use the writing process to write a personal narrative with descriptive details and effective technique I can organize and share my research and collaborate with others through the writing process I can use a variety of multimedia technologies to produce, publish, and update my project.
Essential Products for Course 2: 1) Personal Narrative Reflective piece of writing with multiple drafts (as needed) that has been edited and revised over time This narrative should: Incorporate the “I Won’t Stand For” theme Serve as a rationale for why they are passionate about their “I Won’t Stand For” topic Be approximately 1 typed page (~300 words; modify based on student need) Reflect the Writing Process: Brainstorm, Plan/Organize, Rough Draft, Edit
se, Final ⇔Revi
Draft, Publish & Distribute
2) Call to Action created using multimedia tools (Includes the research gathered from course one) Possible forms: Public Service Announcement (similar to the “I Won’t Stand For” examples) Speech/Presentation (similar to TED talk) Podcast (Think: NPR’s “This I Believe” and examples in Module 5) Campaign (Ex. Student interacts with real organization or creates an event to raise awareness) Grading Criteria: Grades for this course will be based on completion of required tasks emphasizing the research process. Grades are determined by the following: Class participation and on task work Module Quizzes Module Completion Submission of Assignments Course 1 Essential Products: Development of an approved topic and an essential question for research Development of a beginning digital collection of possible sources with notes for the final proposal Course 2 Essential Products: Personal Narrative Writing Piece Call to Action
Common Core Connections: Writing: Research to Build & Present Knowledge ∙
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
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Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
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Draw evidence from informational texts to support analysis, reflection, and research.
Writing: Text Types & Purposes Write narratives to develop real or imagined experiences or events using effective technique relevant, descriptive details and well-structured event sequences. Speaking & Listening: Comprehension & Collaboration ∙ ∙
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and organization, development, and style are appropriate to task, purpose, and audience.
Ideas for 8th Grade Literacy Learning Targets:
Comprehension and Collaboration CCSS.ELA-Literacy.SL.8.1(DEBATE) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. 1. I can come prepared with key points and textual evidence to contribute to a discussion. 2. I can review and/or research the material(s) to be discussed and determine key points and /or central ideas. 3. I can create questions and locate key textual evidence to contribute to a discussion on the given topic, text, or issue. CCSS.ELA-Literacy.SL.8.1b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. 4. I can define the roles and rules necessary for collaborative discussion. 5. I can participate in a discussion by posing questions that connect the ideas of several speakers, responding to questions, and elaborating on my own ideas and/or the ideas of others. 6. I can track the progress of a discussion and recognize when the discussion is getting off-topic. CCSS.ELA-Literacy.SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. 7. I can make relevant observations and use my ideas and comments to further the discussion. CCSS.ELA-Literacy.SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 8. I can review the key ideas presented in a discussion, integrate them with my own when warranted, and justify my own views based on evidence introduced by others. CCSS.ELA-Literacy.SL.8.2 (SPEECH) ( Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. 1. I can identify various purposes (to inform, to persuade, to describe, to convey an experience) for presenting information to a reader or audience.
2. I can analyze the information presented in a variety of media and formats (e.g., charts, graphs, tables, websites, speeches) to determine the purpose of the presentation. 3. I can evaluate the motives behind various presentations. CCSS.ELA-Literacy.SL.8.3 (DEBATE) Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. 1. I can identify the side of an argument a speaker presents. 2. I can determine the credibility of a speaker and his/her purpose. 3. I can identify claims that are supported by fact(s) and those that are opinions. 4. I can evaluate if a speaker’s argument is sound using evidence he/she provides to support his/her claims. 5. I can identify if a speaker has introduced irrelevant evidence when presenting his/her claim. 6. I can determine if a speaker has provided enough relevant evidence to support his/her claim or argument.
Presentation of Knowledge and Ideas CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. 1. I can determine important/key points and emphasize them when presenting my claims and/or findings. (BOTH Debate & Speech) 2. I can support my claims and/or findings with relevant evidence, sound valid reasoning, and well-chosen details. (BOTH Debate & Speech) 3. I can present my information in a logical sequence using appropriate eye contact, adequate volume, and clear pronunciation. (Speech) CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 1. I can identify the parts of my presentation, including claims and evidence, that could use clarification, strengthening, and/or additional interest. (BOTH Debate & Speech) 2. I can integrate appropriate media component or visual display to improve my presentation. (Speech) CCSS.ELA-Literacy.SL.8.6 (Speech) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.) 1. I can identify various reasons for speaking (e.g., informational, descriptive, formal, informal). (Speech)
2. I can determine speaking tasks that will require a formal structure. (Speech) 3. I can compose a formal speech that demonstrates a command of grade 8 Language standards. (Speech)
Learning Target
Assessment
Ex. Concept of supporting evidence within a text.
Ex. Contrast weak evidence with strong evidence (using a T chart)
Module 0 (Speech) What are we doing? Why are we doing this? Kick-off (Hook) Impromptu speeches (5/10 min. to prepare, speak for 1-2 min.) Possible topics: Favorite/best movie… Best cell phone is… Favorite: show, movie, experience A show/movie in which you think teens are most realistically portrayed Learning Target
Assessment
Concept and importance of speaking skills in everyday life.
Perform the speech within 1 minute to 2 minutes. Record speech with a partner. *This is the pre-assessment
Course Outline 2-3 Instructional Days ● Ice-breaker: Stand up and introduce yourself to the class. Take 60 seconds and talk about this topic. Record speeches (note: this could either be directed by the teacher in a whole-group setting, or partner teams could record each other) ● Reflection post: What went well with your speech? What did not go well? How would you change the delivery of the speech to make it better? (note: we want students to experience a need and purpose for improving their speaking/presentation skills) *Discussion post in Schoology (hide posts from others until student has posted. ● Students will begin to identify areas of improvement. Both physical and verbal. ● Watch bad examples of speeches both with sound and without to show physical distractors. Listen to examples without picture to hear verbal cues such as “okay”, “like”, etc. This will teach students how they will be evaluated. *Students will use a rubric to evaluate the bad examples Rubric:
Module 1 (Speech) Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. a. Verbal analysis b. Create a rubric for speaking then use the rubric to evaluate a speech (like TED talks, and other speeches) i. Have a rubric to rate the speeches ii. We would need to look at some speeches on TEDxTeen (and at the regular TED talks site) for good models iii. Youtube (Steve Jobs launching the first I-pad? No text on slide) speeches iv. Audience is also completing a rubric evaluating the speakers/aspects of the speeches so that they are ACTIVE LISTENERS v. Audience has to ask a certain number of questions after listening to all the speeches to be ACTIVE LISTENERS
Learning Target
Assessment
Concept of a good speech: I can identify various purposes (to inform, to persuade, to describe, to convey an experience) for presenting information to a reader or audience. I can analyze the information presented in a variety of media and formats (e.g., charts, graphs, tables, websites, speeches) to determine the purpose of the presentation. I can evaluate the motives behind various presentations.
Module 2 (Speech) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims, and evidence, and add interest. a. Use media b. Don’t turn you back on audience when speaking c. Don’t read your slides/visuals
d. Don’t say everything that you have on your slides e. Questions for graphic organizer (The common core companion, p. 183) i. What is the subject and purpose of your presentation? ii. Which elements and information are most important? iii. What multimedia components (graphics, images, music, or sound) would clarify your ideas? iv. What claims, information, evidence, or qualities (e.g. how interesting it is) can you enhance (like the hook of the speech: anecdote, video, story…)?
Learning Target
Assessment
I can integrate appropriate media component or visual display to improve my presentation.
Module 3 (Speech) Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. a. This is really about audience i. Could have imaginary audience or could have small groups. Good for topics where student is trying to convince others about which game system is best, etc. What language is best to use depending on audience? Begin with easy, short speeches Continue with short speeches but try to improve body posture, etc. Elongate speeches Research required to prepare speech What’s the difference between quarter 1 and quarter 2? Quarter one would be more individual; quarter 2 would be more group work. Fish bowl: no one person should dominate the conversation, so if this technique was used Learn to speak in turn How to politely disagree with another How to play devil’s advocate How to build off someone else’s idea without changing the topic See an issue from a point of view other than one’s own Speaking without bias/speaking objectively Using facts/text evidence for support, not just opinions Debate: Being prepared to debate either side of an issue (students has to prepare both sides of issue then chooses at random which side they will debate just
before presentation Valid, relevant, and sufficient evidence (from argumentative writing) Take a stand, not be wishy-washy and say that both sides have points Use topics from other subjects: the constitution, science issues (stem cell research, cloning) http://www.educationworld.com/a_lesson/lesson/lesson304.shtml *Rules & Procedures example*http://www.entsoc.org/student-debate-rules-and-procedures Resource: 100 famous speeches (text, audio and video) http://www.americanrhetoric.com/top100speechesall.html
Learning Target
Assessment
I can identify various reasons for speaking (e.g., informational, descriptive, formal, informal). I can determine speaking tasks that will require a formal structure. I can compose a formal speech that demonstrates a command of grade 8 Language standards. I can present my information in a logical sequence using appropriate eye contact, adequate volume, and clear pronunciation.
Embedded in all Modules for Speech Practices of making a good speech Look for verbal pauses (“like”, uh”, “um”, ok) nervous movement, tone, spatial cues/positions, and how use dead air as a positive. a. Strategies for dealing with nervousness (www.calmclinic.com/anxiety/types/public-speaking-anxiety) b. How to prepare/practice for a speech Learning Target I can compose a formal speech that demonstrates a command of grade 8 Language standards.
Assessment
Module 4 (Debate) Present claims and finding, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. a. (Already have started with a speech to look for strengths and problems of your own speaking when you speak) NOW, students would…. Student does research from a couple of provided topics (or something as broad as “a current debatable topic”) and student does research.
Learning Target
Assessment
I can determine important/key points and emphasize them when presenting my claims and/or findings. I can support my claims and/or findings with relevant evidence, sound valid reasoning, and well-chosen details.
Module 5 (Debate) Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Learning Target I can come prepared with key points and textual evidence to contribute to a discussion. I can review and/or research the material(s) to be discussed and determine key points and /or central ideas. I can create questions and locate key textual evidence to contribute to a discussion on the given topic, text, or issue. I can define the roles and rules necessary for collaborative discussion.
Assessment
I can participate in a discussion by posing questions that connect the ideas of several speakers, responding to questions, and elaborating on my own ideas and/or the ideas of others. I can track the progress of a discussion and recognize when the discussion is getting off-topic. I can make relevant observations and use my ideas and comments to further the discussion. I can review the key ideas presented in a discussion, integrate them with my own when warranted, and justify my own views based on evidence introduced by others.
Stage a Debate: A Primer for Teachers (Lincoln-Douglas Debate Format) Adapt the standard debate format plus ten strategies for engaging students in debate! (Grades 3-12) Role Play Debate Students assume the roles of various stakeholders in debates on issues of high interest. (Grades 3-12) Using Fairy Tales to Debate Ethics Three fairy tales challenge students to think about honesty, right and wrong, and other questions of ethics. (Grades K-8) Four Corners Debate A debate strategy gets kids thinking and moving. Debate topics included for all grades. (Grades K-12) Inner Circle, Outer Circle Debate Strategy The inner/outer circle debate strategy emphasizes listening to others views and writing an opinion essay. (Grades 3-12)
Module 6 (Debate) Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. a. This goes with the same ideas above, to rate the information that is presented.
Learning Target
Assessment
I can identify the side of an argument a speaker presents. I can determine the credibility of a speaker and his/her purpose. I can identify claims that are supported by fact(s) and those that are opinions. I can evaluate if a speaker’s argument is sound using evidence he/she provides to support his/her claims. I can identify if a speaker has introduced irrelevant evidence when presenting his/her claim. I can determine if a speaker has provided enough relevant evidence to support his/her claim or argument.