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Preparing Students to Write Their Social Issue Research Paper

Central Focus: Students will pick a topic that interests them and understand why it is important to evaluate sources of information.

  • Rationale: During this lesson we intend for the students to understand the importance of evaluating a source of information with regards to the credibility and validity of the information. This ties into the unit goal of having the students write their Social Issue Research Paper. Students will also discuss and reflect on possible topics for their papers. The students will create an emotional connection to their topic.
  • Theme: What is fact or fiction? Is it important? How do I identify it?
  • Text: Article “How to Avoid Click-Bait Scams” by Kate Brauer-Bell

Content Standards: 

  • ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.
  • ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Student Learning Goals and Objectives: 

  • Students will gather relevant information from multiple sources and evaluate the credibility of those sources so they can use the highest quality sources for their research paper.
  • Students will use technology to do effective research to increase their knowledge and awareness beyond the classroom.
  • Students will analyze, discuss and reflect on the topic for their social issue.

Instructional Strategies and Learning Tasks:

Opening (5 minutes): Ticket in the door: Give each student a number 1 or 2! Say “I need you to be seated at your designated table.”

  •       Number 1s go to the “Topic” station on the left side of the classroom
  •       Number 2s go to the “Source Evaluation” station on the right side of the room.

Instruction (60 minutes): It’s time to start preparing to write your social issue research paper. You’ll spend 30 minutes at each station:

  • At the Topic station the teacher will hand you a list of potential social justice issues for you to review and contemplate.
  • At the Source Evaluation station the teacher will give you a list of vocabulary words with definitions that you will discuss.

All the words will help you to identify and evaluate websites as information sources for your research papers. Please watch the timer on the smart board and move to the next station once the 30 minutes are up.

Closing (5 minutes): Thank you for participating and making this a smooth process. We will be doing the same thing tomorrow so please remember your number and start at the same station as you did today. Also bring back to class all the handouts from today.

Differentiation/Planned Support:  Process (small group sessions, hand-outs)

 

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Cultural Identity 8: Poster and Gallery Walk

Standards

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Georgia ELA
  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Georgia ELA

Learning Target
I can create a graphic representation of my cultural identity and present it to my classmates.

Opening Session (20 minutes)
Grab your poster and art supplies to finish coloring your Frida Kahlo poster!

Work Session (40 minutes)
Split the class in half; half the class hangs their posters on one side of the hallway, the other half on the other side.

Gallery Walk and Meet the Artist

  • Students on the left side of the hallway stand next to their posters.
  • Students on the right side of the hallway walk up to the posters on the left to look at the posters and listen to the artist explain their work.
  • Artists standing next to their posters use their notecards to tell viewers about their piece.
  • After half the class period is over, switch to the other side.

Closing Session (10 minutes)
Write a reflection – which pieces were particularly meaningful to you? What was it like to do this project? Were you surprised by any of your classmates’ work? Did you
surprise yourself?

Assessment
Summative (poster/gallery walk)

Differentiation
Process (scaffolding, framework), learning style (visual)

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Cultural Identity 7: Frida Kahlo

Standards
ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA

Learning Target
I can analyze a particular point of view regarding a cultural experience expressed in literature and art.

Opening Session (15 minutes)

  • Ask the class: does anyone know anything about Frida Kahlo?
  • Read and discuss “from Frida, a Biography of Frida Kahlo” (1.6)

Work Session (52 minutes)
After we go over the article and talk about where we marked things, we are going to check out some artwork by Frida Kahlo. This painting is called Self-Portrait on the Borderline Between Mexico and the United States.

CH991362 Self Portrait on the Border between Mexico and the United States of America, 1932 (oil on tin) by Kahlo, Frida (1907-54); 31×35 cm; Private Collection; (add.info.: Self Portrait on the Border between Mexico and the United States of America; Autorretrato en la Frontera entre Mexico y los Estados Unidos. Frida Kahlo (1910-1954). Oil on tin. Signed and dated 1932. 31 x 35cm.); Photo © Christie’s Images; Mexican, in copyright

We’ll examine this painting using the OPTIC strategy! I’m just full of strategies today! OPTIC stands for

  • Overview: Write notes on what the visual appears to be about
  • Parts: Zoom in on the parts of the visual and describe any elements or details that seem important
    Title: Highlight the title if you can
  • Interrelationships: Use the title as the theory and the parts of the visual as clues to detect and specify how the elements of the graphic are related
  • Conclusion: Draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in 1-2 sentences

After analyzing the painting, I want to give you the requirements for our next project in here, which is a Frida Kahlo-inspired poster about yourself. Here’s the deal:

  • Create a poster inspired by Frida Kahlo’s Self-Portrait on the Borderline between Mexico and the United States. You may follow the painting’s format as closely as you wish (by putting yourself in the middle and surrounding yourself with objects related to your culture) or not at all. Your poster should be on standard 8.5×11 printer paper, in color (or shaded black and white, like a charcoal or pencil sketch). You will present your poster to your peers in a gallery-walk format using a notecard for reference.

Closing Session (3 minutes)

  • Put a reminder in your phone for this evening to bring to school tomorrow any pictures or art supplies you want to use on your poster.
  • Share the start of your poster with your neighbor and explain it!

Assessment
Formative (class discussions, book check)

Differentiation
Process (scaffolded questions, learning style [visual, auditory])

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Cultural Identity 6: Narrative Revisions and Turn It In!

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
  • ELAGSE9-10W3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
  • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
  • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
  • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
  • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can write a narrative about my childhood that reveals my cultural identity.

Opening Session (10 minutes)
Grab your laptops and pull up the cultural identity narrative you worked on yesterday! Trade laptops with a friend and read each other’s narratives. Tell your friend two good things they did in their narrative, and one place you think they can improve!

Work Session (55 minutes)
You will have the entire work session to finish your cultural identity narrative! Remember, your goal is to write a narrative essay that shows your personal cultural identity through story. You may use the “I remember…” format given in class, or you may choose your own structure. Your essay should be approximately 500 words, written in MLA format (Times New Roman 12, double spaced, MLA header) and turned in electronically to your teacher through Google Drive.

Closing Session (5 minutes)
TURN IT IN! I’ll go over again how to upload essays to Google Drive

Assessment
Summative (capstone essay 1)

Differentiation
Process (scaffolded prompt and framework)

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Cultural Identity 5: Narrative Writing

Standards

  • ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Georgia ELA
    • ELAGSE9-10W3.a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Georgia ELA
    • ELAGSE9-10W3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Georgia ELA
    • ELAGSE9-10W3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Georgia ELA
    • ELAGSE9-10W3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Georgia ELA
    • ELAGSE9-10W3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Georgia ELA

Learning Target
I can write a narrative about my childhood that reveals my cultural identity.

Opening Session (5 minutes)
Laptop assignment! I’m going to give everyone in class a specific number. That number will be your laptop for the entire semester, every time we use a laptop cart. Don’t forget your number!

Once you have a laptop, log on and open up your google folder. I’m going to show you how to set up your paper in MLA format, which will be the required way of formatting all your papers in this class (and in every English class you take for the rest of your life, pretty much). Every assignment this semester will be a google doc submitted to your google folder that you have shared with me.

Work Session (55 minutes)
You’ll have the entire work session today to draft your cultural identity narrative! Your final draft CAN keep the “I remember…” format we worked with yesterday, but you do not HAVE to, if you don’t like it.

While you draft, I’ll come around and offer individual feedback and assistance

Closing Session (10 minutes)
To close the day I want you all to show me individually, on your laptops, your google folder and draft of this assignment. Then you can put the laptops away – Please place the laptop in its assigned spot by number, in the laptop cart.

If you want to continue writing your essay at home, you can access it from the class drive where you just uploaded it. Otherwise, you will have tomorrow to work on your essay in class, and it will be due at the end of the class tomorrow.

Assessment
Summative (Capstone essay 1)

Differentiation
Process (Scaffolded prompt and framework)

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