Title III Technology Literacy Challenge Grant

Learning Unit

OVERVIEW

We all expect students to research, read, interpret, and synthesize information and ideas.  After gaining this information students will construct and present a well-developed analysis of their topic. This experience may be adapted for any school classroom project in which students are asked to research a specific topic.  Depending on the age level and individual student needs, the unit length may need to be adjusted accordingly.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

CONNECTIONS TO NYS LEARNING STANDARDS

Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2: Language for Literacy Response and Expression Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3: Language for Critical Analysis and Evaluation Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

INITIATING ACTIVITY

After listening to a music clip from Kenny G’s “Auld Lang Syne,” students will use “numbered heads” to complete a word splash sheet on the events, people or inventions of the 20^th Century.

In word splash activity, students will choose two terms from the word splash and generate complete statements about the terms and how it relates to the topic. 

LEARNING EXPERIENCES

ACQUISTION

-Using completed word splash sheet students will fill in Central Idea Graph organizer to acquire the 5 W’s on their Person, Event, or Invention.

-Using FWL, students will take information gathered on their selected person, event, or invention to develop a Brief Bio or Place Event on Power Point from a think aloud.

-Students will receive direct instruction on the process of note taking strategies through think aloud/written set of steps.

-Student will access information from a variety of sources including internet, electronic media, and non-fiction texts, and reference material through written set of steps and a model.

-Students will receive direct instruction on the process of writing a research paper, including cover page, report and works-cited through think aloud/graphic organizer and a model.

EXTEND/REFINE

-Students will use their note cards to classify their gathered information into several key points (Graphic Organizer).

-Students will use their key points to summarize (Induction) their research to write an organized, well-developed paper.

CULMINATING PERFORMANCE

(Include rubrics, checklists, etc.)

Munson Williams Proctor Institute is putting together a Time Capsule and would like the top 3 people, events, and inventions from our class research topics of the 20^th Century.  Using a Decision-Making Matrix, students will select the top 3 people, events, or inventions that they feel have had the greatest impact on our lives.

My choice is ___________________________ because __________________

_______________________________________________________________.

Legend:  20^th Century Person, Event, or Invention

Does not possess criteria

Possesses the criteria a little bit (somewhat)

Is between a level 1 & 3 (in between)

Possesses the criteria totally (totally)

*In using the matrix, students, working in groups, will give each person, event or invention a rating of 0-3 according to the criteria listed.  After each category has been rated, they will be weighted according to the number directly following the criteria in parenthesis.  For example, if a person gives an event a rating of 2 for its contribution to society, it would then be multiplied by 3 for an overall weighted score of 6. 

PRE-REQUISITE SKILLS

Use of Power Point

Word Processing Skills

Use of Internet

MODIFICATIONS/ADAPTIONS

Adheres to student IEP’s

Consultant teacher to interpret information/directions

UNIT SCHEDULE/TIME PLAN

1 hour a day, using in-class time each afternoon, schedule permitting

2-3 weeks

TECHNOLOGY USE

Word Processing

Power Point

Internet/Electronic Library Research

The Research Report Rubric will be using the same weighted scale as the Decision Making Matrix used previously in the unit.  For example, if a student receives a rating or 4 on his/her notecards, it would then be multiplied by 5 for a total weighted score of 20.