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3. UMI Proquest
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3. UMI Proquest
MAC Final Quarter Research Project: Teach-In - Step 1/Planning
Next week in class, you will prepare for a “teach-in,” which means you (and your partner, if you choose to have one) will teach us, your peers and me, about a topic connected to at least one of the following documentaries/films/articles we have seen/read in the last several weeks:
The Persuaders
Generation Like
Tough Guise 2 (in addition to mini-teach-ins connected to the topic)
Mickey Mouse Monopoly
Beyond the Straight and Narrow
Your topic can also be connected to a specific media moment or article we have discussed in class.
Each person will need to prepare a lesson that is 20 minutes long. If you are working independently, plan on a 20-minute lesson. If you are working with a partner, plan on a 40-minute lesson.
Lessons can include reading (keep it to one page of text maximum). Please do not show videos that are longer than clips (60 seconds). Longer videos will not count in your lesson time.
Schedule and Project Notes:
If you choose to work with someone else, your grades will be the same. Please choose your partner carefully.
If you choose to work with someone else, be sure everyone’s name is on every assignment. There will be a couple of check-in steps before the teach-ins begin.
We will meet in the East Library next week to find research sources (one source will need to be from a database) and to prepare the lessons and activities.
Today’s Work:
If you choose to work with someone, exchange contact information if you haven’t already done so.
Discuss or think about your ideas. What has stood out to you in the documentaries and media moments so far? What was missing? What would you like to know more about (and what would you like our class to think about and discuss)?
Independently (or together if you are choosing to work with a partner), please complete this planning document to organize your ideas, focus on a topic, and consider the best approaches to teach your lesson.
Please be sure to turn in this planning document when you have completed it; it is two pages long. Your responses might stretch this document to 3 or 4 pages.
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Presenter (or Presenters’) Name(s): |
Responses - (both should contribute if working with a partner): |
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Ideas and Brainstorming: What media-connected ideas catch your interest? What do you want to take a deeper dive on and learn more about? Document your ideas for your teach-in, including your final topic. Be sure all members agree on the topic/subject! |
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Specific Connection to Documentaries, Media-focused Independent Books, or Media Moment: How is this lesson/topic directly connected to at least one of the documentaries or media moments? List the documentary title(s) and/or article/media moment and connections. |
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Essential Questions: What are one or two big, media-connected questions you would like our class to think about? As a reminder, the essential question for this class is about media shaping: Does the media shape us, or do we shape the media? Your essential question will be more specific to your topic. |
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Activities and Strategies: Remember, your group will not be presenting; you will be teaching us. This means you need to consider what strategies will work to engage us and make the lesson interactive. Make a list of possible activities and strategies (3-5) that you, as learners, respond to in a lesson. For example, small group discussion, quick response on index cards, or short writing response/share out. |
1. 2. 3. 4. |
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Research: The documentaries each contained researched facts and statistics. You may include those in your lesson as background information (we were all exposed to them), but you should include new or different information in your teach-in. We will be in the East Library for the entire week starting on 11/18 to help you locate the research you need and work collaboratively if you choose. Please document: What additional facts do you need to research for your lesson? What information do you need to know? |
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Planning: List the steps that you need to complete next in order for your teach-in to be ready and of excellent quality. For example, we need to figure out how to organize x, transition between a and b, review what we already learned, etc. We will begin the teach-ins immediately after we return from the fall break. |
MAC Quarter 2 Project - Step 2: Research - Facts, Questions, Interpretations Document
Name(s) of partner if you have one:
Focus of lesson:
Part 1: Locating Meaningful Research (completed on Thursday, 11/16 in East Library - you can copy information here
Directions: You will need at least two articles for this project, and at least one of the articles must be from an ETHS database (though all of your sources may be from a database). Look at last week’s work document as a starting point, and follow along with Mr. Latham today (Monday, November 18) as we begin the search for good sources.
Copy the citation of any source you find that may be useful (this citation should be in your NoodleTools Teach-in project as well):
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MLA Entry |
Name of Source |
Title |
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2 |
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3 |
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4 |
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5 |
Part 2: Reading Relevant Research
Directions:
After scanning several articles, copy and paste the full text of two or three full articles below. Number each article.
Read each article carefully, highlighting and/or inserting comments about important information.
Use the FQI graphic organizer to isolate, question, and interpret information from your research that you can use in your lesson.
Copy the full text of important sources here:
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Source # |
Full text of source - highlight and/or insert notes about important information |
Part 3: Highlighting Quotations, Questions, and Interpretations about the Research
Directions:: Use the FQI graphic organizer to isolate, question, and interpret information from your research that you can use in your lesson.
Facts: Any information directly from the source should have quotation marks around it.
Questions: Imagine the people, situations, and events connected to your fact in the first column. What questions do you have about things that happened? Why did people do or say what they did? What does it say about the media? About our society?
Interpretations: Where would this fit in your lesson plan? How could you share this information with our class? Would it be best for a small group discussion? Individual responses first, and then a discussion? Another activity? A visual or graphic?
You should have a minimum of six quotations/facts on this graphic organizer. You may need more than two articles for this.
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Source # |
Quotations/Facts |
Questions |
Interpretations |