CE9+LivingHistories

Living Histories Procedural Lesson Outline 2009 ** Day ** || ** Task(s) ** || ** Documents/Resources ** || 1 ||  1) Get an overview of the unit. 2) Learn about choosing topics and partners. || Get unit calendar and letter to take home to parents. || 2 ||  1) Look at topics and discuss narrowing topics. 2) Begin to brainstorm for the information gathering process 3) Types of sources that can be used. 3) What makes a credible website? || P.A.S.T.E map See Project Documents ||  i. Library: books and access to computers for online resources  ii. Electric Library is an online database: through it you have access to thousands of resources: newspaper and magazine articles (for timely or current topics), scholarly or historical journal articles (for historical topics), and transcripts of radio and TV programs.  iii. Nettrekker: search tool for students; remember you can search by key words and phrases, but also by topic 1. Remember a couple of nice features about Nettrekker: you can create a folder to save your searches in; you can have Nettrekker generate your source citation for you. We will talk more about citing sources on Thursday.  iv. General Internet search: Google; we will talk about what makes a website credible next. 3 ||  1)  Partnerships and tentative topics are due today. 2) Review parts of the project and [|set up website] (one per partnership). || Checklists—in teacher’s binder. || 4 ||  1) Learn about note-taking strategies and dialectic notes forms. 2) Review MLA citations. 3) Learn about annotated bibliographies. 4) If there is time, begin researching. || Dialectic notes forms See Project Documents || 5 ||  1) Gather data; take notes 2) Make plans for staying on task over spring break. || 6  ||  1) Continue to gather information  ||  Falcon Skills & Style Handbook  || 7
 * # Tell students why we are doing this project:
 * 1) Reinforces all the skills they’ve learned this year: web skills, writing skills, integrating quotations, grammar skills, citing sources, and more.
 * 2) Introduces research skills
 * 3) Emphasizes the importance of collecting oral histories to add to our collective understanding of the past.
 * 4) Reinforces students’ ability to work collaboratively in a team
 * 5) Reinforces students’ ability to manage tasks in a limited time, meet deadlines, and produce a serious, professional piece of work for public view.
 * 6) Open website and show in front of room
 * 7) Start with the Unit Plans page
 * 8) Go over each element on the Unit Plans page, reminding students that this page is there for them to refer back to whenever they need it.
 * 9) Talk about choosing partners and topics.
 * 10) If your first impulse is to choose your friends as your partners, hold off on that. Instead, consider who will be a good work partner for you.
 * 11) The groups are limited to three people in a group. Two is also fine.
 * 12) This is a huge project and if you’re traditionally a slacker, you’re going to have to sell the new you. This is a good opportunity for you to change your lazy work habits.
 * 13) As the topic is an important component of this decision, don’t rush into creating groups without thinking. Think of the group dynamic as a triangle: topic, partner, primary source person to interview.
 * 14) Hand out documents: calendar and letter to parents
 * 15) Time left: students should read the letter to parents and look over the calendar. Highlight due dates on the calendar. ||
 * # [10 minutes] Today we are going to look at the list of topics and talk about why it is important to have “narrow” vs “broad” topics and what that means.
 * 1) Take students to the topics page; show them the scope of topics; remind them that they must have a person to interview for whichever topic they chose.
 * 2) Some students think Grandpa was in WWII, but if he is in his 60’s, he couldn’t have been. Remind students to be sure their primary source lived the time/topic.
 * 3) Tentative topics and partnerships are due tomorrow. Students need to talk to their families, today!
 * 4) [20 minutes] How to gather the information you need. The first part of your research task is finding secondary sources: books, articles, etc. depending on how current your topic is.
 * 5) Review “How are we to conduct our research” on Unit Plans page.
 * 6) Guiding your research: P.A.S.T.E. map. This graphic organizer is a lens through which to view a time or event in history. Take prohibition, for example. Once you get past the basic questions: Who, what, when, where, why and how, you still have a lot of information to discover. Trying to find how Prohibition affected/changed/was connected to politics, the arts, society, technology, and the economy will give you a better understanding of the time. The P.A.S.T.E map also provides, later on, a tool for generating interview questions.
 * 7) Finding secondary sources:
 * 1)  [15 minutes] What makes a credible website?
 * 2) Short activity about this: see separate sheet. ||
 * # Record partnerships and tentative topics.
 * 1) Show checklist, binder, and how points for benchmarks are accumulated.
 * 2) Talk about working situation:
 * 3) Like we did with To Kill a Mockingbird, your group will establish your workspace in the room.
 * 4) Each day before heading to this space, there may be specific instructions for the day.
 * 5) There may also be a lesson done individually or with regular seat partners.
 * 6) While working in your groups, your voices need to be modulated at all times. A noisy environment is harder to work in. Everyone needs this work time to meet deadlines. An overly disruptive group may lose computer privileges for the day and will be asked to come in after school to make up time they took from the group. Don’t let this be you.
 * 7) Everyone needs to be cautious around the equipment. Each of you may be using a computer or maybe you’re all huddled around one, depending on your task for the day. Your group can lose your computer privileges if you cannot work well together.
 * 8) Set up websites. Walk groups through the process. Groups will decide who will store the site. ||
 * # [10 minutes] Learn about taking notes and strategies for good note taking.
 * 1) Show dialectic notes form and explain how to use it.
 * 2) At minimum, each group will have three notes forms.
 * 3) Notes can be electronic or paper.
 * 4) [40 minutes] MLA citations and Annotated bibliographies—What and How.
 * 5) See separate lesson on this.  ||
 * Be responsible team members! ** ||
 * # Today is short! Spring break begins at 2:00
 * 1) Main goals today:
 * 2) Plan with your partners to get some work accomplished over break, if you think you need to.
 * 3) Use class time today to gather secondary source information using Nettrekker, Electric Library, or Google.
 * 4) Record source information and take notes. ||
 * # Instruct groups to be engaged in the following activities:
 * 1) Begin annotated bibliography today. Save it in a partner’s h:/ drive.
 * 2) Use class time today to gather secondary source information using Nettrekker, Electric Library, or Google.
 * 3) Record source information for each source and take notes using dialectic notes form.  ||

|| 1) Begin annotated bibliography (see day four for link). 2) Continue to research using electronic and print sources. ||  || 8  ||  1) Learn about The Interview. 2) Listen to and analyze a professional oral history interview. ||  ||  i.  Interviews are to be conducted by ALL members of the group. 9 ||  3) Begin thinking of your own questions. 2) Work on ann. bibliography, notes, or other appropriate tasks. ||  || 10  ||  1)  Request for interview letter mailed /delivered on or before today  ||  Request for interview letter: See Project Documents  || 11  ||  1)  Notes are due today. 2) Working bibliography is due (draft). Each citation needs a rough annotation. 3) Start writing Historical Overview. ||  || 12 ||  1) Continue writing Historical Overview 2) Be sure you know how to weave in your research information || || 13 || 1)  Get interview questions checked today. ||   || 14 ||  1) Continue writing Historical Overview  || || 15  ||  1) Finish writing Historical Overview 2)  Publish Overview on website. 3) Start thinking about four additional genre pieces that will complement your research. ||  || 16 ||  1)  Interview needs to be finished by today. Interview Release form is due today. 2) Review how to write your transcript. 3) Begin transcript: you may need to work on this outside of school. ||  || 17 ||  Work day (look ahead for due dates) || || 18 || Work day (start thinking about your ten hyperlinks) || || 19 || Work day || || 20 || Work day: Start planning your group's presentation; You can use the script to guide you || || 21 || 1)  Publish transcript ||   || 22 ||  2)  Two genre pages are due today || || 23 || Work day: start working on your prologue and epilogue || || 24 || Work day: 1) Finish your table of contents page. 2) Finalize your title page. 3) Scan photos if needed (as teacher for help or do it on your own in the library). ||  || 25
 * # We are in the library today to gather print sources, though teams may also use the computer. ||
 * # Today we will learn about interviewing in two ways:
 * 1) [7-10 minutes] We will read about The Interview from the unit website.
 * 1) [35-40 minutes] We will listen to and analyze a professional interview of a primary source person and see how the interviewer’s techniques help him gather important information.  ||
 * # Lead students in daily activities.
 * 1) Remind students to check their calendar for upcoming due dates. ||
 * # Lead students in daily activities.
 * 1) Check that request for interview letter is printed, signed, and ready to deliver or mail. ||
 * # Students should begin work on Historical Overview today
 * 1) [10 minutes] To get them going on this, review the Historical Overview page first.
 * 2) While students are working on Overview, go around and check notes and draft of annotated bibliography.  ||
 * # Remind students as they begin work today about weaving in their source material (that we went over yesterday). Work together to write Overview. It is not one person’s job to write this document. ||
 * # Students should continue writing Overview.
 * 1) Check interview questions today.
 * 2) Look for good open-ended questions that are not leading or too simplistic.
 * 3) Look for evidence that students reviewed the guide on what kinds of questions to ask and took that guide to heart.
 * 4) Look for seriousness of purpose.
 * 5) Look for at least 10 questions, but probably no more than 15. ||
 * # Answer questions and provide help when needed. ||
 * # Instruct groups to begin thinking about their genre pieces. There will be four. Review the purpose of the multigenre project, how these genre pieces add to the two bookend pieces: the Historical Overview and the Transcript.
 * 1) The Overview is a report from secondary sources; the Transcript is the print version of the interview of your primary source. The genre pieces add details that neither of those documents can add: emotion, a different point of view, a further explanation, etc.
 * 2) Choose genres that add to your work. Do not simply repeat the information from the Overview or Transcript. Go further.
 * 3) Each genre piece should accomplish something unique. In other words, if all four genre pieces contain the same information, you’ve not done a good job.
 * 4) Choose what needs to be “said” first, and then choose the best genre to accomplish that purpose.
 * 5) Check off Overview on checklist. Needs to be published on website.  ||
 * # Review how to write the Transcript today, before they move to their groups.
 * 1) Groups should either be writing the transcript or working on genre pages today.
 * 2) Collect and check off the Interview Release Form. These go in the binder behind each group’s checklist. ||
 * # Answer questions and provide help when needed. ||
 * # Review the purposes of hyperlinks:
 * 1) To take us to sites that clarify, add to, or somehow enhance the reader’s understanding of a topic or idea.
 * 2) Links can be to credible websites (not to your main sources of information), definitions of technical or difficult language, explanations of interesting or difficult concepts, engaging images, or anything else that adds value to your work.
 * 3) Each project needs ten “in-text” hyperlinks, not including the links that take us to your genre pages or your navigational links.
 * 4) Your links may be in any document in your entire site.
 * 5) The links must be logical. They need to make sense. Ex: If you have made the words “victory garden” into a link, I would expect to go to a site that gives me more information about victory gardens.
 * 6) Do not, as a general rule, turn more than three words into a link. ||
 * # Answer questions and provide help when needed. ||
 * # Show students the presentation script.
 * 1) Answer any questions they have.
 * 2) Remind students that they should strongly consider inviting their interview(s) to class the day of their presentation.
 * 3) Students should work on any aspect of the project that needs their attention.  ||
 * # Work Day
 * 1) Check that transcript is published in the group’s site. ||
 * # Work Day
 * 1) Check off two genre pages by the end of the class period. ||
 * # Go over requirements for the prologue and epilogue. Both of these pieces are to be written as a group!
 * 1) Work on prologue or epilogue or whatever components need work.
 * 2) Check due dates! ||
 * # Review required components of TOC and Title pages.
 * 1) Work Day ||

|| Work day: 1)  Title page and Table of Contents pages are due today. ||   || 26 ||  Work day: 1)  Last two genre pages are due today. ||  || 27 ||  Work day: 1) Preview your project in browser and make sure all of your links work. 2) Proofread and make sure your entire project is ready for a final publish. ||  || 28 ||  Work day: 1)  Your Living Histories Project is due today: this means everything is published on the website!! 2) Draw order for presentations today. || Invite your interviewees to listen to your presentation. If you do this, tell your teacher as they will need a guest pass from the office. || 29 || Project presentations || Presentation Rubric || 30 || 1) Project presentations continued 2) Self Assessment is due Monday. This is done individually, not as a group. || See Project Documents || Notes for the future:
 * # Work day
 * 1) Check off completed Title page and Table of contents pages by the end of the hour. ||
 * # Work day
 * 1) Check off last two genre pages by the end of the hour.
 * 2) Check due dates
 * 3) Work on presentation or whatever else needs to be complete. Check the presentation rubric to see how you will be graded.
 * 4) IF the group is ready for presentation, each should read quietly or work on homework for another class. ||
 * # Go over the days requirements with students. ||
 * # Create numbers equal to number of groups per class period and have one person from group draw a number at random. About half of the groups will present each day.
 * 1) Ask if there are any exceptions to the order; like an absence requiring a group to present on a particular day.
 * 2) Remind students to check the presentation rubric.
 * 3) Groups need to practice, so they can each speak fluently and confidently.
 * 4) Do not let groups go out in the hall.
 * 5) Looking ahead: the individual self assessment is due on Monday. This can be sent in digitally or typed and printed out.
 * 6) Go over this with students before they get to work today. ||
 * # Turn on projector and log in to computer.
 * 1) Each group will run their project from the internet.
 * 2) Remind them to speak loudly.
 * 3) Remind the class that respectful listening is required.
 * 4) Turn the light over the sink on to provide light for the presenters. ||
 * # Repeat steps from yesterday.
 * 1) Breathe a sigh of relief at a unit well taught!!! ||