2011 #4

As the class progressed, our teachers began to share their guided inquiry units.  One area we found impacted, was foreign language.  Lisa Dalrymple, high school teacher and adjunct professor at UMF, submitted the following project.  She teamed with Hattie Deraps, high school teacher for alternative education.  Both teach at Mt. Blue High School.

Following is Lisa's guided inquiry unit.


Lisa Dalrymple
EDU 593


The purpose of this course was to compliment literacy strategies and technology in the classroom.  Guided Inquiry was the process that was used to direct the students for their project.  The Guided Inquiry process involved the teacher (me) and the librarian. 

Topic:  Universal Declaration of Human Rights & target person or time period in Hispanic history or current events.  An example of this would be the Universal Declaration of Human Rights and how it relates to Francisco Franco.

Description of project: 
  1. Students first went to the library where the librarian showed the students how to research and how to use the Databases available to them.
  2. Students wrote a KWL for the Declaration AND for their target person or time period.
  3. Students created a Blog or Wiki to have a place to keep all of their material (like an electronic portfolio)



  1. Students then researched the 30 articles of the Human Rights and identified key words or phrases in English and Spanish.  These words were then put into a visual to display to the public.





  1. Students then did a “Think, pair, share” to review their understanding of the Rights.
  2. The next step was the research for their person or topic of interest.  The final product is what we labeled the “PSA”, the Public Service Announcement.  The students are to have a video that will be put on display for the school district prior to December 10th – December 10, 1948 is when they were adopted.  Eventually, their PSA’s will be put on YouTube. 
  3. The Rubric outlines the need for notes, student’s use of different resources, storyboarding (see below)


CATEGORY
4
3
2
1
Score
Research
Note cards indicate that the group members developed questions about the assigned topic, consulted at least 3 reference sources, developed a position based on their sources, and correctly cited their sources.
Note cards indicate that the group members consulted at least 3 reference sources, developed a position based on their sources, and correctly cited their sources.
Note cards indicate that the group members consulted at least 2 reference sources, developed a position based on their sources, and correctly cited their sources.
There are fewer than two note cards OR sources are incorrectly cited.
 
Concept
Team has a clear picture of what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product.
Team has a fairly clear picture of what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product.
Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently.
Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contributions will help them reach the goal.
 
Historical Impact / Culture
Student has substantial knowledge of history of the mainstream cultures, and of how these histories have impacted relationships among groups.
Student knows some history of mainstream cultures, and understands that these histories impact relationships but this understanding is unsophisticated.
Student possesses basic knowledge about history and culture is largely unaware of how history has shaped relationships among diverse groups.
Student is largely unknowledgeable about the history and culture.
 
Teamwork
Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work.
Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.
A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.
Meetings are not held AND/OR some team members do not contribute a fair share of the work.
 
Storyboard
Storyboard is complete with sketches for each scene, detailed notes on titles, transitions, special effects, sound, etc. Storyboard reflects outstanding planning and organization for the visuals in the video.
Storyboard is relatively complete with sketches for most scenes, and notes on titles, transitions, special effects, sound, etc. Storyboard reflects effective planning and organization for the visuals in the video.
Storyboard has glaring omissions in scene planning. There are some sketches, and notes on titles, transitions, special effects, sound, etc. Storyboard reflects attempts at planning and organization for the visuals in the video.
Storyboard is not done or is so incomplete that it could not be used even as a general guide. Storyboard reflects very little planning of the visuals.
 
Final Product
100 - 120 second Public Service Announcement submitted to the teacher. The format must be available for upload for an audience (ie Google Videos, YouTube)
60 - 100 second Public Service Announcement submitted to the teacher. The format must be available for upload for an audience (ie Google Videos, YouTube)
Less than 60 second Public Service Announcement submitted to the teacher. The format must be available for upload for an audience (ie Google Videos, YouTube)
Less than 60 second Public Service Announcement submitted to the teacher. The format is not available for upload for an audience (ie Google Videos, YouTube)
 




  1. The students will submit a QuickTime Movie to their Blog and to me on a Pen Drive for upload onto Google Videos and YouTube.
  2. Students will then comment on each video on the student Blog.


The following is the lesson plan for the PSA.

Student Created Public Service Announcements
Objective
1.               Students will research information concerning The Universal Declaration of Human Rights.
2.              Students will create public service announcements (PSAs) on December 4, 2010
3.              Students will answer the question as to “What rights have been stripped or given to the people of the target country?”

Materials
           Access to video cameras if necessary
           Sample PSA’s
Procedures
1.               Introduce the assignment by explaining that the class will create public service announcements. (PSA’s)
2.              The purpose of the PSA is to use facts to get your message across to the audience.  PSA’s use creative methods to make their point.
3.              Show some examples of PSA’s.
4.            Groups will incorporate facts related to the Universal Declaration of Human Rights and their Person of Interest or Historical time period into their PSA’s. 
5.              the length of the PSA should be about 100 - 120  seconds
6.             There are three specific aspects to creating a PSA:
1.                             Researching to locate and select accurate facts.
2.                            Creating the storyboard: visual (drawings of what the audience will see) and written description of what is going on in the video.
3.                            Videotaping - i Movie .. other
Activity
Students will create a PSA using video. 
Put each PSA into a class blog
Publish PSA’s on You Tube
Provide students with feedback by having students complete a peer reaction about the impact the PSA’s had on them and what they felt they learned from each PSA. 
Assessment
Completion of the PSA announcement


It will be interesting to hear the feedback from students and faculty members about the PSA’s.  This is a joint assignment with a colleague who teaches World Literature.  The students will peer review each other from the two different classes. 


 

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