12th grade English
Instructional Objectives - I want students to have the following skills after this unit:
- Evaluate media concerning their generation
- Express their own thoughts on their generation, back up their opinions with research.
- Identify appropriate sources for their research
- Write a coherent, convincing, research-based paper on a topic of choice.
- Use a blog for the class assignment
My Rationale
Being able to evaluate and filter the media that kids are bombarded with on a daily basis is essential. One element of my teaching philosophy is that kids need to make their own meaning to actually “own” that knowledge. They also need to find topics they are interested in for research topics. They need choice.
Specific Goals from VT framework of Standards
IT9-12:2 Students demonstrate responsible use of technology
systems, information, and software by…
Intellectual Property
• Documenting sources of information obtained through electronic
resources using acceptable formats.
• Comparing and contrasting copyright and fair use guidelines
for education and other purposes.
• Explaining the accuracy and relevancy of the content.
Acceptable Use
• Defining, defending and demonstrating safe, legal and ethical
behaviors among peers and community regarding the use of
technology and information.
Working with Content/Information
• Comparing and contrasting information found on the internet
for relevancy, accuracy, and reliability
IT9-12:5 Students demonstrate use of technology for research
by…
Digital Resources
• Locating information from specialized online databases (e.g.
post-secondary resources, virtual libraries, periodical databases,
and others).
Searching & Search Engines
• Selecting an appropriate tool for locating information on the
Internet.
5.14 Responding to Media
Students interpret and evaluate a variety of types of media, including audio, graphic images, film, television, video, and on-line resources.
Sequence of activities:
Day 1-2:
Students read the short story “Jon” by George Saunders. We read for about ten minutes in class, silent reading. We then have a full-class open discussion to clarify before having the kids read the remainder of the story as homework. There is a discussion question sheet for them to fill out as homework which will serve as a discussion tool for the next day.
"Jon" by George Saunders
“JON” MIDREADING
• What is going on in this story? (For example, what are Coordinators, Privacy Tarps, Gender Areas, Location Indicators, Assessments, Summaries, Aurabon®?)
• What questions do you have?
• What literary techniques do you observe?
• What do you think is the “theme” of this story?
_______________________________________________
“JON” POSTREADING
• How “true” is this story? To what extent does it describe or predict your world?
Day 2-3
We will watch "Growing Up Online", and I will have kids fill in a notes sheet as they watch. We have a discussion after based on their reaction. I ask the over-arching question "How is your generation depicted in the media?"
"Growing Up Online"
Name: ____________________
“Growing Up Online”
Discussion Questions
1. In the introduction to the program, the narrator says: “This is Morris County, N.J.,
but it could be anywhere in America. Here, like in the rest of the country, some 90
percent of teenagers are online, a number that’s still growing.” From what you
saw in the film, is Morris Country indicative of a typical American community?
Why or why not? Is it like your community?
2. Documentary programs, because they depict real people and real issues, are often
framed as “the truth.” But documentary producers make decisions about how to
tell a story just like producers of other media messages. Remember to take a step
back and think about the decisions the producers made. Some questions to
consider:
Who produced this film?
Why did they produce it?
Who is the target audience, and what techniques are used to appeal to that audience?
Whose voices do we hear in the program; that is, who is portrayed, and what are their
stories?
Whose voices are left out—who do we hear less of or not at all?
What questions did the producers leave unasked?
If you could interview one of the people featured in the documentary, what would
you ask?
3. One student claims he “never reads books” but relies on summaries and annotated
notes he finds on websites. He confesses that he feels guilty about this, stating, “I
feel like I kind of cheated it.” Should he feel guilty? Why or why not?
4. In the program, we see girls engaging in online “trash talking,” which ultimately
escalates, is played out in the real world, and posted on YouTube. One girl
realized afterward that now that fight can be seen by colleges and employers. Are
the stakes higher for teens today in terms of the consequences for their actions—
impulsivity being a natural part of growing up?
5. Some teens, like Autum Edows, feel like they can be someone else online. Sara,
however, mentioned that while she has to play a role in real life, she can be more
authentic online. What do you feel when you’re online? Can you be more real and
authentic, who you really are, or do you enjoy feeling like someone else, or
playing around with your identity? Is being online part of your “search for self”?
6. Teasing, lying, gossiping, threatening, spreading rumors, or harassing online (and
offline) can severely affect people’s self-concept and self-esteem and have an
impact on their emotional state. In the progam, we see one girl who describes
flirting with boys and then revealing she was just kidding. She explains: “You
wouldn’t do that to someone’s face, but online if completely different…. No one
can do anything. You’re at your house, they’re at their house.” What are some of
the short- and longer-term consequences of this behavior for life online and in the
real world? Are these normal teen behaviors amplified by the online world?
7. At the end of the program, Greg decides it’s time for him to “disconnect” by
going to the Coast Guard Academy, where he will spend seven weeks without cell
phones or the Internet. Have you ever thought about “disconnecting” (figuratively
taking out the “gargadisk”) from it all? Do you think it would be easy or difficult?
What would you enjoy or dislike about disconnecting?
Day 4-5
I am going to add the Digital Nation video this year. It is more current, a follow-up for “Growing Up Online”. We will do a whole class discussion on this as well.
"Digital Nation"
I will pose the question again – How is your generation depicted in the media? I will also ask, How is technology shaping your generation?
Day 6: for home work today, kids will read do "Is Google Making Us Stupid?" and create a blog entry on the article. We will use the blog as a basis for class discussion. For the blog, the questions could be 1. Highlight three main ideas/things the stood out for you. 2. How applicable is this to your own life/habits?
"Is Google Making Us Stupid?"
Day 7: Kids will read “Get Smarter”
"Get Smarter"
Their blogs on the article will serve as the class discussion, same questions as before.
Day 8:
After this introduction I will have kids research and collect their own articles. I would like to have them post links to the articles in the blog so they would become a class resource.
I will use the same over-arching question about their generation. As a class activity we could categorize the class articles which will support their using these as resources.
Day 9: The term paper prompt:
YOUR WORLD, YOUR GENERATION
RESEARCH PAPER
Your senior year research paper will be a continuation of the class theme of “searchRESEARCH PAPER
for self.” We are now focusing on the influence society has on our lives. We have
read, watched, and discussed issues that make up contemporary life. It is now your
turn to respond and delve deeper into an issue that interests you. As you
contemplate choosing your topic, think about what issues will impact your future
and will define your generation.
CRITERIA
• 5 pages minimum, 10 pages maximum
• typed, double‐spaced
• page numbers
• works cited and parenthetical documentation in MLA format
• 5 sources minimum, all reliable (“deep internet”: library online database,
college library sources, books, newspapers, magazines, primary sources—
questions? = double‐check with me)
• you must quote or credit a minimum of 5 sources in the paper
• 1 page, double‐spaced, post‐research reflection paper—to be discussed later
• other form and format issues will be covered in class lectures and activities
NOTE
This paper will require a thesis statement. So, if you choose a controversial subject
(for example: should there be more strict penalties for police officers who abuse
their power?), you will need to state your opinion (without using “I”) and this will
be your thesis. If you choose a topic that is not controversial (for example: the
current diagnosis and treatment of autism), your thesis may be a statement about a
growing trend, a change, etc., which still needs to be proven, but is not exactly
argumentative. Both are acceptable, but both need to ultimately answer the “so
what” question: Why does this matter? Why should we care about this topic?
TOPIC IDEAS
• cloning
• teen pregnancy
• drug addiction
• pharmaceutical companies
• health care
• obesity epidemic
• consumerism
• helicopter parents
• tabloids
• media literacy
• antidepressants
• political ads
• Daily Show
• advertisements
• video games
• Sparknotes
• technology
• stem cell research
• gene therapy
• steroids
• euthanasia
• diets/eating disorders
• sex or violence in media
• global warming
• plastic surgery
• gay rights
• green technology
• economy
I usually collect thesis statements before they need to write the rough draft, so this could happen on the class blog as well. I like to meet with kids one on one to go over their thesis statements, so I am not sure how this will work with a blog. I may instead have the kids email their thesis statements to me and still have our conferences
I definitely want them to all end up with a written paper to be assessed, but I'd like to add another element to the unit...maybe a video/podcast about their generation...maybe even specific to MMU somehow. This part is still in the works. Any suggestions?
Criteria for evaluating student learning/performances/products:
The new element here will be the blogging. I am going to make their blog entries homework assignments. I will still use the term paper rubric. Note: the rubric didn't copy in properly.
Unit: 9. Research Paper Course: 12 Senior Literature and Composition Grade: 12
Criterion Description Standard 1 Substantially Below Proficient
2 Partly Proficient
3 Proficient
4 Proficient with Distinction
Quality of Research and Research Process 1.19 Research
IT9-12:5
WHS:1
WHS:8 Paper has few of the required sources. Some quotes or paraphrases present but these may seem "inserted" or not relevant support for the paper. Paper does not have all of the required sources and/or the writer simply quotes relevant material that has not been well-integrated into the paper. The paper is validated by required, appropriate, and meaningful range of sources that demonstrate sound research efforts. Paper is supported with a blend of valid and substantial resources that demonstrate careful evaluation of the material for overall quality.
Editing IT9-12:2
IT9-12:3
WHS:2
WHS:3 GUM errors make paper difficult to read. Lack of MLA formatting to the point of risking plagiarism. Grammar, Usage and Mechanics errors are frequent and detract from the paper. Errors present in GUM or MLA format that distract reader or call use of resources into question. The writer uses correct grammar, usage, and mechanics (with minimal errors.) Sources are listed and cited with few errors according to MLA standards. Minor typos or no errors in grammar, usage, punctuation, spelling. Minimal or no errors in MLA methods of documentation.
Use of Information Technology 1.18 Information Technology
IT9-12:2 Paper does not make adequate use of technology or does not use deep internet sites. Sources are minimal or lack depth. Paper demonstrates student use of some information technology, but one or two sources are shallow internet sites. Or, sources are inadequate for research topic. Paper demonstrates use of appropriate information technology for research and includes required sources and deep internet sites. or credible sources. Paper demonstrates use of information technology for research including approved deep internet sites and more than the minimum required sources of this type.
Organization/ Voice and Tone WHS:10
WHS:8 Paper lacks coherence due to poor organization. May have excessive, inappropriate word choice. Minor organization problems. Diction is not consistent to the assignment-- language may be too informal or colloquial. Well-organized coherent, readable work. Language use is almost always appropriate to audience and topic. Logical order and coherence builds reader's interest. Writer's voice is present and diction ( word choice) is appropriate and consistent.
Purpose and Details (Thesis and Evidence) WHS:10
WHS:9 Thesis is a fact or is not stated. Paper is report or there is insufficient evidence. Examples may not be connected to thesis. Thesis is incomplete or confusing or thesis is an observation. Evidence for thesis is limited or inadequate. Not enough context for understanding Thesis clearly stated and strongly supported throughout with effective use of PQR/PER. Adequate context present. Thesis and evidence represent a thoroughly researched premise or argument. Specific examples/evidence all connect to thesis and context is consistently clear.
Analysis 6.1 Causes and Effects in Human Societies
6.3 Analyzing Knowledge
H&SS11-12:6
WHS:10 Little or no analysis. Writer provides analysis for some evidence and its connection to thesis. Writer clearly relates information to overall thesis and analyzes significance of examples and quotes. The paper's analysis of the situation demonstrates careful evaluation of the evidence presented. Reader understands the connection to thesis and writer's point of view
My expectations of student responses:
I anticipate that kids will think the “Growing Up Online” video to be very harsh and dark. Kids see, for the most part, the internet as something that helps them in every way, not as something that may harm them. I anticipate that kids will enjoy the variety of media that we will look at. I know from experience that the actual writing of the paper in their own words will be the hardest for them. The hardest for me is teaching them how to properly cite their sources, and checking for plagairism.
