NF UNIT P2 Day 9

Poem A Day:

THANKS TO MY BRILLIANT COLLEAGUE AMY BRAZAUSKI, I have this gem for today’s PAD.

 

Mini-lesson:

Today’s objective is: Students will gather information from various reputable sources in order to deepen understanding of a chosen topic.I had a chromebook cart in my room for this one. 

We started today by watching this Ted Talk from Markham Nolan called “How to Separate Fact from Fiction Online.” It was pretty relevant to the work students are doing for their projects.

 

 

At the end of his talk, he says this: “But here’s the thing. Algorithms are rules. They’re binary. They’re yes or no, they’re black or white. Truth is never binary. Truth is a value. Truth is emotional, it’s fluid, and above all, it’s human. No matter how quick we get with computers, no matter how much information we have, you’ll never be able to remove the human from the truth-seeking exercise, because in the end, it is a uniquely human trait.”

We discussed this and our evolving understanding of the genre of nonfiction.

Active Engagement

Students were supposed to have gathered all of their sources and created citations for each source in MLA format. Today, I gave them a “quiz” on Google Classroom. A blank google doc for them to create their works cited page. They could use the Purdue owl link to help them. It was open-note and open-web. I just want students to learn how to do it on their own. They don’t love it.

After they finish their quiz, they have the class to work on gathering information and note-taking for their projects.

Again, students barely looked up from their screens. They did research. I fielded their issues as they arose- as they tend to. 😉

Closure

 

Students shared out the most interesting piece of information they have found so far with a partner (I recently moved desks into partners for another class I teach, but it was useful in this class too for students to have a buddy to bounce ideas off of and to check MLA formatting with).

 

 

NF UNIT P2 Day 7

Day 7

Poem A Day:

For this unit, I am trying to find poetry and music that celebrates the individual’s mind, critical thought, and questioning “official truths”.  It gets the kids in the right zone to learn more about a topic of their choice and decide how to report their findings, in their own voice.

Mini-lesson:

Today’s objective is: Students will identify successful components of nonfiction in various films in order to decide which components they may want to incorporate into their products. (wordy- I will work on that).

Today, students are going to watch a series of short nonfiction films and think about the decisions made by the producers of the videos. They will consider how they can use these moves in order to create a final product that will be informational, credible, and engaging.

I started the day by asking students to list types of nonfiction films. This is the list they came up with:

-Documentaries

-News

-Interviews

-Ted Talks

-Speeches

-Video blogs

I gave students this handout and described the activity we would be doing today (all of which is in the directions of the handout).

 

 

Active Engagement

I showed the following examples of nonfiction in film, and students recorded notes on their handouts for each video. I gave them a few minutes in between videos to jot their ideas, discuss with a partner, and share with the class. I also pointed out the great things I noticed, or criticisms I had.

Video 1

Things we liked about this video:

  • transitions
  • music
  • editing
  • writing

Video 2

Things we liked about this video:

  • appropriate music
  • Pathos- appeals to emotion

Kids were quick to catch spelling errors and editorial mistakes in this video- I reminded them that viewers of their products would also notice those things… EDIT EDIT EDIT.

Video 3

For this video, we discussed multiple perspectives being recognized, even though the pov of the creator was clear.Students also appreciated some of the more “artsy” shots and how the interviews were presented.

Video 4

Students learned from this video not to film scenes in places with a lot of background info- the video suffered as students could not understand the interviews.

Video 5

Students enjoyed this video the most so far. We talked about how there is a fine line between standing alone in a room and with your iphone and just talking endlessly into the camera. This is so engaging because of the cuts, the humor in the writing, the props, the rating criteria, etc.

Last, but not least, one of the most popular vloggers on the interwebs:

Video 6

Students filled out the handouts.

Closure

I had students get out their project handouts from the beginning of the unit. We reviewed the types of projects they could create. Then, I gave students a post-it. On it the wrote,

their name

their research topic

the type of project they want to make

For example,

Ms. Minto

Research topic: The creation of Camp Greyhound in New Orleans after Hurricane Katrina

Project: Ted Talk

 

 

NF UNIT P2 Day 5

Day 5

Poem A Day:

Clean lyrics can be found here. (there is one curse word at the end of the song- it is hard to hear it). The song is all about telling your own story and having your own vision of the world. I think it is inspiring as students prepare to engage in research and critical inquiry.

Mini-lesson:

Today’s objective is: Students will understand how to search for and find reliable information in our school’s LLC.

Our fabulous Librarian is taking over today and teaching my kiddos a lesson about doing research in our library. It never hurts to coordinate with your LLC specialist and get your kids into the Library often. They should feel comfortable there- magical things happen in libraries (#englishteacher).

If I did not have this time with our librarian, I would be modeling for the students how I find reliable sources to answer my research question about Zeitoun.

Active Engagement:

Students will begin searching for credible information from sources outside of their nonfiction books in an attempt to answer a self-generated research question (or a few).

Closure

Recap/answer any questions.

NF UNIT P2 Day 4

Day 4

Poem A Day:

This one is just for fun- I play it as students walk in (it is clean) and we do not analyze it. It is called “21 questions”. Today is all about INQUIRY.

Mini-lesson:

Today’s objective is: Students will craft questions to answer through research for their “capturing reality” projects.

Today, students will listen to Listen to one piece of original nonfiction- “The Spirit of Inquiry” from Ted Radio Hour. and assess what the creators did well to create an engaging show.(students listen to two sections out of 5)

Students also think about the content covered in the podcast. It was all about asking the right questions. Inquiry is all about you asking your own questions.  

I gave them this handout for today’s lesson.

Active Engagement:

Students apply our lesson today to their “Capturing Reality” projects.

They create at least SIX questions they may be interested in learning the answers to. 

Closure

Recap/answer any questions.

NF UNIT P2 Digging Deeper

Part Two: Digging Deeper (aka research).

Day 1

Poem A Day:

Why? Because I love this song. Also, I can’t remember- I will come back to this one.

Mini-lesson:

Today students turned in their final essays and I introduced their new projects.  You will have to click on that link to understand the rest of this unit 😉

Image result for capturing reality

Active Engagement:

We went to the LLC at our school where our FABULOUS librarian pulled the most exciting, relevant, and current nonfiction from the shelves. We talked about lots of the books students could choose, and each found one book they wanted to use for the project.

Closure

After checking out their books, students were asked to begin reading and thinking about what they may want to research based on the book they chose.