SfCR1 - What I Know, Assume, or Imagine
Part of Curriculum Unit:Searching for Cultural Roots
Abstract help
In this four-part project students discover their personal background and family heritage by interviewing parents, grandparents, aunts or uncles to gather information about their family's history. Students use the Internet as the main research tool, and the library and CD-ROM encyclopedias to obtain more information. Students use HyperStudio, a multimedia authoring tool to create a presentation stack for their class and make a formal presentation of their discoveries. Part I deals with prior knowledge, interviewing, composing, and word processing.
National Standards help
#4: Students adjust their use of spoken, written, and visual language effectively with a variety of audiences and for different purposes.
#5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
#7: Students conduct research on issues and interest by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
#8: Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
#5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
#7: Students conduct research on issues and interest by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
#8: Students use a variety of technological and informational resources (e.g. libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Pre-requisite Skills help
Students should know how to write a complete sentence and have basic knowledge of using a computer. Keyboarding skills are desired but not required.
Teacher Information help
Teacher introduces the unit, explains the activities, objectives, and final outcomes. Teacher conducts a class discussion on different cultures, and what is unique about a person’s background. Strategies include whole class instruction, collaborative discussion, and individual composing using the writing process, including peer review.
Student Activity help
Lesson 1: there are seven sequential activities:
Activity #1: Each student pairs up with a partner who has the same or
close to the same ethnic background or culture. Students discuss their
backgrounds and share what they know about their culture. During whole
class discussion, students informally share their information to the
class.
Activity #2: Each student makes a chart with three columns: What I know
about my culture, What I assume about my culture, and What I imagine.
In the first column, students list everything they know about their
background, culture, and ethnicity. Students include music, art,
poetry, stories or legends, famous people, historical facts, and
anything else that they know. In the second column students list all
the things they assume (explain that this means what they think they
know) about their background, culture, and ethnicity. Students should
include everything they've heard even though they may not be sure about
the information. In the last column students list anything they can
imagine or predict about what they have listed in the first two
columns. Students share with their partners what they have written, and
compare their notes.
Activity #3: Using the chart as a guide, each student writes two or
three paragraphs which becomes "Part I: What I Know About My Culture."
Students turn in their charts and a rough draft of their essay, which
has been word processed and saved in their folder on the computer's
hard drive and a floppy disk for backup.
Activity #4: After essays are returned, students conduct a peer review
of their essays. Questions they ask each other may vary, but should
include questions of requesting clarity and completeness. This essay
will become the first part of their multimedia presentation to the
class. Students edit each other’s papers as part of the peer review.
Activity #5: Students revise and edit their essays taking turns using
available computers. Final drafts of essays are printed out and turned
in, and the files saved for future use.
Activity #6: Homework: Students interview a grandparent, parent, or
older member of their family. Students ask questions about their
culture, heritage, and background. Students may use a tape recorder if
one is available, and bring it to class to transcribe the interview.
Activity #7: Students bring in notes of their interviews (or the audio
tape and recorder) and write or transcribe one or two paragraphs about
their interview. Interviews are turned in for credit and returned for
later use. NOTE: This interview will be included in Part IV, Creating &
Presenting a Multimedia Stack.
Activity #1: Each student pairs up with a partner who has the same or
close to the same ethnic background or culture. Students discuss their
backgrounds and share what they know about their culture. During whole
class discussion, students informally share their information to the
class.
Activity #2: Each student makes a chart with three columns: What I know
about my culture, What I assume about my culture, and What I imagine.
In the first column, students list everything they know about their
background, culture, and ethnicity. Students include music, art,
poetry, stories or legends, famous people, historical facts, and
anything else that they know. In the second column students list all
the things they assume (explain that this means what they think they
know) about their background, culture, and ethnicity. Students should
include everything they've heard even though they may not be sure about
the information. In the last column students list anything they can
imagine or predict about what they have listed in the first two
columns. Students share with their partners what they have written, and
compare their notes.
Activity #3: Using the chart as a guide, each student writes two or
three paragraphs which becomes "Part I: What I Know About My Culture."
Students turn in their charts and a rough draft of their essay, which
has been word processed and saved in their folder on the computer's
hard drive and a floppy disk for backup.
Activity #4: After essays are returned, students conduct a peer review
of their essays. Questions they ask each other may vary, but should
include questions of requesting clarity and completeness. This essay
will become the first part of their multimedia presentation to the
class. Students edit each other’s papers as part of the peer review.
Activity #5: Students revise and edit their essays taking turns using
available computers. Final drafts of essays are printed out and turned
in, and the files saved for future use.
Activity #6: Homework: Students interview a grandparent, parent, or
older member of their family. Students ask questions about their
culture, heritage, and background. Students may use a tape recorder if
one is available, and bring it to class to transcribe the interview.
Activity #7: Students bring in notes of their interviews (or the audio
tape and recorder) and write or transcribe one or two paragraphs about
their interview. Interviews are turned in for credit and returned for
later use. NOTE: This interview will be included in Part IV, Creating &
Presenting a Multimedia Stack.
Assessment help
Lesson 1 of 4:
1. Drafting a Chart criteria : all columns completed with at least five
entries for each section. Most of the following areas are addressed:
music, people, places, art, poetry stories, historical facts.
2. Writing a rough draft essay criteria : Word processed. Sentences
are complete. Essay is at least two paragraphs. Each paragraph contains
content that has been extracted from the chart. More information may be
included in the essay.
3. Writing a final essay criteria: Word processed, free of spelling and
grammar errors, at least two paragraphs, content includes information
about a specific culture’s music, art, poetry, stories or legends,
famous people, historical facts.
4. Oral and Written Interview: Notes or audio tape of interview; word
processed essay.
1. Drafting a Chart criteria : all columns completed with at least five
entries for each section. Most of the following areas are addressed:
music, people, places, art, poetry stories, historical facts.
2. Writing a rough draft essay criteria : Word processed. Sentences
are complete. Essay is at least two paragraphs. Each paragraph contains
content that has been extracted from the chart. More information may be
included in the essay.
3. Writing a final essay criteria: Word processed, free of spelling and
grammar errors, at least two paragraphs, content includes information
about a specific culture’s music, art, poetry, stories or legends,
famous people, historical facts.
4. Oral and Written Interview: Notes or audio tape of interview; word
processed essay.
Enrichment / Alternative Activity help
Students conduct a second interview on campus with a teacher, counselor, or administrator of the same cultural/ethnic background. Students listen to music from different cultures.
Technology Requirements/Integration help
Using word processing, printing and saving files.
Computers with a word processing application, a printer, and LCD projector or scan converter and TV for teacher-directed instruction.
Computers with a word processing application, a printer, and LCD projector or scan converter and TV for teacher-directed instruction.