Heather Wickham

Kim
EDIT 7500E
October 2, 2016
Title: Trip to DC for Inauguration with preparation of Presidential Debate
Course: World Literature and Composition
Teacher(s) Implementing Unit: H. Wickham
Rational
This is my first year in several years teaching seniors. Being an election year, it is
also a great opportunity to highlight the importance of being an informed citizen in
our country and taking part of historic moment in our nations history. This project
was inspired by Newsela and EF Explore America. Newsela is a news outlet that
daily aggregates articles with topics ranging from science, kids, law, war and peace,
money, health, arts, and sports. In addition, the articles are lexiled at five different
reading levels with the option to translate some articles to Spanish. You can assign
reading quizzes to assess comprehension and writing prompts to guage
understanding. I have used Newsela for two years, and I have been pleased with
offering my students informational articles on pressing issues in the world we live.
One feature Newsela has is Students Vote 2016 whose goal is to provide a learning
experience that will help students fulfill their duties of citizenship in a participatory
democracy, not tomorrow, but today (Edgeman 1). As the majority of my students
are of voting age, this will benefit them to take part in one of our greatest rights,
the right to vote. Even those who cannot vote will be able to participate in the
voting done online through Newselas site. EF Explore America is a private tour
company that emphasizes providing students with culturally-focused education
experiences. I have traveled with EF in preparation of both domestic and
international tours for the 2017 year. For this project, I will be taking a group of
students to Washington, D.C. for four to explore the Smithsonian museums,
Arlington National Cemetery, Mount Vernon and witness the Presidential Inaugural
Address.
Taking from what Ive learned in EDIT 6360 Information Literacy, I will use Annette
Lambs 8Ws of Information Literacy. My plan is to read several articles in class over
the over the next month concerning the democratic process and the presidential
candidates In addition to learning about these topics, students will annotate their
articles as active readers, assess their comprehension through multiple-choice
reading quizzes, and reflect on the topics through written expression. Their project
will be to conduct research on the election issues of education and criminal justice;
terrorism, security, and gun control; immigration and refugee crisis; health care and
climate change; and gender equality and income inequality. From their findings,
students will conduct a presentation in an effort to persuade one another of their
newly acquired views while maintaining professionalism in preparation for Senior

Project Presentations on November 17th. One bonus to this task will be watching
the debates at home or partial clips in class. My goal is to allow students to make
their own informed decisions on a monumental milestone in their life. For those
that have the financial ability to attend, I will take a group of students to
Washington, D.C. for four days to witness Inauguration Day with a newly elected
president for the 2018 term.
As Newselas Students Vote 2016 allows students of any age to participate, I will
also plan similar activities for my junior American Literature class. Even though
they are not of voting age, knowing how to become informed or appreciate the
knowledge that can be acquired is not as readily sought after for younger
generations. In addition, they will write an argumentative essay focusing on a claim
and establishing a counterclaim and rebuttal. The Explore America opportunity will
be offered to junior and seniors. To help offset costs in attendance, students will
organize fundraisers
GSE Standards:
Reading Informational (RI)
Key Ideas and Details
ELAGSE11-12RI1: Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
ELAGSE11-12RI3: Analyze a complex set of ideas or sequence of events and explain
how specific individuals, ideas, or events interact and develop over the course of the text.

Integration of Knowledge and Ideas

ELAGSE11-12RI7: Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.

Writing
Text Type and Purposes
ELAGSE11-12W1: Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.

Production and Distribution of Writing

ELAGSE11-12W6: Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to ongoing feedback, including new
arguments or information.

Research to Build and Present Knowledge

ELAGSE11-12W7: Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
ELAGSE11-12W8: Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the strengths and limitations of
each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation.

ELAGSE11-12W9: Draw evidence from literary or informational texts to support

analysis, reflection, and research.

Speaking and Listening

Comprehension and Collaboration
ELAGSE11-12SL1: Initiate and participate effectively in a range of collaborative
discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12
topics, texts, and issues, building on others ideas and expressing their own clearly and
persuasively.
ELAGSE11-12SL2: Integrate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions
and solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.

Presentation of Knowledge and Ideas

ELAGSE11-12SL4: Present information, findings, and supporting evidence, conveying
a clear and distinct perspective,such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range or formal and
informal tasks.
ELAGSE11-12SL5: Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
ELAGSE11-12SL6: Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.

ITSE Standards for Students:

1) Empowered Learner: Students leverage technology to take an active role in
choosing, achieving and demonstrating competency in their learning goals,
informed by the learning sciences.
3) Knowledge Constructor: Students critically curate a variety of resources using
digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.
4) Innovative Designer: Students use a variety of technologies within a design
process to identify and solve problems by creating new, useful or imaginative
solutions.
6) Creative Communicator: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and
digital media appropriate to their goals.
7) Global Collaborator: Students use digital tools to broaden their perspectives and
enrich their learning by collaborating with others and working effectively in teams
locally and globally.

Learning Questions:
Classroom Objectives How does the understanding of current
events impact us?
How does knowledge empower an individual?
How does one make an informed decision on
important issues?
How does knowing both sides to an issue
enforce your understanding?
How can information support your claim?
How does stating a counterclaim assist your argument? What
affect does a rebuttal do for your arguments counterclaim?
How do you effectively persuade an
audience?
How are logical fallacies used in politics?
When is it appropriate to use them and when to be aware?
Travel Objectives How do you prepare for domestic travel?
What do you wear in different locale? What
do you eat?
How do you stay in a group in a large crowd?
How do you behave during a formal reception?

Learning Objects: Students will

Investigate the political
candidates in the 2016 Presidential Election by reading
and annotating biographies
Conduct research on election
issues, such as immigration, gun control, gender
inequality, and racial profiling
Formulate an opinion based on
findings through research
Discuss with peers with opinions
and findings from research in a well-mannered
conversation
Design an ad campaign using
billboard, bumper sticker, or commercial to influence
possible audience to vote and/or vote for a specific
candidate

Projected Timeline:

Unit taught from October 2nd to November 2nd, 2016.

Day 1:Senior
Project Portfolio
Meeting; Vocab
Unit 4

Day 2: Introduce
Presidential
Project AoW #1Read Issue
Overview: How
the U.S. elects its
presidents

Day 3: Computer
Lab-reading and
selecting election
issues topic
(Watching)

Day 4: Media
Center-MLA
Format; Print out
three sources for
notecards (Senior
Project)

Day 5: From
three selected
sources, write
30+ notecards of
evidence for
research paper

Day 6: Computer
Lab-1st body
paragraph of
research paper
DUE

Day 7: Continue
Presidential
Project AoW #2Read synopsis of
Clinton and
Trump

Day 8: Conduct
additional
research on
assigned topic
for articles/videos
(Wondering &
Webbing)

Day 9: What does

a body paragraph
look like in a
research paper?
Review written
body paragraphs

Day 10: How to

vary sentence
structure within
writing

Day 11: Senior

Project Letter to
Judges Meeting;
Computer Lab2nd/3rd body
paragraphs of
research paper
DUE

Day 12: Continue

Presidential
Project AoW #3Read Clinton,
Trump battle

Day 13: Conduct

additional
research on
assigned topic
for articles/videos
(Wiggling &
Weaving)

Day 14: Conduct

additional
research on
assigned topic
for articles/videos
(Weaving &
Wrapping)

Day 15: How to

write a research
paper
introduction &
conclusion

Day 16:
Day 17:
Computer LabContinue
Intro/ Conclusion Presidential
DUE
Project AoW #4Read In politics,
its not what you
say but how you
say it

Day 18: Senior

Project Letter to
Judges DUE;
Computer Lab
time for letter
and finalize
projects

Day 19:
Presentations
(Waving)

Day 20:
Presentations
(Waving)

Day 21: Voting on No School

Newsela

Day 23:
Reflection on
Newsela Election
Results-Was it
everything you
expected?
(Wishing)

Differentiation: Students will be receive various methods of differentiation

throughout this project.
By content: Strategies for delivering content/multiple ways of
representing content.
Using LiveBinder, election issues are presented to
students. They are able to conduct research to decide their topic, and
then submit a Google Form to show their understanding of the topic

and rationalization to their decision. Students are given choice of who

(partners)they want to work with during the duration of this project.
Students are given of choice of five different topics to
research:
Education and Criminal Justice
How does the education you
receive affect your future?
Terrorism, Security, and Gun Control
What is worth fighting for?
Immigration and Refugee Crisis
How can immigration lead to
conflict and/or progress?
Health Care and Climate Change
How does where you live
influence how you live?
Gender Equality and Income Inequality
How do we measure equality?
By process: Strategies for engaging learning and solidifying
understanding.
Once groups have been assigned their topic, they will
read the two corresponding articles and make annotations, take quiz,
and respond to written prompt within the Newsela website.
By product: The means by which students will communicate learning
and understanding.
From my experience with my last project-based plan, I will
assign Gloster from the beginning as the product to present their
findings to their peers. When giving students an option, most chose
PPT or Google Slide (which I wasnt terribly upset about as it was still
new to most of them, but wanted them to try the new web 2.0 tool as I
purchased a subscription for one year). As its not something theyre
familiar with, itll take more time to acclimate to in addition to the
research and aggregation of information. This slightly defeats the
purpose of differentiation by product, but still offers new opportunities
for my students to learn alternative technology.
Technology Integration:
Newsela Presentation (EDIT 6300)
Glogster
LiveBinder
Google Form

Bibliography
Biography.com, editor. Politicians: Donald Trump. Newsela,
https://newsela.com/articles/bio-politicians-donald-trump/id/21585/.
Biography.com, editor. Politicians: Hillary Clinton. Newsela,
https://newsela.com/articles/bio-politicians-hillary-clinton/id/21584/.
Keane, Angela Greiling. Issue Overview: How the U.S. Elects Its Presidents.
Newsela, https://newsela.com/articles/overview-how-the-us-electspresidents/id/20891/.
Khan, Amina. In Politics, It's Not What You Say but How You Say It. Los
Angeles Time, 6 June 2016, Newsela, https://newsela.com/articles/vocaldelivery/id/18175/.
Pace, Julie, and Jill Colvin. Clinton, Trump Battle Fiercely over Taxes, Race,
Terror . Associated Press, 27 Sept. 2016, Newsela,
https://newsela.com/articles/first-presidential-debate/id/22171/.