The ENG3U ISP (Independent
Study Project) functions as an introduction to critical inquiry. It will
incorporate media literacy and introduce students to a variety of digital
technologies to enhance and aid their individual inquiry. This ISP is worth 10%
of the students’ final grade, and will involve both in class lessons as well as
independent study at home. Included in the next section are five lesson plans the
teacher can follow to guide and support students in this unit.
Why Critical Inquiry to Teach Media?
• Promotes decision making and problem solving through
critical thinking
• Questions are open ended, although there is a limited
number of reasonable answers
• Requires thoughtful consideration of evidence gathered
• Tend to build on human curiosity and requires
investigation
• Leads to the convergence of new learning with prior
understanding
Students will participate in
the following steps of critical inquiry to structure learning:
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ENG3U ISP: Lesson 1
Step 1: ASKING CRITICAL
QUESTIONS
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Overall
Expectations:
• Understanding Media Forms, Conventions, and Techniques: identify
some media forms and explain how the conventions and techniques associated
with them are used to create meaning
Specific
Expectations:
·
2.1 identify general
and specific characteristics of a variety of media forms and explain how they
shape content and create meaning
·
2.2 identify
conventions and/or techniques used in a variety of media forms and explain
how they convey meaning and influence their audience
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Prerequisite
Knowledge/Skills:
Students
have engaged in informal inquiry through class discussions and group work
throughout semester and in other courses.
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Lesson
Learning Goals Students will:
ü Understand the importance of Critical Inquiry and the Steps of the
Inquiry Process.
ü Engage in small group discussion to brainstorm ideas answering
question: Why do we tell stories?
ü Students will decide which answer they will focus their inquiry on
proving.
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Accommodations and/or Modifications
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Resources
and Materials Required
·
Google
Classroom, Access to Computers
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Time
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Lesson Sequence and Instructional Strategies
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Assessment
Opportunities
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10 mins
50 mins
15 mins
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Hook:
Show
students the infographic “Most Important Work Skills of 2020” available
digitally here: https://www.inc.com/graham-winfrey/the-most-important-work-skills-in-2020.html
Ask
for students’ reactions. Do they agree/disagree? Do they feel they have
already begun to develop any of these skills or not? In which classes?
Instruction:
Briefly
explain concept of ISP. Tell students the theme or focus of the ISP is
answering one Big Question: Why do we
tell stories? Put students into assigned groups. In their groups,
students will have an initial discussion to brainstorm ideas answering this
Big Question on chart paper.
Some
potential answers:
1: We tell stories to share our
personal experiences
2: We tell stories
to plant ideas or inspire action
3: We tell stories
to educate and bring awareness
4: We tell stories
to empower ourselves and/or others
5: We tell stories
to provoke empathy
Consolidation:
Students
will individually complete survey on google classroom addressing which
“answer” of the 5 above they wish to explore further for their ISP.
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Diagnostic
– What are students’ preconceived
ideas/prior learning on critical thinking skills?
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Homework:
Students
will complete handout and post their choice on google classroom.
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Lesson 1 Resources
A.
Student Survey #1 – on Google Classroom
Name: _______________________________
Collaborative Inquiry Group Members:
______________________________________________________________________________________
______________________________________________________________________________________
The potential answer to the Inquiry Question that I am most
interested in is… (explain why)
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
GOAL:
My goal for the ISP is to demonstrate:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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ENG3U ISP: Lesson 2 (2-3 Days)
Step 2: INVESTIGATION USING MEDIA
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Overall Expectations:
Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how
the conventions and techniques associated with them are used to create meaning
Specific Expectations:
·
3.2 select a media
form to suit the topic, purpose, and audience for a media text they plan to
create, and explain why it is a highly appropriate choice
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Prerequisite Knowledge/Skills:
Students
know the Critical Inquiry Process. They have selected a potential answer to
the question “why do we tell stories?”
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Lesson Learning Goals Students will:
ü Watch a TedTalk and analyze its usefulness in answering their
Research Question.
ü Use various media sources to investigate evidence to support their
answer to the question.
ü Select a minimum of 2 sources and annotate their sources in MLA Format
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Accommodations and/or
Modifications
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Resources and Materials Required
·
Computer Access
·
Projector, speakers
·
Ted Talk Organizer (1 per student)
·
Annotated Bibliography Handout (1 per
student)
·
Annotated Bibliography Organizer (1 per
student)
·
Student Survey #2 (google classroom)
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Time
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Lesson Sequence and
Instructional Strategies
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Assessment
Opportunities
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25 mins
40 mins
120 mins
60 mins
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Hook: Ted Talk
Distribute
Ted Talk Organizers for students to fill in while they watch Chimamanda
Adichie’s “The Danger of a Single Story”
After
viewing the Ted Talk, discuss what Adichie’s argument is. How does it relate
to our Big Question? Does it help to support your answer? Why or why not?
Instruction
1.
Discuss what an Annotated Bibliography is.
Model for students how to properly format and structure one using the example
of the Ted Talk.
2.
Distribute Research Organizers (also posted
on Google Classroom). Students will be responsible for finding evidence to
support their answer to the Big Question by researching a variety of media
sources (Ted Talk, Vlog, Blog, news Article, etc).
3.
After researching various media sources for
evidence, student will select their top 2 sources and produce an Annotated
Bibliography
Consolidation
After
completing research and Bibliography, students will complete Survey #2 on
Google Classroom.
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Formative
– see which students have a good understanding of media techniques, forms
through discussion
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Homework
Students
who do not complete research by end of Day 2, or Annotated Bibliography by
the end of Day 3 will have to complete the rest at home.
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Lesson 2 Resources
A.
Annotated Bibliography Handout
1. Source Information
using MLA
Author. Title. Publishing
Information. Date/Date of Access.
________________________________________________________________________________
2. Summarize:
Some annotations merely summarize the source. What are the main arguments? What
is the point of this medium (article, blog, TED talk, etc.)? What topics are
covered? If someone asked what this medium is about, what would you say?
- Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
- Reflect: Once you've summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument and answer to your Inquiry Question? Can you use this source in your Reader’s Response Journal? How so? Has it changed how you think about your topic?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
C. Annotated Bibliography Chart for Sources
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Annotated Source:
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Summarize:
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Assess:
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Reflect:
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How can you use this information in your Inquiry?
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Connections:
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Questions:
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D.
Student Survey #2 (on Google Classroom)
Name: _____________________________
1. Identify
the resources you have used for your research
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Some
challenges I have faced during this process are:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. I have overcome these challenges in the
following ways:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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ENG3U ISP: Lesson 3
Step 3: ANALYZE RESEARCH (MEDIA CIRCLES)
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Overall Expectations:
·
Understanding Media Forms,
Conventions, and Techniques: identify
some media forms and explain how the conventions and techniques associated
with them are used to create meaning
Specific Expectations:
·
3.2
select a media form to suit the topic, purpose, and audience for a media text
they plan to create, and explain why it is a highly appropriate choice
·
3.3
identify a variety of conventions and/or techniques appropriate to a media
form they plan to use, and explain how these will help communicate a specific
aspect of their intended meaning effectively
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Prerequisite Knowledge/Skills:
Students
have completed their investigations and have collected media research
supporting the answer to their question
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Lesson Learning Goals
Students will:
ü Share their media findings answering the question “why do we tell
stories?”
ü Conference with their teachers to discuss progress
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Accommodations and/or
Modifications
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Resources and Materials Required
·
Collaborative Inquiry Chart (1 per student)
·
Teacher Conferencing Notes
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Time
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Lesson Sequence and
Instructional Strategies
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Assessment
Opportunities
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75
mins
5 mins
each
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Collaborative Inquiry Groups
1.
Students will get into their groups from Day
1.
2.
Students will take turns sharing their two
key media sources that answer the question “why do we tell stories”. They
will summarize orally to their peers the following:
-
Where
they found the source
-
What
the source is about
-
Why
they chose it and how it answers their question
3.
Students will complete the Collaborative
Inquiry Chart while listening to group members’ responses.
Student-Teacher Conference
While
the groups are sharing their findings, the teacher will conference briefly
with students individually. Students will share with the teacher their media
sources and ideas for their thesis statement. The teacher will provide
feedback and next steps for the final evaluation.
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Formative – teacher will ensure students are on the
right track and will provide feedback/next steps before summative evaluation
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Homework:
Students
will develop their thesis statements.
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Lesson 3 Resources
A. Collaborative
Inquiry Handout
Group:
___________________________________________________________________________
Take detailed notes during your Media
Circle.
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1. Connections to
Inquiry Topic / My Own Research:
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2. Connections to
Collaborative Inquiry Group:
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3. Questions or new
connections for further examination:
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ENG3U ISP: Lesson 4
Step 4: CREATE
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Overall Expectations:
·
Creating Media Texts: create a variety of media texts for
different purposes and audiences, using appropriate forms, conventions, and
techniques
Specific Expectations:
·
3.4
produce media texts, including increasingly complex texts, for a variety of
purposes and audiences, using appropriate forms, conventions, and techniques
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Prerequisite Knowledge/Skills:
Students
have shared their media sources with their peers, conferenced with the
teacher, and developed a thesis statement
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Lesson Learning Goals
Students will:
ü Answer their question using media evidence to support their thesis
ü Effectively communicate their findings using a media source of their
choice
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Accommodations and/or
Modifications
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Resources and Materials Required
·
Media Response Paper Overview, Response
Planning Sheet, Exemplar
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Time
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Lesson Sequence and
Instructional Strategies
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Assessment
Opportunities
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75
mins +
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Now
that students have developed their thesis statements based on their media
sources, they will be responsible for creating an organized response in the
media format of their choice.
1.
Distribute Media Response Paper Overview and
discuss expectations with students.
2.
Students will complete the Response Planning
Sheet in detail. They can use the exemplar provided to guide their own ideas.
3.
After completing the Planning Sheet,
students will decide HOW they want to convey this argument.
(ie. They can create a Facebook page, a
video, a blog or vlog, a series of tweets, a visual essay through Instagram,
etc)
They
may chose any media technology they want, as long as it follows the format
outlined on the planning sheet (essentially the structure of an essay with an
introduction, 3 PEEs, and conclusion).
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Summative – students will be graded on planning sheet
and final product.
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Homework:
While
the planning sheet MUST be completed in class, the rest of this task will be
completed at home.
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Lesson 4 Resources
A: Student Handout – Media Response Paper
Media Response
Paper - Overview
What is it?
o At
its most basic level, reader response criticism considers readers' reactions to
a particular work as vital to interpreting the meaning of the text
o
A Response Paper is a
well-constructed, organized piece of writing that focuses on what texts do to -
or in - the mind of the reader/viewer (how we make meaning of what we
read/view)
o
YOU are the reader.
The reader is defined as “the informed”, “the educated” - for a response to the
media selection to be valid, the reader must have some understanding of
language and techniques
o The response is concerned with what is in the work and
what is missing from the work; how we fill in the gaps of the story from our
personal experiences by making connections
Questions to consider:
o How
do we make meaning of the piece? (knowledge of terms, techniques)
o
How can we make
connections to the work? (text to – text, self, faith, media, world)
o
How do the other
critical approaches help my comprehension of the elements in the work?
Structure:
o Typically a Media Response Paper follows basic essay
structure (and MLA format)
ü Starts with a brief INTRODUCTION about the focus of
the response; typically introduces the works being discussed/analyzed
ü Has
several BODY PARAGRAPHS (2 should be enough for the ISP) should follow basic
paragraph structure – topic sentence, point-evidence-explanation structure
throughout, concluding sentence
ü Has
evidence of analysis – specific evidence (direct & indirect) is used to
develop points
ü Has
evidence of reflection – various connections are made throughout the response
to further the reader’s understanding of the pieces being discussed
ü Ends with a brief CONCLUSION that summarizes analysis
and offers further reflection on the topic
ü A Media Reponse Paper is formal in nature, but since
YOU are the reader, it can be written in first person
ü MLA formatting applies – spacing, citations, headers,
works cited, etc.
ü Length – 2 pages (3 max)
B. Media
Response Planning Sheet
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Thesis:
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Criteria #1:
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Point:
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Evidence:
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Connections:
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Point:
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Evidence:
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Connections:
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How
does this connect to my Inquiry?
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Criteria #2:
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Point:
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Evidence:
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Connections:
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Point:
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Evidence:
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Connections:
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How
does this connect to my Inquiry?
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C. Media Response Planning
Sheet – Exemplar
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Thesis: People
tell stories of struggle in order to call people to action and make a
difference in society
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Criteria #1: Stories of struggle are
deeply impactful and often shape the individual who shares
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Point:
Melody Hobson’s experiences with racism motivated her to
bring awareness to an uncomfortable topic
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Evidence:
Incident at editorial board lunch for her friend running
U.S Senate in TN
Her mother asking her how she was treated at parties when
she was a child
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Connections:
Film – Hidden
Figures (people can’t believe Katherine Johnson’s crucial role in sending
the first American man to space)
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Point:
Jude Kelly’s experiences with sexism motivated her to
‘make her mark’ and create a festival dedicated to showcasing the talents of
women
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Evidence:
Incident with the curator of the caves – “Women don’t do
these things. Men made these marks. Women don’t.”
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Connections:
Twilight
Saga (films) – despite having a female protagonist, only the
first film in the franchise was directed by a woman
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How
does this connect to my Inquiry?
Stories of humility are difficult to share, but make the
greatest impact. Sharing memories relating to various aspects of
representation acts as a catalyst for educating and inspiring others. By
sharing these experiences, both women provide their motivation for wanting to
spread awareness about a particular issue.
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Criteria #2: Stories of struggle have the
power to bring people together for a specific cause
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Point:
By sharing her own struggles with the shade of her skin,
Nayani Thiyagarajah was able to bring both men and women together and start a
dialogue about the impact of skin colour (“shadeism”)
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Evidence:
“Our responses to the film did not only come from women;
men reached out as well. In conversations with those who contacted us, one
thing was evident: it is, in some ways, harder for men to openly share their
experiences with shadeism.” (30)
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Connections:
Beauty standards and cultural appropriation, specifically
“tanned skin” versus “dark skin”
Nelly Furtado lyric – “paint my face in your magazine,
make it seem whiter than it is”
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Point:
Rae Votta shares her experiences as a woman on YouTube,
and in doing so, addresses concerns held by many female YouTubers who use the
platform in different ways
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Evidence:
“Last
year, seeking a space to talk about challenges they faced in the community,
women gathered outside the convention center for an impromptu session. This
year, their voices were spread across three different panels of varying size,
addressing longstanding issues and hot-button topics that arose in the past
year.” (Votta)
“
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Connections:
Nicole Arbour’s Youtube controversy – “Dear Fat People”
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How
does this connect to my Inquiry?
Although personal struggle is often unique to the
individual sharing, it has the power to unite people. When people feel that
their own struggle is validated through the similar experiences of others,
they are likely called to action for a specific purpose.
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ENG3U ISP: Lesson 5
Step 5: REFLECT & SHARE
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Overall Expectations:
Specific Expectations:
·
4.1
explain which of a variety of strategies they found most helpful in
interpreting and creating media texts, then evaluate their strengths and
weaknesses as media interpreters and producers to help identify the steps
they can take to improve their skills
·
4.2
explain how their skills in listening, speaking, reading, and writing help
them interpret and produce media texts
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Prerequisite Knowledge/Skills:
Students
have engaged in informal inquiry through class discussions and group work
throughout semester and in other courses.
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Lesson Learning Goals
Students will:
ü Share their experience in completing the ISP both orally and in
writing
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Accommodations and/or
Modifications
|
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Resources and Materials Required
ü
Access to Computers, Google Classroom
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Time
|
Lesson Sequence and
Instructional Strategies
|
Assessment
Opportunities
|
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15 Mins
60 mins
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Class
Discussion
The
teacher will lead a class discussion encouraging students to share their
experience in completing the ISP. Guiding Questions:
Do you feel you answered the Big Question fully?
What part was the most enjoyable? Least enjoyable?
How did you find the research process? (finding media)
Are you happy with your final product?
How could the Project be improved?
Student
Metacognitive Reflection
Students
have the remainder of the period to write reflection commenting on the ISP
process using prompts provided. Students will submit reflection to Google
Classroom. If not completed in class, students can finish at home.
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Formative
– listen to students’ opinions and consider any changes they recommend for
next time
Summative
– student reflection will be marked and included in final grade
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Lesson 5 Resources
A. Metacognitive Reflection
ENG3U: ISP
Metacognitive Assessment
Instructions: Answer all of the following prompts in a well-organized
response. You should introduce your topic, use paragraph structure throughout,
and conclude your response. Type your answer and post to the discussion board
on Google Classroom.
What have you learned about human nature, society and
yourself from your research? Has this ISP changed your outlook in any way on
why we tell stories?
Discuss the process of this task, and evaluate your
progress. What did you find easy? What was the most challenging part of
assignment? How did your group members enhance your analysis and help you to
make connections to your inquiry question?
B.
Metacognitive Reflection Marking Sheet /20 marks
K&U /5
ü Demonstrates insightful understanding of
strengths, weaknesses, and strategies used throughout ISP process
T&I /10
ü Ideas show evidence of reflection about
the readings and viewing, class discussions, and original ideas: not summaries,
or focused on plot quotations
ü Self-Assessment demonstrates critical
thinking
APP /5
ü Makes meaningful and complex
connections between the texts, media, class discussions, self, the world, etc.
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