| Martha J. Self, Edgar Self, Patricia Salcido & Virginia Calsada |
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Introduction
Topic: Cultural "I Am" Speech
Project
Grade Level: Eleven
Student Lesson Name and URL:
The Cultural "I Am" Speech is a cross-curricular program among the English, English Language Development, Social Science, and Technology departments of Calipatria High School.
Project Overview
Standards Addressed
English Language Development - Intermediate
Reading:
 | Apply knowledge of English phonemes in oral and silent reading to derive meaning from literature and texts in content area. |
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Understand and follow simple written directions for classroom activities. Read and respond to text. Writing: |
| Write legible, simple sentences that respond to topics from content areas |
| Create cohesive paragraphs that develop a central idea with consistent use of Standard English |
| Write simple sentences about an event or character from a written text. |
| Produce independent writing that understood when read. |
| Narrate a sequence of events and communicate their significance to the audience. |
| Write brief expository compositions and reports of information that: a) include a thesis and some supporting details; b) provide information from primary sources; and c) organize and record information on charts and graphs. |
| Recognize structured ideas and arguments and their supporting examples. |
| Use basic strategies of note taking, outlining and the writing process to structure drafts of simple essays with consistent use of standard grammatical forms. |
| Investigate and research a topic in a content area and develop a brief essay or report that includes sources citations. |
Speaking:
| Prepare and deliver short presentations on ideas, premises, or images obtained from a variety of common sources. |
Historical and Social Sciences Analysis Skills
| Chronological Thinking: Be able to put the major events of a story in order. Know how to read, create, and use a timeline. Identity key terms relating to time. |
| Historical Research Analysis and Interpretation: Assess fact and opinion in a variety of historical data. Analyze all important information before forming an opinion. Understanding of how we are affected by the past. Interpret questions of the past. Ask and interpret questions about the past. Analyze all factors of cause and effect of unplanned events. |
| Historical Research, Evidence and Point of View: Collect, evaluate and employ information from multiple primary and secondary sources, and apply oral and written presentations. Use history to understand why people today believe. Consider different points of view. |
| Geographical Literacy: Use maps, globes, and other geographical tools to get information about the world. Understand how people have changed the word and how the world has changed people. |
United States History Standards:
| Major political, social, economic, technological, and cultural developments of different periods of United States history (American Revolution; Industrialization; Great Awakening; Civil War; World War I; World War II; Harlem Renaissance; Great Depression; New Deal; Civil Rights Movement; Cold War; contemporary American society) through the research of a biographical figure. |
Technology
| Determine the nature and extent of the information needed |
| Access needed information effectively and efficiently. |
| Evaluate information and its sources critically and incorporates selected information |
| Use information effectively to accomplish specific purpose |
| Understand the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. |
Instructional Objectives
| Teach the skills necessary in the research and writing of historical research papers, biographical essays and speeches with the help of technology. |
| Expose students to knowledge of individuals of historical and cultural prominence. |
| Provide students with public speaking experience. |
Student Activities
Students will begin their project by selecting three individuals from the
provided list of Historical Individuals. Once they have made their
selections, students will write a list of five questions to investigate on each
individual. Using the internet, students will research their choices and
based on their conclusions will select one individual to use as their
topic. Students will then be required to create an:
| Issue File |
| Biography Board or Power Point Presentation |
| Biographical Essay with MLA documentation |
| Write and present a speech in the voice of the historical figure. |
Introductory
Activity
In order to demonstrate the importance of others
around us and how their lives, experiences and actions influence our lives,
students will complete and activity entitled "Someone Significant
to me". This activity will be followed by "My Timeline" to
encourage students to explore significant world events that have occurred during
their lives. In conclusion, students will read Gandi: Peaceful
Warrior by Rae Bains.
Enabling Activity(ies)
Students will research their "Historical
Individual" on the internet and will print a minimum of five articles that
include information on: important events, challenges, accomplishments and
impact/influence on United States History. These articles will be
organized into their "Issue File".
Using the information from their issue file, students will create a visual biography of their historical figure by making a "Bio-Board" or a Power Point Presentation.
The bio-board will be followed up with the students writing a "Biographical Research Essay " using Modern Language Association documentation format.
Culminating
Activity
The final activity for students will be to become
their historical figure. This step will be accomplished by writing a
speech in the voice of the individual they have been researching and by
presenting that speech in costume to a group of their peers.
Assessment
Each section will be assessed individually using a specific rubric.
Results
After analyzing the data from the four components of the project, we have determined that the students require additional opportunities to develop and refine their writing skills including basic grammar, formatting and exposition.
Introduction: No problem
Standards: Very complete
Instructional Objectives: Objectives are directly aligned with the state standards for English Language Arts, English Language Development, History and Technology.
Introductory Activities: We are including in draft form a rubric for the issue file. Other rubrics need ongoing revision.
Enabling Activities: Need to videotape speech rehearsals for student review.
Need to include more pre-writing activities for developing an oral presentation.
Culminating Activities:The final speeches were fantastic. We learned the students in the audience need to have the speech rubric in front of them while they are observing speeches being given. Additionally, we will randomly have students in the audience score the oral presentation and these scores will be given to the presenter in addition to the teacher’s score.
Web
Resources & Supplementary Materials
Enabling Activity
Site takes you through the actual steps of writing an essay www.essaypunch.com
Outlining an Essay www.ash.udel.edu/ash/tutor/writing/comp_defs/outline_def.html
Advice on essay writing http:/ www.cmil.unex.berkeley.edu/Resources/essay-writing.html
Overview on writing process www.johnco.cc.ks.us/~mbrownin/class/process
www.angelfire.com/wi/writingprocess
www.rpi.edu/web/writingcenter.revise.html
MLA bibliography template www.aacc.cc.md.us/library/annobib/htm
Editing assistance/checklist www.m-w.com
Culminating Activity
How to deliver a speech www.ehow.com/eHow/0,1053,3474,000html
Great Speeches www.org/greatspeeches/timeline/index.html
Martha Self cusded@netscape.net
Calipatria High School
601 West Main Street
Calipatria, California 92233