Assignment+2b

**__ Goal: __** Student will create an I-Search paper using the 4 step process.
 * Hello Mary,** **I have been looking over your unit Social Issues/Social Action and have come up with the following lesson for teaching the I-Search paper along with the NYS Standards that we will focus on. If you should have any questions please feel free to let me know.**   **Regards,**   **Daniel A. Sabol** **Library Media Specialist**

**__ Objectives: __** Students will be able to - identify and use key library resources to conduct research for their I-Search papers. · work through the four areas of the I-Search paper, (topic selection, doing the research, employing the research findings, and completing the research project.) · explore the effects of racism on individuals and communities.

**__ New York State Standards: __** ** English Language Arts ** //Standard 1: Language for Information and Understanding// //Standard 2: Language for Literary Response and Expression// //Standard 3: Language for Critical Analysis and Evaluation// //Standard 4: Language for Social Interaction//

** Social Studies ** //Standard 1: History of the United States and New York// //Standard 5: Civics, Citizenship, and Government//

**__ Day 1: __** 1. We will begin with a class discussion of how life often presents us with opportunities to stand up against bigotry. I will ask students if they can name any prominent people in history who have taken a stand against racism and how they have done so. 2. The students will break into small groups where they will receive an individual who has stood up to racism (i.e. Martin Luther King Jr., Ruby Bridges, Frederick Douglas, etc.). The small groups to research, discuss, and answer the following questions: · How racism affected the people directly involved — the target, the perpetrator and any witnesses? · How might a racist’s incident affect the health of the community (school, family, business, etc.) where it happened? · What are the emotional, social, and physical effects of racial incidences? 3. Students will reconvene and each group will share their findings. 4. Students will then write a journal entry explaining their part in the group assignment.

**__ Day 2: __** 1. Students will be provided with an I-Search framework handout that asks them to research an individual who was affected by racism or bigotry. They will be researching individual figures that have been a target of racism. Next, I will review the directions with students and introduce key terms that they may not be familiar with. 2. I will then go over the I-Search process and what is expected. The students will then use the library resources and computers to choose a person to focus on for their I-Search paper. I will go around and assist students with their selections, help them consider their appropriateness, and the diversity of issues and situations they represent.

3. After the students have chosen their individual, they will be asked to write a journal entry about their experience in researching and finding their person.

**__Day 3, 4, 5, 6:__** On these days the students will be working on the four steps for their I-Search paper ( topic selection, doing the research, employing the research findings, and completing the research project). They will be using library resources and materials to assist them. I will be circulating around, asking students how they are progressing and if they need any help. At the end of each class, students will write a journal entry based on their research findings, difficulties they may have encountered, and overall experiences for that day.

**__Day 7:__** Students will create a collage or poster based in their I-Search topic to be displayed alongside their paper on Social Action Day.

**__Day 8:__** Students will share with the class their final projects.

**__Assessment:__** Student’s journals will be read throughout the lessons. They will be used to gauge student progress and I will be able to answer any questions they may have along the way. There will be a rubric to assess student’s I-Search paper including areas of grammar, fluency, organization, style, and ideas. Achievement is also based on student participation, which includes student’s ability participate actively in the lessons and complete all assignments?