Which charity would you choose to personally become involved with as a volunteer, to donate to, or to spread the word about?
Day One -- Students will be introduced to the project. They will brainstorm possible issues and problems faced by their generation in the future. They will define charities and spend the rest of the period "marinating" in print and electronic resources about local, national, and international charities.
Day Two -- Students will solidify their charity choice. They will brainstorm a "grocery-list" of possible questions that will help them find the right kind of information to have a persuasive presentation at the end. Students will learn about evaluating sources.
Day Three -- Students will discuss how to read text for information. They will review how to take notes, and they will learn which information needs to be recorded for citations. Student will then read a variety of print and electronic resources for information and take notes.
Day Four -- Students will read more and take more notes.
Day Five -- Students will finish reading and taking notes. They will learn how to take their citation information and change it into a Works Cited page.
THE STUDENTS WILL BE GIVEN A WEEK-LONG BREAK FROM THE PROJECT TO ENJOY THE PERFORMANCE OF THE CHRISTMAS CAROL AND THANKSGIVING VACATION!
Day Six -- Students will use their notes to write a summary about their charity. This is the rough draft stage.
Day Seven -- Students will finish their rough draft and peer edit someone else's summary.
Day Eight -- Students will receive their rough draft back, revise it, and write a final draft.
Day Nine -- Students will turn their final drafts into the teacher. They will begin using the information they have gathered to create a presentation.
Day Ten -- Students will continue to work on their presentations.
STUDENTS MAY NEED TO FINISH THEIR PRESENTATION AS HOMEWORK!
Day 11 -- Students will begin presenting to their peers in the library.
Day 12 -- Students will finish presenting to their peers in the library. They will complete a self-evaluation survey.
Are you persuasive?
Do you win arguments?
Great!
During this project, you will create a powerful presentation (with visual, written, and verbal elements) to convinces others to get active in a charity of your choice.
You will investigate this inquiry question --
Which charity would you choose to personally become involved with as a volunteer, to donate to, or to spread the word about?
Students (with the assistance of their classroom teacher and the school's librarian) will be using a research process called the Big 6+ Inquiry Process. This process teaches the students the steps to follow any time they need to do research or want to find the best answer to a question. Here are the steps:
1. Task Definition -- What is my research question?
2. Information Seeking -- What kind of information will help me answer this question?
3. Location & Access -- Where can I find this information?
4. Use of Information -- Which information (that I have found) helps me answer my research question?
5. Synthesis -- How can I show others the information that I have found?
6. Self-Evaluation -- How did I do?
Some of the skills the students will be working on include (1) generating a focused and manageable research question (2) evaluating sources (3) developing methods for organizing their research (4) reading text for information (5) taking notes (6) recording citation information (7) writing in-text citations and Work Cited pages (8) using notes to synthesis new opinions and products (9) writing a summary (10) creating a presentation (11) being a good audience member and (12) evaluating how they did. WHEW!
Presentations need to include a visual component, a written component, and an oral component. They should include 8 - 10 elements that describe what your charity does and how people can support the charity. Be persuasive. This is your chance to demonstrate what you have learned about your charity. Include your personal perspective. Include facts about your charity. Some project ideas include (but are not limited to) making a brochure, a poster, a bookmark, or a Power Point. Every student will be given three or four minutes to orally present their information to their classmates.
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).