Clear Lake, weve Got a Problem

English II Research Project

Description of Project:
The project Clear Lake, Weve Got a Problem requires students to consider solutions to a real problem on their campus, in their community, or in society in general. This unit requires students to develop a pre-proposal, guiding questions for research, and a final proposal which they will present to their class.

Goals:
Students will meet these goals: Ask questions and explore theories Have opportunities to generate new ideas Develop the essential skills of logical thinking, creative problem solving, intellectual risk taking, and communicating Become familiar with the process of setting up a proposal and completing research Establish a target audience for the proposal

Phase I- Learning Experiences

Develop a pre-proposal. Identify a problem or issue that you will investigate Develop a rationale explaining why this study is necessary and important Identify resources you will need to learn more about the subject (e.g., books, periodicals, experts (interviews), videos, surveys, experiments, computer programs, presentations, collections, museums) Develop a realistic timeline based on the due dates provided by your teacher Identify all the stakeholders (people the problem affects) and the target audience (those who can help; or those you could present your information to)

Phase II- Research and Final Product

You will do the research necessary to write a full proposal that will include a multi-step solution for solving the problem identified. You must build a strong case for why stakeholders should address the problem in the way you have identified. This is a process that change agents must go through frequently to obtain necessary resources for solving the problems that are important to them and to others in society. Research your problem/issue Once you have selected a topic/ you should think of 3-5 guiding questions to explore, such as: o Why is the issue important? o What changes would make this issue better? Why? o What changes have already been made? o How can these changes be implemented? Break down the process into steps. These examples are general; your questions should be specific to your chosen topic.

During this stage, you will keep written research sheets of all the sources and what you learn from each one. Be sure to include the information needed to create your Works Cited page. This information must be submitted with your final proposal.

Develop a presentation explaining the problem and proposing a solution the problem When designing your proposal, consider the following: The issue you would like to study Three to five guiding questions Primary and secondary resources you will use to find answers to questions about the issue and possible solutions Strengths and weaknesses of current policies governing the issue The five most important things to know about the issue Appropriate decision making bodies involved (at city, state, and national levels) The proposal should include: A problem or issue A statement of others opinions about the problem or issue (question at least 15 others on their opinion of the issue) A proposed solution A rationale explaining why the question is important and why the proposed solution will solve the problem A summary of research with parenthetical documentation Resources that will be needed to solve the problem, include a realistic timeline and budget Visual representations properly cited Present the proposal to the class. Present your presentation to the class. Your presentation should be engaging and informative. A completed project includes: Pre-proposal Proposal (Google Presentation) Folder with all researched information collected (minimum of 3 sources), Works Cited Page, copy of printed Google Presentation
Classroom Timeline: April 9, 2014: Introduce Research Project; Distribute PreProposal April 10, 2014: Work Day (Pre-Proposal) April 11, 2014: Pre-Proposal due at beginning of class (Daily Grade); Research April 14, 2014: Research April 15, 2014: Mini-Lesson (Works Cited Page and Parenthetical Documentation); Create Works Cited Page

April 16, 2014: Finish Works Cited Page; Work Day April 17, 2014: Work Day (All sources and completed note pages must be turned in by the end of class.) (Quiz Grade)

April 21, 2014: Work Day April 22, 2014: Work Day (presentation planning pages due at end of class) (daily grade) April 23, 2014: Work Day April 24, 2014: Work Day

April 25, 2014: Work Day April 28, 2014: Research Projects Due! April 29, 2014: Presentations April 30, 2014: Presentations (tentative)

Possible Research Questions

Consider issues in your community or school. If you cant come up with an idea, read through the following:

Education
1. 2. 3. 4. 5. How can we make education better for kids who have trouble in school? How can schools better allocate money and resources for sports, fine arts, and other special programs? How can we help kids who are in failing schools? What can be done to stop bullying, teasing, and violence in schools? How can we be sure that students are learning what they need to know? Is standardized testing the answer? How should testing be handled? 6. How can cheating in school be best handled? What can teachers do? What should students do? 7. Should schools move to all digital textbooks? Is it a good idea to give every child an iPad or laptop? How can schools adapt to changing technology?

Driving
1. 2. 3. 4. What should be done about the problem of texting and driving? How can parking be handled better on your campus? What is the best way for students to be trained to be good drivers? How can people be encouraged to take public transportation? What needs to be done to make public transportation an effective possibility for more people in your town? 5. How should we encourage people to be better drivers? 6. Is the current drivers education in your state effective? What can be done to improve it? 7. What is the best way to prevent DUI and deaths due to drunk driving?

Relationships
1. How can we prevent social media bullying? 2. How can you help a friend who is making poor life choices? 3. How has texting affected face to face relationships? What can be done to make sure that people today actually know how to have real relationships? 4. How can we learn to understand people who are different from us culturally, racially, or because of social class? How can we break down barriers between people groups?

Social Issues
1. 2. 3. 4. How can we prevent people from dropping out of high school? How can kids be best convinced not to experiment with drugs? What is the best solution to preventing deaths from drunk driving? How can teenagers be convinced to drive more safely?

5. How can we best rehabilitate prisoners so that they can be more productive members of society? 6. Should there be controls on the media in the way they portray celebrities? 7. How can we handle the problem of data mining, or the fact that our social profile is being used by businesses and colleges? 8. What should we do to help people get jobs?

Sports
1. Should college athletes be paid? How can colleges handle the combination of athletics, college educations, and business better? 2. Do kids train too hard in athletics at young ages? What is the best way for a young athlete to learn a sport? (You might want to consider a sport you know well.) 3. How can coaches best encourage their athletes to do their best? 4. Think about your local sports team. What can be done to make that team more effective? How can the fans be made to support the team? 5. How can sports media be more effective at covering a sport you like to watch? Should the announcers be biased or not? Which games should be covered? What types of interviews and special features make the sport more interesting to watch? 6. Pick your favorite sport. How much should players get paid? Should there be salary caps? How should money be divided?

Slide Show Presentation

4 Background Background does not detract 3 2
Background does not detract from text or other graphics.

1
Background makes it difficult to see text or competes with other graphics on the page.

Background does not detract from text or other graphics. from text or other graphics. Choice of background is Choice of background is consistent from card to card and consistent from card to card. is appropriate for the topic. Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. All graphics are attractive (size and colors) and support the theme/content of the presentation. Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.

Originality

Presentation shows an attempt at originality and inventiveness on 1-2 cards.

Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.

Text - Font Choice & Formatting Sequencing of Information Use of Graphics

Font formats have been carefully planned to enhance readability.

Font formatting has been Font formatting makes it very carefully planned to difficult to read the material. complement the content. It may be a little hard to read. Some information is logically sequenced. An occasional card or item of information seems out of place. All graphics are attractive but a few do not seem to support the theme/content of the presentation. Project is missing more than two key elements. It is incomplete as a presentation on a problem and solution. There is no clear plan for the organization of information.

Most information is organized in a clear, logical way. One card or item of information seems out of place. A few graphics are not attractive but all support the theme/content of the presentation. Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate presentation on a problem and solution.

Several graphics are unattractive AND detract from the content of the presentation.

Effectiveness Project includes all material

needed to gain a comfortable understanding of the topic. It is a highly effective presentation on a problem and solution.

Project is lacking several key elements and has inaccuracies that make it a unusable as a presentation on a problem and solution.

Mechanics Planning Storyboard

No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling A few grammatical, spelling, or or punctuation errors. punctuation errors.

Many grammatical, spelling, or punctuation errors. There are very few slide plans on the storyboard and the plans do not provide an overview of the presentation.

The storyboard illustrates the The planning on the storyboard The planning on the storyboard slide presentation structure with includes titles and text for each is not in a logical sequence and slide and are in sequential order. has incomplete information. plans of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.

Research
4
Content Presentation shows outstanding knowledge of topic and deep understanding of issues related to the problem. Excellent research.

3
Presentation shows satisfactory knowledge of topic and sufficient understanding of issues related to the problem. Adequate research. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

2
Presentation shows little knowledge of topic and limited understanding of the issues related to the problem. Inadequate research.

1
Presentation does not demonstrate knowledge of topic or the issues related to the problem. Very little or no research.

Quality of research Information clearly Information relates to the problem. It includes several supporting details and/or examples. Varying view points are included. Fit of solution The solution is creative, practical, and thoroughly addresses all aspects of the problem. The solution can be applied in the real world and takes into account many limiting factors. All sources (information and graphics) are accurately documented in the desired format.

Information clearly Information has little or relates to the main topic. nothing to do with the No details and/or main topic. examples are given.

The solution is practical and addresses most aspects of the problem. The solution can be applied in the real world and takes into account some limiting factors.

The solution is superficial or obvious and does not address the whole problem. The solution is unrealistic and fails to address most limiting factors.

The solution is completely insufficient to solve the problem. The solution cannot be applied in the real world and ignores limiting factors.

Source Citation

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information Some sources are not and graphics) are accurately documented. accurately documented, but many are not in the desired format.

Source Quality

All sources are credible

Most sources are credible

Some sources are credible

No sources are credible

Presentation and Research Point to Grade Conversion Chart

52= 98-100 51=97 50=96 49=95 48=94 47=93 46=92 45=91 44=90 43=89 42=88 41=87 40=86 39=84-86 38=83 37=82 36=80 35=80 34=79 33=79

32=78 31=78 30=77 29=77 28=76 27=76 26= 73-75 25=71-72 24=70 23=69 22=68 21=67 19=66 18=65 17=64 16=63 15=62 14=61 13= 55-60 12 or below= 0-50

Speaking
4 Pitch 3 2
Pitch was rarely used OR the emotion it conveyed often did not fit the content.

1
Pitch was not used to convey emotion.

Pitch was often used and it Pitch was often used but conveyed emotions the emotion it conveyed appropriately. sometimes did not fit the content. Pauses were effectively used Pauses were effectively used 2 or more times to improve once to improve meaning meaning and/or dramatic and/or dramatic impact. impact. Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Pauses

Pauses were intentionally Pauses were not used but were not effective intentionally used. in improving meaning or dramatic impact. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Enthusiasm

Preparedness

Student is completely Student seems pretty prepared and has obviously prepared but might have rehearsed. needed a couple more rehearsals. Listens intently. Does not make distracting noises or movements.

The student is somewhat Student does not seem at all prepared, but it is clear that prepared to present. rehearsal was lacking.

Listens to Other Presentations

Listens intently but has one Sometimes does not appear Sometimes does not appear distracting noise or to be listening but is not to be listening and has movement. distracting. distracting noises or movements. Often mumbles or cannot be understood OR mispronounces more than one word.

Speaks Clearly

Speaks clearly and distinctly Speaks clearly and distinctly Speaks clearly and distinctly all (100-95%) the time, and all (100-95%) the time, but most (94-85%) of the time. mispronounces no words. mispronounces one word. Mispronounces no more than one word. Always (99-100% of time) speaks in complete sentences. Mostly (80-98%) speaks in complete sentences.

Uses Complete Sentences Stays on Topic

Sometimes (70-80%) speaks Rarely speaks in complete in complete sentences. sentences. Stays on topic some (89%75%) of the time. It was hard to tell what the topic was. Slouches and/or does not look at people during the presentation.

Stays on topic all (100%) of Stays on topic most (99the time. 90%) of the time.

Posture and Eye Stands up straight, looks relaxed and confident. Contact

Stands up straight and Sometimes stands up establishes eye contact with straight and establishes eye Establishes eye contact with everyone in the room contact. everyone in the room during the presentation. during the presentation. Volume is loud enough to be heard by all audience members throughout the presentation. Volume is loud enough to be heard by all audience members at least 90% of the time. Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume

Volume often too soft to be heard by all audience members.

Speaking Point to Grade Conversion Chart

40= 98-100 39=96-97 38=94-95 37=91-93 36=90 35=89 34=89 33=88 32=87 31=86 30= 83-85 29=82 28=81 27=80 26=79

25=78 24=77 23=77 22=76 21=76 20=73-75 19=70-72 18=68-70 17=67 16=66 15=65 14=64 13=63 12=62 11=61 10=51-60 9 or below= 0-50