Hannah Nagi

TE 408
MG Research Unit

Unit Overview
Context
• 11th grade Honors English
• As in most honors classes the students are highly motivated, and continually
striving to perform to the best of their ability. Generally speaking, they want to be
given all the necessary tools to complete an assignment that goes above and
beyond teacher expectations. They seem not to be discouraged to explore new
technology or to work in multi-modes. Therefore a multi-genre research project
seems to fit perfectly with such an ideal group of students. With that said, it is
plausible that such a unit could be taught in a variety of contexts, and amongst
various student demographics. If one wanted to bridge the assignment to a
general or remedial English class it may be useful to modify the assignment
components or extend the unit to encompass a few more weeks. Ultimately, the
proper production, and implementation of this unit in any given context revolves
around appropriate pacing and workload distribution.

Unit
• Multi-Genre Research
• Debates
• Ideally, students will have already been well versed in conducting research,
organizing research, synthesizing research, and interpreting research. This unit
will attempt to provide them with an alternative outlook on research. Hopefully,
students will be able to recognize research as an act of discovery and
enlightenment instead of a mundane, systematic task. While attempting to rewire
students’ outlook on research they will be experimenting in the mode of public
speaking or debates. Their final assessments will revolve around a multi-genre
researched debate. Previously, in the later Persuasive Speeches Unit, students
were not only able to practice and somewhat refine their public speaking skills,
but familiarize themselves with the art of public persuasion. Therefore in hopes
of recursive instruction students will be able to utilize their previous knowledge,
and successfully debate a well researched argument strengthened by the support
of multi-modal or multi-genre resources.

Themes/Concepts
• Defining research, and learning to appreciate the act of research
• Improvement of public speaking skills
• Showcasing the power of persuasive or influential speaking
• Creating awareness in regards to media literacy and its effects
• Participating in collaborative work
• Considering “Form= Audience + Purpose”
Hannah Nagi
TE 408
MG Research Unit

Essential Questions
• How can the introduction, and the experimentation with multi-genre research
effect students’ perception of research?
• How can multi-genre research affect students’ perception of debates and the act
of debating?
• What can be learned from persuasive speaking or public speaking when
considering “Form=Audience + Purpose?”
• How can becoming well versed in media literacy help one strive as a persuasive or
influential speaker? What does this have to do with the act of debating?

Rationale
• Throughout the course of one’s education research is more than likely going to be
a very prominent and repetitive task. Although some may enjoy researching, the
majority of students are not that fond of it. The minute they hear the word itself
immediate sighs are released. So why not introduce them to multi-genre
research? Not only will researching in a variety of modes produce a diverse
collection of sources, but it may allow students to work in an already familiarized
area. With that said, it is important to remember that technology is only going to
become more advanced within the upcoming years. Therefore, giving students
the opportunity to explore, discover, and create by these means can only prepare
them more for their future careers. Also, the act itself of debating and public
speaking will provide students with great tools and strategies useful for higher
grades, and college or university contexts. Essentially, providing students with
the means to discover and the means to create in new modes will foster highly
enlightened individuals.

Goals/Objectives
Students will be able to:
• Discover the importance of research through the familiarization, and the
employment of multi-genre research
• Inquire and debate about school relevant issues that are of great importance
within the given community
• Use the classroom space as a forum to better public speaking skills, and to
cultivate the art of persuasion
• Demonstrate collaborative working skills each day amongst their peers

Teacher will be able to:

• Introduce multi-genre research in a systematic manner so as to promote interest,
and curiosity amongst students
• Provide students with a safe and encouraging environment in order to allow for
authentic exchanges and dialogic discussions
• Foster creativity and enlightenment through the exploration of multiple modes,
and through the presentation of relevant school issues
Hannah Nagi
TE 408
MG Research Unit

Standards
• 1.2 Use writing, speaking, and visual expression for personal understanding and
growth.
• 1.3 Communicate in speech, writing, and multimedia using content, form, voice,
and style appropriate to the audience and purpose.
• 1.4 Develop and use the tools and practices of inquiry and research —generating,
exploring, and refining important questions; creating a hypothesis or thesis;
gathering and studying evidence; drawing conclusions; and composing a report.
• 1.5 Produce a variety of written, spoken, multi-genre, and multimedia works,
making conscious choices about language, form, style, and/or visual
representation for each work.
• 2.1 Develop critical reading, listening, and viewing strategies.
• 2.2 Use a variety of reading, listening, and viewing strategies to construct
meaning beyond the literal level.
• 3.4 Examine mass media, film, series fiction, and other texts from popular
culture.
• 4.1 Understand and use the English language effectively in a variety of contexts
and settings.

Summative Assessment
• In pairs or groups of four, students debate school related issues based on multi-
genre research findings
• Individually, students are expected to turn in a hard copy compilation of their
research that is properly cited and organized
• See “Ready, Set, Debate!” handout for more information

References
• Appleman, Deborah. Critical Encounter in High School English. New York:
Teachers College Press, 2000.
• Burke, Jim. The English Teacher's Companion. 3rd ed. Portsmouth: Heinemann,
2008.
• Michigan Merit Curriculum. Michigan Department of Education. 2008. (5). 28
April 2009<http://www.michigan.gov/documents/mde/English_Grade_
11 _181576_7 .pdf>.
• Nagi, Hannah. Michigan State University. 2009.
• ReadWriteThink, International Reading Association, NCTE. Critical Media
Literacy: Commercial Advertising. 2002-2009. 27 April 2009
http://readwritethink.org/lessons/lesson_view.asp?id=97.
• Saidoo, Erica. Michigan State University. 2009.
• Smagorinsky, Peter. Teaching English By Design. Portsmouth: Heinemann,
2008.
Hannah Nagi
TE 408
MG Research Unit
• Tekelly, Joe. Michigan State University. 2009.
• Wagner, Janet. Sterling Heights High School. 2005.

Calendar
• See “Unit Calendar” for more information

Daily Lesson Plans

Lesson #1: “The Research Revolution”

Goals
• To better understand and appreciate research and its purpose
• To introduce and explore multi-genre research and its purpose
• To create a working definition of “research” and “multi-genre” research that is
susceptible to change throughout the course of the unit

Rationale
• Considering the plausible fact that these 11th grade students have already
researched before why not allow them to understand why they research. By
giving them the opportunity to understand research, and how significant the
results of such hard work can be maybe they will begin to think critically of their
role as a researcher, presenter, debater, etc. Also, by informing students of their
role as a researcher of multiple modes, it may allow them to set familiar goals and
reach them through the best means possible.

Assessments
• Free writing about research; initial thoughts, feelings, assumptions
• Dialogic discussion of the coined term “research” and “multi-genre research”
• Brainstorming important research based discoveries in groups/pairs
• Conceptualizing and synthesizing ideas as a class

Objectives
Students will be able to:
• Define research and multi-genre research, and be able to clearly identify its
characteristics and qualities.
• Individually interpret and construct guidelines or procedures in reference to
multi-genre research.
• Discover the importance of research and why it is done.
• Differentiate between a creditable and non-creditable source.
Hannah Nagi
TE 408
MG Research Unit
Tasks
Introduction: 10 Minutes
• Ask students if they have any questions about their assignments and/or due dates
in the upcoming weeks
• Students will free write about their initial feelings, thoughts, concerns, etc. about
1) research and 2)multi-genre research
• To accompany their writing, students are also allowed to draw or sketch

Discussion: 10 Minutes
• Students are asked to share their writing or drawings if desired
• Teacher and students participate in a dialogic discussion about research, multi-
genre research, associated connotations, initial feelings/thoughts, etc.
• Teacher answers any questions students may have about multi-genre research
based on their findings from yesterday
Activity One: 10 Minutes
• Teacher and students create working definitions of “research” and multi-genre”
research, and its qualities/characteristics
• Teacher and students create well organized lists of their versions of “creditable”
and “non-creditable” sources based on multi-genre research
Activity Two: 20 Minutes
• In groups of no more than 4 students will brainstorm how research/multi-genre
research has or can benefit the human race (i.e. Breast Cancer Research,
Alzheimer Research, vaccinations, etc.)
• When students seem to be done they will write their groups findings on the board
• After each groups’ findings are on the board the class will take a moment to
examine the possibilities and results of research
Wrap Up
• Dialogic discussion of the above

Materials
• Large sticky note pads of paper
• Markers

To-Do-List
• Make sure students have come to class prepared to talk about multi-genre
research and what it is
• Be aware of a concrete definition of “research” and “multi-genre research” if
students cannot jump start the creation of their own definition

References
• Nagi, Hannah. Michigan State University. 2009.
Hannah Nagi
TE 408
MG Research Unit

Lesson #2: “Ready, Set, Debate!”

Goals
• To employ and bridge students previous knowledge of public speaking in order to
introduce the act of debating
• To introduce the act of debating and clearly define its characteristics and qualities
• To explore the traits of different debates while deciding what makes a debate
“good” or “bad”
• To gage students understanding of the function of debates in different contexts
and settings
• To consider “Form= Audience + Purpose”

Rationale
• Taking into account the fact that students have already been researching for
about a week now, it is just about time for them to begin to consider how they are
going to present their research. It is important for students to understand that
many different forms of debates exist for all types of purposes; mainly it is
dependent on its audience. Therefore students will consider various types of
debates while paying close attention to “F=A+P” in each given scenario. With that
said students may be able to transcend their working knowledge of “F=A+P” to
better describe their role as a debate participant.

Assessments
• Free writing about debates; initial thoughts, presumed characteristics, etc.
• Dialogic discussion about debate characteristics, qualities, context, etc.
• Participation in criteria creation
• Collaborative work done in Debate Type Groups

Objectives
Students will be able to:
• Define what a debate is and its uses within our culture
• Conceptualize and organize the characteristics that constitute a “good” debate
and a “bad” debate
• Openly express their opinions and views about debates through dialogic
discussion and free writing

Tasks
Hannah Nagi
TE 408
MG Research Unit
Introduction: 10 Minutes
• Students will free write about their initial feelings, thoughts, concerns, etc. about
debates….Some guiding questions: What are they? What is their function? What
are some qualities? What separates a good debate form a bad one? Where have
you heard of debates being presented? Have you ever seen a debate or
participated in one? If so, what was it like?
Discussion: 10 Minutes
• Students are asked to share their experiences and opinions about debates
• Teacher and students participate in a dialogic discussion about debates and the
act of debating to uncover associated connotations, attitudes, apprehension, etc.
• Students are encouraged to give specific examples to support their thoughts,
concerns, attitudes, etc.
Activity One: 10 minutes
• Teacher and students work together to create a working criteria for what makes a
debate “good” or “bad”
• Teacher will listen and record students’ suggestions on large sticky note (one
column “good qualities;” one column “bad qualities”)
• Teacher informs students that this criteria will be used to judge actual student
debates
Activity Two: 20 minutes
• Teacher and students explore the four types of debates together; one student
records each debates characteristics on the board for later reference
• Students are next asked to dived into four groups; each group taking on the role
of one type of debate
• Within the group students are expected to come up with a scenario and topic for
debate and describe how they would go about debating such a topic based on the
type of debate and “F=A+P”
• Each group must have a recorder and designated speaker
Wrap Up
• Debate Type Groups share scenarios, topic, and debating strategies. Must also
inform class as to how they arrived at such a conclusion based on “F=A+P”

Materials
• Large sticky note pads of paper
• Markers
• Debate type descriptions

To-Do-List
• Make sure students are adequately aware that they will be graded and judged on
the criteria created today in class
• Set up clips for the next two classes

References
Hannah Nagi
TE 408
MG Research Unit
• Bluedorn, Harvey. Debates. 27 April
2009<http://www.triviumpursuit.com/speech_debate/what_is_debate.h
tm>.
• Nagi, Hannah. Michigan State University. 2009.

Lesson #3: “Critical Media Literacy: Commercial Advertising”

Lesson from ReadWriteThink, International Reading

Association, NCTE
• http://readwritethink.org/lessons/lesson_view.asp?id=97

Possible Modifications
• Have students take the “PBS Media Literacy” quiz at home instead of scheduling
class time to complete it
• Instead of assigning students the task of keeping track of their television viewing
as homework, allow them to consider what they watched before they left for
school that morning or what they watched the previous night
• When looking through magazines to consider advertisements allow students to
relate it to their personal lives by asking them which products they actually do
want, have, desire, etc.
• When discussing how advertising affects ones culture consider PSA, campaign
ads, and non-profit commercials, and how they affect people’s views