Capstone Inquiry - Guitar Research

TE 893 – Field Experiences in the School Library

Instructional Unit/Cap Stone Inquiry Project

University of Nebraska Kearney

Lori Applegate

September 15, 2015

21^st Century Learner Standards Collaboration Planning Sheet

Grade Level: 7^th & 8^th Teacher/Team: Lori Applegate-Media Specialist Planning Date: 08/30/15

Bill Applegate – Music Teacher K-12

Content area(s): Music/Language Arts Unit(s) of Study: Guitarist Biography Student Timeline: Sept. 14-25^th, 2015

Content Standards/Benchmarks/Indicators:
21^st Century Learner Standards (Type standard, strand, and indicator in rectangles below, e.g., 1.1.1) Strands	1. Inquire, think critically, and gain knowledge.	2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.	3. Share knowledge and participate ethically and productively as members of our democratic society.	4. Pursue personal and aesthetic growth.
Skills	1.1.1, 1.1.5, 1.1.9	2.1.2, 2.1.4, 2.1.6	3.1.3, 3.1.6
Dispositions in Action			3.2.1, 3.2.3
Responsibilities	1.3.1, 1.3.3
Self-Assessment Strategies	1.4.1	2.4.1	3.3.5	4.4.6

Learning Activities/Projects:

Materials/Resources Needed:

Person(s) Responsible:

Copyright & Fair Use Power Point and discussion & Information/citation sheet Introduction

1&2 Student groups will select a guitarist from the list, or have a name approved by the instructor for their research project, Flowchart introduction, and teacher project demonstrations.

2. Students will begin to gather information specific to their chosen guitarist and place it on the citation information sheet.

4. Students will create a Power Point, Interview cards, or presentation poster for presentation in class.

5. Students teams will make their presentation of their project to the class.

1. Copyright & Fair Use Power Point

2. Biography Sheet

1. List of guitarists to research.

Power Point example project.

Interview cards for

interview.

Poster for example presentation.

12 blank Flowcharts

Whiteboard

Encyclopedias

Library computers (x3)

Specialized music texts

4. Library Computers

Large Index Cards

Pencils

Scissors and glue sticks

Poster board

Glue sticks

Markers

Teacher Laptop

Whiteboard

Completed Student Projects

Lori Applegate (Media Specialist)

Mr. Applegate (Music teacher)

Bill Applegate (Music Teacher K-12)

.

Lori Applegate (Media Specialist)

Lori Applegate (Media Specialist

Bill Applegate (Music Teacher K-12)

Lori Applegate (Media Specialist)

Bill Applegate (Music Teacher K-12)

Lori Applegate (Media Specialist)

Student groups

How will we assess learning?

Students will be assessed on the content and presentation of their final project with a rubric.

Students will also be assessed with a 21^st Century checklist.

Students will be assessed with a core standards observation checklist as well.

Courtesy Colorado Springs District 11, adapted 2008 Created by Sherry R. Crow

Prior Knowledge and Skills:

Our 7^th/8^th grade students have experience using the computer, and making Power Point presentations. Their computer classes here at school has prepared them well for this.
These students have some experience with researching because they are required to complete a report each semester to include a biography.

Students have experience with citing sources.

4. Students need more experience understanding copyright information.

5. Students are taking guitar class as part of the Mozart Music Program at our school.

Arizona’s College and Career Ready Standards Checklist

Skills Tasks:	1. Various resources to locate information. (Internet, text, journals)	2. Use information found to complete graphic organizer (flowchart).	3. Use flowchart/information/citation sheet to complete power point, interview, or poster project for class presentation.	4. Students will present project to class.	5. Students will correctly cite sources For project.	6. Students will fill out research self-evaluation forms.
Common Core/ Arizona State Standard Addressed:	7.W.7 8.W.7 7.W 8. 8.W 8.	7.W.2.a 8.W.2.a 7.W.4.a 8.W.8.a	7.W.2.b 8.W.2 b	7.SL.4 8.SL.4	7.W.8 8.W.8
Students:
Santiago Alex
Luis
Cheyenne
Dylan
Gage
Isack
Angel
Levi
Harvey
Giovanni
Dominic

Over All Project Objectives:

Objective 1: The students will locate information from text, and/or on-line sources and collect citation information for each source.

Objective 2: The students will organize their information by creating a flowchart (graphic organizer) using the information from their research information sheet.

Objective 3: The students will create a Microsoft Power Point presentation, Interview Cards, or presentation poster in collaboration with their partner using the information from their flowchart, and information/citation sheet.

Objective 4: The students will demonstrate their knowledge of the MLA citation process by creating an MLA bibliography sheet, or slide for their project.

Objective 5: The students will present their projects together in class with their research partner.

21^st Century Standards

Flowchart Creation Standards & Project Creation):

.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

3.1.6 Use information and technology ethically and responsibly.

3.2.3 Demonstrate teamwork by working productively with others.

Presentation Standards:

1.1.9 Collaborate with others to broaden and deepen understanding.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.

Citing Sources - Standards:

1.3.1 Respect copyright/intellectual property rights of creators and producers.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

Self-Evaluation Standards:

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.

Source: (American Association of School Librarians, 2007.)

7^TH GRADE – 8^TH GRADE ARIZONA WRITING STANDARDS:

(AZ.7.W.2.b & d) & (AZ.8.W.2.b & d )

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

d. Use precise language and domain‐specific vocabulary to inform about or explain the topic.

(AZ.7.W.4.a) & (AZ.8.W.4.a)

a. Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the development and organization are appropriate to the task, purpose, and audience.

(7.W.7)

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

(8.W.7)

Conduct short research projects to answer a question (including a self‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

(7.W.8)

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

(8.W.8)

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Source: Arizona’s College and Career Ready Standards:

English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

7^TH GRADE – 8^TH GRADE ARIZONA SPEAKING AND LISTENING STANDARDS

(7.SL.4)

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

(8.SL.4)

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Source: (ARIZONA DEPARTMENT OF EDUCATION, 2013)

Information Literacy Standards Checklists

21^st Century Learner Standards

Class: Guitar Class –Guitarist Biography Project

Students:

Santiago

Luis

Cheyenne

Dylan

Gage

Isack

Angel

Levi

Harvey

Giovanni

Dominic

Tasks:

Copyright and Fair Use Power Point & discussion.

1.3.1, 3.3.5

Use texts provided and the computer internet to access information. 1.1.8, 2.4.1, 3.1.6, 3.2.3

Evaluate information for importance, validity and accuracy./Teamwork 1.1.9, 1.1.5, 3.2.3

Use information gathered from texts and internet sources to complete the graphic organizer (flowchart). 1.1.9, 2.1.2, 2.1.4

Use graphic organizer to create PowerPoint slides, create interview question cards, or

Poster presentation.

2.1.6, 3.1.6, 3.2.3.

Present PowerPoint slides, interviews, and poster presentations. 1.1.9, 3.1.3, 3.2.1

Correctly cite sources for information, facts, and graphics used. 1.3.1, 1.3.3

Fill out research self- evaluation forms. 1.4.1, 4.4.6

(Crow, 2002)

Collaborative Lesson Plans – 7^th /8^th Grade Guitar Class Biography Research Project

Teachers: Lori Applegate – Media Specialist Date: 09-15-2015

Content area: Language Arts and Music Title: Guitar Player Biography Research

Grade Level: 7^th/8^th Grade

Rationale: Our students will benefit by learning further to “follow an inquiry based process to gain knowledge”, by demonstrating their understanding, and collaborating with others to broaden and deepen their understanding. They will be reviewing copyright, intellectual and property rights and fair use to further their growth in the ethical use of information and technology. The integration of 21^st Century Skills into the student’s music curriculum will help them to gain a deeper understanding, and appreciation of their instrument and musicians who play it.

Guitarist Biography Research – Unit Introductory Lesson 1 – Copyright & Fair Use

21^st Century Standards – Lesson 1:

1.3.1 Use technology and other information tools to analyze and organize information.

3.3.5 Contribute to the exchange of ideas within and beyond the learning community.

Goals

Students will be more aware of copyright and fair use issues and practices, and show growth in the ethical and responsible use of technology and information after this unit.

Students will begin to think about which guitarist they would like to research.

Lesson Objectives:

1. After viewing the Copyright & Fair Use Power Point students will explain how copyright and Fair Use applies to them during class discussion.

2. The students will demonstrate using their MLA citation sheet with the use of a text provided to them.

3. Students will use the citation information from their sheet to create an MLA citation on a separate sheet of paper.

Materials and Equipment:

Introductory lesson 1 materials:

Lesson Plan
Interactive whiteboard
Teacher laptop
Copyright/Fair-Use Microsoft Power Point
Multiple texts containing guitarists
Student research folders containing:

Five blank information gathering sheets

Two blank flow chart sheets for each student group

List of web sites for citation information and citation sheets

List of websites for finding their chosen guitarist information

Pencils

PREREQUISITE EXPERIENCE:

This lesson will be used with Mr. Applegate’s guitar class. Students at this time will have performed a variety of basic guitar music.

Students will have a very basic understanding of the biography research process, how to use their computers for basic information searches, and how to gather basic information from a text.

Students will have had a previous introduction to graphic organizers, such as webs and KWL charts. Students will have previously been introduced to the topic of respecting informational property rights when gathering information.

Accommodations:

We do not have any students in this class that have IEP’s, or accommodation requirements. However, We do have at least five students with fairly significant behavioral issues. Two of these students have had behavioral contracts with the administration during the last two years. We will work with current issues and redirect students as needed. The following strategies will be in place:

1. Facilitation and monitoring on a continuous basis.

2. Interaction with students in proximity as we walk around the room during class.

3. When students are doing well notifying parents.

4. Active listening to students and to their needs.

5. Making sure to use their names when speaking with them.

6. Clear communication and high expectations for work.

7. Us teachers being prepared for class and have everything ready.

8. Mild consequences that keep students in the classroom to continue their research, such as having them come in at recess to make up lost time, loss of recess time, loss of a pride point….

All students will be offered assistance with any request they have for assistance with using computers, locating and citing information.

Anticipatory Set/Motivation:

Introduction:

Question: What is a Copyright?

Question: How does copyright and fair use apply to you as a researcher?

Question: If you were the author of a text, say a biography, what would you expect when others used your information for their own work.

Instructional Activity:

Inform the students of the impending research, project and the objectives:

They will be working in groups of two and selecting a guitarist to research.

Objectives:

1. The students will participate in a discussion about Copyright & Fair Use after viewing the Copyright & Fair Use Power Point demonstration.

2. The students will locate one item of information from a text and place it onto their citation information sheet

3. The students will use the citation information from their citation information sheet to create an MLA citation.

Demonstration/Modeling:

Using the interactive whiteboard the media specialist will present the Copyright and Fair Use power point.

Discuss this as a group.

Guided Instruction:

Demonstrate on the whiteboard how to fill out the citation sheet. Ask the students to look in one of the texts provided to find a piece of information about Wes Montgomery.

Next, write the information on the citation sheet that is up on the white board.

Independent Practice:

Using the text that the information came from ask the students to find each piece of information for the citation sheet, and fill it in as they come up with each answer.

Using the citation information that was placed on the citation/information sheet the students will create an MLA bibliography for that information.

Closure:

Let the students know that there will be three ways they can demonstrate their learning on their guitarist research:

1. Power Point with a bibliography

2. Poster with a write up and bibliography

3. Interview with cards that they will hand in and a bibliography.

Inform students:

We will be working in groups of two for this project.

We will be demonstrating the projects when we meet next.

Next week we will be choosing partners and guitarists.

If they decide on a partner to work with, and guitarist they must let us know and that they must put any information they find onto their citation/information sheet.

Guitarist Biography Research – Lesson 2: Teacher Project Demonstrations, Index Card Guitarist Selection, & Creation of a Flow Chart:

21^st Century Standards – Lesson 2:

1.1.9 Collaborate with others to broaden and deepen understanding.

2.1.2 Organize knowledge so that it is useful.

2.1.4 Use technology and other information tools to analyze and organize information.

.

Goals:

Students will work productively in their groups and collaborate to analyze and organize information from their research using a graphic organizer (Flow Chart).

Students will work with their partner to select a guitarist to research together.

Students will gain motivation for their research by viewing the 3 project demonstrations by both teachers.

Lesson Objectives:

Students will collaborate with their partner and select a guitarist to research together.

Students will work together to create questions that they would need to answer about their guitarist for their projects.

Students will collaborate and work productively with each other to organize the questions they need to answer into a graphic organizer (Flow Chart).

.

Students will use information in an ethical and responsible manner.

Materials and Equipment:

Lesson 3 materials:

Lesson Plan
Interactive White board
Teacher laptop
Student research folders containing:

Five blank information gathering sheets

Two blank flowchart sheets

List of web sites for citation information and citation sheets

List of websites for finding their chosen guitarist information

Pencils
Two flow chart sheets for each group of students
X6 large index cards

PREREQUISITE EXPERIENCE:

Students will have had a previous introduction to graphic organizers, such as webs, Venn diagrams, flow charts, and KWL charts.

Students have worked in groups previously.

Accommodations:

We do not have any students in this class that have IEP’s, or accommodation requirements. However, We do have at least five students with fairly significant behavioral issues. Two of these students have had behavioral contracts with the administration during the last two years. We will work with current issues and redirect students as needed. The following strategies will be in place:

1. Facilitation and monitoring on a continuous basis.

2. Interaction with students in proximity as we walk around the room during class.

3. When students are doing well notifying parents.

4. Active listening to students and to their needs.

5. Making sure to use their names when speaking with them

.

6. Clear communication and high expectations for work.

7. Us teachers being prepared for class and have everything ready.

8. Mild consequences that keep students in the classroom to continue their research, such as having them come in at recess to make up lost time, loss of recess time, loss of a pride point….

All students will be offered assistance with any request they have for assistance with using computers, locating and citing information.

Anticipatory Set/Motivation:

Index Card Activity:

Ask each student to write two guitarists that they would like to preview, one thing they know about the each guitarist, and one reason why they would like to research that guitarist onto the index card.

Have students discuss (3 minutes) with their research partner which guitarist they will research together.

Flowchart Introduction:

Question: Has anyone here ever organized information into a flow chart?

Question: What type of information from a biography would you expect to put onto a flow chart?

Question: When you begin researching for information on your guitarist what type of information would you begin with?

Instructional Activity:

At this time have students offer questions that would need to be answered when researching a guitarist for their projects.

The teachers will work with students in organizing the remaining information onto the top of the boxes in the flow chart. This is to be done with the class: (Name, birthdate, childhood experiences, significant experiences in that person’s life, achievements, etc….

Demonstration/Modeling:

Using the flowchart with the students questions on the top of the boxes, place the information from the Wes Montgomery interview cards into the boxes to answer the questions.

Guided Instruction:

Have students work together in their research groups to decide what type of information about their guitarist should go onto their flow chart. They can write a question that needs to be answered above each box. (Provide more blank flowcharts as needed).

Independent Practice:

Student groups will complete the questions on their flow charts and discuss their experiences as a class.

Closure:

At this time the two teachers will complete the three project demonstrations for the class

1. Poster & Write Up with bibliography

2. Power Point with bibliography

3. Interview with cards and bibliography

Discuss with students what final project each group would like to complete? (Microsoft Power Point, an interview, or a poster).

Guitarist Biography Research – Unit Lesson 3: Information Research:

21^st Century Standards – Lesson 3:

1.1.5 Evaluate information in selected sources on the basis of accuracy, validity, appropriateness for needs, importance and social and cultural context.

1.1.8 Demonstrating a mastery of technology tools for assessing information and pursuing inquiry.

1.1.9 Collaborate with others to broaden and deepen understanding.

2.4.1 Determine how to act on information (accept, reject, modify).

3.1.6 Use information and technology ethically and responsibly.

3.2.3 Demonstrate Teamwork by working productively with others.

Arizona College and Career Ready Standards:

7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

8.W.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

7.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

8.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Goals

Students will be more aware of copyright and fair use issues and practices, and show growth in the ethical and responsible use of technology and information after this unit.

Students will collaborate and use various resources in the inquiry based process to locate, and cite, information about their chosen guitarist. This unit will provide students more experience in collaboration and using an inquiry based research process.

Lesson Objectives:

1. The students will locate relevant information from texts, and on the library computers during their inquiry based research, about the life of a guitarist that they have chosen to research.

2. The students find, evaluate, and select appropriate sources to answer their questions about their chosen guitarist

.

3. The students will demonstrate the ability in the use of technology tools to access relevant information about their chosen guitarist.

4. The students will use their MLA information/ citation sheets to gather citation information from each source.

5. The students will discuss and demonstrate the ethical use of information.

Materials and Equipment:

Introductory lesson 1 materials:

Lesson Plan
Teacher laptop
List of guitarists for students to choose from
Multiple texts containing guitarists
Library computers
Current Encyclopedia Set
Student research folders containing:

Five blank information gathering sheets

Two blank flow chart sheets for each student group

List of web sites for citation information and citation sheets

List of websites for finding their chosen guitarist information

Pencils
Extra Information/Citation sheets

PREREQUISITE EXPERIENCE:

This lesson will be used with Mr. Applegate’s guitar class. Students at this time will have performed a variety of basic guitar music.

Students will have a very basic understanding of the biography research process, how to use their computers for basic information searches, and how to gather basic information from a text.

Students will have previously been introduced to the topic of respecting informational property rights when gathering information.

Students have used the library computers and will be familiar with logging onto the computers, and entering website information to locate websites, and performing basic searches.

Students are quite skilled with their use of their tablets, internet connected telephones, and other technology devices such as their home computers.

The students have been instructed in the use of the Invormation/citation/ sheets, and the flowcharts.

Accommodations:

We do not have any students in this class that have IEP’s, or accommodation requirements. However, We do have at least five students with fairly significant behavioral issues. Two of these students have had behavioral contracts with the administration during the last two years. We will work with current issues and redirect students as needed. The following strategies will be in place:

1. Facilitation and monitoring on a continuous basis.

2. Interaction with students in proximity as we walk around the room during class.

3. When students are doing well notifying parents.

4. Active listening to students and to their needs.

5. Making sure to use their names when speaking with them.

6. Clear communication and high expectations for work.

7. Us teachers being prepared for class and have everything ready.

8. Mild consequences that keep students in the classroom to continue their research, such as having them come in at recess to make up lost time, loss of recess time, loss of a pride point….

All students will be offered assistance with any request they have for assistance with using computers, locating and citing information.

Anticipatory Set/Motivation:

Introduction:

Instructional Activity:

Students will begin their search for information using their citation/information sheets, using the library computers, and the books brought to the library by Mr. Applegate and Mrs. Applegate.

Objectives:

1. The students find, evaluate, and select appropriate sources to answer questions about their chosen guitarist

.

2. The students will demonstrate a mastery of technology tools, such as the computer, for assessing information and pursuing inquiry.

3. The students will use their information/ citation sheets to gather citation information from each source.

Demonstration/Modeling:

Students will begin their search for information using their citation/information sheets, using the library computers, and the books brought to the library by Mr. Applegate and Mrs. Applegate.

Guided Instruction:

Three of the student groups will begin their search on the computers, while the two other groups begin their search with the specialized texts. Mr. Applegate and Mrs. Applegate will facilitate, and guide, the students as needed during their computer and text searches. Both teachers will be using the 21^st Century, and Arizona Common Core Standards checklists.

Independent Practice:

We will facilitate and guide students in the use of their Information/Citation sheets as they find relevant information.

Students will be given time to read for information on their chosen guitarist.

When they find information that they consider relevant, they will copy the information, and the citation information onto their information sheet.

Closure:

At the end of the research lesson explain to the students that during this week, and next week we will have more time on the computers to continue our research.

Also, let the students know that they may continue their research at home, but must write the information into the Citation/Information sheet, and present this information to their research partner for discussion and approval. Encourage the students to use e-mail to discuss their research with each other during the unit.

Guitarist Biography Research – Unit Lesson 4: Project Creation & Presentation:

21^st Century Learner Standards/ Standards:

Project Creation:

1.1.9 Collaborate with others to broaden and deepen understanding.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.

Presentation Standards:

1.1.9 Collaborate with others to broaden and deepen understanding.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.

Arizona’s College and Career Ready Standards:

7.W.2.b Develop the topic with relevant facts, definitions, concrete details quotations, or other information and examples.

Goals:

Students will work productively in their groups and collaborate, analyze and organize information from their research into a Microsoft Power Point, Interview cards for interview, or poster for presentation..

Students will gaining more experience in collaborating with others to create projects.

Students will gain more experience in collaboration and the presentation of information in a clear manner so that others can appreciate and understand it.

Students will gain more experience in using information ethically by respecting copyright and intellectual property rights of others.

Students will evaluate their own, and other students, performances on their research and presentations.

Lesson Objectives:

Students will analyze information by accepting, rejecting, or modifying it, and organize it into a presentation project (Microsoft Power Point, Interview cards for interview, or poster for presentation to the class.

Students will collaborate and work productively with each other to select and organize their information into a presentation project (Microsoft Power Point, Interview cards, or Poster).

Students will use their writing and speaking skills (Presentation) to communicate their understanding of what they learned about their selected guitarist in an effective manner .

Students will present their information with their collaboration partner.

Students will use information ethically by respecting the copyright and intellectual property rights of others.

Students will complete an evaluation forms on their own, and others, performance on their research and their presentations.

.

Materials and Equipment:

Lesson 4 materials:

Lesson Plan
White board and markers
Teacher laptop
Multiple texts containing guitarists
Library computers
Current Encyclopedia Set
Completed student group Information/Citation sheets
Student research folders containing:

Completed web sheets

Completed information /citation sheets

Pencils
Poster-board X5
Index cards X 4 packages of 50 - 100 cards
Computer color printer
Glue sticks
Scissors
X2 Sets color markers
X1 package of colored paper
Self- evaluation forms

PREREQUISITE EXPERIENCE:

Students will have had a previous introduction to creating posters for presentation.

Students will have previously been introduced to the topic of respecting informational property rights when gathering information.

Students have used the library computers and will be familiar with logging onto the computers, and performing basic searches to locate information.

Students will have seen the example presentations which may provide them with ideas of where to start.

Students will have experience of public speaking and presenting information to their class, as they are required to make at least one class presentation per year at Legacy.

Accommodations:

We do not have any students in this class that have IEP’s, or accommodation requirements. However, we do have two students with behavior challenges. We will redirect these students as needed. All students will be offered assistance with any request they have for assistance with using computers, locating and citing information.

Anticipatory Set/Motivation:

Introduction:

In this lesson, students will organize their research information from their graphic organizer (web) into a project for presentation (Power Point, Interview questions, or a poster).

Question: Has anyone here ever organized information into a Power Point?

Question: Those who are making posters what type of graphics/pictures have you collected for your biography project?

Question: Those who will be conducting an interview – What type of questions do you have in mind for your interview?

Instructional Activity:

At this time direct students to their work area:

To computers for power point

To Tables with poster creation supplies for Posters

To Tables with cards, pencils for interview

Demonstration/Modeling:

The teachers will facilitate and guide students as needed in use of Microsoft Power Point. Also, teachers will guide students as questions present themselves during the poster, and interview cards creation.

Guided Instruction:

Students will be directed to their original information sources if they lack some needed information for their projects.

The example projects about Wes Montgomery will be posted, or available for students to revisit if needed.

Students will work on their project in groups. When they are finished with their projects they may decide what each student will be responsible for, and begin rehearsing their presentation. Encourage students to use the presentation rubric as a guide when practicing their presentation.

Independent Practice:

Students will be given 5 minutes to make their presentation to the class.

Closure:

Discussion with students about what learning they found valuable with their biography project. Students will fill out the self-evaluation forms.

Guitarist Biography Project & Presentation Rubric

4

3

2

1

Research

Content

Included events and graphics are relevant and interesting. No major details are excluded.

Most of the events included are important or interesting. One or two important details are missing.

Some events included are important or interesting, but major events are missing.

Many major events/facts are missing. Most of the events/facts included are trivial.

Accuracy

All facts are all accurate.

Most of the facts are accurate.

Many facts are accurate

Many facts are inaccurate.

Conventions

Power Point, Poster Captions, and Interview cards with 2 or less errors.

Power Point, Poster Captions, and Interview cards with 3 errors.

Power Point, Poster Captions, and Interview cards with 4 errors.

Power Point, Poster Captions, and Interview cards with many errors.

Group Work

Group members work well together & contribute equally to project.

Group members argue occasionally. Some members do most of work.

Group members often disagree. One member does most of work .while others do little.

There is no attempt at group work. One member does most/all work.

Final Project

Requirements

All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Content

Covers chosen guitarist in -depth with many accurate details. Subject knowledge excellent.

Includes essential knowledge about topic. Subject knowledge good.

Includes essential information about topic, but there are some factual errors.

Content is minimal, or there are several factual errors.

Presentation

Content

Both presenters show full understanding of information researched.

Both presenters show good understanding of information researched.

Both presenters show partial understanding of information researched.

Presenters do not seem to understand information researched.

Skills

Speaks clearly

Good volume

Enthusiastic

Speaks clearly

Good volume with

Some enthusiasm

Speaks clearly

Good volume

Enthusiasm for part of presentation.

Poor oral presentation.

Little enthusiasm.

Citations

Fully respected copyright and intellectual property by citing all sources.

Missed citations on 1 item of copyrighted information..

Missed citations on 2 items of copyrighted information.

Missed citations on 2 or more items of copyrighted information.

Source: (National Council of Teachers of English (2004).

MLA Text Sources for Guitarist Biography

Summerfield, Maurice, The Classical Guitar: It’s Evolution and It’s Players Since 1800, Ashley Mark Publishing Co., Summerfield, UNK, 1982.

Hunter, Dave, Guitar: A Complete Guide for the Player, Quantum Publishing Ltd., London, UK, 2008.

Cutchin, Rusty, The Definitive Guitar Handbook, Flame Tree Publishing, London, UK, 2008.

Cutchi, Rusty, The Illustrated Encyclopedia of Guitar Heros: the fastest, the greatest, the best axemen ever, Flame Tree Publishing, London, UK, 2008.

Chapman, Richard, Guitar: Music, History, Players, Dorling Kindersley Limited, New York, NY, 2003.

DeVeaux, Scott. Giddens, Gary, Jazz, W.W. Norton & Company, Inc., New York, NY, 2009.

Summerfield, Maurice, The Jazz Guitar: It’s Evolution and It’s Players, Ashley Mark Publishing Co., Summerfield, UNK, 1978.

Kriss, Eric, Jazz Guitarists, Guitar Player Books, Saratoga, CA, 1978

Nemeyer, Eric, Jazz Improv: The Source For Everything Jazz, E.S. Proteus, Inc., Grafton, VT, 2000, Vol. 2 No. 4.

Kriss, Eric, Rock Guitarists: From the Pages of Guitar Player Magazine, Guitar Player Books, Saratoga, CA, 1978.

Information Citation Sheet

Book

___________________ , ____________________. _________________________. _________________:

Last Name First Name Title (Underlined) City

____________________, ____________________.

Publisher Copyright year

Information Found:_____________________________________________________________________

Book

___________________ , ____________________. _________________________. _________________:

Last Name First Name Title (Underlined) City

____________________, ____________________.

Publisher Copyright year

Information Found:_____________________________________________________________________

Reference Book

___________________ , ____________________. _________________________ _________________”

Last Name First Name Title of article (in quotations)

_______________________________________________. ____________________ed.

Encyclopedia name/Title (underlined) year & edition

_____________________________________________________________________________________

Reference Book

___________________ , ____________________. _________________________ _________________”

Last Name First Name Title of article (in quotations)

_______________________________________________. ____________________ed.

Encyclopedia name/Title (underlined) year & edition

_____________________________________________________________________________________

Web Site (If author not listed leave the line blank)

___________________ , ____________________. “_________________________ _______________.”

Author’s last name Author’s first name Title of article (in quotations)

_____________________________. ____________________. _________________________________.

Title of web site (Underlined) Year of publication Publisher

_____________________________________________________________________________________

Web Site (If author not listed leave the line blank)

___________________ , ____________________. “_________________________ _______________.”

Author’s last name Author’s first name Title of article (in quotations)

_____________________________. ____________________. _________________________________.

Title of web site (Underlined) Year of publication Publisher

_____________________________________________________________________________________

Original Source: ( Adler, S., Crow, S, 2002).

Oral Presentation Peer Feedback Form

Your Name: ___________________________________Date: ________________________________

Name of Presenter: __________________________________________________________________

Name of Famous Person: _____________________________________________________________

Three facts I learned about the person:

1. _________________________________________________________________________________

2. _________________________________________________________________________________

3. _________________________________________________________________________________

The main thing the person is famous for:

____________________________________________________________________________________

Something I liked about the presentation and the way the information was presented:

_____________________________________________________________________________________

Source: (IRA/NTCE. (2003).

Guitarist Biography Research Self Evaluation Feedback Form

Your Name: ________________________________________________________

Date: _____________________

Name of research partner: _________________________________________________ _________________

Name of Famous Guitarist that you researched:

___________________________________________________________________

What did I do well during the research project and presentation?

_____________________________________________________________________

___________________________________________________________________ __

_____________________________________________________________________

What would I change if I could do this project again?

______________________________________________________________________

What type of project would I like to do next?

________________________________________________________________

When to Cite Sources on Research Papers

To avoid stealing someone else’s ideas you need to give credit for your sources of information when you are using their information

. Use these rules for citing your sources:

Provide citations for all direct quotations from sources in print, electronic, or from a human source.
Cite the source whenever you use someone else’s ideas, even if you put their ideas in your own words.
Cite the source when you use a train of logic or an organized pattern that was created by someone else.
Don’t cite the source for common knowledge information.

MLA Citation Information Websites

http://academictips.org/mla-format/mla-format-sample-paper-with-cover-page-and-outline/

https://owl.english.purdue.edu/owl/resource/747/01/

http://www.hotchkiss.org/documents/mla_footendnote-06.pdf

Citation examples

http://kes.grafton.k12.wi.us/for_students/library/citing_sources/

Guitarist Biography Website List

Biography.com

Guitar Heros – Biography.com

www.biography.com/people/groups/guitar-hero

Guitar/Files

www.theguitarfiles.com/guitar-files/biographies

Musician Biographies

www.musicianguide.com

Bibliography

AcademicTips.org. (1999). MLA Format. Retrieved from http://academictips.org/mla-format/mla-format-sample-paper-with-cover-page-and-outline/

On September, 12, 2015.

Adler, S., Crow, S. (2007). Pieces of Learning. Colorado Springs School District 11. Retrieved from: http://www.piecesoflearning.com/ on September 15, 2015.

American Association of School Librarians. (2007). Standards for the 21^st Century Learner Retrieved from http://www.ala.org/aasl/standards.

Arizona Department of Education. (2013), Arizona’s College and Career Ready Standards 6^th – 8^th Grade. Retrieved from: http://www.azed.gov/azccrs/files/2013/10/azccrs-6-8-ela-standards-final10_28_13.pdf on 08/31/2015.

Chapman, R. (2000). Guitar: Music, history, players. New York, NY: DK Publishing, Inc.

Crow. S. R. (2002) Information Literacy Standards Checklist. Colorado Springs, CO: Colorado School District 11.

Adler, S., Crow, S., (2002). Pieces of Learning. Colorado Springs, CO: School District 11.

Cutchin, R., Pena, P. (2008). The definitive guitar handbook. London, UK: Flame Tree Publishing.

Cutchin, R. (2008). The illustrated encyclopedia of guitar heroes. London, UK. Flame Tree Publishing.

DeVeaux, S., Giddins, G. (2009). Jazz. W.W. New York, NY: Norton Company.

Guitar Files. (1999). Guitar Files: Your Complete Guitar Resource. Retrieved from www.theguitarfiles.com/guitar-files/biographies on September 15, 2015.

A&E Television Newtors. LLC. Say Entertainment. (2015). Bio. People. Retrieved from www.biography.com/people/groups/guitar-hero on September 14, 2015.

Hunter, D. (2002). Guitar: A complete guide. London, UK: Quantum Publishing.

Kriss, E. (1978). Jazz guitarists: Collected interviews from Guitar Player Magazine. Saratoga, CA: Guitar Player Books.

Kriss, E. (1975). Rock guitarists. New York, NY: Guitar Player Books.

Grafton School District. (2004). Citing Your Source. Retrieved from

http://www6.grafton.k12.wi.us/lmc/CitingYourSources.htm#Examples on 09/13/2015.

Net Industries: Education, Knowledge, Information. (2015). Musician Biographies: Musician Personals, Awards, and Works. Retrieved from www.musicianguide.com on September 14, 2015.

National Council of Teachers of English. (2004). Read, Write, and Think Materials. Retrieved from http://www.readwritethink.org/files/resources/lesson_images/lesson243/oral.pdf.

on September 16, 2015.

Nemeyer, E., (2000). One more look at Wes Montgomery. , Jazz Improv, 2, p. 240.

Purdue University. (1999). The Owl at Purdue: online writing lab. Retrieved from https://owl.english.purdue.edu/owl/resource/747/01/.

IRA/NTCE. (2003). Read, Write, Think Materials. Retrieved from http://www.readwritethink.org/files/resources/lesson_images/lesson243/oral.pdf on September 17, 2015.

Summerfield, M. J. (1982). The classical guitar: Its evolution and its players since 1800. Blaydon, UK: Ashley Mark Publishing Company.

Summerfield, M. J. (1978). The jazz guitar: Its evolution and its players. Summerfield, UK: Ashley Mark Publishing Company