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Telecommunications Lesson Plan George Magurn William Warrick George Mason University Elizabethan Biography Suggested grade level: middle school -- high school Content Area: English/Language Arts History Project: Students will interview Elizabethan characters and write their biographies. Ninth grade students will research the Elizabethan time period in preparation for reading William Shakespeare's Romeo and Juliet. After their research and character sketches are completed, they will answer, in character and with historical accuracy, the interview questions submitted via e-mail from their middle school counterparts. Sixth grade students will learn methods and styles of writing biographies as well as techniques for gathering information - specifically interviewing. At the conclusion of the introductory lessons on writing, students, using on-line e-mail, will interview high school students who will be posing as Elizabethan characters. Information gathered during this process will then be used to write biographies. Overall Objectives: Students will learn to research using both paper and electronic resources. Students will learn to take notes and summarize information. Students will learn to incorporate historical data to create a believable historical character. Students will learn to properly document their sources. Students will learn to formulate interview questions that will elicit needed information. Students will learn to summarize information from an interview and write it in a narrative format. Students will learn to use resources available to research a particular time period in history. Students will learn to write biographies. Students will learn about the Elizabethan time period. Students will learn to use e-mail for correspondence. Students will learn to present information orally. Procedure: At the high school: 1. The research unit will be introduced as a lead-in to the study of the Shakespearean play, Romeo and Juliet. After the instruction sheet is read and explained, groups will be formed with the consent of the teacher. Groups will decide their plan and divide their responsibilities. 2. Note taking and documentation lessons will given before research begins. Mini-units on narrow sub-topics will begin each class period. 3. Students will receive a "review of possible sources" from the reference librarian. Her instructions will introduce students to books, specialized magazines, reference room materials, vertical file folders, CD-Rom resources, and Internet among others. 4. After teacher and librarian instructions, students will begin the researching and recording of information process. 5. With the conclusion of class and private researching, the students will reconvene in the classroom to begin sketching out the major life-history points of the invented "Elizabethan personality" with a view of working in research information to expected interview questions. 6. At the conclusion of personality construction, students will provide an oral introduction of their "personality" to their classmates. 7. After the high school research has been completed and the middle school study of biography and interviewing have been completed, through a series of e-mail conversations, students will exchange information. High school students will initiate the exchange of information by requesting pen pal partners and providing a brief introduction. Middle school students will ask their interviewee questions about his/her life in order to gather the material to write the biography. High school students will respond to the questions with information gathered during research time. Students may find it necessary to do further research in order to fully respond to interview questions. Procedure: At the middle school: 1. As part of Language Arts lessons, students will be given an introduction to the biographical form of writing. The students will also be given instruction in the writing of biographies. 2. Students will divide into small groups (4-5) for the purposes of research into Elizabethan England. This information will be used to formulate questions for the on-line interview. 3. Students will be given a list of resources by the librarian/media specialist to use for research into Elizabethan England. Students will be given instruction on the use of the media center's resources prior to the lesson. 4. Students will research life in the Elizabethan era. Students will gather information on the daily life and important events of this period. This information will be collected using search strategies previously discussed in class and the information will be assembled through note-taking. 5. Individual students will select a subject for interviewing from a list of "personae" provided by the collaborating high school teacher. The collaborating high school students will provide the class with 'introductions' via e-mail. 6. Students will be given instruction on questioning and note taking techniques prior to the creation of the interview questions. 7. Students will develop a list of questions to elicit information for the biography. The questions that are used will be developed to elicit pertinent information from the subject. 8. Students will send questions via e-mail to their subjects and compile the information from the answers that are returned. Students may, during this process, find it necessary to send follow-up questions to their subjects. 8. Students will write a biography using information gathered from the on-line interview. Background information from the introductory research may be used to enhance the biography that is written.   Evaluation: High school students will be evaluated periodically during their library researching on note taking, documentation, and thoroughness. Later, their personality sketch and its oral defense will be evaluated according to the rubric. Finally, their e-mail letters (with appropriate citation of sources) will be evaluated for accuracy and good writing. A post-writing, informal discussion period will be held to discuss problems and assess benefits. Middle School students will be evaluated during the research process on note taking and documentation of historical research. During the interview phase, students' questions and note taking will be evaluated. Finally, the student's biographies will be evaluated on the basis of content, clarity and thoroughness.   Note: high school students meet on alternate days for 96 minutes. middle school students meet daily for 53 minutes at a time.   Time Frames: High School Day 1 Introduction of unit goals and procedures Grouping of students preliminary in-class researching using teacher-assembled sources Day 2 Class room instruction and practice on note-taking Plagiarism topic reviewed Librarian introduction of sources Library research time Day 3 Class room instruction on citation of sources Problem solving Library research time Day 4 Bibliography format in class (especially internet/electronic) Library research time Day 5 In-Class-collaborative time for Elizabethan character sketch writing Sharing of information Day 6 writing of letter requesting pen-pal exchange and electronic mailing Day 7 Romeo and Juliet Act I scene 1-3 read in class Day 8 Romeo and Juliet Act I complete. Video: Act I Read and prepare response to e-mail inquiries Day 9 response construction and writing Romeo and Juliet Act II Day 10 Romeo and Juliet Act II Video: Act II Day 11 final response to e-mail questions Day 12 Romeo and Juliet Act III Day 13 Romeo and Juliet Act IV and V Day 14 Video: Act III-V Themes discussion Day 15 Themes and quotes Review Day 16 Test Time Frames: Middle School Day 1 Introduction to the Biography lesson Explanation of goals and procedures Grouping of students Day 2 Review of note-taking strategies In-class discussion of Elizabethan era Review of librarian-provided sources Library research Day 3 Library research Day 4 Library research Day 5 Informal group presentation of gathered information Day 6 Presentation of 'character' sketches/introductions to class Selection by the students of their 'subject' Question list preparation Day 7 Question lists e-mailed to characters Day 8 Review of biography writing Formulate outline of biography Day 9 Distribution of e-mail responses Data from responses collected and put into outline Day 10 Follow-up questions formulated and e-mailed Day 11 Responses distributed Organize information for Biography Day 12 Biography writing Day 13 Draft biography due Day 14 Drafts edited Day 15 Biography writing Day 16 Final Biography due