Structural Overview
Phase 1: Engaging the compelling question (first period, 45 minutes)
Students will be given several short readings, clips of some films, and snapshots of some of the popular video games. Then they will think and discuss the information they get from these media and whether that is the true reflections of this world. At last, the teacher will introduce the compelling question based on their replies and discussion. The supporting questions will also be offered to help students organize their project.
The teacher will explain the essential concepts in this unit such as perception of the world, culture and social value, diversity, gender equality, character prototypes, violence. There will be discussion and modification if needed
Phase 2: Gathering and analyzing information (second & third period as well time as after class 90mins)
The teacher will provide resources to students (excerpts/sources) and encourage them to find relevant resources on their own. Examples will be given to guide students how to gather or choose and analyze information. Moreover, annotated bibliography graphic, claim sheet and Application like Rewordify will be offered to help students gather and analyze. The teacher will offer help if needed.
Phase 3: Creatively synthesizing (fourth period, 45 mins)
Students are responding to the compelling question based on what they have finished in phase 2. A simple structure will be provided for students to follow in order to complete the creative synthesis process. The teacher will show them how to put all the information into their argument. Students will hand in an outline of their argument to get teacher’s feedback first. Then they will begin their argument according to the comments. During this process, some sample projects and applications like “Grammarly” will be introduced to students to help them complete their first draft. Furthermore, students are informed that they have options to represent their work. The teacher will display some technology tools for them to consider. They are also welcomed to use other tools or combos.
Phase 5: Showcase & community service & reflection (6 & 7 period 90 mins)
Students showcase their work in class, in school or online (open to the public). Then students will find ways to use their research results in community service. At last, they will reflect on the whole unit.
Phase 4: Critically evaluating and revising (fifth period, 45 mins)
After students finish their first draft, they will share their work with other groups so as to get feedback for revising. During this process, the instructor will guide students how to give comments (purpose, methods, content, protocols, and timetable). Meanwhile, the teacher will also comment on their arguments. Students will have enough time to rethink and revise their works.
Differentiated instruction and learning
Considering the differences in students' language level, intellectual level, culture, and interest, differentiated instruction and learning will be represented in the following aspects:
1. Students will be provided with various resources such as articles, videos, pictures and music to build their project. Moreover, they are encouraged to find other resources that fit their language level and interest.
2. Applications such as Rewordify and Grammarly together with some graph organizers such as bibliographic organizer, claim sheet, and peer review form are given to students to help students to gather and analyze information. Besides, teachers will offer help in the teacher-student conferences.
3. The teaching approach of blended learning is adopted to ensure students can learn at their own pace.
4. Students are offered several options for their final products. They can choose according to their interest, the style and purpose of their products.