EAES 317 Erin Zinger

Creating an Inquiry Based Unit Plan Outline

Erin Zinger

EAES 317

October 23, 2017

EAES 317 Erin Zinger

Creating an Inquiry Based Unit Plan Outline

Grade 7 Art - CH7.3 Investigate and identify a variety of factors that influence artists, their work, and careers.
d. Examine work scenarios in the arts involving issues such as stereotyping, bias, and discrimination (e.g.,
stereotyping of male dancers, or males and females using non-traditional visual art materials) and discuss
how these may limit opportunities.

Grade 8 Art - CH8.4 Examine and respond to the work of artists who incorporate more than one art form in
their work (e.g., combining poetry and music).
b. Create work that addresses issues of social justice and/or other topics of interest to youth (e.g.,
relationships, body image, racism, sustainability).

PLANNING:
- KWL About Art Forms (dance, drama, visual art, music).
- Know and Want to Know first (attached).
- What is dance, drama, visual art and music?
- Can these art forms ever intersect?
- How can art be used to respond to, be active about or
- How are artists influenced and how does that influence transfer to their work?
- KWL About Social Issues in their live/community and social problems in work scenarios in the arts.
- Know and Want to Know first (attached).
- What are some social issues that youre aware of?
- Can social justice issues be represented through art? How? Have you seen this done?
EAES 317 Erin Zinger

Name: ________________________________
Date: ________________________________

KWL About Art Forms (Dance, Drama, Visual Art, Music)

Write down facts you know and want to know about each art type. Divide each column into 4 categories, one for each
art type. Leave the Learned column blank until we do the Share stage.
Know Want to know Learned
EAES 317 Erin Zinger

Name: ____________________________
Date: ____________________________

KWL About Social Issues in Your Community or in the Arts

Write down facts you know and want to know about social justice issues in your community or in the arts work
scenarios. Leave the Learned column blank until we do the Share stage.

Know Want to know Learned

EAES 317 Erin Zinger

Teach each art of the 4 art forms so that students know the basics behind their inquiry project.
Dance I will call this getting up and moving or boogie as to not decrease students interest.
- Teach dances that relate to outcomes, show examples first to show the extent of dancing to a social issue
- Show https://www.youtube.com/watch?v=zvjieqjJ-lg - A group of students that danced about racism. Ask if
they know what social issue is being portrayed.
What is racism?
How do you know that racism is being portrayed, or can you tell?
What is significant about where they are dancing?
Why do you think these students chose racism to portray, based on who they are?
How did this dance make you feel?
How would you respond to this piece and to the artist?
- Show https://www.youtube.com/watch?v=Xf0avZkucpQ. Emphasis that dancing can be slow.
How did this dance make you feel? How would you respond to this piece and to the artist?
- Show https://www.youtube.com/watch?v=e22ODhzExZY. Student dance about self-confidence.
How did this dance make you feel? How would you respond to this piece and to the artist?
- Show flashmob as a way to express dance and social issues
https://www.youtube.com/watch?v=_P8MOZ9CnKc. How did this make you feel?
How would you respond to this piece and to the artist?
Would you participate in a flash mob?
How would you react to being a part of/viewing a flashmob?
- Teach https://www.youtube.com/watch?v=P8DKcTTpUx0 - Follow along with video to learn dance, do as a
class. What is corruption?
What song (with lyrics) could be paired with this dance that discusses corruption?
How did this dance make you feel?
How would you respond to this piece and to the artist?
- Teach dance about bullying to Titanium. https://www.youtube.com/watch?v=ZFGidhb-lPU. How did this
dance make you feel?
What was the songs message?
How would you respond to this piece and to the artist?
- Watch video https://www.youtube.com/watch?v=g-j7WWEklgw
- Have you seen this type of dance before? What do you like about it? What do you dislike about it?
- How might this relate to work scenarios in arts?
- Why are all the dancers females? What stereotypes does this create?
- How did this dance make you feel?
- Watch video https://www.youtube.com/watch?v=tZv853PEFzo
- What is the significance of the music paired with dance?
- Why are all the dancers female? How does that relate to social issues in work scenarios art?
- How did this dance make you feel?
- Additional - to become comfortable with dancing, do dance brain breaks (follow along videos), which can relate to
social issues such as these examples - https://www.youtube.com/watch?v=pXQ4c6IYiVU - Just Dance Lean On
video, https://www.youtube.com/watch?v=XTn1MCZD1p0 - Lean On Me video.
Before dancing ask, How does dancing make you feel and why?
After dancing ask, Why did you chose this song to dance to?
What do you notice about the classroom environment when were all dancing together?
How would you respond to this piece and to the artist?
EAES 317 Erin Zinger

Drama Drama workshop called Education Outreach Program - http://globetheatrelive.com/globe-theatre-

school/educational-outreach-program
- Ask students about what theyre interested in so that workshop could revolve around some of these topics;
such as body image, relationships, bullying, racism, poverty, stereotyping, genderism, sexism, heterosexism,
etc. among students in schools as well as similar issues in work scenarios in the arts among adults,
specifically, gender roles, discrimination of artists, stereotyping of artists.
- A small group (could combine workshop with another same-grade class) per topic, can rotate through topics.
- Allow students to choose to combine another art form within their drama workshop.
- Answer questions on handout (attached) about this experience for each theme.
- OR use the class as a group to explore multiple drama topics and discuss questions as a class afterwards.
EAES 317 Erin Zinger

Name: ___________________________________
Date: ___________________________________

Globe Theatre Educational Outreach Program Workshop

Curricular theme I participated in:

What was the importance of this theme?

What was the importance of using drama to portray this social justice issues/theme? How was it helpful?

How might this social justice issue be similar to work problem scenarios in the arts?

How could this experience of participating in drama be used to demonstrate other social justice issues?

If applicable, what other art form did you incorporate in your drama workshop? What did this add to your experience
and learning?
EAES 317 Erin Zinger

- Discover past plays that the Globe Theatre put on http://globetheatrelive.com/plays/previous-seasons.

- Show trailer for The Last Wife past production https://www.youtube.com/watch?v=YidaFSkrr4U
- What was the play about? What was the message/social justice issue?
How did you feel afterwards?
How did you feel after seeing the trailer?
Why do you think the director/writer wanted to put together this production?
Do you think the production incorporates more than one art form? Which ones?
How might this impact the message of the play or overall production?
Do you think you would like the play if you could see it in person? Why/why not?
- Record answers on handout (attached). Hand in
- Show trailer for Neither Heroes Nor Ordinary People past production
https://www.youtube.com/watch?v=sF1P3fSLd3o
- What was the play about?
What was the message/social justice issue?
How did you feel after seeing the trailer?
Why do you think the director/writer wanted to put together this production?
Do you think the production incorporates more than one art form? Which ones?
How might this impact the message of the play or overall production?
Do you think you would like the play if you could see it in person? Why/why not?
- Record answers on same handout (attached). Hand in
- If students are interested in more, watch more videos provided on website
http://globetheatrelive.com/plays/previous-seasons to answer the same questions as above.
- Productions in the future at Globe Theatre show https://www.youtube.com/watch?v=6yJxC0Of6Ts at
1:05 1:30
What social issues are addressed in this play?
How did it make you feel?
Why do you think the director wanted to produce this play?
EAES 317 Erin Zinger

Name: _____________________________________
Date: _____________________________________

Globe Theatre Play Analysis

What is the play?

How did the trailer make you feel?

What is the summary of the play? Whats it about?

How may have the directors or writers lives influence their work relating to this play? Why did they make this
production?

What social justice issue(s) are portrayed in this play?

Do you think the production incorporates more than one art form? Which ones? How might this impact the message
of the play or overall production?

Do you think you would like the play if you could see it in person? Why/why not?
EAES 317 Erin Zinger

- Show skit video https://www.youtube.com/watch?v=W66SPDrtmtE

How would you respond to this piece and to the artist?
How does drama help us represent and respond to social issues?
- Use students writing, favorite movies, favorite books, etc. to practice making a script to hand in or to act out.
- Allow students to choose scenes from students previous writing, in groups, make a script from it.
- Assign movie scene about social justice issues or work problem scenarios in the arts, and act it out
in groups. May need to add to script.
Ex. https://www.youtube.com/watch?v=mu36YYhJTb8 - The Help movie scene about racism. What is the
social justice issues in this scene/movie? How is racism apparent in society today? Consider script, what
needs to be added, props, costumes, characters, setting the scene, scene changes if applicable.
- Use books scene(s) to act out in groups. Use the book as a guide to a script, may need to add things.
Ex. All American Boys by Jason Reynolds http://www.simonandschuster.com/books/All-American-
Boys/Jason-Reynolds/9781481463348
Dumplin by Julie Murphy http://www.harpercollins.ca/9780062327185/dumplin
The Hate U Give by Angie Thomas https://www.harpercollins.com/9780062498533/the-hate-u-give
- Include script, add to original script if needed, props, costumes, characters, setting the scene, scene
changes if applicable, etc. in these various drama opportunities.
- What did you like about this drama practice?
Why did you chose that book/writing/movie scene to act out?
What social justice issue is shown?
How was drama helpful to understanding and/or recognizing the social issues?
- Additional students can play Heads Up or other charade games to become more comfortable with drama.

Visual Art - Mackenzie Art Gallery programs

- Enbridge Young Artists Program as part of the Mackenzie Urban Outreach Program -
http://www.mackenzieartgalleryeducation.ca/enbridge-young-artist-project
- After experience discuss,
What is the social issues that we are responding to?
How can art be used to portray and fight social justice issues in your community or among arts work
scenarios?
How would you respond to the instructors example?
How did your art piece make you feel?
- Provincial Touring Artist and Exhibition Program - http://www.mackenzieartgalleryeducation.ca/ptaep.
- Encourage students to prepare 5 questions before workshop about issues in work scenarios in the art and
how it limits opportunities for artists, possibly the artist they meet. Record answers and hand in.
- Tour Mackenzie Art Gallery
- Take photos of artwork that they like
- Think about during tour,
What art form(s) do you see?
What do you know about the artist?
How do you think the artists gender, race, biases, privilege, life, childhood, etc. affects his/her art
work?
What social issues, if any, does the art portray?
- Record answers on handout after tour (attached) about 1 of their photos.
- Hand in to me.
- Discuss with class their choices of artwork and answer(s)
EAES 317 Erin Zinger

Name: _____________________________
Date: ______________________________

Mackenzie Art Gallery Tour Questions

Take pictures of your favorite art pieces (encourage to have at least 2) with your phones. If you dont have a phone to
use, ask a friend to take photo of the artwork for you. Record answers. Hand in.

Why did you chose this art piece?

What do you like/dislike about this art piece?

What may have influenced the artist to make this art piece?

What social issues does the art portray? This may take some interpretation based on your creativity instead of what
the artist intended. Explain.

How would you respond to the artist regarding your chosen art piece?
EAES 317 Erin Zinger

- Show students graffiti as a form of art. http://www.huffingtonpost.ca/entry/tatyana-fazlalizadeh-street-

art_us_583c9912e4b04b66c01b53ea
Discuss as a class,
- How would you respond to this piece and to the artist?
- How do these pieces make you feel?
- What influenced the artist to draw this?
- Show students https://www.pinterest.ca/pin/459015387013348034/
How would you respond to this piece and to the artist?
Do these similar issues exist in work scenarios in the arts?
What limit of opportunities do these issues create? What influenced the artist to draw this?
- Show https://www.pinterest.ca/pin/378865387383854079/
Discuss as a class,
How would you respond to this piece and to the artist?
What issues in art work scenarios may relate to social media
What influenced the artist to draw this?

Music Allow students to choose a song such as

https://www.youtube.com/watch?v=PstrAfoMKlc&index=3&list=PLMn-ksc-aKhI2kYipVd-pS4qy0VC74Ylp or
https://www.youtube.com/watch?v=r_8ydghbGSg&index=13&list=PLMn-ksc-aKhI2kYipVd-pS4qy0VC74Ylp for Anti-
Bullying, or https://www.youtube.com/watch?v=0LoenypUcmI about humans interfering with natural environments
and animals.
- Ill print lyrics for students, students examine meaning of lyrics and artists intended message based on
specific factors in their life, as a class.
How does the song create a mood for the listener?
What factors change the message of the song?
How might someone interpret this song differently than someone else?
What may have been going on in the lives of the artist(s) that may have influenced their work?
Is this song part of an album, how does that create meaning?
Use your personal device to find what has gone on in artists life that may have influenced music, what did
you find?
How would you respond to art and to the artist(s)?
- St. Johns Music Classroom Resources and Instruments http://www.stjohnsmusic.com/instruments/classroom-
music/classroom-resources-and-materials/.
- I would use these resources and instruments to expose students to unconventional musical methods, such
as Boomwhackers.
- I would encourage students to use these tuned percussion tubes to the beat of songs that portray social
issues.
- http://www.boomtowndrums.com/school-teacher-workshops/ Boomtown Drums workshop
- I would want students to drum to songs that illustrate social issues, such as those mentioned above.
- Encourage the whole class to contribute to a class music list including songs about social justice, play these out
loud in the classroom, and as an exit slip (or something similar) students could tell/write the answers to,
- What is the song(s) about, how do you know?
- How does the song(s) make you feel? How would you respond to the artist?
- What factors may have influenced the artists work?
- How may these social justice issues transfer to art work scenarios?
- Ask students if theyve been to concerts before - How did it make you feel?
What was the environment like?
Did you dance?
How did you feel afterwards?
- Additional - allow students to listen to music on personal devices during work periods, individually as long as it
doesnt disturb others learning. Preferably if they listen to songs with targets of social justice.
EAES 317 Erin Zinger

NEXT STEP: Show students examples of mixed art forms or incorporating other art forms (ex. poetry, musicals,
videos).
- Cinderella as a mix of drama, dance and music, but lacks emphasis on social issues. This gives students an
idea of mixing art forms. https://www.youtube.com/watch?v=OnvcGFK3Lb4 - Cinderella as drama, dance
and music = musical.
- Once students can imagine mixing some art forms, such as is done in a musical, I will show students second
half of this video about Disenchanted - https://www.youtube.com/watch?v=GQMgVpIC60w.
Which of the 4 art forms are used?
What do you think is the message of the play after watching this short clip?
Why do you think the writer wrote this play?
How may have the writers life influence his work, career and art?
- For further explanation of Disenchanted, Ill give students this article
http://leaderpost.com/entertainment/local-arts/disenchanted-uses-princess-power-to-smash-stereotypes
- Explanation of Broadway production and brief insight to writers reasons behind his idea -
https://www.youtube.com/watch?v=GQMgVpIC60w (beginning half of clip).
- Show video using poetry and Visual Art mix https://www.youtube.com/watch?v=MBMt0xatNeM
- What art forms are used here?
How do these female stereotypes transfer to work scenarios in the arts?
How are females portrayed in the arts?
How are males portrayed in the arts?
Who has the advantage?
- Show video about bringing awareness to the need for foster parent training
https://www.youtube.com/watch?v=lOeQUwdAjE0
What art forms are used?
What is the social justice issue here?
Why did the artist/director make this, what was his life like?
How did this video make you feel?
- Show video about beauty perceptions of young girls https://www.youtube.com/watch?v=8jnWjkmSHRE
What art forms are used?
What is the social justice issues among youth?
What may have influenced the artist to make this?
How did this video make you feel?

NEXT STEP to introduce factors that affect artwork - If any students have artistic background, encourage those
students to give ideas first about factors that affect their art work.
- Encourage the rest of the class to brainstorm together to make a class web written on chart paper/smart
board about factors that affect artwork and other work, I will lead this discussion.
- What may influence someone to make art (remind them that this does not have to be visual art only!)?
What may hinder their art experience and pause/stop their work/career?
How might these issues be similar/different to issues in work scenarios in the arts?
- Show artwork and make inferences about artists influences on their work. Ex. Tim Burton illustrations
https://www.wired.com/2009/11/pl_arts_burton/, Bubble Gum art http://leaderpost.com/news/local-news/local-
students-use-bubble-gum-to-make-art
What mood is created and how?
Why does the artist want to create this mood?
How does the mood contribute to the message?
What is the message being shown?
How would you respond to Tim Burtons artwork?
- Students can also pick an art type for the whole class to analyze together
EAES 317 Erin Zinger

I will summarize the arts ed elements

- Dance Dancing to music about social justice, videos
- Drama Globe Theatre experiences, play analysis, videos
- Visual Art Mackenzie Art Gallery experiences, graffiti, video
- Music Examining lyrics, trying instruments, concert discussion

Ask students of all they saw, what do they want to know more about? What interested them the most?
Encourage students to fill out paper about their topic and plan to find information
- (Ex. Look in books, Google, interview someone, Visit a place like a dance studio, Go to a concert/dance
class/musical/play, Talk with a parent/teacher).
- Hand in plan to me (see attached handout)
EAES 317 Erin Zinger

Date: ________________________
Name: ________________________
My Inquiry Plan

WHAT I am going to explore*

HOW I am going to gather information*

*Subject to change. Come discuss with me if you want to change your topic or research method(s)!

Anything else I should know about your inquiry?

Student signature:

______________________________________________

Ms. Zingers signature:

______________________________________________
EAES 317 Erin Zinger

RETRIEVING:
Assuming students will mostly want to use the internet and books and by doing interviews to collect information
- If students chose to use the internet to research, especially about contemporary and recent artists/social issues,
then I will teach students how to look up keywords on internet, including videos and radio
- Teach students strategies how to effectively make a search about topic with key words using
https://moz.com/beginners-guide-to-seo/keyword-research
- Discuss and help groups, save websites for later
- Suggest to use Youtube, other videos or radio
- If students chose to use radio, I will ask students to listen to this radio show -
http://www.cbc.ca/listen/shows/homerun/segment/14382307 Discuss
What social justice issue is being fought?
What art form is used to fight social justice issue in the series being discussed?
How does this make you feel?
How do these social issues transfer to work scenarios in the arts?
- Discuss what to do if you come across inappropriate search results on the internet.

- If students chose to use books to research, then I will ask the librarian teach students how to find books in the
library that will contribute to their research
- Teach students how to make jot notes from a chosen book,
- Handout for students to keep, from https://www.teacherspayteachers.com/Product/FREEBIE-Top-Tips-for-
Note-taking-546995 Shown below
EAES 317 Erin Zinger

- I will do examples on the board from passages, encourage students to discuss what the important
information was.

I will show this example first - Are You Prepared? And Germs from
https://www.teacherspayteachers.com/FreeDownload/Paired-Texts-Paired-Passages-Epidemics-and-Germs-Grades-
4-8-1507606 Shown below

My jot example:
EAES 317 Erin Zinger
EAES 317 Erin Zinger

Then I will show this example - Gingerbread Tradition from

https://www.teacherspayteachers.com/FreeDownload/Holiday-Gingerbread-Passage-FREE-1565033 Shown below

My jot note example:

EAES 317 Erin Zinger

Discuss for both jot note examples,

- What was the main idea? Answer the 5Ws - who, what, when, where, why, how?
- What was the supporting details?
- Will everyones jot notes differ a bit? Is that okay?
- How do we know what is important information?
- How do I know what information I need to include for my topic?

- Encourage students to do practice sheets to find the main ideas about a chosen book. Fill in this sheet to hand in.
http://englishlinx.com/images/Topic-and-Main-Ideas-Worksheet-CCSS.ELA-Literacy.W.8.2.png

If students choose to do interviews to gather information, then I will teach about interview protocols.
Interviews,
Teach students about things to consider when interviewing someone such as,
- How to approach them to ask for an interview. Practice greeting, asking and giving justification when asking,
with partner.
- Have questions prepared before
- Consider recording interviewee (with permission) to listen to later
- Write down answers to their questions
- How to thank them
- How to take the information to use
- Use https://www.scholastic.com/teachers/articles/teaching-content/how-conduct-journalistic-interview/ to
guide discussion about listed things to consider when interviewing

- Show students this CBC Radio interview about Tegan and Sara http://www.cbc.ca/radio/q/tegan-and-sara-
on-love-you-to-death-extreme-couponing-2-decades-of-music-the-q-interview-1.3878828
- Encourage students to fill in answers about interview in worksheet (see attached handout).
- Discuss answers

- Watch CBC Radio interview about Leif Vollebekk http://www.cbc.ca/player/play/966452291764

- Encourage students to fill in answers about interview in worksheet (see attached handout).
- Discuss answers
EAES 317 Erin Zinger

Date: ______________________________
Name: ______________________________

Practice of Interviews
Answer these questions below based on the CBC Radio Interview with Tegan and Sara as best as you can. Please
hand in when you are finished.

It is important to have questions prepared before the interview. What did you notice about this in the CBC Radio
interview with Tegan and Sara? Write down some of the questions asked.

It is important to consider recording the person(s) being interviewed, consider recording interviewee (with permission)
to listen to again. How did the interviewer track Tegan and Saras responses?

Did the interviewer write down answers? Why or why not? Why is recording answers important?

How were Tegan and Sara thanked? Was it appropriate for the situation? How do you know?

Interviewers interview people to use the information for some sort of purpose. What may the interviewer use this
interview/Tegan and Saras answers for?

What are some of the issues that Tegan and Sara address in art work scenarios? Predict some other issues.
EAES 317 Erin Zinger

Date: ______________________________
Name: ______________________________

Practice of Interviews
Answer these questions below based on the CBC Radio Interview with Leif Vollebekk, as best as you can. Please
hand in when you are finished.

It is important to have questions prepared before the interview. What did you notice about this in the CBC Radio
interview with Leif? Write down some questions that were asked.

It is important to consider recording the person being interviewed, consider recording interviewee (with permission) to
listen to again. How did the interviewer record Leifs responses?

Did the interviewer write down answers? Why or why not?

How was Leif thanked? Was it appropriate for the situation? How do you know?

Interviewers interview people to use the information for some sort of purpose. What was the interviewers purpose of
interviewing Leif?

What are some of the issues that Leif addresses in art work scenarios? Predict some other issues.
EAES 317 Erin Zinger

All students will require this, despite the sources used,

Teach how to make a bibliography,
- Practice making bibliographies with the example passage above and chosen book from library and website
- Using this outline to make bibliography for book and internet sources
https://www.teacherspayteachers.com/Product/Bibliography-Rough-Draft-in-MLA-Format-
2949714#comments-and-ratings (shown below)

- Using this source primarily to teach about interview citation -

https://owl.english.purdue.edu/owl/resource/747/09/
- Use in next stage too
Teach critical reading skills for informational texts
- Use WISH Power Point from https://www.teacherspayteachers.com/Product/WISH-Reading-Strategy-for-
Informational-Text-658417 (See attached)
- Using WISH, practice on a chosen informational text and hand in process to me (see attached handout).
EAES 317 Erin Zinger
EAES 317 Erin Zinger

Name: _______________________________
Date: _______________________________

Critical Reading Skills using WISH - Practice Sheet

Choose an informational text. Then, using WISH as a guideline (follow the order I gave it for you) follow the steps to
find the main idea.

H Headings
What are the headings?

How does this hint at what the informational text will be about? This is a prediction.

W Words
What are some of the bolded vocabulary words? Write them down and their definitions as you find them in the text. If
you cant find the definitions within the informational text, look it up somewhere else.

S Structure
How is the text written? Ex. Cause and effect, description, sequence, problem and solution, compare and contrast,
etc.

What do you think the main idea is based on the structure? This is a prediction.

I Ideas
What is the topic?

What is the main idea? This is the real thing, not a prediction!
EAES 317 Erin Zinger

Teach critical thinking skills

- List of words that require critical thinking discuss these words and challenge students to use them every
day Synthesize it, connect it, evaluate, interpret, explain, conclude, assess, infer, summarize, analyze,
distinguish, relate, contrast, compare, differentiable, depict, restate, indicate, point out, state, organize,
classify, categorize, diagram, graph, model, list, sequence, identify, define

Encourage students to reflect on this stage in their journals,

- What is the value of note-taking properly? In relation to my inquiry? Beyond school?
- What method of information finding (website, book, interview) do I like the best and why?
- What am I struggling with? How can I improve on this?
- Do I understand how to take effective jot notes?
- Do I understand how to find the main idea?
- Do I understand how to find books in the library? What is the value of knowing how to find books properly?
- What is plagiarism? Why is it against the law?
- What are other ways to find information other than the ways we discussed?
- What did I find challenging about making a bibliography?
- What is the value of making a bibliography?

PROCESSING:
Graphic Organizers provided:
C.A.R.S Organizer Resource Evaluation Sheet to evaluate website and book sources
https://docs.google.com/viewer?a=v&pid=sites&srcid=bmV3dG93bi5rMTIuY3QudXN8bmhzLWxtY3xneDo5
OGM4ZTU2ODE3NDIyMjg
- Students use graphic organizer to evaluate at least 3 Internet sources and 2 books for credibility,
accuracy, reasonableness, support and design and style.
- Can be generic sources or can relate to inquiry topic
Which is the best source? Why?

Students will pick their best source of the analyzed sources and compare notes with other students about the same
topic; compare and contrast ideas.
- Record findings on graphic organizer https://www.teacherspayteachers.com/FreeDownload/Compare-and-
Contrast-Graphic-Organizer-1292122 Shown below

- Use these answers to guide them:

EAES 317 Erin Zinger

- What are similarities and difference between mine and my partners sources?
- Why did I pick this source as the best one?
- From which format do I most easily gather information?
- Which source-type (book, website, audio clip, etc) do I like the most? Why?
- How do I organize and sort my information?
- What was most useful in helping me determine my focus?
- What skill did I learn that will be most useful to me in later studies?
- What difficulties did I have while finding how reliable sources are?
- Or make up their own questions to answer

Once reliable sources have been discovered by student, list sources using this organizer. Can use sources from
previous stage when practicing key words to search. http://groups.lis.illinois.edu/k-
12program/portfolios/examples/megibbs/ResearchSources.GIF
- Will help to create bibliography

Then, students can use the organizer below to gather information for inquiry.
- Allow students to use this organizer for students if desired
https://i.pinimg.com/736x/04/9c/3f/049c3fe4cc6a7e605275fe215c098297--science-resources-science-
lessons.jpg
- Otherwise, use their notebooks
- Remind students to include in bibliography

Students will record in their journals about the process,

- What have you found the most challenging in your research?
What have you learned about your skills as a researcher?
What was the most interesting piece you learned about so far?
What do you want to know more about?
What is the value of this stage of the inquiry process?
Do you like using graphic organizers? Why or why not?

CREATING:
- Students will individually create their inquiry.
Students will choose how they want to show their knowledge, who will be their audience and what they will be
evaluated on.
- How will you show what you know? Poster, presentation, own art piece, speech, performance, letter to
artist, puppet show, dramatic play, video, audio clip, newspaper article, etc. (see attached handout)
- Who is the audience The class, teacher (hand in or present), an assembly, another class, public, parents, a
few peers, old folks, art gallery visitors, etc.

HOW Will You Show What You Know?

Here are some possibilities of how you can show your knowledge. Try to think of other possibilities. Be creative!!
EAES 317 Erin Zinger

Poster? Performance?

Letter to artist?

Presentation?
Puppet show?

Own art piece?

Dramatic play?

Speech?
Video?

Newspaper article?

Audio clip?

AND MANY MORE IDEAS! What will you come up with?

Name: ___________________________
Date: ____________________________
EAES 317 Erin Zinger

HOW Will You Show What You Know?

Tell me how you will show what you know and who your audience will be. Be creative!! Hand in.

I (students name): _____________________________________ am going to do a(n)

__________________________________ to _____________________________________.

Why did you chose to show your knowledge that way?

Why did you chose that audience?

EAES 317 Erin Zinger

Students will then begin their first draft of their creation and hand it in to me for feedback.
- Once the first draft has been handed back to students, encourage students to do self and peer editing and
revising using sheet from file:///Users/erinzinger/Downloads/PeerReviewRevisingEditingSheets.pdf Shown
below.
- Use one color pen/highlighter for editing and another color pen/highlighter for revising.
EAES 317 Erin Zinger

Place poster in classroom as reminder from https://www.teacherspayteachers.com/Product/Cups-Arms-Revising-

Editing-Poster-1955730 Shown below
EAES 317 Erin Zinger

What students will be evaluated on Students create a rubric or grading criteria with a group that has a chosen
similar way to show creation; input about how they think they should be marked.
- I must approve this before students share their creations in next stage, more detail may be needed.
- Examples below that include presentation and visual aspect (see attached)

Students will make a final draft.

EAES 317 Erin Zinger

Inquiry Assignment Grade 7/8

Rating Scale: 1 to 20 (1 Not at all to 20 Exemplary)
1-5 Missing elements, not close enough to enough information
6-10 Developing an understanding of topic, may be missing some elements
11-16 Shows a solid grasp on the information *Meets Expectations
17-20 Demonstrates a thorough, unique grasp on each aspect of the creation.

1. Content. Did I hand in my plan, research, resource analysis, graphic organizers, bibliography,
evaluation. Did this set me up for success in my creation? Was enough information gathered
and presented? - /30
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. Organization, Mechanics and Vocabulary. Do I illustrate the purpose of assignment/why I

am interested in it? Is the main part of the presentation well organized, sequential and
supported by detail? Are there grammatical or punctuation errors? - /10
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

3. Presentation. Was I prepared? Material choices were creative and unique. Did I speak
clearly so that the audience could understand and follow along? Was eye contact used? Was
I confident in my presentation? - /20
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

4. Illustration. Did the finished product represent my learning? Was it an effective choice?
Were there clear examples of creativity/uniqueness? Was it well thought out? Visually
appealing? Presentation aids are clearly linked to the material, well executed, and
informative to the audience. - /20
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

TOTAL = ________%
Additional Comments:
 EAES 317 Erin Zinger

Rubric for Inquiry Assignment Grade 7/8

Beginning Developing Meets Expectations Exemplary
(5 or lower) (6-10) (11-15) (16-20)
Content No clear connection Connection to quote is Clear connection to Quote was
to quote implied but not clear. quote inspirationally used
Program was lacking Program is somewhat Program is creative, Program has a unique
creativity creative and would be informative and quality and
/20 informative for parents. educational for meaningful for
parents. parents.
Organization, No rhyme or reason The main part of The main part of the Organized with
Mechanics and to organization. presentation is not well presentation is purpose.
Vocabulary Multiple (five or organized, by attempted. organized by good Clear purpose creates
more) grammatical or Not enough supporting amount of supporting enthusiasm for the
/10 punctuation errors. detail. detail. audience. The main
Four grammatical or Two to three part of the
punctuation errors. grammatical or presentation is well
punctuation errors. organized, sequential,
and supported by
detail.
One or none
grammatical or
punctuation errors.

Presentation Control of speaking Clarity of speech is uneven; Good speaking voice; Strong, clear speaking
tone, clarity, and delivery is halting. Limited recovers easily from voice easily
volume is not evident. evidence of creativity. speaking errors. understood by the
No evidence of Speaker is not completely Creativity apparent, audience. Use of
/20
creativity. Speaker is sure of topic; appears but may need creativity keeps
visibly nervous and nervous or disengaged. improvement to audience engaged.
does not convey Limited eye contact with integrate into the Speaker conveys
interest in the topic. audience. Limited use of presentation. Speaker confidence in talking
Speaker does not physical gesture and facial is sure of topic, but about the topic.
make eye contact expression. appears slightly Excellent eye contact
with the audience. nervous in the with the audience
Physical gesture and delivery. Good eye throughout the
awareness of facial contact with the presentation. Use of
expression are audience throughout physical gesture and
absent. most of the facial expression
presentation. Use of conveys energy and
physical gesture and enthusiasm.
facial expression is
good.
Illustration No presentation aids Presentation aids do not Presentation aids are Presentation aids are
enhances audience appropriate to topic clearly linked to the
understanding or are and well integrated material, well
confusing. into overall executed, and
/20 presentation. informative to the
audience.
Assessment and No evidence of Little evidence of descriptive Descriptive and Providing effective,
Reflection descriptive and and evaluative feedback or it evaluative feedback descriptive and
evaluative feedback. is not well integrated. are present. evaluative feedback
/20 Did not self-reflect on Self-reflection is not Reflection included, that improves
learning process and detailed, needs more somewhat detailed. students learning.
creation. thought and effort. Reflection included
and has obvious
evidence of deep
thinking about
learning process
TOTAL
/80
EAES 317 Erin Zinger

SHARING:
Students share project.
Students do self-reflection on the same criteria as I use to reflect on the project, process and learning (attached on
previous page)
- Do L in both KWL charts (Art Forms and social issues in their community or in arts work scenarios) (attached
in planning stage)
- Hand in KWL
- Guide students about questions to answer for reflection. Could be,
- What did you learn about your topic? Yourself? Anything else?
- What was challenging about the process and project?
- What was successful about the process and project? What are you most proud of?
- What frustrated you during the process?
- What can you improve on for next time?
- How did you feel when you shared your project?
- Would you want to do this project again? Why or why not?
- How was your teacher helpful/not helpful?
- What advice would you give your teacher for next time?
- Did this project encourage you to fix social issues in your community or in art work scenarios? How so? How
do you want to do this?
- What was your favorite art form (dance, drama, visual art, music)?
- Was my inquiry plan effective, beneficial and detailed enough to make my creation successful?

EVALUATING:
Evaluation of students based on agreed upon criteria (examples above in creating stage).

Discuss how this inquiry transfers to new situations/beyond school?

- What skills did you learn throughout this process?
- How do the skills that you learned transfer to outside school?
- How does the process used transfer to beyond school?
- How does this project help you to examine and fix social justice issues within your community and within
work scenarios in the arts?
- What is the benefit to being aware of social justice issues?
- How may the experiences and skills hat I had/learned in the planning stage prepare me for beyond school?
- How may the skills that I learned in the retrieving stage prepare me for beyond school?
- How may the skills that I had in the processing stage prepare me for beyond school?
- How may the skills that I had in the creating stage prepare me for beyond school?
- How may the skills that I had in the sharing stage prepare me for beyond school?
- How may the skills that I had in the evaluating stage prepare me for beyond school?
- How might knowing about issues within work scenarios in the arts and in school relate to/help me in the work
force later in life?

Encourage students to record in their journals and I will record some answers on the board.