Freedom of Choice = Agency
Unsilencing the voices of our students: A multimodal unit on argumentation
Justification
In this personal video, I explain the justification for this unit. Based on the work of Donald Murray, Sondra Perl, Janet Emig, Patricia Settleman, and Kelly Gallagher I am inspired to investigate alternatives to writing the argument essay. By taking the student from where they are in their writing journey, developing that writer through the freedom of a self-selected topic and mode of composition, and modeling what real writers do, than I can create an environment where writing becomes a pathway to learning.
Student & School Context
Ideally, this unit is designed for a general Senior English class for students attending an urban Title I high school in Tucson, Arizona. The demographics of the students are predominantly Hispanic and African American. This school has a significant population of refugees from various countries around the world and most general English classes are sprinkled with students who have tested proficient in speaking, reading, and writing English. More than likely, there will be students who have IEPs, but this unit is not necessarily designed to specifically accommodate those students. However, assignments can easily be differientiated for those students.
Note: As there is a technology and/or fine art component to this unit plan, it is important to note that this school offers programs in technology, where students learn audio/visual film making and production, as well as fine arts programs in drama, art, music, and dance. These classes are considered electives and are optional course selections. Most students have had classes in these content areas.
Teacher Goals & Expectations
This is a unit on argumentation and the final assignment in the past has been a speech that students deliver to the peers. Previously, I set up this unit by telling the students that I want them to discuss an arguable topic, research it, engage in peer activities to refine their ideas, and ultimately give a speech. Generally, I tell the students that this topic is something that is important to them that they can no longer keep silent and that they are given an opportunity to have everyone in the class hear them. Throughout the unit, I teach about credible sources, intext citation, the value of counter claims, a smidge on logical fallacy, and the affect of persuasion on writing argument. I have heard some of the best writing in these speeches over the last few years.
Because I give students freedom to choose topics, I usually have a short conversation with each student about their topic to make sure that it is arguable. Sure, there will be students who want to write about the legalization or the decriminalization of marijuana or gun control or police brutality. However, when probed, students are thinking about these important issues in thoughtful ways.
Stretching of the Unit
Ultimately, my goal for the reshaping/stretching of this unit is to change my expectations for student outcomes. Therefore, in lieu of a speech, each student will be expected to present a multimodal or multigenre presentation. This means that my lessons will need to include instruction and exemplars in multigenre and multimodal texts.
Learning Objectives
- Take a stance on an arguable topic of personal choice
- Examine various sources on an arguable topic to include multiple viewpoints
- Defend an arguable topic firmly grounded in research
- Create a multigenre or multimodal text to illustrate knowledge of argument in novel ways
Arizona State Standards
- 11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem.
- 11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- 11-12.SL.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies.
Unit Plan
Narrative – This unit asks students to think about problems or topics that are important to them, but they do not often get opportunities to express their feelings and ideas. This unit also asks students to research this problem to better inform their ideas and feelings, perhaps uncover bias, and gain insight and narrow the scope of their argument.
Engage – Students will be asked to engage in the following activities:
- Write a proposal of their topic – this proposal is not “set in stone,” but is merely an entry point for this unit and designed to engage teacher and student in conversation about arguable topics
- Meet with teacher to discuss their proposal and provide ideas for research if necessary
- Conduct research of their topic to include various sources to cover a wide range of opinions and points of view
- Engage in multiple peer review sessions
- Participate in speed dating activity to help promote multiple perspectives of topic
- Develop a plan to present ideas in either multimodal or multigenre texts
- Engage in class created rubric design
- Create multimodal or multigenre texts of their “What I Can No Longer Keep Silent” topic
- Present “What I Can No Longer Keep Silent”
Explore – This unit asks the students to fully engage in inquiry to include the product they will ultimately create. The time that students spend on research is vital to this unit. I will teach a lesson on how to conduct research beyond the “google search,” as well as have students explore multiple points of view with the speed dating activity. It is important for students to address bias in both their own writing and the writing of others; therefore, there will also be a lesson on considering bias. Several days will be conducted in the library to utilize resources.
Note: It is important to recognize that there will be students who are resistant, for whatever reason, to exploration of a topic. This usually requires another one-on-one meeting with the student to explore ideas of interest. This is where I need to be relatively creative in allowing the students free-reign to choose their topic; however, it is important that this conversation focus on “arguable” topics as sometimes this can be difficult for students.
Before we head to the library, I will teach a lesson modeling how to come up with a good idea. So often, students get “stuck” in the invention phase of writing and this will be very helpful for students to see where struggling happens for writers (and it’s a good thing).
Explain – After the library expedition, I will ask the students to think about how they want to present their ideas. At this point, we will discuss the idea of audience, especially if their topic considers a solution to a problem. Many students already engage in video production and these students will be inclined to create multimodal texts with video. However, many students will have no concept what multimodal or multigenre texts are and therefore a lesson to include mentor texts and modeling will be delivered.
Slam poetry is a staple in my classroom instruction and I often provide a video to illustrate a point. This video is one of my favorite slam poems and I think it will be a great example of a multigenre text and argument, it combines personal narrative and criticism in a slam poem. I will also show this animated video of the same Slam Poem to illustrate how multimodal and multigenre can be combined for this assignment.
A note on modeling: The tough part may be modeling the creation of a multigenre or multimodal text. However, consider modeling making rhetorical choices with regard to chosing the mode of the argument. For example, I am a creative person in one sense but a horrible artist in another sense. This is an opportunity to model thinking through strengths and weaknesses in terms of creativity.
Here is an example of modeling revision, as this is part of the writing process. Ideally, this would be done with students.
My Mentor Text: I chose to write an essay and then create a video. This serves as my exemplar text for students. Here is a video capturing the end of my essay. This is a copy of my complete essay.
Elaborate – Students will be given an Assignment Sheet that will illustrate the requirements for this culminating assignment. The assignment sheet is something that students are very familiar, as each of their major assignments are outlined utilizing one. I will inform the students of the objectives, the purpose, their audience, and requirements to include due dates, etc.
Demonstrate – Students will be asked to present their multigenre or multimodal arguments in class. I will provide a sign-up sheet, via google docs, for students to a) enter their name in the position they wish (excluding the final five spots), or b) choose to be entered in a position randomly. Students will be required to test and make sure their project can be viewed from the technology available in the classroom (i.e. my computer). This will allow time for students to obtain outside technology if necessary. I generally have had students bring in personal laptops, if they have created their project using a different platform.
Note: If the student did not choose a video as a multimodal text, then a recording of the student’s presentation will be made. Provided proper permission has been obtained, the student’s projects will be placed either on my YouTube channel or website for personal, parental, and public viewing.
McGee's Musings 