ENG 1DY: FNMI Research Project Outline

Learning Goals:

To build FNMI background knowledge required to read upcoming novels

Building digital research skills
Building comparative reading skills
Build understanding through focussed small group discussions
Build effective and engaging small group presentations using media support

PART A: Comparing Articles

1. Select one of the topics from the list below.
2. Research the topic using at least two different sources and note the sources.
3. Consider this question: How does this information inform us about First Nations
history, culture, and issues?
4. Consider this question: How does this information help us to better understand the
novels of Canadian FNMI writers?
5. Write a one-page summary of the research, giving consideration to the above
6. Provide a notated print version of each article alongside your research paper in
order to prove your thinking.

The Topics
1.
2.
3.
4.
5.
6.
7.
8.

Culture Part A (Pow Wows, Sweat Lodges)

Culture Part B (Importance of Elders)
Political Part A (Ministry of Indian Affairs)
Political Part B (Truth and Reconciliation Commission)
History Part A (reservations)
History Part B (residential schools)
Significance of Storytelling
Tricksters

Lab Periods:

1. Please identify the two resources that you have selected. Print a paper copy
of the primary sources and attach them to this sheet with your highlighted
research notes on them. Write the titles and the links below:

2. PURPOSE and AUDIENCE: What do the reporters (TV, newspaper, web-based

writers) wish to communicate to the audience and why (to inform, to
entertain, to persuade)? Who do you think is the audience (age, gender,
interests, education level, socio-economic status, ethnocultural
background).
RESOURCE #1

RESOURCE #2

3. MESSAGE, COMMUNICATION and BIAS: What is the central message of this

web article? How effectively has the writer communicated that message? Do
you detect any bias in the article (be specific)?
RESOURCE #1

RESOURCE #2

4. CHARACTERISTICS and CONVENTIONS: Identify general characteristics of

the news report or web article in terms of the reporter (age, gender,
posture, dress), the set (formal or informal), and media conventions (video
clips, still images, distance/angle, SFX).
RESOURCE #1

RESOURCE #2

Research Evaluation Rubric

MS1
Understandi
ng Media
Texts:
Purpose and
Audience (Q
#2)

Message,
Communicati
on and Bias
(Q #3)

MS2
Understandi
ng Media
Forms,
Conventions
and

Level 4
Identified the
WHAT and
WHY of the
messages
purpose & the
WHO of the
intended
audience with
a high degree
of
effectiveness
Identified the
message, the
effectiveness,
and potential
bias with a
high degree of
effectiveness
Identified
characteristics
and
conventions
(reporter, set,
SFX) with a

Level 3
Identified the
WHAT and
WHY of the
messages
purpose & the
WHO of the
intended
audience with
considerable
effectiveness

Level 2
Identified the
WHAT and
WHY of the
messages
purpose & the
WHO of the
intended
audience with
some
effectiveness

Level 1
Identified the
WHAT and
WHY of the
messages
purpose & the
WHO of the
intended
audience with
limited
effectiveness

Identified the
message, the
effectiveness,
and potential
bias with
considerable
effectiveness

Identified the
message, the
effectiveness,
and potential
bias with
some
effectiveness

Identified the
message, the
effectiveness,
and potential
bias with
limited
effectiveness

Identified
characteristics
and
conventions
(reporter, set,
SFX) with

Identified
characteristics
and
conventions
(reporter, set,
SFX) with

Identified
characteristics
and
conventions
(reporter, set,
SFX) with

R
Was not able to
identify the
WHAT, WHY or
WHO of the
messages
purpose or the
intended
audience with
any degree of
effectiveness

Was not able to

identify the
message,
effectiveness, or
potential bias
with any degree
of effectiveness
Was not able to
identify
characteristics
and conventions
(reporter, set,
SFX) with any

Techniques
(Q #4)

high degree of
effectiveness

considerable
effectiveness

some
effectiveness

limited
effectiveness

degree of
effectiveness

PART B: Build your Understanding

After your lab dates and submission of your paper, you will join into small groups for
continued discussions. As part of these conversations you should share and explore each
others research, while focussing on your end goal. These conversations should help you
craft and/or strongly inform your presentation.
These will happen over two class periods. The dates for these conversations are:

Your ability to share what you have learned in these conversations will
be evaluated using the following rubric:
Communication
OC 1.2

OC 2.1

OC2.2

OC 2.4

OC 2.5

4
*Actively listens
and stays on topic
during the entire
discussion
*Communicates
effectively to
inform about
reading

3
*Actively listened
throughout the
discussion

2
*Actively listened
through most the
discussion

*Clearly
communicates to
inform about
reading

*Communication
about reading was
informative, but
lacked clarity.

* Demonstrates
excellent
interpersonal
speaking
strategies
(manners)

*Demonstrated
effective
interpersonal
speaking
strategies
(manners)

* Uses appropriate
literary and media
terminology to
communicate
ideas

*Uses literary
terminology to
communicated
ideas

*Demonstrated
some interpersonal
speaking
strategies

*Some use of
literary
terminology to
communicated
ideas

OC 2.6
* Excellent use of
volume, pitch and
pace

*Excellent use of
facial expression,
gestures and eye
contact

*Appropriate use of
volume, pitch and
pace

*Appropriate use of
facial expression,
gestures and eye
contact

*Often used
appropriate
volume, pitch and
pace
*More eye contact
or gestures
needed.

1
*Listened on
occasion

*Communication
about reading
lacked the clarity
to be informative

*Interpersonal
speaking skills
need more
development

*Little use of
literary
terminology to
communicate
ideas

*Little use of of
appropriate
volume, pitch and
pace

R
*Off task

*Did not inform

about reading

*Did not
demonstrate
interpersonal
speaking skills

*Did not use

appropriate
terminology.

*Did not speak

*Did not meet

requirements

*Non-verbal cues
were used
ineffectively or
inappropriately

PART C: Oral and Visual Presentation

You will get up in front of the class as a small group and present your collective research
findings. Consult the rubric below regarding your presentation.
Prepare a five-minute presentation of the material. In addition, please design the
presentation with creative ways to engage and inform the audience (for example, song,
role-play, interview, etc)
Each person in the group is responsible for 3 slides or visual supports. There should be
two communal slides: title / intro slide and one list of resources (works cited).
Presentation Dates:

*NB* If you are absent, your group will go on without you. Ensure that no one person in
the group is in possession of any materials that the rest of the group members might
need. Harness the power of Google!

Level 4

Level 3

Level 2

Level 1

< Level 1

KNOWLEDGE
Understanding
of Content
(explanation of
core concepts to
peers)
THINKING

Explains core
concepts with
absolute clarity

Explains core
concepts with good
clarity

Explains core
concepts with
some clarity

Explains core
concepts with
limited clarity

Insufficient
evidence

Inclusion of
relevant and
important
details

Only highly
relevant
information with
superior
explanations and
details are
included

Only relevant
information and
good explanations
and details are
included

Some relevant
information and
some
explanations
details included

Limited
information
and/or limited
explanations and
details included

Insufficient
evidence

Product contains
all elements of
the presentation
vehicle and is
presented in a
highly organized,
neat and visually
appealing fashion

Product contains all

elements of the
presentation vehicle
and is presented in
a organized, neat
and visually
appealing fashion

Product contains
some elements of
the presentation
vehicle and is
presented in a
somewhat
organized, neat
and visually
appealing fashion

Product is missing
significant
elements of the
presentation
vehicle and is
presented with
limited
organization,
neatness and
visual appeal

Superior use of
non-verbals in
presentation

Very good use of

non-verbals in
presentation

Some good use of

non-verbals but
more practice
required

Limited
understanding/ap
plication of nonverbal cues

Superior use of
vocal strategies to
enhance
presentation

Very good use of

vocal strategies to
enhance
presentation

Positive
contributor to
group work and
equally shares in
the process as
well as the
presentation

Positive contributor
to group work and
equally shares in
the process as well
as the presentation

Outstanding
consideration has
been made to
how to best
present findings
to audience

Careful
consideration has
been made to how
to best present
findings to audience

Presentation of
product

COMMUNICAT
ION
Use of nonverbal cues in
presentation
including voice,
eye contact,
posture
Use of vocal
strategies in
presentation (ie
pace, volume,
etc)
APPLICATION
Understanding
and adherence
to group work
responsibilities
Use of structure
to enhance
meaning and
message in
presentation

Some use of
vocal strategies
to enhance
presentation

Somewhat
positive
contributor to
group work but
does not equally
share in the
process as well
as the
presentation
Some
consideration has
been made to
how to best
present findings
to audience

Limited use of
vocal strategies
to enhance
presentation

Negative in group
work and does
equally shares in
the process
and/or the
presentation

Limited
consideration has
been made to
how to best
present findings
to audience

Product is
missing most
elements and is
excruciating to
watch

Insufficient
evidence

Insufficient
evidence

Insufficient
evidence

Insufficient
evidence

PART D: Thinking About Your Learning

After completing your presentation answer the following questions that reflect on
your skills and strategies.
1. Through completing this research assignment, what skills have you
improved upon? Provide examples to support your answer.
2. Through analysing media pieces, what have you learned?
3. Explain how viewing your peers work, allowed you to develop your listening
skills.
4. Reflect on your oral communication skills. What are your strengths and
weakness? Use examples to support your idea.
5. What is one skill you would like to further develop? Explain why.
6. How has our other term work prepared you for this assignment? Explain.

Metacognitive Reflection

Checklist of Success Criteria

I
I
I
I
I

Application
M 4.2 & OC
3.2
Interconnec
ted skills
M 4.1 & OC
3.1

have
have
have
have
have

completed my presentation
thought about my own learning and skills
clearly articulated my own learning and skills
used examples to demonstrate my ideas
used complete sentences

Level 4

Level 3

Level 2

Level 1

Metacognitive
reflection is an
in depth and
accurate
reflection of
your learning
and
contributions
to the
assessment.

Metacognitive
reflection is an
accurate
reflection of
your learning
and
contributions
to the
assessment.

Metacognitive
reflection
needs more
examples or
details

Metacognitive
reflection is
only partially
complete

Less than
was
completed.