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
Understanding
Media Texts:
Purpose and
Audience (Q #2)

Message,
Communication
and Bias (Q #3)

MS2
Understanding
Media Forms,
Conventions and
Techniques (Q
#4)

Level 4
Identified the
WHAT and WHY
of the messages
purpose & the
WHO of the
intended
audience with a
high degree of
effectiveness

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

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

Was not able to

identify the message,
effectiveness, or
potential bias with
any degree of
effectiveness

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

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

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

Was not able to

identify
characteristics and
conventions
(reporter, set, SFX)
with any 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

*Actively listens and

stays on topic during
the entire discussion

*Actively listened
throughout the
discussion

*Actively listened
through most the
discussion

*Listened on occasion

*Off task

OC 2.1

*Communicates
effectively to inform
about reading

*Clearly communicates
to inform about reading

*Communication about
reading was
informative, but lacked
clarity.

*Communication about
reading lacked the
clarity to be informative

*Did not inform about

reading

OC2.2

* Demonstrates
excellent interpersonal
speaking strategies
(manners)

*Demonstrated
effective interpersonal
speaking strategies
(manners)

*Demonstrated some
interpersonal speaking
strategies

*Interpersonal speaking
skills need more
development

*Did not demonstrate

interpersonal speaking
skills

OC 2.4

* Uses appropriate
literary and media
terminology to
communicate ideas

*Uses literary
terminology to
communicated ideas

*Some use of literary

terminology to
communicated ideas

*Little use of literary

terminology to
communicate ideas

*Did not use

appropriate
terminology.

OC 2.5

* Excellent use of
volume, pitch and pace

*Appropriate use of
volume, pitch and pace

*Often used
appropriate volume,
pitch and pace

*Little use of of
appropriate volume,
pitch and pace

*Did not speak

OC 2.6

*Excellent use of facial

expression, gestures
and eye contact

*Appropriate use of
facial expression,
gestures and eye
contact

*More eye contact or

gestures needed.

*Non-verbal cues were

used ineffectively or
inappropriately

*Did not meet

requirements

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)

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

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

THINKING
Inclusion of relevant
and important details

Product is missing

Presentation of
product

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

Very good use of nonverbals in presentation

Some good use of

non-verbals but more
practice required

Limited
understanding/applic
ation of non-verbal
cues

most elements and

is excruciating to
watch

COMMUNICATION
Use of non-verbal cues
in presentation
including voice, eye
contact, posture

Superior use of nonverbals in

presentation

Use of vocal strategies

in presentation (ie
pace, volume, etc)

Superior use of vocal

strategies to enhance
presentation

APPLICATION
Understanding and
adherence to group
work responsibilities
Use of structure to
enhance meaning and
message in
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

Very good use of vocal

strategies to enhance
presentation

Some use of vocal

strategies to enhance
presentation

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

Somewhat positive
contributor to group
work but does not
equally share in the
process as well as the
presentation

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

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

Limited use of vocal

strategies to enhance
presentation

Insufficient
evidence

Insufficient
evidence

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

Insufficient
evidence

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

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

Application
M 4.2 & OC 3.2
Interconnected
skills
M 4.1 & OC 3.1

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.