Table of Contents
Poem
This cinquain describes the tragedy of Dolley Madison’s first marriage.
Letter
Dolley Madison writes this letter to a friend describes the events surrounding the fire at the White House during the War of 1812.
Card
This is an invitation to the first Inaugural Ball Dolley Madison hosted for her husband.
Trading Card
The trading card describes Dolley Madison’s character.
Laura's Blog 
Description of Artifacts
All artifacts chosen demonstrate significant higher-order thinking such as inferencing, synthesizing, and summarizing. The artifacts require substantial effort and creativity.
Poem
I chose this artifact because it demonstrates that I have knowledge and understanding of the research. In order to generate a cohesive poem, I must organize, synthesize, and summarize information.
Letter
I chose this artifact because it demonstrates that I have detailed and specific information. This artifact requires that I organize my research by choosing a significant event and by summarizing the information.
Card
I chose this artifact because it requires organizing and summarizing the researched information. This artifact requires substantial amount of inferencing and creativity.
Trading Card
I chose this artifact because it requires a significant amount of knowledge from the research. It delves into the feelings, thoughts, and actions of the person researched. It requires organizing and synthesizing the information.
Reflective Essay
As I spend some time reflecting on the process and product of this mutligenre report, I realize I have made some discoveries about myself as a learner and as an educator. I believe both types of discoveries are important because they are related: how I learn affects the manner in which I will teach. As a result I must consider both types of discoveries in order to grow personally and professionally.
I came to three conclusions about myself as a learner as I completed this report: I was motivated throughout its entirety, I was concerned about quality of artifacts, and I was much less competent at technology than I previously thought. In middle school and high school, I was required to write several massive reports based on traditional research methods. I had to use a variety of sources, make note cards, and generate my own report based on the research. I dreaded the task because it was long and difficult. Even though my teachers modeled the process, the task remained difficult and painful. If given the option to complete a multigenre report to present my research, I think my research would have been more cohesive. The assignment would have been more fun and meaningful to me. According to Moulton’s research on multigenre reports (1999), students “spent more time and effort selecting the appropriate genre and trying to write it effectively” (p. 538) because the artifacts seemed like personal writing rather than school writing. For this project, I was motivated to research a well-known North Carolinian and develop artifacts from different genres to demonstrate my learning. It was enjoyed being creative.
As a learner I also discovered that I was very concerned about the quality of artifacts I created. I attribute this to the fact that I knew I would be expected to present the artifacts to the class and offer an explanation to accompany each. I wanted my work to show excellence. I didn’t want to be embarrassed. I believe this differs from most traditional reports. Most traditional research reports I wrote were only reviewed and graded by the teacher. No one read my work, and it was not presented or posted for others to view. I didn’t have to present my work to my peers. In addition, because the artifacts represent my creativity, I believe I have more at stake than when I had to write a report. The multigenre report requires more of my talent than writing and reading because it requires the arts. It is more intimate and personal just as Moulton’s statement indicates in the paragraph above.
Finally, as a learner, I discovered that I am not very good at technology. I thought I was fairly decent. I have ideas, but I don’t have the adequate knowledge of technology that is needed to match my idea. For example, I wanted to know how to create and publish a greeting card but I didn’t know where to start. I searched online for free templates, and I checked for samples from Google and Microsoft Publisher. I had to ask for help several times when I was dealing with JPEGs and how to save them correctly. I think I spent about half of the amount of time on this project exploring technology. I still don’t feel very confident, but I know it will come with time.
As an educator, I discovered that the multigenre report is probably the best type of research project for my students. I believe the students, like me, will be more engaged and motivated to research and respond with quality artifacts. If I assign a multigenre report, I expect that the students will be excited to express their creativity.
In addition, if I assign a multigenre report, I believe the students will still develop necessary research and note taking skills. As I worked on this project, I still had to research sources, read the information, and take notes just as if I was completing a traditional research report; no skill or strategy was lost.
I also discovered that the multigenre report is perfect for differentiation and modifications. I think I can provide more scaffolding and support for my students’ learning English and to my students with learning exceptionalities. These students will be motivated as they can choose what artifacts fit their skills and personalities best. I expect that students will take ownership in their artifacts making their learning more meaningful. According to Moulton (1999), the multigenre project is “a refreshing alternative that incorporates practical skills and creative thinking, allowing students not only to enjoy the process of research but also to take ownership in the products they create” (p. 539). I couldn’t agree more.
Annotated Bibliography
Moulton, Margaret R. “Cookie. (1999) The multigenre paper: Increasing interest, motivation, and functionality in research. Journal of Adolescent & Adult Literacy, 42(7), 528-539.
Moulton’s article discusses using the multigenre report as an alternative to a traditional research paper. She argues that students invest more time in their work and are more motivated to understand and make meaning from their research.
Invitation and Tentative Plan
Dear Students and Parents,
Over the next few weeks your fourth grade student will be working on a multigenre project that integrates social studies, reading, and writing. The study will be focused on the role of famous North Carolinians. Students will have the opportunity to choose a prominent North Carolinian, research the chosen person, and create three artifacts to represent the person. Each artifact must be from a different genre to demonstrate his/her learning. Students will also be asked to present their completed artifacts to the class.
We will be working on this project everyday in class during our writing period for approximately two weeks.
Anticipated Project Timeline
Day 1 Introduction to project; choose person (list enclosed)
Day 2-4 Research person in library using internet and print sources; research guide to assist note-taking process (guide enclosed)
Day 5-9 Create artifacts of choice to reflect learning (artifact list enclosed); use research guide
Day 10 Presentation
If you have any questions or comments, please feel free to contact me via phone, note, or email.
Thank you!
Laura Corbello
Famous North Carolinians
(choose one)
Virginia Dare, first English child born in America
Conrad Reed, 12-year-old who found gold nugget
Curtis Brown, astronaut
Levi Coffin, abolitionist
Elizabeth Dole, politician
Charlie Duke, astronaut
Sam Ervin, politician
Henry Frye, first African-American to serve on the NC Supreme Court
Billy Graham, evangelist
Jesse Helms, politician
Andrew Jackson, president
Andrew Johnson, president
John Merrick, founder of largest African-American owned business
James K. Polk, president
Terry Sanford, politician
Michael Smith, astronaut
Maya Angelou, poet and novelist
William Sydney Porter, writer (O. Henry)
Thomas Wolfe, novelist
Edward R. Murrow, journalist
Charlie Rose, journalist
John Coltrane, jazz musician
Roberta Flack, Grammy-award singer
Ava Gardner, actress
Andy Griffith, actor
Thelonius Monk, jazz pianist
Earl Scruggs, bluegrass musician
James Taylor, musician
Bob Timberlake, artist
Doc Watson, musician
Dale Earnhardt, Sr., athlete
Michael Jordan, athlete
Charlie “Choo-Choo” Justice, athlete
Sugar Ray Leonard, athlete
Richard Petty, athlete
Gaylord Perry, athlete
Research Guide
Internet Sources
http://www.secretary.state.nc.us/kidspg/famous.htm
http://statelibrary.ncdcr.gov/nc/bio/ncbio.htm
http://www.who2.com/state_northcarolina.html
http://www.infoplease.com/ipa/A0108254.html
Print Sources
Harcourt Social Studies Book
Library books
Name: _________________________________________________________________
Birth (when and where): __________________________________________________
Death (when and where): ________________________________________________________________________
Childhood: _______________________________________________________________________
________________________________________________________________________
Family: _______________________________________________________________________
________________________________________________________________________
Education: ______________________________________________________________
Interests: _______________________________________________________________
________________________________________________________________________
Accomplishments and Impact: _______________________________________________________________________
________________________________________________________________________
Awards: ________________________________________________________________
________________________________________________________________________
Other Information/Facts: _______________________________________________________________________
Sources: ________________________________________________________________
Artifacts from Different Genres (choose 3)
Comic Strip-Complete 3-6 slides that show something you learned about the person-Comic strip may be hand-drawn or created and printed on the following website:http://www.readwritethink.org/files/resources/interactives/comic/(synthesizing/summarizing) Tombstone-Create shape of tombstone, may be 2-d or 3-d-Include name, the dates of birth and death, a design, a phrase that explains the essence of the person(synthesizing/summarizing) Business Card-May be handwritten or computer generated-Must include the person’s name, phone number, email address (be creative), job title and slogan/phrase(synthesizing/summarizing)
Poem-May be an acrostic, a haiku, a shape poem or a cinquain-Must describe or explain something important about the person-May be handwritten or computer generated-Examples of each poem:http://www.tooter4kids.com/forms_of_poetry.htm(synthesizing/summarizing) Letter-Must be written about an accomplishment or major event in the person’s life-May be handwritten or computer generated from the following website:http://www.readwritethink.org/files/resources/interactives/letter_generator/(synthesizing/summarizing) Trading Card-Must be created and printed using the following website:http://www.readwritethink.org/files/resources/interactives/trading_cards/(synthesizing/summarizing)
One-Act Play-Act out a short scene that shows something significant from the person’s life-Be sure to dress for the scene and bring or create props that enhance the act-Be able to answer questions about the act(synthesizing/summarizing) Collage-Cut photos and words from magazines that show significant things about the person-Explain why certain photos and words were used(synthesizing/summarizing) Card-Any type from a card store-Card designed to show something important from the person’s life-May be hand-drawn or computer generated (templates at Google docs)(synthesizing/summarizing)
Assessment
Research Guide /10 Completed or partially completed
Artifact: /25 Neat, relevant, demonstrate an important aspect of person, follows rationale card
Artifact: /25 Neat, relevant, demonstrate an important aspect of person, follows rationale card
Artifact: /25 Neat, relevant, demonstrate an important aspect of person, follows rationale card
Presentation /15 Shows each artifact, speaks loudly and clearly
Total /100