HS+Library

1.8 Research ** 1.8.8A - Select and refine a topic for research.
 * HS Library Education
 * **What will student achievement of this performance standard look like?** || Students will complete a graphic organizer that funnels a general topic into a refined topic for research. ||
 * **How will you assess student achievement of this performance standard?** || * Graphic organizer graded on completion and correctness
 * Informal assessment of teacher monitoring student answers in small group discussion ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Students will need prior knowledge of brainstorming techniques. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || * Whole group discussion/sample of how to complete graphic organizer
 * Small group discussion to brainstorm how to refine general topics
 * Students will individually work on completing a new graphic organizer for their topic with teacher assistance if necessary ||
 * **How long will it take your students to achieve this performance standard?** || 1-2 class periods ||
 * **How will you ensure all students achieve this performance standard?** || Evaluation of class discussions and graphic organizer. ||
 * **In which unit(s) will you teach this performance standard?** || Introduction to research ||

1.8.8B - Locate information using appropriate sources and strategies.
 * Determine valid resources for researching the topic, including primary and secondary sources.
 * Evaluate the importance and quality of the sources.
 * Select essential sources (e.g., dictionaries, encyclopedias, other reference materials, interviews, observations, computer databases).
 * Use tables of contents, indices, key words, cross-references and appendices.
 * Use traditional and electronic search tools.
 * **What will student achievement of this performance standard look like?** || Students will utilize internet resources, such as PA Power Library, to find a minimum of two sources containing information about their refined topic.

Students will also utilize print material, such as an encyclopedia, to find a minimum of one source containing information about their refined topic.

8-10 class periods ||
 * Once students have the minimum requirement of sources, the students will write one paragraph for each source containing the following information:
 * if the source is primary or secondary
 * the importance of the source
 * the quality of the source ||
 * **How will you assess student achievement of this performance standard?** || * Informal assessment of individual conferences with each student monitoring progress
 * Paragraph for each source ||
 * **What prior knowledge do students need to have to learn this performance standard?** || * The differences between a primary or a secondary source.
 * How to know if the source is reputable or of good quality.
 * How the source will help them complete the final portion of the research unit.
 * How to utilize internet resources, such as PA Power Library.
 * How to utilize print resrouces, such as a dictionary or encyclopedia. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || * Whole group discussion on primary and secondary sources.
 * Individual practice on identifying primary and secondary sources
 * Teacher presentation on PA Power Library and other internet resources.
 * Individual practice on using PA Power Library.
 * Whole group discussion on the parts of a reference material such as table of contents, indices, key words, cross-references, and appendices.
 * Small group or individual practice on finding information in a print material by utilizing the table of contents, indices, key words, cross-references, and appendices.
 * Whole group discussion on how to evaluate a source's quality.
 * Small group discussion to analyze several source's quality.
 * Whole group discussion on choosing sources that will be beneficial and important to the student. ||
 * **How long will it take your students to achieve this performance standard?** ||
 * **How will you ensure all students achieve this performance standard?** || Evaluation of class discussions and student paragraphs. ||
 * **In which unit(s) will you teach this performance standard?** || Locating and evaluating research ||

1.8.8C - Organize, summarize, and present the main ideas from research.
 * Identify the steps necessary to carry out a research project.
 * Take relevant notes from sources.
 * Develop a thesis statement based on research.
 * Give precise, formal credit for other's ideas, images or information using a standard method of documentation.
 * Use formatting techniques to create an understandable presentation for a desginated audience.
 * **What will student achievement of this performance standard look like?** || Students will create a brochure on their refined topic including the following:
 * MLA citations for their sources and/or any images used
 * a thesis statement
 * a summary of the information that they already found
 * how they would continue their research ||
 * **How will you assess student achievement of this performance standard?** || * Informal assessment of individual conferences with each student monitoring progress on his/her brochure
 * Index cards for each source including summary and MLA citation
 * Brochure ||
 * **What prior knowledge do students need to have to learn this performance standard?** || * How to find the information necessary for an MLA citation
 * How to write a citation in MLA format
 * How to correctly write a paralell thesis statement
 * How to take notes from a source and summarize the important information
 * What steps are necessary to continue the research process ||
 * **What instructional activities can be used effectively to teach this performance standard?** || * Whole group presentation on taking notes using a sample source
 * Individual practice on taking notes using an additional sample source
 * Whole group presentation on how to use your notes to write a summary on the information in a particular source
 * Individual practice on using notes to write a summary on the information in the source
 * Teacher presentation on MLA format and what is needed
 * Small group practice on finding the information necessary for an MLA citation
 * Small group practice on using information to format an MLA citation
 * Individual practice on finding the information necessary for an MLA citation
 * Individual practice on using information to format an MLA citation
 * Whole group presentation on formatting a brochure to present all information necessary ||
 * **How long will it take your students to achieve this performance standard?** || 8-10 class periods ||
 * **How will you ensure all students achieve this performance standard?** || Evaluation of class discussions and student brochures ||
 * **In which unit(s) will you teach this performance standard?** || Summarizing and organizing research ||