How to locate and evaluate information, Part II - Databases
Submitted by mcfues on Thu, 04/14/2011 - 04:51
Created By:
Marianne Cole Fues, Lisa Scroggs
Title/Role:
Library Media Specialist
Organization/School Name:
Jefferson City High School
Location:
Missouri
Grade Level:
10
Type of Lesson:
Lesson in a unit
Type of Schedule:
Flexible
Collaboration Continuum:
Moderate
Content Area:
Language Arts
Content Topic:
Past, Present, and Future
Scenario:
The SL confers with English II teachers to help plan for students to begin research papers. The course level expectations (CLE) for acquiring information state that students will locate and use multiple sources to select relevant and credible information, evaluate reliability of information, and evaluate reliability of sources. An additional CLE states that students will document sources of information using a standard citation format. Teachers and the SL discuss ways to engage students in the process. The SL suggests using a work form for students to record their findings along with a citation template. Classes will locate a minimum of three sources on the topic of past, present, and future. Teachers will introduce the research paper process to students and they will each select a subject for their paper. The class will visit the library for the following three days for instruction and research. Instruction is divided into three sections with student work and assessment for each part. Following initial research, students return to the library for additional sources as needed.
Overview:
Students will be able to select and cite credible information for their English II research paper. Students self-select their topic of past, present, and future, e.g. television, cell phones, immigration, capital punishment. This gives the student an opportunity to use prior and background knowledge as context for new learning.
Final Product:
Students will write a research paper for English II.
Library Lesson:
During Part II, students will learn about databases - common features and distinctions between available databases. Students will locate specific sources for their research paper and record them on their work form. They will describe why they believe the source -- a database, for part II -- will be appropriate for their individual subject. The SL will use a rubric to summatively assess each student's final work.
Estimated Lesson Time:
90 minutes
Have you taught this lesson before:
Yes
Strategies for differentiation:
Each student works independently to find sources for their selected subject. The SL and classroom teacher check progress each day with each student.