Secret Life of Bees Research

Submitted by ldonovan on Mon, 04/04/2011 - 18:34Printable version Bookmark and Share
Created By:
Lori Donovan
Title/Role:
Assistant School Librarian
Organization/School Name:
Thomas Dale High School
Location:
Virginia

Grade Level:
9, 10
Type of Lesson:
Lesson in a unit
Type of Schedule:
Flexible
Collaboration Continuum:
Moderate
Content Area:
Language Arts, Social studies
Content Topic:
To make connections between setting in a novel to a historical event in America.
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
Dispostion Indicator(s):
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
Responsibilities Indicator(s):
1.3.3 Follow ethical and legal guidelines in gathering and using information.
2.3.1 Connect understanding to the real world.
4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
Self-Assessment Strategies Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
2.4.3 Recognize new knowledge and understanding.
4.4.4 Interpret new information based on cultural and social context.
Scenario:
The 1960s was a very tumultuous time in America. Many changes were taking place, especially with regards to civil rights. After reading The Secret Life of Bees, which takes place in the same year that the Civil Rights Act of 1964 is passed, students will complete an independent research project. (The collaborating teacher had set this lesson up after reading the novel;however, the research lesson could also be done prior to reading the novel as background knowledge to gain a better understanding of the events taking place within the novel.) Choose one of the following topics on which to complete your research. • Brown V. Board of Education • Voting Rights Act • Freedom Riders • Little Rock Nine • Black Panthers • Civil Rights Act of 1964 • Southern Christian Leadership Conference • Greensboro Sit-In • Freedom Summer • March on Washington of 1963

Overview:
Students are to use the connection of the setting and time period of the novel, The Secret Life of Bees, to make connections to events in the novel to events in America's history. The essay should provide information about the topic as well as explain its significance. Student's sample essential question will be along the lines of "What is the [insert topic here] and how did it affect the Civil Rights Movement in this country?"

Final Product:
Students will write a two page research paper, with properly formatted in-text citations and a properly formatted MLA works cited page.

Library Lesson:
Students will: 1. use print reources to gather background reading on topic of their choice to create questions for the "Think Before You Begin" activity. 2. find print sources to answer essential and supporting questions; once they find those sources, students will cite them using templates provided by school librarian. 3. access and use online sources to further understanding of the significance of their event; students will cite them using templates provided by school librarian. 4. will practice effective internet searching to find quality sources for their topic; students will complete an internet evaluation guide for each source they wish to cite.

Estimated Lesson Time:
90 minutes
Assessment
Product:
Students' research paper will be evaluated on the following guidelines:Student properly generates questions and or problems around a topic; numerous detailed conclusions are reached from the evidence offered; information is gathered from multiple electronic and non-electronic sources and cited properly.

Process:
Students' process will be evaluated based on the following elements in this rubric: Number of Resources Used: Not Met = only one resource for my topic Approaches = three resources for my topic Meets= four resources for my topic (2 print, 1 database, 1 internet) Exceeds= more than four resources for my topic Range of Resources Used: Not Met= found only one print resource Approaches= found two print and one online sources Meets= found all required sources Exceeds= found more sources than the required sources Information Found: Not Met= made notecards from at least one source introduced in the library Approaches= made notecards from at least two sources introduced in the library Meets= made multiple notecards from all sources introduced in the library Exceeds= made multiple notecards from more than the required sources introduced in the library See attachment below.

Self Questioning:
Exit Slip for Research Name:______________________________________________ Date: ____________________________ Today I worked on _____________________________________________________________________ I learned that _________________________________________________________________________ One problem I had was __________________________________________________________________ Tomorrow I am going to __________________________________________________________________

Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Projector
Laptop
Smart board

Instruction/Activities
Direct instruction:
Prior to coming in for research students will have read and talked about The Secret Life of Bees. Students will have a general understanding of the Civil Rights Movement from the novel. The teacher will instruct students on expectations of resources and type of final product expected from this research assignment.

Modeling and guided practice:
Lesson 1- students will see a Think Before You Begin activity sheet filled out as a model for developing their own questions while completing background reading. Once questions are developed students find print sources that aid in answering their questions. Students will cite sources using templates developed by school librarian. Lesson 2- Students will see a practice search from a database so that they can use the model of search techniques for finding information on their topic. After finding a good source, students will cite sources using templates developed by school librarian. Lesson 3- students will see a model of effective internet searching and how an internet evaluation form is filled out. After finding a good source, students will cite sources using templates developed by school librarian.

Independent practice:
Students will have time to practice locating, accessing and using each type of source listed above. Teacher and school librarian will walk around and aid students one-on-one as needed.


Have you taught this lesson before:
Yes

Strategies for differentiation:
Depending on time, move lesson three to another project later in the year.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.9-10.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (9,10)

CC9-10RS/TS8 » Reading Standards for Literacy in Sci Tech » 8. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. (9,10)

CC9-10RS/TS9 » Reading Standards for Literacy in Sci Tech » 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. (9,10)

CC.9-10.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (9,10)

CC.9-10.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (9,10)

CC9-10WH/SS/S/TS1b » Writing Standards » b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns. (9,10)

CC.9-10.W.2.b » English Language Arts » Text Types and Purposes » b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. (9,10)

CC.9-10.R.L.1 » English Language Arts » Key Ideas and Details » 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (9,10)

CC.9-10.R.I.2 » English Language Arts » Key Ideas and Details » 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (9,10)

CC.9-10.R.I.3 » English Language Arts » Key Ideas and Details » 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. (9,10)

CC.9-10.R.I.5 » English Language Arts » Craft and Structure » 5. Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (9,10)

CC.9-10.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts. (9,10)

CC.9-10.W.1.a » English Language Arts » Text Types and Purposes » a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. (9,10)

CC.9-10.W.1.b » English Language Arts » Text Types and Purposes » b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. (9,10)

CC.9-10.SL.4 » English Language Arts » Presentation of Knowledge and Ideas » 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (9,10)

CC.9-10.L.3.a » English Language Arts » Knowledge of Language » a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type. (9,10)

CC.9-10.R.L.2 » English Language Arts » Key Ideas and Details » 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (9,10)

CC.9-10.L.4 » English Language Arts » Vocabulary Acquisition and Use » 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. (9,10)

CC9-10RS/TS3 » Reading Standards for Literacy in Sci Tech » 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. (9,10)

CC.9-10.W.4 » English Language Arts » Production and Distribution of Writing » 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (9,10)

CC.9-10.W.5 » English Language Arts » Production and Distribution of Writing » 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (9,10)

CC9-10RH/SS1 » Reading Standards for History » 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. (9,10)

CC9-10RH/SS2 » Reading Standards for History » 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. (9,10)

CC.9-10.R.I.4 » English Language Arts » Craft and Structure » 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (9,10)

CC.9-10.R.I.8 » English Language Arts » Integration of Knowledge and Ideas » 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (9,10)

CC.9-10.W.9.b » English Language Arts » Research to Build and Present Knowledge » b. Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"). (9,10)

CC.9-10.W.1.c » English Language Arts » Text Types and Purposes » c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (9,10)

CC9-10WH/SS/S/TS2c » Writing Standards » c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. (9,10)

CC9-10WH/SS/S/TS2d » Writing Standards » d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. (9,10)

CC.9-10.L.1 » English Language Arts » Conventions of Standard English » 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (9,10)

CC.9-10.L.2 » English Language Arts » Conventions of Standard English » 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (9,10)

CC.9-10.W.2.a » English Language Arts » Text Types and Purposes » a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (9,10)

CC.9-10.W.2.c » English Language Arts » Text Types and Purposes » c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. (9,10)

CC.9-10.W.2.d » English Language Arts » Text Types and Purposes » d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. (9,10)

CC.9-10.W.3 » English Language Arts » Text Types and Purposes » 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (9,10)