Search: Lesson in a unit, 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
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| Title | Overview | Grade | Average Rating |
|---|---|---|---|
| Check it out... nonfiction can be fun! | During this unit, the students cultivate their own curiosity as they explore a broad range of nonfiction topics and learn about interesting ways information can be communicated in nonfiction. They immerse themselves in various topics of interest to them and then select one of those topics to research with a partner in depth. Partners then write, revise, and publish an informational piece about that topic to share with the class. | 5 | |
| Horror Tales: What Makes Them Spooky? | The teachers and LMS tap students’ prior knowledge about horror fiction, why they read it, and what they particularly find fascinating about this sub-genre. Building on this prior knowledge, the LMS selects a wide range of fiction and promotes the stories through face-to-face booktalks and VoiceThread presentations. As students select stories to read and rate, they focus on the following essential question: What makes a powerful scary story? | 7 | |
| My Personal Wellness | Students answer the essential question(s): What do I need to know and do to live a balanced and healthy life? What do I need to know and do to become a life-long learner? They design advanced research strategies to access, evaluate, analyze, and synthesize information from appropriate sources to construct understanding and to become health-literate. They research a wellness concern and create an evaluative annotated bibliography to demonstrate creativity and productivity. | 9 | |
| Pourquoi Tales | Unit Focus: What purpose do Pourquoi tales serve in the understanding of early peoples about the natural world in which they lived? Essential question for this lesson: Can students identify the unique features that distinguish a Pourquoi tale to enable them to write their own tale? | 4 | |
| Analyzing Sonnets | How does [insert sonneteer's name] use literary techniques to convey his/her message/theme in [insert sonnet name]? In answering the above essential question, students will read an critique dramatic selections from a variety of authors (to choose their sonnet),read and critique a specific type of poetry (sonnets and the type of sonnet style based on the sonnet chosen), create source and notecards in MLA format, and then write a documented research paper. | 11 | |
| CCC: Credible Sources, Creative Commons Images, and Citing Your Sources | Concepts Taught: A good researcher and writer seeks out credible sources, uses digital images that they have permission to use, and gives credit to those who provided the information and images used in his/her final product. Essential Questions: 1. Why is it important to use credible sources? 2. Why is it essential to use Creative Commons images? 3. How do I give proper credit to the suppliers of the information that I'm using? | 7 | |
| Asking research questions | What makes a good research question? We will be exploring the difference between fact-based questions or "closed" questions and questions that require making inferences and synthesizing information or "open" questions. We will discuss why open questions make better research questions. | 5, 6 | |
| Juvenile Justice | Students will follow the research process to locate information to be used as evidence in a comparative research paper. Essential questions: What is justice? How do non-traditional (alternative)juvenile justice systems differ from traditional juvenile justice systems? What would be the most effective juvenile justice system? | 7 | |
| It's all Greek to me! | Students will apply the research process in 3-4 class periods while in the library. They will have a choice of a variety of Ancient Greek related topics (as identified by their teacher and listed in the attachments). They will come to the library already having formulated questions of interest on their chosen topic and then seeking out answers using a variety of sources. | 6 | |
| Evaluating Animal Nonfiction Book(s) | Concept: Evaluating the usefulness of a nonfiction book. Students will use a nonfiction book's spine, front cover, table of contents, and index with the help of their research word bank to determine the usefulness of their resource. Essential question: How will you know that your nonfiction book will answer your questions about your animal? | K, 1 |