Ms. Molly Bates, Library/Media Specialist Mrs. Hailey Clark, Classroom Teacher Mrs. Patrice Smith, Classroom Teacher Russellville Middle School Russellville

Ms. Molly Bates, Library/Media Ms. Molly Bates, Library/Media SpecialistSpecialist

Mrs. Hailey Clark, Classroom TeacherMrs. Hailey Clark, Classroom TeacherMrs. Patrice Smith, Classroom Mrs. Patrice Smith, Classroom

TeacherTeacherRussellville Middle SchoolRussellville Middle SchoolRussellville City SchoolsRussellville City Schools

Using the AVL and Library Resources to Create a Unique

Standards-Based Research Project

Collaboration among

student peers

Strengthening technology skills

before spring career research

Vertical alignment with our high school teachers revealed that students

need additional research experience

Increase student confidence using library resources before spring

career research

Interactive and collaborative unit that allows students from different classes to work together and create a travel guide

essay based on a foreign country using the AVL and library resources

Library SkillsResearchTeam Work

CompositionCreatingCritical Thinking

21.) Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.8.2]23.) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.8.4]24.) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. [W.8.5]25.) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. [W.8.6]26.) Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [W.8.7]27.) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. [W.8.8]

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs, importance, and social and cultural context.

1.2.3 Demonstrate creativity by using multiple resources and formats.

1.3.1 Respect copyright/intellectual property rights of creators and producers.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

3.1.6 Use information and technology ethically and responsibly.

1.Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a.apply existing knowledge to generate new ideas, products, or processes.b.create original works as a means of personal or group expression.c.use models and simulations to explore complex systems and issues.d.identify trends and forecast possibilities.

2.Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.c.develop cultural understanding and global awareness by engaging with learners of other cultures.d.contribute to project teams to produce original works or solve problems.

3.Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a.plan strategies to guide inquiry.b.locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c.evaluate and select information sources and digital tools based on the appropriateness to specific tasks.d.process data and report results.

4.Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a.identify and define authentic problems and significant questions for investigation.b.plan and manage activities to develop a solution or complete a project.c.collect and analyze data to identify solutions and/or make informed decisions.d.use multiple processes and diverse perspectives to explore alternative solutions.

5.Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a.advocate and practice safe, legal, and responsible use of information and technology.b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.c.demonstrate personal responsibility for lifelong learning.d.exhibit leadership for digital citizenship.

Writing StandardsLevel 3: Developing

Produce short paragraphs with main ideas and some details

Level 4: ExpandingCreate multiple paragraph essaysProduce content-related reportsCompose introduction, body, and conclusion paragraphsParaphrase or summarize textTake Notes

Level 5: BridgingProduce research reports using multiple sources

1. I can locate sound, reliable information independently and with a peer. 2. I can utilize technology to complete all aspects of research. 3. I can combine information from varying sources to create a complete answer. 4. I can compose a well-organized expository essay. 5. I can create a thorough presentation that portrays other cultures and landscapes.

Day 1

Assign Partners

Assign Letter

Choose Country

Day 4

9-Square Organizer

Day 2

Answer ResearchQuestions

Day 5

Begin Rough Draft

Day 3

Answer ResearchQuestions

Day 6

Finish Rough Draft Peer Edit

Day 7

Write Final Copy Turn In

Seven 50-minute class periods

Day one handoutTriple-set of research questionsNine-square organizerExpository format exampleSet of encyclopediasAtlas setNon-fiction books about world geography

Expository Travel Guide Group/Source Information

Group Members: __________________________________________________ Letter: ______________ Country: ________________________ Source One (book): ________________________________________________ Source Two (encyclopedia): _________________________________________ Source Three (Internet): ____________________________________________

________________________________________________________________

Expository Travel Guide Research Questions

1. Where is your country located? What continent is it on? What are the neighboring countries? 2. What are the geographic features of your country? (Important rivers, lakes, oceans, mountain ranges, and other features) 3. What is the population of your country?

4. What are the major cities in your country?

5. What is the climate of your country? Be specific.

6. What are the holidays in your country?

7. What is the tourism like in your country? What are the main points of interest?

Where are the popular places to visit?

8. What are some popular foods in your country? Give information about the food. See if you can find a recipe! 9. How do people dress like in your country?

10. What languages are spoken in your country?

11. What is the education like in your country?

12. What is the history of your country?

13. What is the dominant religion, if any, of your country?

14. Are there any natural resources (ex.: copper, petroleum, silver) commonly

found in your country?

15. What plants and animals are commonly seen/ found in your country?

16. What type of government does your country have?

17. List three other neat facts about your country.

9-Square Organizer Research Information for Expository Travel Guide

Book Internet Encyclopedia

Paragraph 1

“Location and Land”

Paragraph 2

“History and People”

Paragraph 3

“Way of Life”

One computer per pairInternet access for AVL researchLibrary OPACDocument software (Microsoft Word)

PartneringClassroom Teachers

Sat down with classroom rostersCompared our students’ strengths and weaknessesPaired each student with another from the other class based on these needs

Teachers/LMSInstructional CollaborationBrainstormed project Discussed resources

Resource PreparationLibrary/Media Specialist

Rearranged library/resources to accommodate projectScheduled lab/library timePrepared AVL navigation video

Classroom TeachersPosted directions and document files on websitesPrepared laminated copies of templates

Library Collaboration Form Teacher: Clark and Smith

Course: English 8

Start Date: 11-18-13 End Date: 11-26-13

First Period

Second Period X

Seventh Period X

Fourth Period X

Third Period X

Fifth Period

Sixth Period X

Number of Students

Number of Students 47



Number of Students



Unit Objective:

To locate and combine relevant, reliable information using print and digital resources to compose an expository essay.

Teacher Checklist:

Confirm that all students have Internet permission.

Prepare materials for students who do not have Internet access.

Give copy of assignment to media specialist.

Provide media specialist with student work samples.

What do you need from the LMC?

Lab -- Yes

Informational Text or Fictional Text -- Informational AVL -- Yes

Training (i.e. citation, evaluating sources, etc) – Yes, evaluating sources

Other (please explain)

Introduce students to their partnersGive each group a “Group and Source Information” handoutAssign letter to groupAtlas researchSearch for a book, encyclopedia article, and Internet article on prospective countryFinalize country choice for research



________________________________________________________________



________________________________________________________________

Use a research question handout to begin the research process

One member answer questions using their book sourceOther member answers questions using the encyclopedia sourceMembers work together to answer questions using the Internet source

Expository Travel Guide Research Questions

1. Where is your country located? What continent is it on? What are the neighboring countries? 2. What are the geographic features of your country? (Important rivers, lakes, oceans, mountain ranges, and other features) 3. What is the population of your country?

4. What are the major cities in your country?

5. What is the climate of your country? Be specific.

6. What are the holidays in your country?

7. What is the tourism like in your country? What are the main points of interest?

Where are the popular places to visit?

8. What are some popular foods in your country? Give information about the food. See if you can find a recipe! 9. How do people dress like in your country?

10. What languages are spoken in your country?

11. What is the education like in your country?

12. What is the history of your country?

13. What is the dominant religion, if any, of your country?

14. Are there any natural resources (ex.: copper, petroleum, silver) commonly

found in your country?

15. What plants and animals are commonly seen/ found in your country?

16. What type of government does your country have?

17. List three other neat facts about your country.

Finish answering research questions

Use information from research questions to complete a Nine-Square Organizer



Paragraph 1


Paragraph 2


Paragraph 3

“Way of Life”

Using the Nine-Square Organizer and expository essay outline, begin writing first draft of paper

Nine-Square Research Outline

Expository Essay Outline

Expository Essay Outline

I. Introduction

- Quote or Fact

- Location and Land

- History and People

- Way of Life

- Thesis Statement

II. Location and Land

- Topic Sentence

- Supporting Detail

- Supporting Detail

- Supporting Detail

- Conclusion

III. History and People

- Topic Sentence

- Supporting Detail

- Supporting Detail

- Supporting Detail

- Conclusion

IV. Way of Life

- Topic Sentence

- Supporting Detail

- Supporting Detail

- Supporting Detail

- Conclusion

V. Conclusion

- Topic Sentence (Reworded from Introduction)

- Example 1 (Reworded)

- Example 2 (Reworded

- Example 3 (Reworded)

- Conclusion (Reworded)



Paragraph 1


Paragraph 2


Paragraph 3

“Way of Life”

Finish first draft of essay and peer edit

Write and turn in final draft of essay

Oral PresentationsBrochureSmall Group CritiqueHistory Faculty Involvement

Poster or Tri-Fold BoardsFull-Color BrochuresTravel ContactsGuest speaker

HAILEY CLARK [email protected]

http://www.rcs.k12.al.us/webpages/hclark/

PATRICE [email protected]

http://www.rcs.k12.al.us/webpages/psmith/

MOLLY [email protected]

http://www.rcs.k12.al.us/webpages/mbates/http://rmsmediacenter.wikispaces.com/

Documents

Ms. Molly Bates, Library/Media Specialist Mrs. Hailey Clark, Classroom Teacher Mrs. Patrice Smith, Classroom Teacher Russellville Middle School Russellville