Teacher Resources and Notes for

Finding Fact in Fiction

TEACHER TIPS
and TOOLS

How to implement engaging research, including mini skills lessons, and professional resources.
TARGETED LEARNING STYLES

 Visual

TIME FRAME

2 class periods
in the Library/Computer Lab
NOTE TO TEACHER/LIBRARIAN: Suggestions for the Modeling Activity You may want to print out a copy of the Teacher Model Planning and Notes Sheets (which have been completed using Seedfolks as the novel inspiring research). With these as your guide, use a data projector to open the blank Student Planning Sheet on screen, and model topic selection and generating questions/key for students. Then, open the blank Student Notes Sheet to model how to copy and paste notes and URLs from Internet sources (do a search in Google on "urban gardens"). Remind students to type their name on the Notes sheet before printing out!

 UNIT:

   Grade 7 English Language Arts: Fiction Unit

FOCUS:
Enduring Understanding or EssentialQuestion

   What's the most effective way to investigate a topic of personal interest featured in a novel?
How accurately did the author depict this topic in the novel?

MSDE Voluntary State Curriculum: Reading/English Language Arts Standards/Core Learning Goals

MSDE Library Media Learning Outcomes

  

Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational texts.
Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts.
Writing: Students will compose effective expressive, informational, and persuasive writing.

Review, evaluate and select media.
Learn and apply reading, research and critical thinking skills to organize and synthesize information and communicate new understanding.

BCPS English Language Arts Curriculum Indicators



BCPS Library Media
Curriculum Indicators

   Apply comprehension skills by selecting, reading, and interpreting a variety of print and electronic informational texts.
Read critically to evaluate literary texts.
Use the writing process to respond to teacher-created prompts involving reactions to literary passages and/or real-life situations.

Select information appropriate to an identified need.
Assess the quality of the process and products of personal information seeking.
Apply an information problem solving process model to structure effective research.

MD FlagMSDE Library Media VSC

  2A
1. Match resources to topic of interest or need.
3. Define and refine an information need by formulating compelling/effective questions.
3A
1. Use print resources efficiently and effectively.           
2. Use non-print resources efficiently and effectively.
3. Use computer/online/digital resources efficiently and effectively.
6. Evaluate the content of specific computer/online/digital resources to determine accuracy and relevance of content.
7. Use appropriate graphic organizers or note cards to record relevant information. 
8. Use own words to capture concepts and avoid plagiarism.
9. Record appropriate bibliographic information to cite sources.
5A
2. Apply critical thinking and problem solving strategies.
6A
1. Make decisions to facilitate effective communication of ideas.
7A
1. Exhibit respect for the intellectual property rights of others.

National Standards
for the English Language Arts
(NCTE/IRA)

   1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

National Information LIteracy Standards for Student Learning
(ALA)

 1. The student who is information literate accesses information efficiently and effectively.
4. The student who is an independent learner is information literate and pursues information related to personal interests.
6. The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

National Technology Education Standards
for Students
(ISTE)

 Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

Students use technology to locate, evaluate, and collect information from a variety of sources.
Created by Kelly Ray, BCPS Library Media Specialist
Last updated July, 2004

BCPS Research Module, Copyright 2004, Baltimore County Public Schools, MD, all rights reserved. This Research Module may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites.
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