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Guided Inquiry Process- Share Open Immerse Explore Identify Gather Create Share Evaluate
Kuhlthau, Carol C., Leslie K. Maniotes, and Ann C. Caspari. 2012.
Guided Inquiry Design: A Framework for Inquiry in Your School. Libraries Unlimited.
The Share phase of research is one of the final parts of the research process, where you will share your new knowledge through the product you have created with others in an interesting, informative way. An important part of this is the collborative learning that takes place when you share with others, and in turn, they share their learning with you. This keeps the ideas flowing, and prevents you from only learning about your specific area. Through modeling, listening, and encouraging, we can guide each other toward analyzing what we have learned, and in turn we are engaging in higher level thinking.

    • Select the Skills & Tools button on the left for help with this step.
    • Select a Unit tab below to begin the Share step of your inquiry.
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UNIT 1: Connecting Research

Legend/Strange Phenomenon Informational Writing Essay
Follow an inquiry-based process to research a legend or strange phenomenon and use credible sources to develop an informational essay.

Lesson 10: Your teacher or librarian may have you share your informational essay with an audience by:

  • Publishing your essay on a class or school library wiki or website.
  • Reading your essay aloud to the class or a small group.
Lessons 11-15: Argumentative Writing
Follow an inquiry-based process to research a debatable current issue and compose a written argument to support your viewpoint on the issue.

Lesson 14: Use these resources for the Philosophical Chairs activity:

Click on the Evaluate step above to continue your inquiry for Unit 1.

Unit 2: Making Cultural Connections

PBA: Be a Museum Curator
Follow an inquiry-based process to research a culture and create a museum exhibit with artifacts that fully represent the culture.

Use this Gallery Walk Resource Sheet to evaluate your classmate's museum exhibit.

You could use the Praise, Question, Polish method when evaluating your classmate's museums.

Lessons 16-20: Become a Cultural Storyteller

Research the origin of a cultural item, custom, belief, or practice to compose a fictional piece featuring this cultural element.

You could use the Praise, Question, Polish method when evaluating your classmate's cultural narratives.

Click on the Evaluate step above to continue your inquiry for Unit 2.

Unit 3: Making Scientific Connections

Lessons 15-18: Development of an Invention
Follow an inquiry-based process to research a scientific invention and create a group documentary explaining how the invention developed over time.

Your task for this PBA was to conduct research in order to trace the development of an invention over time. You were asked to present the story of this invention, including pictures/artifacts to show its stages of development including creation, growth, and change. You worked in a group to create a documentary video for sharing your research findings.

  • Each group will screen their Scientific Development Documentary for the class.
  • While watching the videos, use the Documentary Scoring Rubric to score other groups' videos.

Click on the Evaluate step above to continue your inquiry for Unit 3.

Unit 4: Making Artistic Connections

Lesson 12: Multimedia Book Review
Compare and contrast traditional text forms with their graphic counterparts to determine the effectiveness of graphic text in communicating narrative elements. Use your written analysis to create a multimedia book review.

You may have an opportunity to share your multimedia book review either face-to-face or online, to your whole class or a small group of classmates, or to another class.

PBA: Graphic Novel Adaptation
Adapt an episode from a previously read narrative text into graphic novel form, and compose a reflection about the choices you made as a writer and artist.

You have created a graphic novel adaptation of a story or part of a story that you have read.  Now, you will share your story with a partner for a peer review, and then revise your graphic novel for final publication. After making corrections, self-assess your project to make sure that you have accomplished your learning goals.

Your teacher may have you and your classmates share your graphic novel adaptations in one of these ways:

  • Hold a Comic Book Convention ("Comic Con"), with the option of dressing up to present your characters and story.
  • Participate in a Round Table, small groups where groups of 4 or 5 students share, possibly rotating.
  • Share your graphic novels with other classrooms, such as another 6th grade class or another partnering class.
  • Publish your graphic novel adaptation online.

Click on the Evaluate step above to continue your inquiry for Unit 4.

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