|
21st CENTURY LITERACY LESSONS
TEACHING RESOURCES
|
TEACHER NOTES
- Collaborate with your school’s Library Media Specialist to implement this Online Research Model.
- Prepare hard copies of the following note-taking documents for each student:
- To facilitate the collaborative nature of this project, consider creating a project-based wiki or using another collaborative Web 2.0 tool (VoiceThread, MindMeister, Groupsite.com, etc.) to use as a workspace. Consult your Library Media Specialist or visit the BCPS Office of Library Information Services Resource Wiki.
- Free registration and creation of student accounts is required for the following student presentation formats; see the directions linked below:
- If a computer lab is not available, this lesson may be implemented in the classroom or Library:
- Use an LCD projector to display the Online Research Model.
- Provide students with access to print Library resources and printouts of the digital resources.
|
TIME FRAME
- Two class periods in the Computer Lab for research.
- One period in the computer lab for creating presentation.
- One period in the classroom or computer lab for jigsaw or sharing group presentations.
TARGETED LEARNING STYLES
Field Dependent/Independent
Global/Analytical Understanding
Active Reflective
Visual Auditory Tactile Kinesthetic
- Group students heterogeneously by reading ability and technology skills.
- Direct students to resources appropriate to their reading levels as labeled in databases.
- Have students use assistive tools embedded in databases, such as dictionary links and audio read-aloud.
- Allow students to choose from a variety of research presentation formats.
|
Grade Level/Content Area/Unit/Objective
|
Grade 8 English Language Arts:
Objective: Students will prepare for reading and analyzing the historical novel Roll of Thunder, Hear My Cry by gathering information about conditions affecting African Americans in the 1930's. |
 Focus:
Enduring Understanding
or Essential Question |
Essential Question: How authentic is Mildred D. Taylor's depiction of African American life in the South during the 1930's in the historical novel Roll of Thunder, Hear My Cry? |
|
Standard 1.0 General Reading Processes
Topic E. Students will use a variety of strategies to understand what they read (construct meaning)
Indicator 2. Use strategies to prepare for reading (before reading)
Objective a. Select and apply appropriate strategies to prepare for reading the text Standard 2.0 Comprehension of Informational Text
Topic A. Indicator 1. Apply and refine comprehension skills by selecting, reading, and analyzing a variety of print and non-print informational texts, including electronic media
Objective a. Read, use, and identify the characteristics of primary and secondary sources of academic information such as textbooks, trade books, reference and research materials, periodicals, editorials, speeches, interviews, articles, non-print materials, and online materials, other appropriate content-specific texts
Indicator 4. Analyze important ideas and messages in informational texts
Objective d. Summarize or paraphrase
Objective g. Synthesize ideas from text
Standard 3.0 Comprehension of Literary Text
Indicator 8. Read critically to evaluate literary texts
Objective
c. Analyze and evaluate the relationship between a literary text and its historical, social, and/or political context |
|
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.
1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
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.
2.1.2 Organize knowledge so that it is useful.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.6 Use information and technology ethically and responsibly. |
|
2.0 – Digital Citizenship: Practice ethical, legal, and responsible use of technology.
3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.
4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.
5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.
6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions |
|
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
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.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
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.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. |
Last update: July 4, 2010
Created by: Kelly Ray, Library Media Specialist
Baltimore County Public Schools
BCPS Research Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved.
This Research Model 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. Links from BCPS Copyright © 2010 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images used through subscription to clipart.com, public domain, or freely licensed unless otherwise noted. Documents and related graphics may be duplicated for educational, non-profit school use only. All other uses, transmissions and duplications are prohibited unless permission is granted expressly.
Contact Margaret-Ann Howie, Esq. 410-887-2646
|
Maryland State Curriculum Alignment for Grade 8 English/Reading 