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Research: Indicator 1: Compose
open-ended questions for research, assigned or personal interest, and modify
questions as necessary during inquiry and investigation to narrow the focus
or extend the investigation. Indicator 2: Identify
appropriate sources and gather relevant information from multiple sources. Indicator 3: Determine
the accuracy of sources and credibility of the author by analyzing the
sources’ validity. Indicator 4: Compile
and organize important information and select appropriate sources to support
central ideas. Indicator 6: Use style guides to produce oral and written
reports that give proper credit for sources and include an acceptable format
for source acknowledgement. Indicator 7: Use a variety of communication techniques,
including oral, visual, written or multimedia reports, to present information
that supports a clear position about the topic or research question and to
maintain an appropriate balance between researched information and original
ideas. Communication Oral and Visual Indicator 8a: Deliver
informational presentations that demonstrate an understanding of the topic
and present ideas or events in a logical sequence. Writing Applications:
Write informational essays
or reports, including research that provide a clear
and accurate perspective on the subject. Information Literacy Guideline: Benchmark D: Students utilize a research
model or a self-developed research process to acquire and evaluate
information. Indicator 1: Compose open-ended
questions for research and modify questions as necessary during inquiry and
investigation to narrow the focus or extend the investigation. Indicator 5: Understand how to access INFOhio
electronic resources at school. Indicator 8: Critically evaluate the
quality of the information resource. Indicator 10: Take notes, organize
information into logical sequence, and create draft product. Indicator 11: Cite sources in correct
bibliographic format. Indicator 12: Communicate, publish and
disseminate findings to multiple audiences in a variety of formats. |
Pre-search analysis
survey: Survey will aid in determining student
aptitude for location of resources, selection of appropriate references,
understanding how to access INFOhio, and evaluation
of selected resources. Results will
aid in the progression and development of lesson. Introductory survey conducted in class: An oral discussion will take place where students are asked what information they already know or what they associate with William Shakespeare. This information, once compiled, will give further purpose to their research. Scoring Guidelines: Results from both surveys will be used to modify both the pacing and structure of the content presented. Post-Assessment: · Written assessment: Students will write an informational essay on specified research topic associated with Shakespeare (i.e. life and times, Globe theatre, Elizabethan drama, major historical events, etc). Included in this assignment is a bibliography page with correct citation of sources. · Oral assessment: In groups, students will collaboratively develop an informational presentation demonstrating a clear understanding of their research topic. Students will be instructed to incorporate some sort of visual media in their presentation. · Close-out survey: In this survey, students will evaluate their performance and that of their group as a whole. Also, students will indicate strengths and weaknesses of the project. Included in this survey will be questions pertaining to both the content and the media areas of the project. Scoring Guidelines:
Describe the instructional steps that will be taken to implement the lesson.
Describe how instruction can be differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s).
These are ideas for all students to continue learning on this topic -- in class or outside of class.
Describe work that will be assigned to students outside of the classroom.
Tell how the lesson can be integrated with other content areas to strengthen student learning.
List key terms that need to be defined prior to or as part of instruction.
Suggest ideas for integrating technology into the lesson.
Include research that supports the content or methods of instruction within the lesson.
Record observations and suggested modifications to facilitate instruction and student learning in the lesson.
List and attach any additional materials created for the lesson, including student handouts, blackline masters, overheads, etc. |
