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Language Arts Research
Standard Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings. Benchmark C. Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources. Indicator 2. Identify appropriate sources and gather relevant information from multiple sources. Indicator 3. Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity. Library Guideline #6Technology
Resources A. Students understand that school library materials may be provided in electronic formats.
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Lesson Summary: This lesson is designed for students in an eleventh grade college preparatory American Literature class. The students are familiar with electronic databases and Internet sites. The students are seeking to determine and answer to the following questions: When the novel Huckleberry Finn was published, what were the arguments both for and against its existence? What are the arguments today regarding whether or not the novel should be taught in our schools? And lastly, in their estimation, after researching the debate’s history, should the novel be taught or not? Students will search for reliable sources while answering these questions.
The unit is designed to take five forty-minute instructional periods. Two days will be dedicated to students actually doing their research on a wireless lab, one period will be dedicated to teaching MLA format and what is and is not plagiarism, one period will be dedicated to reviewing/teaching internet searches and the assessment of a source’s reliability, and the equivalent of another period will include a pre-assessment, a continuous assessment, and a discussion that introduces the project and ideas that led to its creation. Commentary: This project is meant as an introduction to Mark Twain’s classic novel, The Adventures of Huckleberry Finn. Instead of simply telling the students that the novel is worthwhile and meaningful (despite the presence of our nation’s most offensive word), they are asked to join the debate; this lesson is meant to empower them by giving them the tools and information to argue for or against the teaching of the novel. As noted above, not only will they become knowledgeable about all the arguments that have been used in both the prosecution and defense of the novel, they are required to take a stand of their own—after they are fully aware of the issues. After they have read and studied the novel, they will write another response answering the same driving question—should our schools teach Huckleberry Finn? The second time around however, they will need to cite text from the novel itself to support their final stance. To summarize: Students will read the arguments of others regarding Twain’s text and come to a conclusion of their own. Then, they will closely read and analyze the novel in class; in essence, they will experience first hand the impetus of the debate. Then, informed by both the words of others and Twain, they will come to their own conclusion—full members of our national debate speaking from an informed and researched perspective.
Before the project begins, the students will be pre-assessed for both Academic Content Standards (ACS) and their knowledge of the debate surrounding the novel. Regarding their knowledge of the debate, they will write a brief response explaining what they think the major issues regarding the novel are. Why do some want it banned, and why do others want it taught? Regarding the ACS, there will be two pre-tests—one for their knowledge of MLA, and one that focuses on their ability to discern reliable electronic sources. These are described in lesson 2. Scoring
Guidelines: These responses will of course be
evaluated by simple teacher judgment. Post-Assessment: Student printed articles highlighted and including statement of reliability. Student bibliography is the final assessment product. This will be analyzed and graded according to the Huckleberry Finn Recommendation Rubric. Scoring Guidelines: See Huckleberry Finn Recommendation Rubric for scoring guidelines.
Describe the instructional steps that will be taken to implement the lesson. Day 1: As part of their pre-assessment, the students will write an informal response to the following prompt: What do you know about the debate surrounding Huckleberry Finn? What are the reasons, to your knowledge, that many argue for its inclusion in our nation’s classrooms, and what are the reasons, to your knowledge, many argue against its presence? Half-way through the class, students will share what they know about the debate. If the students do not bring up the conflict around the presence of the word “nigger”, the teacher will do so, and in so doing, introduce the project that is to come: The students are going to research the arguments that have been made both for and against the presence of the novel in our schools, both when it was first published and now. Eventually, they will write a paper that argues their point of view; their paper, of course, will use the novel’s text to defend their arguments. Day 2: The librarian will review strategies for internet searches and the assessment of sources as reliable or unreliable. The librarian will also introduce the students to INFOhio and point out the relevant databases for their project. After the librarian’s presentation, students will begin their internet searches. Suggest procedures: Step One. Review the assignment. Identify the information needs based on the assignment. The information needs to be reviewing Huckleberry Finn by Mark Twain. · 2 reasons why some wanted the novel banned when it first came out · 2 reasons why some like the novel when it first came out · 2 reasons why some feel the novel should not be taught in high school today · 2 reasons why others feel the novel should be taught in high school today. · Their final assessment given their analysis of the research · Credible sources Review the final product requirements. · Typed paper · Two pages · MLA format works cited · Highlighted articles · Verify resources are credible How do you determine if a source is credible? Distribute Source Information Sheet. Note types of information needed in source lists. Develop list of criteria for credibility including the following: Have students brainstorm this list. · Who wrote the article? · Where did it come from? · Using your own expertise, determine if the information is accurate. · Credentials of author..biographical information, author’s name cited in other sources, recognizable name. · Has content been reviewed, critiqued or verified in any way? · Links to and from a resource · Publisher of the document – name of organization, watermark, can you contact the webmaster, can you link to a page where this information is listed, is the organization recognized in the field, is the organization suitable for the topic, is this part of an official Web site or a personal page? · Date/publication/currency Where are some credible sources? Look at books on reserve (see attached bibliography). Explain these books
are from libraries throughout Look at TCLC. Demonstrate the Gale Literary Index (linked from the Huckleberry Finn webpage). Place one TCLC on overhead so students see the citation information. Go to Web Page. Look at EBSCO. Search MasterFile Premier. Direct students to go to Advance Search. Structure search subject Adventures of Huckleberry Finn Can limit search to censorship, reviews, etc. Review for credibility. Go to Web Page. Look at NEWSbank. Search for Adventures of Huckleberry Finn. Review for credibility. Go to Web Page. Look at Mark Twain Criticism – review this site for credibility. Students begin searching. Day 3: The librarian will introduce the issue of plagiarism and use it as a segue to teach MLA style. Suggested procedure: First distribute the handout identifying types of information needed in preparing a works cited page. Next direct students to go to the website NoodleBib MLA Starter located at http://www.noodletools.com/noodlebib/index.php. Review the structure of an MLA citation. Review the helps within the NoodleBib MAL Starter to assist when the exact MLA citation format is unclear. Distribute MLA Works Cited Format handout. Review guidelines on this document. Days 3 and 4: Students will use the wireless lab find and identify relevant, reliable sources, and begin the reading of them. Day 5: Teacher will then
distribute the rubric (see attached) for the requirements of their summative
paper. Librarian will distribute a
sample paper with citations and works cited paper.
The teacher and librarian will have available a cart of print materials with suggested articles for students with low ability. See bibliography.
James McBride’s The Color of Water will be suggested reading for a contemporary non-fiction account that deals with many of the issues that this unit raises.
The students will have three class periods to find their articles on-line, and they will even have a fourth day to read their materials, take notes, make sense of the different arguments etc.. Their final paper however that sums up the pro and con arguments for both the 19th century and present day must be completed on their own time. The rubric for the final paper is attached. If class time is not enough time for them to do the research that they want, they can access our links and INFOhio from home, the library, etc..
This lesson can easily be integrated with an American History curriculum. It’s very nature asks students to understand the different reactions to slavery in both the north and south in the 19th century, and it asks them to interpret primary and/or secondary documents. Likewise, it asks students to research and understand contemporary American issues that are deeply rooted in our past—issues that are obviously very relevant to them right now.
For teachers See attached list of books, websites, handouts. For students Assignment, website, bibliography checklist.
Abolitionists Database MLA
Using one computer for each student is necessary for this assignment. Having email accessible to students is preferable. If there is no email, a printer is necessary.
Use of laptops: Research shows that
regular use of computers for writing over an
extended period of time can have a positive impact on the quantity and
quality of student writing. Russell, Michael , Computers & Composition; Mar2003, Vol. 20 Issue 1, p51, 26p. Use of libraries in curricular instruction: Statewide studies by Colorado University's Keith Curry Lance that link ample school library services with increased student success on standardized test scores. Todd, Ross J. , School Library Journal; Apr2003, Vol. 49 Issue 4, p52, 3p, 1c
The first time around, too much time was spent in-class with students printing out their articles instead of actually reading them and digesting their content. It might be better to have the students copy their found material into on-line accounts so they can both save the material they want AND read it during class. Otherwise, students waste time while standing in line at the printer waiting for their documents to appear; if they just copy and paste their material into their accounts, more time will be spent reading and thinking.
A. Assignment B. Bibliography C. Huckleberry Finn Rubric D. MLA works cited example E. MLA rubric F. Website guide G. Sample paper H. MLA Works Sited Format instructions I. Link to website with full list of resources is |
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