Ohio Standards Connections:

Language Arts

Research

Benchmark B

Compile, organize and evaluate information, take notes, and summarize findings.

Indicator 2

Identify appropriate sources and gather relevant information from multiple sources

Indicator 4

Analyze the complexities and descriptions in information and systematically organize relevant information to support central ideas, concepts, and themes.

Benchmark C

Evaluate the usefulness and credibility of date and sources and synthesize information from multiple sources.

Indicator 3

Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity.

Benchmark D

Use style guides to produce oral and written reports give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement.

Indicator 6

Use style guides to produce oral and written reports that give proper credit for sources, and

include appropriate in-text documentation, notes and an acceptable format for source acknowledgment.

Lesson Summary:

The students will review basic search strategies, identify appropriate keywords and resources, gather information, and cite resources using the appropriate bibliographic format.

Estimated Duration:

Grade 11 – English III – 1 1/2 class period approximately 60 minutes.

Commentary:

· Students will use the Big6 Information Literacy Model to conduct research for their “Historical Speeches” project. Step 1 (Task definition) is the assignment on a famous historical American speech. The lesson concentrates on steps 2, 3 and 4 (information seeking strategies, location and access, and use of information).

This lesson aligns the Language Arts Academic Content Standards (Research) with the Effective School Libraries Guideline #5: Benchmark D for grade 11

Information Literacy: Benchmark D: Students utilize a research model or a self-developed research process to acquire and evaluation information.

Pre-Assessment:

Pre assessment will consist of a short checklist of students’ prior knowledge of search strategies and location of resources.

. Scoring Guidelines:

The checklist includes 22 terms identifying search strategies and resources. Students circle the number (1-5) that best describes their knowledge of the term. Scoring is based on the numbers circled.

· 1 & 2 – Needs extensive lessons and practice on basic search strategies and resources

· 3 - Needs refresher lesson on basic search strategies

· 4 & 5 – Minor review of basic search strategies and resources.

Post-Assessment:

Research skills are a part of the overall rubric assessment.

Scoring Guidelines:

3 of the 11 indicators of achievement on the project assessment deal with the research standard.

A score of

12-15 – Highly proficient, completed assignment with all required elements.

11-9 - Proficient, completed most portions of the assignment

8 – 5 – Passing, but failed to complete half of the assignment.

4-0 – Failed to complete assignment; lacks knowledge of basic research skills

Instructional Procedures:

The teacher-librarian will

· Review basic searching with the students including Boolean logic, quotations marks and other strategies.

· Discuss advanced search strategies and tips for locating information on the Internet

· Discuss techniques for citing sources and go over the correct bibliographic format.

· Demonstrate InfOhio electronic resources useful for this speech project (e.g. American National Biography and Annals of American History)

· Demonstrate preselected websites to use for this project

(History Channel, PBS, etc.)

Differentiated Instructional Support

Adaptations for students will be made as needed.

Extension

One extension to the project might be to have students listen and analyze speeches from politicians and other individuals currently in the news.

Homework Options and Home Connections

The instruction will take place during classroom time. Additional class time will be used to continue individual research on the chosen historical speech and speaker. Any research conducted outside of class will be at a student’s discretion.

Interdisciplinary Connections

This lesson and topic could be easily integrated into a speech or drama class or an American history, government or social studies class.

Materials and Resources:

For teachers	Chart of Search Strategies Webliography of relevant sites Guidelines for Citing Resources Bookmark/flyer on “Annals of American History” Assessment Rubric
For students	Chart showing different search strategies Webliography of relevant sites Guidelines for Citing Resources Bookmark/flyer on “Annals of American History Assessment rubric

Key Vocabulary

Search strategy; URL, search engines, directories, Invisible web, InfOhio, databases, portals, Boolean logic; truncation, primary sources, gleaning

Technology Connections

Students will use the Internet to locate and research an American speech, the speaker, and the historical background and context of the speech. For the written part of the assignment students will use a word processer to create an essay analyzing the rhetoric devices used in the speech, the historical background and the long term and short term effects of the speech.

Research Connections

Students will locate, process, evaluation and use information from electronic and print resources.

General Tips

Modifications to the lesson included a brief review on basic search strategies and more concentration of advanced search techniques and utilization of resources.

Attachments

1. Chart of common search operators

2. Guide for Citing Resources – MLA style

3. Selected Webliography of Great American Speeches in Historical Context