TEACHER TIPS
and TOOLS

How to implement engaging research, including mini-skills lessons and student reference sheets.
Creature Research
Teacher Resources

TIME FRAME:


1 day for Library Research

1-2 days to continue research and for guidebook creation

1 day for gallery walk to share presentations



Grade Level/Content Area:

Grade 6: GT Language Arts Unit 2: Hero’s Journey

Focus:
Enduring Understanding
or Essential Question

How does an understanding of the fantasy characters in The Fellowship of the Ring enhance your comprehension of the novel?

 
MSDE Voluntary State Curriculum:
English Content Standards/
Core Learning Goals

Indicator: Develop and apply comprehension skills through exposure to a variety of texts, including traditional print & electronic texts.

  • Develop and apply comprehension skills by reading and analyzing a variety of self-selected and assigned literary texts.
  • Analyze elements of narrative texts to facilitate understanding and interpretation.
    • Analyze details that provide information about the setting, the mood created by the setting, and the ways in which the setting affects characters.
  • Read critically to evaluate literary texts.
Identify and explain the relationship between a literary text and its historical and/or social context.

 
MSDE Voluntary State Curriculum:
Library Media Content Standards/
Core LearningGoals

2A
1. Match resources to topic of interest or need.
3. Define and refine an information need by formulating compelling/effective questions.
3A
1. Use print resources efficiently and effectively.
2. Use non-print resources efficiently and effectively.
3. Use computer/online/digital resources efficiently and effectively.
6. Evaluate the content of specific computer/online/digital resources to determine accuracy and relevance of content.
7. Use appropriate graphic organizers or note cards to record relevant information. 
8. Use own words to capture concepts and avoid plagiarism.
9. Record appropriate bibliographic information to cite sources.
5A
2. Apply critical thinking and problem solving strategies.
6A
1. Make decisions to facilitate effective communication of ideas.
7A
1. Exhibit respect for the intellectual property rights of others.

  • Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.


National Information Literacy
Standards for Student Learning
(American Association of
School Librarians)

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively.

Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
National Technology Education
Standards for Students
(International Society for
Technology in Education)

Students use technology to locate, evaluate, and collect information from a variety of sources.

Students use technology tools to enhance learning, increase productivity, and promote creativity.

Students use productivity tools to collaborate in constructing technology-enhance models, prepare publications, and produce other creative works.

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

enGauge 21st Century Skills
(North Central Regional
Educational Laboratory)

Basic Literacy: Language proficiency (in English) and numeric at levels necessary to function on the job and in society to achieve one's goals and to develop one's knowledge and potential in this Digital Age.

Technological Literacy: Knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals.

Multicultural Literacy: The ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one's own culture and the cultures of others.

Visual Literacy: The ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning.

Last update: March 2008 Created by Ali Schilpp aschilpp@bcps.org Sudbrook Magnet Middle School Library, Baltimore County Public Schools