If possible, have the research websites and Prezi bookmarked on the computers.Reserve time in the school’s computer lab or library for approximately five days to research and approximately three days to create Prezis.Have these books available during the research sessions. Also, discuss with the librarian access to available databases for the students to utilize. The books from the Suggested Print Materials are good starting points for the decades in general, but other books on specific topics during the decade may also be added. Before this lesson, work with the school librarian so that print materials are available.Therefore, they will only need the printout Presentation Tips to prepare for their oral presentations. Prior to this lesson, students should have given presentations of some type or have written essays that require an introduction, conclusion, and transitions.They can be taught notetaking skills through the mini-lesson Research Building Blocks: Notes, Quotes, and Fact Fragments as well as learn the importance of citing sources through the standard lesson Research Building Blocks: “Cite Those Sources.” Furthermore, if this is the students’ first project citing sources, then using Exploring, Plagiarism, Copyright, and Paraphrasing prior to this project would be beneficial. Before these sessions, students should have learned notetaking skills.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.ġ1. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.ĩ. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.Ĩ. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.ħ. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.Ħ.
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.ĥ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. 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.ģ.
Among these texts are fiction and nonfiction, classic and contemporary works.Ģ. 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.