Basic Information



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Basic Information

Summary:


Using the worksheet provided, students will follow the directions to answer the questions provided using both books and the internet sites provided. Additionally, students will write either an expository or a persuasive essay after researching the questions provided. Finally students will be able to correctly follow and document MLA citation using the worksheets provided.
Grade/Level: Mrs. Jones’ 9th grade (all periods) English/Language Arts class
Location: Mission Oak Library
Time Frame: 3 full class sessions (2 hours or 1 week)
Subject(s): Health, Information Literacy, Language Arts (English), Library/Information Sciences, Reading, Research, Science, Technology
Topic(s):
ALS/Lou Gehrig's Disease
Brain Stem Cell Reserch
Reading Tuesday's With Morrie
Responsibilities
Content Teacher

  1. Read Tuesday’s With Morrie in class

  2. Research best websites to use

  3. Come up with 10 questions from each website

  4. Jointly discuss the essay questions required

  5. Type up research scavenger hunt worksheet

  6. Grade all essays

Teacher librarian



  1. Research best websites to use

  2. Research best books/print media to use (OPAC)

  3. Come up with 10 questions from website

  4. Come up with 5 questions from books

  5. Jointly discuss the essay questions

  6. Prepare the MLA citation worksheets (enough copies on the correct colored paper)

  7. Prepare the Powerpoint on MLA citation

  8. Prepare the powerpoint on Big 6 review


Standards and Key Concepts
Understandings:

Students will understand the character’s battle with ALS from the class reading of Tuesday’s With Morrie by gaining a deeper understanding of how the disease affects not only the body, but also the brain and the central nervous system. Students will also be able to summarize their own opinions or thoughts on either the disease or the research/cure.

 

Essential Questions: 3 Tier Questions (Recall, Analysis, and Synthesis) Worksheet provided



  1. By working through the websites students will understand the symptoms, treatments, tests and the Greek root words to gain further understanding of the disease. Additionally students will note the nearest support groups, how families can help, and physical and state wide statistics.

  2. Students will be able to define ALS in their own words after analyzing and applying the Greek words. Students will be able to summarize two different “personal stories” (Stephen Hawking, and one of their choice). Students will also be able to, by reading certain portions of prearranged text, why the brain and the central nervous system is so important and linked to this disease.

  3. Students will be able to synthesize all the text and either, write a paper summarizing the effect on the brain and therefore the effect on the rest of the body with a person suffering from this disease; or write a persuasive essay taking either the pro or con to brain stem cell research.

Knowledge and Skills:

Students must come having read the book Tuesday’s with Morrie

Students must come with a basic understanding of the Big 6 research process

Students must come with a basic understanding of websites and internet navigation

Students will review book components and Big 6 research skills

Students will learn basic MLA citation

 

Assessment

Links


  1. Kids Health: Lou Gehrig’s Disease ALS http://kidshealth.org/kid/grownup/conditions/als.html

  2. ALS Association website
    www.alsa.org

Performance Prompt:

Students will be able to correctly answer the literal and analysis questions on the worksheet provided. Students will also be able to correctly fill in the worksheet for the MLA citation and bibliography page. 

Assessment/Rubrics:

In the time provided students will be able to fill out the question worksheet provided and the MLA citation worksheet. The essay will be assessed by the Content teacher using the English/Language Arts writing scoring guide (provided in attachment). 
Learning Experiences and Resources

Sequence of Activities: students will meet in their classroom for role and reading each day and then come to the library

Day One


  1. Introduction: include how to transition
    a. students will transition from one station to the next in a round robin format
    b. half class will begin with books, half with the computers and then switch as the section of the worksheet is completed.
    c. we will all come together on day three to discuss MLA citation and bibliography

  2. Review of book components
    a. Table of Contents
    b. Glossary
    c. Index  

  3. Divide class for either book work or computer work

Day Two: continue to work to finish the literal and analysis questions on the worksheet

Day Three:


  1. MLA citation powerpoint
    a. check for understanding using white boards
    b. use the MLA citation worksheets
    c. review cornell style notes

  2. Review Big6 concepts (since this is in the third or forth of the six week grading period, students will have already become familiar with the Big 6 steps for writing the essay in their English/Language Arts classroom).

Resources:



  • Materials and resources:
    Research worksheet
    Citation Worksheet
    Books listed on worksheet
    Table white boards, pens and erasers
    Powerpoint on MLA Citation (laptop, and LCD projector, and screen)

  • Technology resources:
    Internet Explorer, Word, and calendar schedule (Google calendar)

  • The number of computers required is 1 per student.

Reflection

It turned out that the teacher was gone for two whole days of this lesson and with only a substitute teacher it was difficult for the teacher librarian to help both the “book” learning station and the “computer” station. Therefore the class was not finished by the third day for the MLA citation instruction. However, teacher librarian called the entire class together (whether finished or not on the worksheet portion) in order to go through the powerpoint lesson on MLA citation and Big 6 review. Even though the lesson was changed and increased the number of days for the lesson, there was still not enough time. May need to increase to two weeks or scattered throughout the entire six week grading period. For example, one day read book in class and do class activities and the next day come to the library to work on worksheet or essay.

Upon review with the content teacher it was also discussed to make it group work rather than individual work for the worksheet and then individual work on the essay.

Evident in the first class was the confusion over filling out the Internet MLA citation worksheet and filling in the questions on the worksheet. Teacher librarian should adjust plans to only have them fill out the MLA citation portion and not take notes in the other section on the worksheet.



Additionally, teacher librarian notes that because the final paper is graded by the English teacher, it was not possible to wrap up the lesson in anyway. The class was in the library for a week and then gone with no closure for teacher librarian in terms of how well the students were able to understand the disease and connect it with the book they were reading. Content teacher noted that the majority of students did not correctly insert MLA in text citation, though most completed the bibliography with extra help from content teacher.

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