Shakespeare_Project




 * UNIT NAME:** Shakespeare Research Project
 * SUBJECT:** English
 * GRADE:** 9
 * UNIT SUMMARY:

UNIT RESOURCES:** Library OPAC Student selected/located library books on topics Library wiki page (internet sources listed there)https://uppermerionhslibrary.wikispaces.com/Shakespeare Research Project Quia (Index quiz) http://www.quia.com/quiz/922349.html Inspiration software Online subscription databases: ABC-Clio (World History Modern) eLibrary Galenet-Student Resource Center Gold Gale Virtual Reference Center History Reference Center Noodletools Edublogs Comic Life Post-its Snapz and Teacher Tube

__GOALS AND STANDARDS__:** 1.1. 11 A Locate various texts, media and traditional resources for assigned and independent projects before reading. 1.4 .11 B A. Write complex informational pieces (e.g., research papers, analyses, evaluations, essays). • Include a variety of methods to develop the main idea. • Use precise language and specific detail. • Include cause and effect. • Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs). • Use primary and secondary sources. 1.6 .11 F Use media for learning purposes. • Use various forms of media to elicit information, to make a student presentation and to complete class assignments and projects. • Create a multi-media (e.g., film, music, computer-graphic) presentation for display or transmission that demonstrates an understanding of a specific topic or issue or teaches others about it. 1.8.11 A Select and refine a topic for research. 1.8.11 B Locate information using appropriate sources and strategies. • Determine valid resources for researching the topic, including primary and secondary sources. • Evaluate the importance and quality of the sources. • Select sources appropriate to the breadth and depth of the research (e.g., dictionaries, thesauruses, other reference materials, interviews, observations, computer databases). • Use tables of contents, indices, key words, cross-references and appendices. • Use traditional and electronic search tools. 1.8.11 C Organize, summarize and present the main ideas from research. • Take notes relevant to the research topic. • Give precise, formal credit for others’ ideas, images or information using a standard method of documentation. • Use formatting techniques (e.g., headings, graphics) to aid reader understanding.
 * STAGE ONE:

William Shakespeare made important contributions to the English language and literature. Shakespeare's world had an impact on his work. EU 6 Library materials are arranged in a logical manner and may be retrieved using knowledge of that arrangement. EU 8 Skills mastered to search one database can be applied to other databases and to online searching of the web. EU 9 Acquisition, evaluation and use of materials should meet a specific need EU 10 Information from various resources must be analyzed, evaluated, synthesized and applied appropriately. EU 11 Designing and creating from the appropriate types of media for a specific purpose enhances learning. EU 13 Members of the learning community practice the ethical use of information and information technologies. EU 15 Members of a learning community are independent learners who are information literate and strive for excellence in information seeking and knowledge generation.
 * __UNDERSTANDINGS__:**

How can you determine which sources have the best information for your specific needs? What is the best way to get information for your specific needs? How do you start a search? How do parts of a source help you find information? How do you evaluate your information for appropriateness? How do you apply your information correctly? What are the different ways I can present what I learned? Is one form of media better than another?
 * __ESSENTIAL QUESTIONS:__**

__**KNOWLEDGE AND SKILLS:**__ how to use the OPAC Destiny how to make and print out a Resource List as a Bibliography how to conduct a variety of searches on the OPAC that books are arranged in logical order in the library that not all resources located will be relevent to their topic that a general topic needs to be broken down into more specific topics how to take notes relevent to the topic that it is important to give credit other's ideas,etc in a formal standard method of documentation. //**Students will be able to:**// log in to the OPAC/Destiny and make a Resource list and print it out in a specified format search the OPAC to locate materials locate books by call number on the library shelves evaluate the importance of a resource to their individual topic use Inspiration to make a web use Noodletools to cite sources use Noodletools to take notes use Edublog to present their project
 * //Students will know://**

__**PERFORMANCE TASKS:**__ Make and create 2  [|Resource Lists] as bibliographies in call number order. Minimum of 9-10 books. (Rubric is linked). You will go to[| Quia] and take the INDEX quiz until you get 100% Cite your sources and make note cards. SHARE your LIST with me. Contribute to your group Web/Blog and complete by ...


 * __OTHER EVIDENCE__:**


 * STAGE THREE:

__LEARNING ACTIVITIES:__** Day 1- Introduction to the unit and the wiki. Students will watch the Teacher Tube Snapz movie I made on how to log into Destiny if they do not know how to and begin to search the OPAC for books. Students can independently link to screen shots of searching strategies to model. Students review the rubric to see the expectations for the Resource List. Librarian assists students who need more help than the wiki can provide. If time permits students can begin to get their books from the shelves. Day 2- Take the Quia quiz--then continue to get books. When all group members are finished with the quiz the group makes an inspiration map, breaking out their topic into subtopic and assigning the subtopics to each group member. They have read the Comic Life about how to use the Post-its and while the class is working on their own individual inspiration maps I assign and hand a different color pack of post-it strips to each table, (SEE: Index activity --see attached file for a detailed UBD lesson.) Day 3-Students work on looking in books/indexes marking pages with post-its. Mid-period, librarian reviews how to log into Noodle Tools and introduces the Note Card feature to the whole group. Students can begin to take notes for homework. Day 4. Continue working independently in groups using indexes, post-its and Noodle-Tools locating information in books. Day 5. Introduce the Online Database and Internet Resources --students work independently to locate information. Day 6 on... until completion date -- students continue to work independently to locate information using Noodletools. Edublogs is introduced and students are assigned a specific role in the completion of the Blog.