Secondary Library Media (6-12)
Strand 2: Standard 1:
1 class periods of 90 minutes each
Thinking & Reasoning
This is Day 2 of a 5 day unit teaching students strong research skills for a "white paper" style research paper (can be modified for any pro-con research assignment). For the purpose of this assignment, the white paper is an argumentative piece which introduces a problem and argues a solution to that problem.
In this team taught lesson, students will learn that researching is not a linear process. They will use "presearch" to help them test, adjust, or even abandon viable topics from their brainstorming. They will learn to narrow ideas to smaller, researchable concepts.
Please See Attached Document.
Most students will have learned research resources from the librarian previously, so much of that lecture will be a review.
Students will continue to narrow or broaden their topic.
|Pacing||Instructional Sequence||Grouping Structure|
Speed Dating Activity
|5 - 10||
Model moving from big idea (Renewable Energy) to narrow idea (solar roadways)
Practice as a class with new topic (e.g. voting). Have students brainstorm smaller elements of this topic (e.g. online voting, primaries, partisan voting, etc).
|Whole Group (Teacher)|
Narrowing Topic Worksheet, teacher and librarian walk around and help students work through ideas. Try to guide them toward ideas that are appropriate in size for a ~6page pager (e.g. "How can voting be more accessible for rural communities" vs. "Voting")
|15 - 20||
Presearch. Once we have viable topics, we need to presearch. Students will be introduced to Research Resources by librarian EBSCO, GALE, Boolean operators, etc.
|20||Students will presearch topics while teacher and librarian walk around and assist students in working through ideas.||Individual|
|3 - 5||
Homework: Students will complete a Topic Proposal for the following class period. In closing, consider having some students share narrowed topics they have come up with.
Reviewed by Sarah Herron