This project is to be completed during 3rd quarter.
The goal of this inquiry project is for students to explore the effects of violence on our ability to make choices, limit our ability to change our circumstances, or control our own future. Students will present their findings as an analytical essay.
Proficiency Scales coming soon
To help prepare students for this GLE, the classroom teacher can use the student Performance Assessment workbook Unit 3 Analytical essay materials. These steps use articles related to discoveries.
This is a collaborative lesson taught by both the classroom teacher and the school librarian. Get in contact with your school librarian early to discuss scheduling and teaching responsibilities.
This lesson plan is a guideline. If you need to make minor adjustments or changes to best suit the needs of your students or the resources in your building, please do so. If you have questions about the curricular requirements, please contact Shelley Erickson or Julie Schik.
At the completion of this lesson, you will need to send two student examples each of a level 2, 3, and 4 project to your curriculum specialist or department head who will in turn submit them to your supervisor. This can be electronically or as a hard copy.
Teacher—be sure to complete this before going to library/lab:
Students will read “Hamlet” and other texts in the collection. Use Analyze the Texts on pg. 399 of the Teacher’s Edition. Students will decide if the effects of violence affect how we make choices, limit the ability to change our circumstances, or control our own future.
Teacher will introduce the requirements for the project. (See Synthesis & Sharing)
Formative Assessment: Verify all information is recorded on student handouts (can be a visual check or graded assessment)
With direct instruction from the school librarian (with support from the classroom teacher) on search strategies and recommended resources, students will locate information about their topic:
Possible Sources of information:
Formative Assessment: Consistent and frequent verbal and visual checks with student to assess if they are able to access quality resources.
Your librarian will use your school's direct links to the district databases when working with students.
Teacher will guide students through transferring information into a notes organizer. Teacher’s Edition recommends students use an outline with suggestions on what to include in Get Organized on pg. 400.
With direct instruction and support from the school librarian, students will create citations for their sources. Recommendation to use district subscription to Noodle Tools. If using Gale Student Resources in Context or Encyclopedia Britannica, citations are provided in the database. Teacher will provide instruction on internal citations.
Formative Assessment: Visual checks for completion. And/or, individual conferencing with students to determine if ready to move on to synthesis and sharing.
Teacher will review the requirements for the final project and assist students as necessary.
Required: an analytical essay that includes all of the elements listed in the Teacher’s Edition on pg. 399 with the first bullet changed to “expresses a thesis statement about the effect of violence in real life.” Products should include students’ personal perspective based on information gathered from resources. Information on drafting an essay is included in the Teacher’s Edition on pg. 400 with revision info on pg. 401
Formative Assessment: Rough draft feedback.
Summative Assessment: Use the provided proficiency scale.
Teacher will guide students as they complete the self-evaluation form containing teacher selected items from the form included on the libguide. libguides.ops.org/big6ela libguides.ops.org/big6
OR use the questions in the Reflect on the Process section of the Teacher’s Edition on the left side of pg. 402.
The self-evaluation can be as brief (one question) or as long as the teacher deems necessary. This can be a graded or non-graded activity.
Noodletools provides a format for creating research papers. It provides an area for notetaking, citation creation, and paper formation.
Guides for using Noodle Tools
This 20 minute video gives an overview on how to use NoodleTools.
This video shows how to create a new project.
This video shows how to check the format of your citation.
This video shows how to add a preformatted citation from a database or website.
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).