Big 6+ Inquiry GLEs for 6th-12th Grade: 7th Grade GLE (C2 Perception and Reality) 2nd Qtr

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—prior to this assignment, students will read selections from the textbook including “The People Could Fly” and other stories.  Students will understand the parts of a successful argument as outlined on p. 127 of the Teacher’s Edition.

Inquiry Question(s):  Students may choose one of the following OR create their own on the theme of Perception and Reality (with teacher approval).

1.  Kids are attempting risky stunts to get famous on YouTube.  Are social media sites encouraging their dangerous behavior?
2. There are some who feel that video gaming is a waste of time and addicting; however, others says it is a learning activity.  Are video games creating a culture of gaming addiction? 
3. There are some who feel that children younger than 14 should not have a cell phone due to its addictive nature, and others that say cell phones are necessary for all teens.   Should cell phones be banned for children under the age of 14.
4. There has been controversy over forcing students to wear school uniforms.  One side says uniforms are less distracting; the other side says it denies student choice, and self expression.  Are school
   uniforms necessary?

Teacher will introduce the requirements for the project.  Librarian can help students explore possible topics.

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 required information about the topic.  Reference the Form a Claim and Gather Information sections on p. 127 of Teacher’s Edition.

Possible Sources of information:

• textbook
• Gale Student Resources in Context
• Additional sources selected and evaluated by students

Formative Assessment:  Consistent and frequent verbal and visual checks with student to assess if they are able to access quality resources.

Teacher will guide students through transferring information into a notes organizer.  Organize Your Ideas on pg. 128 of Teacher’s Edition.  A web and an outline are included below.

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.

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 argument essay that includes items identified in Write Your Argument on pg. 128 of the Teacher’s Edition with information on revision on pg. 129.  Products should include students’ personal perspective based on information gathered from resources.

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. 134.

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.