Gold Seal Lesson Design Template

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READY, n SET, K RESEARCH Gold Seal Lesson

Learning Subject 9 - 11 Strategies/English III Grades

Instructional  Apply skills and strategies to gain information from printed materials (CL.B.1.In.1&2) Focus  Apply skills and strategies to enhance recall and understanding of information from print (CL.B.1.In.3)

 Apply skills and strategies to enhance competence in written communication (CL.B.2.In.1&2)

 Apply skills and strategies to enhance ability to solve problems (CL.B.4.In.1&2)

 Use effective time management and organizational strategies to complete class assignments (CL.C.2.In.1)

 Use effective social and interpersonal skills to interact appropriately with peers and adults in a variety of settings (IF.B.2.In.1-3)

This unit will focus on learning and implementing learning and organizational strategies related to a Performance written project. The cross curriculum emphasis will be with English III’s research, preparation and Task presentation of a research paper. This multi-part unit will parallel activities and time-lines for the English III research paper.

Students will learn essential organizational skills, including to, but not limited to, time lines, agenda planners, calendars, and schedules.

Step One – CHOOSING A TOPIC – Students will learn brainstorming techniques and methods for seeking assistance.

Preparing to use the library – Students will discuss appropriate behavior warranted for the situation and environment

Step Two – CREATE A WORKING BIBLIOGRAPHY – Students will review steps necessary to retrieve necessary information to complete bibliography and will identify and utilize organizational strategies such as colored note cards

Step Three – TAKE NOTES – Students will review and practice effective note-taking strategies as it relates to paraphrasing and identifying essential elements of their research

Step Four – TENTATIVE THESIS – Students will utilize graphic organizers and outlining techniques to organize notes into a possible paper format and to analyze topics that may be missing or may require more research.

Step Five – ROUGH DRAFT – Students will review and practice correct writing styles to complete research paper.

Step Six – PEER EDIT – Students will understand and demonstrate appropriate behaviors/interactions with peers in this type of situation – Students will also understand the concepts of constructive criticism and praise.

Step Seven – REVISION AND CORRECTION – Students will identify technology to assist in correcting errors to paper – Students will practice utilizing feedback from peer editing and will seek assistance as needed to make revisions and corrections to paper.

Step Eight – FINAL DRAFT – Students will review final draft with teacher(s) making changes as necessary to produce final project – Students will understand essential elements of production and presentation of final document.

Brainstorming – Process Performance and Self-Reflection Scoring Social Skills – Simulation/Role Play Note-taking/Graphic Organizers – Extended Response and Self- Reflection Guide Research – Process Performance, Product Performance, Portfolio and Self- Reflection Presentation - Process Performance, Product Performance, Portfolio and Self- Reflection

Discuss/Review methods for seeking assistance to solve problems (4.23) Essential Identify purposes of planning class and work assignments (5.1) Skills Identify components of a plan to complete class and work assignments (5.2) State steps to complete the task (5.3) Identify, prioritize and schedule job responsibilities (5.4) Use strategies to pace work so that assignments is completed according to a schedule (5.5) Identify alternative approaches when faced with difficulty in completing a task (5.6) Use strategies to monitor own work so that assignment is completed according to expectations (5.7) Use strategies to assist with the identification of needed supplies, equipment and tools for specific assignments (5.10) Select and use the appropriate materials and supplies for completion of work assignments (5.11) Use a daily planner or calendar to organize own activities and complete tasks (5.15) Identify the appropriate source to obtain information on a specific topic (5.18) Identify characteristics of basic problem-solving strategies such as brainstorming (4.10) Apply brainstorming techniques when starting to solve a problem (4.12) Identify the separate steps of a complicated process when solving a problem involving many tasks (4.13) Identify characteristics of behaviors that enable one to function effectively in a variety of situations (7.1) Identify social expectations in a variety of situations and characteristics of conduct and interactions that are appropriate for each (7.6) Cooperate with peers (7.8) Monitor own behaviors that enable one to function effectively in a variety of situations and make adjustments if needed (7.12) Use cues in documents to locate specific information (1.1) Use strategies to identify relevant information in a text (1.11) Identify characteristics of key elements of documents (3.1) Select the appropriate format for documents (3.5) Create written communications that are appropriate for the purpose (3.6) Use the writing process to develop documents (3.7) Paraphrase a sentence or phrase to clarify meaning (1.5) Use strategies to determine the essential message of a paragraph (1.6) State the essential meaning of information by paraphrasing material found in resources (1.7) Identify essential ideas and facts by taking notes on selected materials (2.14) Identify characteristics of methods used to organize information (2.7) Utilize graphic organizers to categorize information (2.7) Organize information by outlining (2.12) Identify essential ideas and facts by summarizing materials (2.13) Identify essential ideas and facts by taking notes on selected materials (2.14) Use strategies to create documents that are organized around key ideas and relevant supporting details (3.3) Select the appropriate format for documents to accomplish the task (3.5) Create written communications that are appropriate for the purpose (3.6) Use the writing process to develop documents (3.7) Use complete sentences to express desire information when writing (3.8) Use self-monitoring strategies to assist in writing complete sentences (3.11) Use the standard conventions of grammar, punctuation and mechanics in preparing written text (3.12) Use appropriate resources to aid in spelling (3.17) Proofread written communications to identify errors and needed revisions (3.19) Identify appropriate responses to praise and constructive criticism (7.10) Monitor own behaviors that enable one to function effectively and make adjustments if needed (7.12) Revise documents and written communication to improve meaning and focus (unity, content, organization, clarity, style, formatting, grammar) (3.21)

Graphic organizers

Pictures, Agenda/timeline/calendar Tables, Colored note cards Graphs, Etc.