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Melissa Higey Unit Plan Assignment #13

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The Research Process Model Unit Plan
Benchmark
Information Literacy: Conduct research and follow a research process model that includes the
following: develop essential question; identify resources; select, use and analyze information;
synthesize and generate a product; and evaluate both process and product.

Rationale
This unit will take 6
th
grade students through the process of conducting research and using the
research process model to identify questions for research, find appropriate resources, and how to
select, use, and evaluate that information. The unit will address Benchmark E of the Information
Literacy standard for grade 6 of the Ohio Library Guidelines.
Middle school is usually the first time that students are introduced to research models and
strategies; learning the research process model is a vital skill to ensure success in all academic
content areas.

Unit Instructional Goals
By the end of this unit, students will be able to
Create a thesis statement or question on a specific research topic and clarify or expand
the topic as needed.
Use library resources to find information specific to the research topic.
Identify keywords and terms to use in searching for library resources using mind
mapping and other strategies.
Access library resources from home, and use resources available outside of the school
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library.
Use a variety of resources and be able to analyze and critique information.
Organization information and create a presentation using information found.
Cite information using standard format.
Evaluate the research model process and the product created.

Unit Topic Sequence
1. Lesson 1
Creating a thesis statement.
Indicators:
Decide: Generate questions to be answered or a position to be supported when given a
topic (e.g., thesis statement).
2. Lesson 2
Identifying potential resources for research and creating a list of search terms.
Indicators:
Decide: Brainstorm potential resources and identify possible keywords to use as search
terms.
Library Awareness: Use a variety of library material formats as part of the research-
process (e.g., print, nonprint, electronic, video, audio).
3. Lesson 3
Using the library catalog to find print and library resources.
Indicators:
Library Organization: Locate resources using a title, subject or author and keyword
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search in the library catalog.
Find: Seek information from a variety of viewpoints.
4. Lesson 4
Using the library subscription databases to find electronic resources.
Indicators:
Find: Understand how to access electronic resources at school and from home.
Electronic Resources: Demonstrate search techniques for subscription (fee-based)
databases (e.g., author, title, subject).
5. Lesson 5
Analyzing information resources.
Indicators:
Use: Use peer-evaluation techniques and authentic assessments to analyze information.
Evaluating Resources: Investigate the authority of an online information source to
determine the author's qualification to be an expert about a topic (e.g., famous scientist
versus a sixth-grader's Web site, well-known organization versus personal Web site).
6. Lesson 6
Citing information sources.
Indicators:
Check: List information sources used in a district-adopted or teacher-prescribed format
(e.g., Modern Language Association, American Psychological Association).
7. Lesson 7
Creating a presentation with information findings (draft).
Indicators:
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Use: Take notes, organize information into logical sequence and create a draft product
(e.g., report, research paper, presentation).
8. Lesson 8
Creating a presentation with information findings (final).
Indicators:
Use: Take notes, organize information into logical sequence and create a draft product
(e.g., report, research paper, presentation).
9. Lesson 9
Presenting research findings in an oral/visual presentation.
Check: Communicate findings orally, visually or in writing and draw conclusions about
findings.
10. Lesson 10
Evaluating the research model process and presentations.
Check: Evaluate the information seeking process and discuss the quality of the product
created for the project.








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Unit Pre-Assessment
The unit pre-assessment will be an objective assessment to evaluate students previous
experience with using the research model. Questions will follow a question/answer format with
some multiple choice and some with a brief section for explanation

1. What is a thesis statement in a research paper/presentation?
My opinion on a topic
What my research topic is about and my main argument
The conclusion of my research paper
The supporting evidence of my research paper
2. List the types of library resources you have used before in completing school assignments.
______________________
______________________
______________________
3. You should use a _______ search when searching for general topics or to search all fields
in an article.
Keyword
Author
Title
Subject
4. What are some criteria you would use to evaluate the quality of an information resource?
______________________
______________________
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______________________
5. Have you ever created a presentation before?
Yes
No
If Yes, what types of presentation applications have you used?
______________________
______________________
6. It is important to cite resources when creating a research presentation.
True
False
7. In your own words, how would you describe the research model process?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________









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Daily Lesson Plans
Lesson #1
Subject: Library Media Grade Level: 6
Standard and Grade Level Indicator: Decide: Generate questions to be answered or
a position to be supported when given a topic (e.g., thesis statement).
Lesson Name: Creating a Thesis Statement
Time: 60 minutes
Learning Objectives: By the end of this lesson, students will be able to create 1 thesis
statement to support in their research presentation that will be created throughout the
rest of this unit.
Prerequisite Knowledge/Skill: General knowledge of the research process/model.
Instructional Strategies:
Review of 10-lesson unit
Review of research model (re-teaching)
Explain and describe a thesis statement (through video and teaching)
Facilitate partner discussions on thesis statements
Demonstrate types of thesis statements
Facilitate group practice of evaluating thesis statements
Distribute instructions and rubric for generating personal thesis statement
Facilitate individual brainstorming of personal thesis statements for students
research presentation
Low-Performing
Group students of various skill levels together during evaluation practice
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Check for understanding using informal checks and effective questioning and
use re-teaching as necessary during individual/group activity
Allow for time for students to re-watch video
ELL
Check for understanding using informal checks and effective questioning and
use re-teaching as necessary during individual/group activity
Group students of various language levels together during evaluation practice
Allow for time for students to re-watch video
Gifted
Provide instructions and time to perform advanced evaluations of thesis
statements
Learning Activities:
Watch and discuss video on thesis statements
Work in groups to evaluate thesis statements
Create and write a personal thesis statement for further research in the unit
Low-Performing:
Groups will contain students with a variety of skill levels
Students will be provided basic or starting thesis ideas for personal thesis
statement
Students can re-watch video on thesis statements as needed
Students will be provided lyrics for thesis statement video
ELL
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Groups will contain students with a variety of language levels
Students can re-watch video on thesis statements as needed
Students will be provided lyrics for thesis statement video
Gifted
Groups can perform advanced analysis of thesis statements
Materials:
Main computer and projector
Thesis statement evaluation worksheet
Thesis statement creation worksheet
Low-Performing
Thesis statement video lyrics
Basic thesis statements/examples for generating personal thesis statement
ELL
Thesis statement video lyrics
Gifted
Advanced thesis statement evaluation worksheet
Assessment: Knowledge of lesson will be assessed using a rubric to judge quality of
thesis statement following these general guidelines:
Clear and concise
One statement/sentence
Debatable
Narrow
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Low-Performing
Students can re-work thesis statement if it does not fit the quality guidelines
Students can use provided thesis statements as a starting point for their personal
thesis statement
ELL
Students can write thesis statement in their native language and English
Gifted
Students can provide 2-3 thesis statements for evaluation
Lesson Timeline:
5 minutes Teacher reviews research model unit
5 minutes Teacher reviews basic research model
3 minutes Teacher describes the objective for the lesson (displayed on projector)
7 minutes Students watch Flocabularys Writing a Thesis Statement video and
teacher describes the basics of a thesis statement
5 minutes Students discuss with partners about thesis statements
5 minutes Teacher demonstrates and describes different types of thesis statements
10 minutes Students work in groups to evaluate several different thesis statements
15 minutes Students work individually to brainstorm a thesis statement for their
research presentation
5 minutes Teacher recaps lesson and previews the next library session for students
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Lesson #2
Subject: Library Media Grade Level: 6
Standard and Grade Level Indicator: Decide: Brainstorm potential resources and
identify possible keywords to use as search terms.
Library Awareness: Use a variety of library material formats as part of the research-
process (e.g., print, nonprint, electronic, video, audio).
Lesson Name: Finding Resources and Determining Search Words
Time: 60 minutes
Learning Objectives: By the end of this lesson students will have identified at least 5
potential resources in at least 2 different formats for their research and 5-10 search
words.
Prerequisite Knowledge/Skill: General knowledge of available library resources.
Instructional Strategies:
Review of available library resources (print and electronic)
Tour and demonstration of librarys print and non-print resources
Explain, describe, and demonstrate mind-mapping to create search words
Distribute instructions and rubric for listing library resources and creating
search terms
Facilitate individual practice
Low-Performing
Provide guide to librarys print and non-print resources
Provide mind-mapping graphic organizers to demonstrate the concept
Group students of varying skill levels together during individual practice
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ELL
Provide visual (non-lingual) guide to librarys print and non-print resources
Group students of varying language levels together during individual practice
Gifted
Discussion of evaluating library resources in reference to thesis statement and
facilitating evaluation worksheet
Learning Activities:
Students tour library to learn about all available library resources
Work individually and with partners on listing library resources and mind-
mapping to determine search words
Low-Performing:
Students will work in groups of various skill levels (2-3 students) during mind-
mapping exercise
Students can utilize graphic organizer examples for exercise
ELL
Students will work in groups of various language levels (2-3 students) during
mind-mapping exercise
Students can utilize non-English resources for library resources and search
words
Gifted
Students can evaluate library resources using provided worksheet to determine
appropriateness for their thesis statement
Materials:
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Main computer and projector
Copies of graphic organizer for mind-mapping search words
Low-Performing
Example graphic organizers for mind-mapping search words
Guide to librarys print and non-print resources
ELL
Visual guide to librarys print and non-print resources
Gifted
Library resources evaluation worksheet
Assessment: Lesson will be assessed using a rubric that details the number of
resources (5) to be listed for consideration and number of search words (5-10) to
create.
Low-Performing
Students can find 3 or more library resources and 3-5 search words
Students can receive assistance in evaluating appropriateness of library
resources and search words
ELL
Students can find library resources and search words in native language
Gifted
Students will also evaluate library resources found
Lesson Timeline:
5 minutes Teacher reviews previous lesson
5 minutes Teacher describes the objective for the lesson (displayed on projector)
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10 minutes Teacher gives tour of library and describes locations for print resources
(and subject matter)
10 minutes Teacher gives online tour of electronic library resources (and subject
matter)
5 minutes Students discuss with partners at table possible library resources that may
work with their thesis statement
5 minutes Teacher describes mind mapping and how to develop search terms
15 minutes Teacher distributes graphic organizer and students individually determine
5-10 search terms for their thesis statement
5 minutes Teacher recaps lesson and previews the next library session for students
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Lesson #3
Subject: Library Media Grade Level: 6
Standard and Grade Level Indicator: Library Organization: Locate resources using
a title, subject or author and keyword search in the library catalog.
Lesson Name: Using the Library Catalog
Time: 60 minutes
Learning Objectives: By the end of this lesson, students will be able to search using
keyword, author, title, and subject searches in the library catalog and locate at least 2
print and 2 non-print resources for use in their research.
Prerequisite Knowledge/Skill: Understanding how to find the library catalog on the
schools website.
Instructional Strategies:
Review of library resources
Explain and describe the library catalog
Demonstrate searching in the library catalog
Distribute instructions and rubric including topics for searching
Facilitate individual practice
Low-Performing
Set students in groups combining students of various skill levels
Check for understanding using informal checks and effective questioning and
use re-teaching as necessary during individual/group practice
Provide visual (mostly nonlinguistic) instructions for search techniques
ELL
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Set students in groups combining students of various language levels
Provide visual (mostly nonlinguistic) instructions for search techniques
Gifted
Demonstrate usage of the public library catalog or other online resources
outside the school library
Learning Activities:
Work individually on computers to search for library resources
Find print library resources in the library
Borrow print resources from the library
Print electronic resources
Low-Performing:
Students can work in groups of various skill levels
ELL
Students can work in groups of various language levels
Gifted
Students can find and borrow materials from the public library or outside
resources
Materials:
Main computer and projector
Library computers/laptops
Printer
Library catalog searching instruction sheet and rubric handouts
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Mind-mapping worksheet with search words from previous lesson
Low-Performing
Nonlinguistic searching instructions
Library catalog searching graphic organizer
ELL
Nonlinguistic searching instructions
Gifted
Instructions for searching non-library resources
Assessment: Search results will be assessed using rubric that details the number of
resources and formats to be found.
Low-Performing
Students can show comprehension of searching techniques through
demonstration
ELL
Students can show comprehension of searching techniques through
demonstration
Gifted
Students can show completion of resources found by using non-school library
resources
Lesson Timeline:
5 minutes Teacher reviews last lesson
3 minutes Teacher describes the objective for the lesson (displayed on projector)
15 minutes Teacher explains and demonstrates how to use the library catalog
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25 minutes Students work individually on computers to find resources using the
library catalog while teacher facilitates
7 minutes Students find print resources in library
5 minutes Teacher recaps lesson and previews the next library session for students
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Lesson #4
Subject: Library Media Grade Level: 6
Standard and Grade Level Indicator: Electronic Resources: Demonstrate search
techniques for subscription (fee-based) databases (e.g., author, title, subject).
Lesson Name: Using Subscription Databases
Time: 60 minutes
Learning Objectives: By the end of this lesson, students will be able to search using
keyword, author, title, and subject searches amongst the librarys 10 subscription
databases and be able to demonstrate searching on a specific topic using these methods
in at least 2 databases.
Prerequisite Knowledge/Skill: Understanding the differences between subscription
databases and the Internet, and basic knowledge of Internet browsing.
Instructional Strategies:
Review of electronic library resources (OPAC, databases, print materials)
Explain and describe subscription databases
Demonstrate subscription database searching
Distribute instructions and rubric including topics for searching
Facilitate individual practice
Low-Performing
Set students in groups combining students of various skill levels during
searching practice (cooperative learning) instead of individual practice
Check for understanding using informal checks and effective questioning and
use re-teaching as necessary during individual/group practice
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Provide visual (mostly nonlinguistic) instructions for search techniques
ELL
Set students in groups combining students of various skill and language levels
during searching practice (cooperative learning) instead of individual practice
Provide visual (mostly nonlinguistic) instructions for search techniques
Gifted
Demonstrate advanced searching techniques outside of keyword, author,
subject, and title searching
Demonstrate usage of subscription databases outside of the school library
(public library, others on the Internet, etc.)
Learning Activities:
Work individually on computers to search for database resources
Print resource lists for specific topic
Low-Performing:
Students will work in groups of various skill levels (2-3 students) to search for
databases resources (cooperative learning)
Students can utilize subscription databases for lower grades
ELL
Students will work in groups of various skill and language levels (2-3 students)
to search for database resources (cooperative learning)
Students can utilize subscription databases created specifically for English
Language Learners
Gifted
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Students can use advanced searching techniques outside of the schools
subscription databases to demonstrate learning objective and provide additional
resource lists above the 2 required databases, up to 5 databases
Materials:
Main computer and projector
Library computers/laptops
Printer
Database searching instruction sheet and rubric handouts
Mind-mapping worksheet with search words from previous lesson
Low-Performing
Nonlinguistic searching instructions
Database searching graphic organizer
ELL
Nonlinguistic searching instructions
Gifted
Advanced searching techniques instructions
Assessment: Search results will be assessed using rubric that details the topics and
number of resources to be found.
Low-Performing
Students can show comprehension of searching techniques through
demonstration
ELL
Students can show comprehension of searching techniques through
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demonstration
Gifted
Students can show completion of resources found by using school or non-
school subscription databases and advanced searching
Students will be expected to find resources in up to 5 databases
Lesson Timeline:
5 minutes Teacher reviews existing library electronic resources
3 minutes Teacher describes the objective for the lesson (displayed on projector)
5 minutes Teacher explains the purpose of subscription databases and hands out
instructions and rubric
12 minutes Teacher shows how to find subscription databases and demonstrates
search techniques
25 minutes Students work individually on computers to find resources using
subscription databases while teacher facilitates
5 minutes Students print resource lists and turn in to teacher
5 minutes Teacher recaps lesson and previews the next library session for students
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Lesson #5
Subject: Library Media Grade Level: 6
Standard and Grade Level Indicator: Use: Use peer-evaluation techniques and
authentic assessments to analyze information.
Evaluating Resources: Investigate the authority of an online information source to
determine the author's qualification to be an expert about a topic (e.g., famous scientist
versus a sixth-grader's Web site, well-known organization versus personal Web site).
Lesson Name: Analyzing Information Resources
Time: 60 minutes
Learning Objectives: By the end of this lesson, students will evaluate 2 information
resources for authority, objectivity, authenticity, and relevance.
Prerequisite Knowledge/Skill: Knowing how to search and locate information
resources.
Instructional Strategies:
Review and demonstrate criteria for a credible website and electronic database
resource
Explain and describe the importance of authority and assessing
websites/electronic resources
Show evaluating resources video (from YouTube)
Demonstrate how to evaluate a resource using criteria
Distribute criteria checklist
Facilitate individual/group practice (group students by common research
topics)
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Low-Performing
Set students in groups combining students of various skill levels during
evaluation practice instead of individual practice
Provide pre-defined resources for assessment
Provide examples of website/resource review with checklist
Allow students time to re-watch video
ELL
Set students in groups combining students of various language levels during
evaluation practice instead of individual practice
Provide evaluation resources in native language
Provide checklist in native language
Allow students time to re-watch video
Gifted
Demonstrate advanced techniques for resource evaluation
Demonstrate evaluating resources outside the school library
Learning Activities:
Watch and discuss video
Work individually or in groups to evaluate 2 resources
Complete resource evaluation checklist
Identify similarities/differences in the resources found with another student or
group (cooperative learning)
Low-Performing:
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Students can re-watch video
Students can work in groups of varying skill levels
Students can use pre-defined list of resources and modified checklist
ELL
Students can re-watch video
Students can work in groups of varying language levels
Students can use checklist in native language
Gifted
Students can discuss additional ways to evaluate a resource
Students can demonstrate evaluation of resources outside of the school library
Students can use advanced checklist to evaluate resources
Materials:
Main computer and projector
Library computers/laptops
Website evaluation checklist
Low-Performing
Modified website evaluation checklist (with fewer criteria)
ELL
Modified website evaluation checklist (with criteria in native language)
Gifted
Modified website evaluation checklist (with additional criteria and space to add
in criteria from discussion)
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Assessment: Comprehension will be assessed by the evaluation checklist used and
students demonstrating completion of evaluating 2 resources. A rubric will be used to
show students how to demonstrate completion. Students will also be asked to evaluate
a web resource at home as homework using the checklist.
Low-Performing
Students can use the modified checklist and receive help at home or afterschool
in completing the homework
Students can demonstrate comprehension through explanation with the teacher
if unable to complete checklist
ELL
Students can use the modified checklist and receive help at home or afterschool
in completing the homework
Students can demonstrate comprehension through explanation with the teacher
if unable to complete checklist
Gifted
Students can evaluate up to 4 additional resources, including resources outside
of the library
Students will be expected to complete the checklist at home on their own,
including using their additional criteria for examination
Lesson Timeline:
5 minutes Teacher reviews last lesson
3 minutes Teacher describes the objective for the lesson (displayed on projector)
10 minutes Teacher discusses and describes the criteria for a credible
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website/resource
5 minutes Teacher discusses importance of assessing information
5 minutes Teacher shows evaluating resources video
7 minutes Teacher demonstrates how to use the provided checklists to evaluate a
resource
20 minutes Teacher distributes instructions, rubric, and checklist and facilitates
individual or group practice
5 minutes Teacher recaps lesson, assigns homework, and previews the next library
session for students
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Lesson #6
Subject: Library Media Grade Level: 6
Standard and Grade Level Indicator: Check: List information sources used in a
district-adopted or teacher-prescribed format (e.g., Modern Language Association,
American Psychological Association).
Lesson Name: Citing Information Sources
Time: 60 minutes
Learning Objectives: By the end of this lesson, students will be able to demonstrate
creating 4 citations for 4 resources in at least 2 different formats.
Prerequisite Knowledge/Skill: Knowing how to search and locate information
resources.
Instructional Strategies:
Review of citing resources and why we cite resources, including EasyBib Poem
Facilitate student discussions on importance of citation
Demonstration of hand citing (in MLA format) an electronic resource and a
print resource
Demonstration of using EasyBib to check citation
Facilitate individual practice
Low-Performing
Set students in groups combining students of various skill levels during citation
practice
Provide printed examples of citations in various formats, including fill-in-the-
blank practice
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Provide graphic organizer for organizing citation information
ELL
Set students in groups combining students of various language levels
Provide non-lingual graphic organizer for organizing citation information
Gifted
Set students to cite advanced resources including non-library resources
Learning Activities:
Discuss citation importance in groups/partners
Use computer to create citations for 4 resources
Verify work using EasyBib
Low-Performing:
Students can work in groups of various skill levels during citation practice
Students can utilize fill-in-the-blank citation practice and graphic organizers
ELL
Students can work in groups of various language levels during citation practice
Students can utilize non-lingual graphic organizers
Gifted
Students can create citations for more than 4 resources
Students can cite non-library resources
Materials:
Main computer and projector
Library computers/laptops
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Citation instruction sheet and rubric handouts
Low-Performing
Fill-in-the-blank citation instruction sheet
Citation graphic organizer
ELL
Citation graphic organizer
Gifted
Instructions on how to cite non-library resources
Assessment: Search results will be assessed using a rubric to evaluate quality of the 4
citations, and students will also have homework to cite 1-2 additional resources for
their research presentation.
Low-Performing
Students can use the fill-in-the-blank citation sheet for half of their research
citations
Students can demonstrate knowledge or work with a partner
ELL
Students can demonstrate knowledge or work with a partner
Gifted
Students can cite more than 4 resources including non-library resources
Lesson Timeline:
5 minutes Teacher reviews last lesson
3 minutes Teacher describes the objective for the lesson (displayed on projector)
7 minutes Teacher describes citations and why we cite resources
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5 minutes Students discuss in pairs why its important to cite resources
15 minutes Teacher demonstrates how to cite resources and check using EasyBib
20 minutes Students work individually or in pairs to cite 2 resources
5 minutes Teacher recaps lesson, assigns homework, and previews the next library
session for students
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Lesson #7
Subject: Library Media Grade Level: 6
Standard and Grade Level Indicator Use: Take notes, organize information into
logical sequence and create a draft product (e.g., report, research paper, presentation).
Lesson Name: Creating a Research Presentation (Part 1)
Time: 60 minutes
Learning Objectives: By the end of this lesson, students will have created a draft
research presentation using the information resources found in previous lessons, to
support their thesis statement. Students will have developed 3 main ideas with
supporting facts.
Prerequisite Knowledge/Skill: Finding and citing information sources,
summarizing/paraphrasing information.
Instructional Strategies:
Demonstrate using graphic organizer for organizing information
Facilitate while students use information resources to develop 3 main ideas
with supporting facts
Demonstrate presentation creation using Prezi and review presentation tutorial
and rubric for presentation
Facilitate while students create Prezi accounts to begin presentation creation at
home for homework
Low-Performing
Set students in groups combining students of various skill levels with similar
topics while completing graphic organizer
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Provide examples with the graphic organizer
Distribute and discuss Prezi presentation template and video tutorials
ELL
Set students in groups combining students of various language levels while
completing the graphic organizer
Provide nonlingual instructions for creating Prezi presentation
Gifted
Demonstrate adapting graphic organizer to include 4-5 main ideas
Demonstrate using other presentation applications outside of Prezi
Learning Activities:
Complete graphic organizer with thesis, 3 main ideas, and supporting facts
from information resources
Work individually or in groups with similar topics
Begin using Prezi presentation software to develop research presentation
Low-Performing:
Students can work in groups of various skill levels with students that have
similar research topics
Students can utilize example graphic organizers
Students can utilize Prezi presentation templates
ELL
Students can work in groups of various language levels with students that have
similar research topics
Gifted
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Students can provide 4-5 main ideas for graphic organizer
Students can utilize other presentation applications outside of Prezi
Materials:
Main computer and projector
Library computers/laptops
Presentation instruction sheet and rubric handouts
Presentation graphic organizer
Presentation tutorial
Low-Performing
Example presentation graphic organizers
Prezi presentation templates
ELL
Nonlingual Prezi instructions
Gifted
List of presentation applications outside of Prezi
Assessment: Graphic organizer and Prezi presentation will be assessed using a rubric
analyzing completeness of graphic organizer and required number of main
ideas/supporting facts, quality, following Prezi instructions, grammar, citations, etc.
Prezi presentation will be worked on for homework after this lesson, and assessed at
the end of the unit (See Final Assessment rubric.)
Low-Performing
Students can use example graphic organizers
Students can use pre-created Prezi template
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ELL
Students can use pre-created Prezi template
Students can create some portions of Prezi presentation in native language
Gifted
Students can use presentation applications other than Prezi
Students can present up to 5 main ideas
Lesson Timeline:
5 minutes Teacher reviews last lesson
3 minutes Teacher describes the objective for the lesson (displayed on projector)
7 minutes Teacher demonstrates how to use graphic organizer to organize
information from library resources found in previous lessons
25 minutes Teacher facilitates while students complete graphic organizers
10 minutes Teacher demonstrates how to create a Prezi account and introduces Prezi
presentations
5 minutes Students create Prezi accounts
5 minutes Teacher recaps lesson, assigns homework and previews the next library
session for students
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Lesson #8
Subject: Library Media Grade Level: 6
Standard and Grade Level Indicator Use: Take notes, organize information into
logical sequence and create a draft product (e.g., report, research paper, presentation).
Lesson Name: Creating a Research Presentation (Part 2)
Time: 60 minutes
Learning Objectives: By the end of this lesson, students will have finalized a research
presentation to support their thesis statement.
Prerequisite Knowledge/Skill: Finding and citing information sources,
summarizing/paraphrasing information. General knowledge on creating a presentation
(from previous lesson).
Instructional Strategies:
Review creating presentations using Prezi
Facilitate while students finalize presentations they worked on at home
Check for understanding and completeness of presentations and provide
feedback
Discuss the importance of peer review
Facilitate while students work with partners to provide feedback on
presentations
Low-Performing
Check individual presentations and provide specific feedback
Provide checklist for feedback during peer review
ELL
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Provide checklist for feedback during peer review in native language
Gifted
Allow students to develop advanced presentation techniques above and beyond
requirements of rubric
Provide advanced checklist during peer review
Learning Activities:
Work individually on computers to finalize Prezi presentations and prepare for
peer review
Discuss with partners with similar research topics and identify
similarities/differences and provide feedback during peer review
Low-Performing:
Students can use provided checklist during peer review
ELL
Students can use checklist in native language during peer review
Gifted
Students can use advanced checklist during peer review
Materials:
Main computer and projector
Library computers/laptops
Low-Performing
Checklist for peer review
ELL
Checklist for peer review in native language
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Gifted
Advanced checklist for peer review
Assessment: Peer review will be assessed by informal checks for understanding and
presentation will be assessed using rubric for final assessment.
Low-Performing
Students will be assessed by evaluating checklist provided and used
ELL
Students will be assessed by evaluating checklist provided and used
Gifted
Students will be assessed on advanced checklist
Lesson Timeline:
5 minutes Teacher reviews last lesson
3 minutes Teacher describes the objective for the lesson (displayed on projector)
5 minutes Teacher reviews creating presentations using Prezi
20 minutes Teacher facilitates and provides feedback while students finalize
presentations
7 minutes Teacher discusses the importance of peer review
15 minutes Teacher facilitates while students work in groups to review each others
presentations
5 minutes Teacher recaps lesson and previews the next library session for students
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Lesson #9
Subject: Library Media Grade Level: 6
Standard and Grade Level Indicator: Check: Communicate findings orally, visually
or in writing and draw conclusions about findings.
Lesson Name: Research Presentations
Time: 60 minutes
Learning Objectives: By the end of this lesson, students will present their research
findings to their peers and discuss findings.
Prerequisite Knowledge/Skill: Creating a research presentation.
Instructional Strategies:
Teacher demonstrates presenting research presentation
Teacher groups students according to common research topics
Teacher facilitates while students work in groups to present research
presentations and findings and discuss
Low-Performing
Set students in groups combining students of various skill levels
ELL
Set students in groups combining students of various language levels
Provide visual (mostly nonlinguistic) instructions for search techniques
Gifted
Teacher provides instruction on how to create formal reviews/feedback forms
for group presentations
Learning Activities:
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Work in groups to present and discuss research presentations
Low-Performing:
Students can work in groups of various skill levels
ELL
Students can work in groups of various language levels
Gifted
Students can create formal reviews of student presentations
Materials:
Main computer and projector
Library computers/laptops
Presentation rubrics
Low-Performing
Printed copies of presentation for distribution to group/to read
ELL
Printed copies of presentation in native language to read from
Gifted
Formal review worksheet for presentation review
Assessment: Group presentation activity will be assessed using informal
assessment/checks for understanding. Final presentation will be assessed using rubric
for Final Assessment.
Low-Performing
Students can read presentation from copies of presentation and provide copies
to group students
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ELL
Students can read presentation from copies of presentation in native language
Gifted
Students will also be assessed on formal review worksheets using rubric
Lesson Timeline:
5 minutes Teacher reviews last lesson
3 minutes Teacher describes the objective for the lesson (displayed on projector)
10 minutes Teacher demonstrates practices for presenting Prezi presentations
2 minutes Teacher groups students according to common research topics
35 minutes Students work in small groups to present presentations to each other and
discuss research findings
5 minutes Teacher recaps lesson and previews the next library session for students
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Lesson #10
Subject: Library Media Grade Level: 6
Standard and Grade Level Indicator: Check: Evaluate the information seeking
process and discuss the quality of the product created for the project.
Lesson Name: Evaluating the Research Model
Time: 60 minutes
Learning Objectives: By the end of this lesson, students will evaluate their progress
in this unit and evaluate the presentation of a peer.
Prerequisite Knowledge/Skill: Knowledge of the research model/information seeking
process.
Instructional Strategies:
Review research model process (re-teaching for final lesson)
Lead discussion on positives/negatives/feedback during unit and presentations
Pair students and provide topics for discussion questions and evaluation for
presentations
Distribute and facilitate unit evaluation surveys
Low-Performing
Provide list of discussion questions for feedback
Provide examples of evaluations
ELL
Provide list of discussion questions in native language
Gifted
Have students review more than 1 persons presentation
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Learning Activities:
Discuss and critically evaluate personal and peer progress in unit
Review and evaluate partners presentations
Low-Performing:
Students can use discussion questions to critically evaluate
Students can work in groups of varying skill levels
ELL
Students can use discussion questions to critically evaluate
Students can work in groups of varying language levels
Gifted
Students can work to review multiple presentations by their peers
Materials:
Main computer and projector
Discussion questions
Evaluation criteria
Low-Performing
Printed discussion questions
Example evaluations
ELL
Printed discussion questions
Example evaluations in native language
Gifted
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Advanced evaluations rubric
Assessment: Final presentations will be assessed using rubric, in class discussions will
be assessed using informal checks for understanding.
Low-Performing
Students can write or type evaluations or provide demonstrations instead of
verbal information
ELL
Students can complete evaluations in native language
Gifted
Students can perform advanced evaluations of peer presentations
Lesson Timeline:
5 minutes Teacher reviews last lesson.
3 minutes Teacher describes the objective for the lesson (displayed on projector)
5 minutes Teacher reviews the research process model and the unit.
12 minutes Teacher leads discussion on positives and negatives of the process and
feedback on the unit
20 minutes Teacher pairs students and provides topics for discussion questions and
instructions on how to evaluate peer presentations
10 minutes Teacher distributes evaluation surveys
5 minutes Teacher recaps lesson and unit and previews the next library session for
students
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Unit Summative Assessment
For the unit summative assessment, I will use instructions and a rubric to assess the students
research presentations created throughout the course of the unit. Students will be provided with
instructions detailing the creation of the presentation, as well as a detailed rubric to assess the
quality and content.

Research Presentation Instructions
Students will use Prezi to create a research presentation using their thesis and information
resources found to support the thesis with at least 3 main ideas and supporting evidence. A rubric
is provided to evaluate the presentation, completeness, and quality. Follow the instructions below
to create your research presentation.
1. In class, you signed up for a Prezi account. Sign into the account and follow the
presentation tutorial to begin creation of your presentation. It must include the following:
At least 4 screens, including thesis statement and your 3 main ideas (use the
graphic organizer completed in lesson #7)
o You can place supporting evidence on the screen with the 3 main ideas
or on separate screen
Citations for all supporting evidence in MLA format drawn from information
sources
2. Save, publish, and bookmark your research presentation when completed for presenting
during lesson #9.
3. Read the rubric below for specific requirements for quality and completeness.

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Criteria Unsatisfactory Basic Proficient Distinguished
Thesis Statement Thesis statement
is not clear,
concise, or
specific, and
does not include
an opinion or
solution to the
problem.
Thesis statement
is provided and
somewhat clear,
concise, and
specific, and may
include an
opinion or
solution to the
problem.
Thesis statement
is mostly clear,
concise, and
specific, and may
include an
opinion or
solution to the
problem.
Thesis statement
is clear, concise,
specific, and
includes an
opinion or
solution to the
problem.
Information
Resources -
Types
Information
resources are
only composed
of 1 type (print,
non-print,
electronic
databases, etc.).
Information
resources are
composed of 2-3
different types
(print, non-print,
electronic
databases, etc.).
Information
resources are
composed of 4
different types
(print, non-print,
electronic
databases, etc.).
Information
resources are
composed of
more than 4
different types
(print, non-print,
electronic
databases, etc.).
Information
Resources -
Quality
Few or no
information
resources come
from
authoritative
Some
information
resources come
from
authoritative
Most information
resources come
from
authoritative
resources and are
All information
resources are
from
authoritative
resources and
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resources and are
not specific to
the thesis.
resources and are
specific to the
thesis.
specific to the
thesis.
specific to the
thesis.
Summary of
Resources (Main
Ideas/Supporting
Evidence)
Information
resources are
summarized into
1 main idea or
less and some or
none include
supporting
evidence.
Information
resources are
summarized into
2 main ideas and
some/most
include
supporting
evidence.
Information
resources are
summarized into
3 main ideas and
most include
supporting
evidence.
Information
resources are
summarized into
more than 3 main
ideas including
supporting
evidence for
each.
Presentation
Organization and
Design
Presentation is
not organized
with thesis
statement and
main ideas in a
logical sequence.
Presentation is
somewhat
organized with
thesis statement
and 3 main ideas
in a somewhat
logical sequence.
Presentation is
organized with
thesis statement
and 3 main ideas
in a mostly
logical sequence
with an
appealing design.
Presentation is
organized with
thesis statement
and 3 main ideas
that flow in a
logical sequence
with an attractive
and appealing
design.
Citations Few or no
information
sources are cited
Some
information
sources are cited
Most information
sources are cited
appropriately and
All information
sources are cited
appropriately and
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appropriately and
correctly using
MLA format.
appropriately and
correctly using
MLA format.
correctly using
MLA format.
correctly using
MLA format.
Mechanics Grammar and
sentence
structure is not
correct
throughout
presentation.
Grammar and
sentence
structure is
somewhat
correct
throughout
presentation.
Grammar and
sentence
structure is
mostly correct
throughout
presentation.
Grammar and
sentence
structure is
superb and
correct
throughout
presentation.













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Unit Materials and Resources
All
Main computer and projector
Pens/pencils
Library computers/laptops
Printer
Thesis statement evaluation worksheet
Thesis statement creation worksheet
Copies of graphic organizer for mind-mapping search words
Library catalog searching instruction sheet and rubric handouts
Database searching instruction sheet and rubric handouts
Website evaluation checklist
Citation instruction sheet and rubric handouts
Presentation instruction sheet and rubric handouts
Presentation graphic organizer
Presentation tutorial
Evaluation instruction sheet and rubric handouts
Low-Performing
Thesis statement video lyrics
Basic thesis statements/examples for generating personal thesis statement
Example graphic organizers for mind-mapping search words
Guide to librarys print and non-print resources
Nonlinguistic searching instructions
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Library catalog searching graphic organizer
Modified website evaluation checklist (with fewer criteria)
Fill-in-the-blank citation instruction sheet
Citation graphic organizer
Example presentation graphic organizers
Prezi presentation templates
Checklist for peer review
Example evaluations
ELL
Thesis statement video lyrics
Visual guide to librarys print and non-print resources
Nonlinguistic searching instructions\
Modified website evaluation checklist (with criteria in native language)
Citation graphic organizer
Nonlingual Prezi instructions
Checklist for peer review in native language
Example evaluations in native language
Gifted
Advanced thesis statement evaluation worksheet
Library resources evaluation worksheet
Instructions for searching non-library resources
Modified website evaluation checklist (with additional criteria and space to add in criteria
from discussion)
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Instructions on how to cite non-library resources
List of presentation applications outside of Prezi
Advanced checklist for peer review
Formal review worksheet for presentation review
Advanced evaluations rubric