| |
10th Grade Student Proficiency Levels: Standard 6 Research
Page history
last edited
by Jason Stephenson 5 years, 7 months ago
Homepage
10th Grade Introduction
10th Grade Student Proficiency Levels
Standard 6: Research
|
Students will engage in inquiry to acquire, refine, and share knowledge.
|
READING: Students will comprehend, evaluate, and synthesize resources to acquire and refine knowledge.
|
| |
|
Understanding
|
Objectives
|
| |
Approaching
|
10.6.R.1
Students can utilize their own viable research questions and well-developed thesis statements to find information about a specific topic.
|
10.6.R.1
Students will use their own viable research questions and well-developed thesis statements to find information about a specific topic.
|
Developing
|
10.6.R.1
Students can ask their own questions but may need help forming a well-developed thesis statements and finding information on their topic.
|
10.6.R.1
Students can choose a topic but may need help constructing questions and well-developed thesis statements and using resources to find information.
|
10.6.R.2
Students can collect some important information from various sources when provided a template or organizer and may need assistance with synthesis and citations.
|
10.6.R.2
Students can analyze important information from various sources and use proper citations when provided a template or organizer.
|
10.6.R.2
Students can analyze important information from various print and digital sources using proper citations to avoid plagiarism.
|
10.6.R.2
Students will synthesize the most relevant information from a variety of primary and secondary sources (e.g., print and digital), following ethical and legal citation guidelines.
|
10.6.R.3
Students can determine the relevance and reliability of the information gathered but will need help to determine validity.
|
10.6.R.3
Students can judge the relevance and reliability of the information gathered but may need help to determine validity.
|
10.6.R.3
Students can judge the relevance, reliability, and validity of the information gathered.
|
10.6.R.3
Students will evaluate the relevance, reliability, and validity of the information gathered.
|
| |
*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. |
Instructional Guidance
|
| Developing |
Students read the “Nine Things You Should Already Know about Plagiarism.” Using the flipped-classroom method, students will read articles outside of class setting and come prepared to share ideas the during the following meeting time. Students can use the Cornell Notes structure to prepare for class discussion. For guidance on Cornell Study Notes, visit Cornell University's The Learning Strategies Center.
|
| Approaching |
Review research vocabulary and how to write research questions, thesis statements, summaries, paraphrases, citations, note cards, and source cards. Use a Gallery Walk, stations, or a scavenger hunt for this review.
|
| Understanding |
Have students create research questions, write a thesis statement, and find sources. Students could create notecards (or utilize another medium such as Google docs) to organize their information with citations for each source.
|
|
Deeper
Acquisition
|
Students display note cards, source cards, sources, and thesis statements in a Gallery Walk. Students walk around evaluating the relevance, reliability, and the validity of the notes and the sources. Students write their comments on cards that are left in each section. Do the sources match the topic? Are the sources correctly documented? Does the information from the sources match the thesis statement?
|
Homepage
10th Grade Introduction
10th Grade Student Proficiency Levels
10th Grade Student Proficiency Levels: Standard 6 Research
|
|
Tip: To turn text into a link, highlight the text, then click on a page or file from the list above.
|
|
|
Comments (0)
You don't have permission to comment on this page.