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Partnering for Persuasion

Partnering for Persuasion. Collaborating to Enhance Student Research . Chris Gibson, English Language Arts Dept. Chair Joyce Caldwell, Library Media Specialist Perry Hall Middle School. Curricular Context:. Grade 8 English Language Arts Persuading Others Unit VSC Targets

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Partnering for Persuasion

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  1. Partnering for Persuasion Collaborating to Enhance Student Research Chris Gibson, English Language Arts Dept. Chair Joyce Caldwell, Library Media Specialist Perry Hall Middle School

  2. Curricular Context: • Grade 8 English Language Arts • Persuading Others Unit • VSC Targets • Using a variety of resources to meet information needs • Identifying and using text features of informational text • Identifying/using organizational structure of informational text • Reading critically and evaluating informational text

  3. From the Maryland VSC for School Library Media (soon to be updated): • Use resources, in a wide variety of formats, to locate information to meet an identified need. • Use print, nonprint, and computer/online/ digital resources efficiently and effectively. • Evaluate the content of specific computer/online/digital resources to determine accuracy and relevance of content. --12/17/2004

  4. The student who is information literate: • Accesses information efficiently and effectively. • Evaluates information critically and competently. • Uses information accurately and creatively. From the National Information LiteracyStandards for Student Learning(American Association of School Librarians)

  5. Major Composing Activity: • Write to persuade an intended audience by selecting an appropriate form that makes a clear, knowledgeable judgment and supports arguments with detailed evidence, examples, and reasoning, differentiating between fact and opinion.

  6. Our Plan: • Motivate students to improve their skills in reading by allowing them to choose a topic of personal interest for research on a controversial issue. • Provide differentiation through wide variety of topics. • Teach students to effectively use the SIRS databases to gather information to support their thesis statements. • Use the SIRS Knowledge Source database, and specifically the Pro/Con feature, to practice a variety of reading skills.

  7. How SIRS enhanced student understanding and achievement: • Topic selection and topic viability • Thesis statement/position statement • Reading skill activities • Text features • Fact vs. opinion • Relevance of text to position • Readability awareness

  8. Future Plans: • Continue to brainstorm new activities for grade level English curricula using SIRS • Refine and expand activities developed during this project • Develop similar reading/research activities using other electronic databases

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