11W-Research+to+Build+&+Present+Knowledge

W.11.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. W.11.9.Draw evidence from literary or informational texts to support analysis, reflection, and research.* Apply g//rades 11–12 Reading standards// to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). Makes sense of problems and perseveres in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and express regularity in repeated reasoning. Look for and make use of structure. || Evaluate resources for reliability. Evaluate resources for point of view, bias, values, or intent of information. Evaluate content for relevance to the assigned task. Use appropriate technology tools and other resources to organize information (e.g. online note-taking tools, collaborative wikis). Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia, presentations, Web 2.0 tools, graphics, podcasts, and audio files). Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette. Analyze safety issues and practices when using online resources (legal and criminal consequences, long-term career consequences of behavior). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== Create Create Create || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standard**===
 * Apply //grades 11–12 Reading standards// to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., //The Federalist//, presidential addresses]”). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**===
 * AS:**
 * W-11.7.** Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
 * W-11.8.** Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
 * W-11.9.** Draw evidence from literary or informational texts to support analysis, reflection, and research.* Apply g//rades 11–12 Reading standards//to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
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 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===
 * HS.SI.1.1 (W.11.7, W.11.8, W.12.9, W.11.9.a) **
 * HS.SI.1.2 (W.11.7, W.11.8, W.11.9, W.11.9.a) **
 * HS.SI.1.3.(W.11.7, W.11.8, W.11.9, W.11.9.a) **
 * HS.TT.1.2 (W.11.7, W.11.8, W.11.9, W.11.9.a) **
 * HS.TT.1.3 (W.11.7, W.11.8, W.11.9, W.11.9.a) **
 * HS.SE.1.1 (W.11.7, W.11.8, W.11.9, W.11.9.a) **
 * HS.SE.1.2 (W.11.7, W.11.9, W.11.9.a) **
 * W.11.7**
 * W.11.8**
 * W.11.9, W.11.9.a**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**

 * W.11.7**
 * Select researchable problem or question (assigned or self-generated).
 * Explore information in a cursory manner to determine viability as a research topic.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">Select a variety of print and non-print sources relevant to the topic.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">Analyze resources to refine, narrow, and/or broaden topic.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13px;">Synthesize information to produce a research project.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on a subject, demonstrating understanding of the subject under investigation.


 * W.11.8**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Validate the relevance and reliability of print and non-print sources.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Synthesize information into research project, maintaining an awareness of the task, purpose, and audience of the writing.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Document sources according an accepted format for citations.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Revise text to avoid plagiarism and to vary sources.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.


 * W.11.9, W.11.9.a**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Analyze literary works.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Critique how two or more texts treat similar themes or topics.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Reflect on the effectiveness of evidence from literary texts.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Research the author, period, and genre to enrich the value of the theme or topic.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more textsfrom the same period treat similar themes or topics”).

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**=== <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Inquiry <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Non-print sources <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Print sources <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Problem/Solution <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Research question <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Synthesize
 * W.11.7**

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**W.11.8** <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Audience <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Citation <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Documentation <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Plagiarism <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Purpose <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Reliability <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Revise <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Sources <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Synthesize <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Task <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Validity

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">**W.11.9, W.11.9.a** <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(Appropriate literary terminology) <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Critique <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Genre <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Time period

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**

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 * Online Writing Lab - UVUNeed a handout on ANYTHING having to do with teaching writing? This has PDF forms for everything including style guides, correct grammar and usage, modes of writing and so on. The handouts are written for college students, but can be easily used for on-level juniors and seniors.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**

 * Online Writing Lab - UVUNeed a handout on ANYTHING having to do with teaching writing? This has PDF forms for everything including style guides, correct grammar and usage, modes of writing and so on. The handouts are written for college students, but can be easily used for on-level juniors and seniors.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===
 * Online Writing Lab - UVUNeed a handout on ANYTHING having to do with teaching writing? This has PDF forms for everything including style guides, correct grammar and usage, modes of writing and so on. The handouts are written for college students, but can be easily used for on-level juniors and seniors.
 * American Literary Humor - Mark Twain, George Harris and Nathaniel Hawthorne In this three-part curriculum unit, students examine structure and characterization in several short stories and consider the significance of humor through a study of several American writers. One or all lessons can be taught individually or linked together as a unit on 19th century American humor.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===