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Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology

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Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology

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ReadWriteThink

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Lesson/Unit Plan

Overview:

This lesson incorporates graphic novels to help students expand their reading, writing, research, and technology skills. Students first read graphic novels to become familiar with the text structure, then research a self-selected topic using web-based resources. Students follow the research process and synthesize the information they obtained to create their graphic novel using the Comic Life software or other comic software. This unit works best with students who are already familiar with writing research papers.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 6	R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively. Unpacked Content Teacher Vocabulary: R3. Digital tools Electronic tools Appropriately Safely Ethically Research Individually Collaboratively Knowledge: R3. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Digital and electronic tools can be used for research or for writing tasks. Digital and electronic tools can be independently or with others. Skills: R3. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding: R3. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 6	R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres. Unpacked Content Teacher Vocabulary: R4. Writing process Plan Draft Revise Edit Publish Genres Knowledge: R4. Students know: The writing process steps are to plan, draft, revise, edit, and publish. Various genres of writing. Skills: R4. Students are able to: Plan writings in various genres. Draft writings in various genres. Revise writings in various genres. Edit writings in various genres. Publish writings in various genres. Understanding: R4. Students understand that: The writing process is a set of steps that make writing easier. There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts ELA2021 (2021) Grade: 6	7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language. a. Write narratives incorporating key literary elements, including characters, plot, setting, point of view, resolution of a conflict, dialogue, and sensory details. b. Write informative or explanatory texts with an organized structure and a formal style, incorporating a focused point of view, a clear purpose, credible evidence, and technical word meanings. c. Write an argument to convince the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant, well-organized evidence from credible sources. Unpacked Content Teacher Vocabulary: 7. Narrative writing Argument writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 7a. Narratives Literary elements Characters Plot Setting Point of view Conflict resolution Dialogue Sensory details 7b. Informative text Explanatory text Organized structure Formal style Point of view Clear purpose Credible evidence Technical word meaning 7c. Argument Claim Evidence Credible source Knowledge: 7. Students know: A narrative is a piece of writing that tells a story. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 7a. A narrative is a piece of writing that tells a story. Narrative writing includes text elements, like characters, setting, point of view, conflict, and resolution. The plot is a series of events in a narrative text. Dialogue is a conversation between two or more characters in a text. Sensory details use descriptions of the five senses. 7b. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple credible research sources. Informative or explanatory text begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion. Informative or explanatory writing should include academic, content-specific technical word meanings. 7c. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, and a concluding statement. Evidence to support the argument must be collected from various credible sources. Skills: 7. Students are able to: Produce clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 7a. Write a narrative with a logical sequence of plot events. Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution. Include dialogue and sensory details in narrative writing. 7b. Gather credible information from multiple sources. Write an informative or explanatory text with an organized structure and formal style that includes a focused point of view, clear purpose, credible evidence, and technical vocabulary words. 7c. Write an argument to convince a reader to take action or adopt a position. Include a claim, relevant evidence, and a conclusion in argumentative writing. Gather evidence from credible sources to support the claim. Understanding: 7. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 7a. Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution. Incorporating dialogue between the characters and sensory details can make their narrative writing more engaging. 7b. Informative or explanatory writing follows a predictable text structure that includes a focused point of view, credible evidence, and ends with a conclusion. They must gather their facts about the topic from multiple credible research sources. Writers elaborate details included in the text by using formal academic, content-specific technical words. 7c. To persuade a reader to take action or adopt an opinion, they must present relevant, well-organized evidence from credible sources.
English Language Arts ELA2021 (2021) Grade: 6	13. Create and edit digital products that are appropriate in subject and purpose for a particular audience or occasion. Examples: social media posts, blog posts, podcast episodes, infographics Unpacked Content Teacher Vocabulary: 13. Digital products Subject Purpose Audience Occasion Knowledge: 13. Students know: Necessary skills to create and edit digital products, such as social media posts, blog posts, podcast episodes, and infographics. The intended audience and occasion should be identified before selecting a subject and purpose of a digital product. Skills: 13. Students are able to: Create digital products with attention to subject and purpose for different audiences and occasions. Edit digital products with attention to subject and purpose for different audiences and occasions. Understanding: 13. Students understand that: Digital products can be used to communicate with a variety of audiences and occasions. They should modify the subject and purpose of their digital products depending on the audience and occasion.
English Language Arts ELA2021 (2021) Grade: 6	24. Write about research findings independently over short and/or extended periods of time. Unpacked Content Teacher Vocabulary: 24. Research findings Knowledge: 24. Students know: Research strategies. Independent writing skills. Skills: 24. Students are able to: Write about their research findings. Understanding: 24. Students understand that: They can demonstrate their thorough understanding of a topic by writing about their research findings. Some research projects will be shorter, while others will be longer.
English Language Arts ELA2021 (2021) Grade: 7	R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively. Unpacked Content Teacher Vocabulary: R3. Digital tools Electronic tools Appropriately Safely Ethically Research Individually Collaboratively Knowledge: R3. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Digital and electronic tools can be used for research or for writing tasks. Digital and electronic tools can be independently or with others. Skills: R3. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding: R3. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 7	R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres. Unpacked Content Teacher Vocabulary: R4. Writing process Plan Draft Revise Edit Publish Genres Knowledge: R4. Students know: The writing process steps are to plan, draft, revise, edit, and publish. Various genres of writing. Skills: R4. Students are able to: Plan writings in various genres. Draft writings in various genres. Revise writings in various genres. Edit writings in various genres. Publish writings in various genres. Understanding: R4. Students understand that: The writing process is a set of steps that make writing easier. There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts ELA2021 (2021) Grade: 7	7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language. a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback). b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant. c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources. Unpacked Content Teacher Vocabulary: 7. Narrative writing Argument writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 7a. Narratives Series of events Literary elements Purpose Narrative techniques Dialogue Pacing Description Reflection Sequencing Chronological Flashback 7b. Informative/explanatory text Organized structure Formal style Transitions Precise vocabulary Credible information/data 7c. Argument Defend a position Claim Alternate/opposing claim Relevant evidence Accurate sources Credible sources Knowledge: 7. Students know: A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 7a. A narrative is a piece of writing that tells a story. Narrative writing includes literary elements, like characters, setting, point of view, conflict, and resolution, and narrative techniques, such as dialogue, pacing, description, and reflection. The plot is a series of events in a narrative text. Events in narrative writing can be sequenced chronologically or include flashbacks to a previous time frame. 7b. Informative or explanatory text is writing that provides factual information that was gathered from multiple credible research sources. Informative or explanatory text has organized structure, and usually begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion. Informative or explanatory writing should include academic, content-specific technical word meanings. Words that indicate transitions. 7c. The purpose of argumentative writing is to defend an opinion. Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, acknowledging opposing claims, and a concluding statement. Evidence to support the argument must be collected from various accurate and credible sources. Skills: 7. Students are able to: Produce clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 7a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 7b. Gather credible information and data from multiple sources. Write an informative or explanatory text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 7c. Write an argument to defend a position. Include a claim and relevant evidence in argumentative writing. Acknowledge alternate or opposing claims in argumentative writing. Gather evidence from accurate and credible sources to support the claim. Understanding: 7. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 7a. Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution. Literary techniques are tools that can be used to create a piece of narrative writing. Literary elements and techniques in narrative writing contribute to the overall meaning and purpose of the text. 7b. Informative or explanatory writing follows a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. They must gather their information and data about the topic from multiple credible research sources. Using credible information/data can support a writer's ideas and claims. Writers elaborate details included in the text by using formal academic, content-specific technical words. 7c. To effectively defend a position, they must present relevant, well-organized evidence from accurate and credible sources. An argument can be more effective if a writer acknowledges opposing viewpoints.
English Language Arts ELA2021 (2021) Grade: 7	14. Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone. Unpacked Content Teacher Vocabulary: 14. Digital products Subject Occasion Audience Purpose Tone Knowledge: 14. Students know: Necessary skills to create and edit digital products. The intended audience and occasion should be identified before selecting a subject and purpose of a digital product. Skills: 14. Students are able to: Create and revise a digital text to ensure a clear subject. Create and revise a digital text for an intended audience and occasion. Create and revise a digital text to achieve a particular tone and purpose. Understanding: 14. Students understand that: Digital products can be used to communicate with a variety of audiences and occasions. They should modify the subject and purpose of their digital products depending on the audience and occasion. Revision is important in establishing a clear purpose and tone in writing a digital text. Revision is important in appealing to a particular audience with a digital text. Revision is important to articulate a clear subject and occasion for writing a digital text.
English Language Arts ELA2021 (2021) Grade: 7	23. Implement ethical guidelines while finding and recording information from a variety of primary, secondary, and digital sources. Unpacked Content Teacher Vocabulary: 23. Ethical guidelines Primary sources Secondary sources Digital sources Knowledge: 23. Students know: Ethical guidelines for using primary, secondary, and digital sources in research. Strategies for finding and recording information from primary, secondary, and digital sources. Primary sources are firsthand accounts of events and provide raw information. Secondary sources explain, analyze, or summarize primary sources. Skills: 23. Students are able to: Implement ethical guidelines during the research process. Understanding: 23. Students understand that: Ethical guidelines exist to protect original ideas and these guidelines should be followed when using information that was created by someone else.
English Language Arts ELA2021 (2021) Grade: 7	26. Produce research writings over extended periods with time for research, reflection, and revision and within shorter time frames, with minimal guidance. Examples: a day or two, a single sitting Unpacked Content Teacher Vocabulary: 26. Research writing Research Reflection Revision Knowledge: 26. Students know: Research strategies. Independent writing skills for all steps of the writing process. Skills: 26. Students are able to: Produce writing that contains information obtained through research. Reflect on and revise their research given the occasion and time constraints. Understanding: 26. Students understand that: Research can happen in short and extended time frames. It is important to reflect upon information obtained through research before incorporating it into one's own writing. It is important to revise work that contains research to ensure proper use for the given occasion.
English Language Arts ELA2021 (2021) Grade: 8	R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively. Unpacked Content Teacher Vocabulary: R3. Digital tools Electronic tools Appropriately Safely Ethically Research Individually Collaboratively Knowledge: R3. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Digital and electronic tools can be used for research or for writing tasks. Digital and electronic tools can be independently or with others. Skills: R3. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding: R3. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 8	R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres. Unpacked Content Teacher Vocabulary: R4. Writing process Plan Draft Revise Edit Publish Genres Knowledge: R4. Students know: The writing process steps are to plan, draft, revise, edit, and publish. Various genres of writing. Skills: R4. Students are able to: Plan writings in various genres. Draft writings in various genres. Revise writings in various genres. Edit writings in various genres. Publish writings in various genres. Understanding: R4. Students understand that: The writing process is a set of steps that make writing easier. There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts ELA2021 (2021) Grade: 8	1. Analyze how informational and graphic text elements, including allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings, develop central and supporting ideas. Unpacked Content Teacher Vocabulary: 1. Informational text elements Graphic text elements Allusions Point of view Purpose Comparisons Categories Figurative word meanings Connotative word meanings Technical word meanings Central idea Supporting ideas Knowledge: 1. Students know: Informational and graphic text elements develop central and supporting ideas. Allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings are types of informational text elements that develop central and supporting ideas. Skills: 1. Students are able to: Identify informational and graphic text elements, including allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings. Analyze how specific informational and graphic text elements develop the central and supporting ideas in a text. Understanding: 1. Students understand that: Authors choose to use particular informational and graphic text elements to support the development of the central and supporting ideas of a text.
English Language Arts ELA2021 (2021) Grade: 8	8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language. a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently. Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection; sequencing - chronological, reverse chronological, flashback b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary. c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources. Unpacked Content Teacher Vocabulary: 8. Narrative writing Argument writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 8a. Narratives Clear purpose Narrative techniques Sequence 8b. Informative text Explanatory text Credible sources Transitions Precise vocabulary 8c. Argument Defend a position Claim Opposing claim Counterclaims Relevant evidence Accurate sources Credible sources Knowledge: 8. Students know: A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 8a. A narrative is a piece of writing that tells a story, such as a memoir, a short story, or a personal narrative. Narrative writing includes techniques, like dialogue, pacing, description, and reflection. Events in narrative writing should be sequenced in a coherent manner, such as chronological, reverse chronological, or the inclusion of flashbacks. 8b. Informative or explanatory text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Informative or explanatory text has an organized structure, and usually begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion. Informative or explanatory writing should include academic, content-specific technical word meanings. Words that indicate transitions. 8c. The purpose of argumentative writing is to defend an opinion. Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, distinguishing the claim from opposing claims, acknowledging counterclaims, and a concluding statement. Evidence to support the argument must be collected from various accurate and credible sources. Skills: 8. Students are able to: Produce clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 8a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 8b. Gather credible information and data from multiple sources. Write an informative or explanatory text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 8c. Write an argument to defend a position. Gather evidence from accurate and credible sources to support the claim. Include a claim and relevant evidence in argumentative writing. Acknowledge alternate or opposing claims in argumentative writing. Present counterclaims and supporting reasons in argumentative writing. Understanding: 8. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 8a. Narrative writing can take many forms, but there should be a coherent sequence of events. Literary techniques are tools that can be used to create a piece of narrative writing. Literary techniques in narrative writing contribute to the overall meaning and purpose of the text. 8b. Informative or explanatory writing follows a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. They must gather their information and data about the topic from multiple credible research sources. Using credible information/data can support a writer's ideas and claims. Writers elaborate on details included in the text by using formal academic, content-specific technical words. 8c. To effectively defend a position, they must present relevant, well-organized evidence from accurate and credible sources. An argument can be more effective if a writer acknowledges opposing viewpoints and counterclaims.
English Language Arts ELA2021 (2021) Grade: 8	13. Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone. Unpacked Content Teacher Vocabulary: 13. Digital product Subject Occasion Audience Point of view Purpose Tone Knowledge: 13. Students know: Necessary skills to create and edit digital products. The intended audience and occasion should be identified before selecting a subject and purpose of a digital product. Skills: 13. Students are able to: Create and revise a digital text to ensure a clear subject. Create and revise a digital text for an intended audience and occasion. Create and revise a digital text to achieve a particular tone and purpose. Understanding: 13. Students understand that: Digital products can be used to communicate with a variety of audiences and occasions. They should modify the subject and purpose of their digital products depending on the audience and occasion. Revision is important in establishing a clear purpose and tone in writing a digital text. Revision is important in appealing to a particular audience with a digital text. Revision is important to articulate a clear subject and occasion for writing a digital text.
English Language Arts ELA2021 (2021) Grade: 8	25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames. Examples: a day or two, a single sitting Unpacked Content Teacher Vocabulary: 25. Research writing Research Reflection Revision Knowledge: 25. Students know: Research strategies. Independent writing skills for all steps of the writing process. Skills: 25. Students are able to: Produce writing that contains information obtained through research. Reflect on and revise their research given the occasion and time constraints. Understanding: 25. Students understand that: Research can happen in short and extended time frames. It is important to reflect upon information obtained through research before incorporating it into one's own writing. It is important to revise work that contains research to ensure proper use for the given occasion.

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comics, essay map, graphic novels, reading, research, writing

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Cassie Raulston

ALEX Classroom Resource

Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology