High School Overlay – All Year
Library Science Units of Study
High School Research Process Overlay
ESTABLISHED GOALS
Transfer
Students will be able to independently use their learning to
Unit Title: Preparing for College Level
Research
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Established Goals: Students ask realworld, open-ended questions and conduct
research to answer them.
Students are expected to:
Use the elements of the research process to complete a research project.
UNDERSTANDINGS
Students will understand that…
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Research requires developing a
plan.
There are many different types of
sources.
Paraphrasing and quoting sources is
an integral part of research.
Credibility of internet and database
resources is essential.
Synthesis of multiple sources is
vital.
Refining the research process is
part of the ongoing plan.
Meaning
ESSENTIAL QUESTIONS
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What topic am I researching? 9, 10, 11, 12
How do I refine that topic? 9, 10, 11, 12
What types of sources are available for
research? 9, 10, 11, 12
How do I select sources and evaluate them?
9, 10, 11, 12
How do I paraphrase the information for
research? 9, 10, 11, 12
How do I continue to refine the research
process to improve my final result? 9, 10, 11,
12
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20(A) brainstorm, consult with others,
decide upon a topic, and formulate a major
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research question to address the major
research topic;
20 (B) formulate a plan for engaging in in
depth (11-12) research on a complex,
multi-faceted topic. (9-10)
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21(A) follow the research plan to compile
data from authoritative sources in a manner
that identifies the major issues and debates
Acquisition
within the field of inquiry (9-10)
Students will know…
Students will be skilled at…
21(A) follow the research plan to gather
evidence from experts on the topic and
 Creating a research topic using a variety
 How to generate ideas through a
of strategies. 9, 10, 11, 12
texts written for informed audiences in the
range of strategies. 9,
 Selecting and using appropriate sources.
field, distinguishing between reliable and
 How to develop a research plan and
9, 10, 11, 12
unreliable sources and avoiding overdefine a research task. 9,
 Critical evaluation of sources. 9, 10, 11,
reliance on one source; (11-12)
 Use Literary Analysis in choosing a
12
topic 11, demonstrating advocacy,
21(B) organize information gathered from
 Synthesizing information gained from
judgment, or evaluation in
multiple sources to create a variety of
sources into a cohesive research
choosing a topic 12,
Library Science Units of Study
graphics and forms (e.g. notes; learning
logs); (9-10)
21(B) systematically organize relevant and
accurate information to support central
ideas, concepts, and themes, outline ideas
into conceptual maps/timelines, and
separate factual data from complex
inferences; (11-12)
21(C) paraphrase, summarize, quote,, and
accurate cite all researched information
according to a standard format (e.g. author,
title, page number) (9-10) differentiating
among primary, secondary, and other
sources. (11-12)
22(A) modify the major research question
as necessary to refocus the research plan.
22(B) evaluate the relevance of
information to the topic and determine the
reliability, validity, and accuracy of
sources (including Internet sources) by
examining their authority and objectivity
(9-10)
22(B) differentiate between theories and
the evidence that supports them and
determine whether the evidence found is
weak or strong and how that evidence
helps create a cogent argument; (11-12)
22(C) critique the research process at each
step to implement changes as the need
occurs and is identified.
23(A) marshals evidence in support of a
clear thesis statement and related claims;
(9-10)
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How to identify relevant sources. 9,
10, primary sources, 11, 12,
widening search when needed 12
How to use databases. 9, 10,
How to determine the credibility of
an author’s argument and how to
relate views to other discourse on
the topic 11, providing multiple
points of view 12
How to engage in dense Academic
text 12
How to paraphrase and quote
sources. 9,
How to record assessment and
reflection of sources 11,
How to provide context for selected
quotations 10,
How to demonstrate use of
parenthetical citations 10, 12
How to construct good research
questions. 10,
How to construct different types of
questions. 10,
How to develop an argument in
response to a guiding question 11,
How to critically evaluate all types
of sources. 9, 10, recognizing bias
11,
How to synthesize information
from multiple sources. 9,
How to consider opposing
viewpoints. 9,
How to recognize fact vs. opinion.
9,
How to draw inferences and
conclusions. 9,
How to use Cornell note taking
High School Overlay – All Year
assignment. 9, 10, 11, 12
Library Science Units of Study
23(C) develops an argument that
incorporates the complexities of and
discrepancies in information from multiple
sources and perspectives while anticipating
and refuting counter-arguments; (11-12)
23(B) provides an analysis for the audience
that reflects a logical progression of ideas
and clearly stated point of view. (9-10)
23(A) provides an analysis that supports
and develops personal opinions, as
opposed to simply restating existing
information; (11-12)
23(C) uses graphics and illustrations to
help explain concepts where appropriate;
(9-10)
23(B) uses a variety of formats and
rhetorical strategies to argue for the thesis;
(11-12)
23(D) uses a variety of evaluative tools
(e.g. self-made rubrics, peer reviews,
teacher and expert evaluations) to examine
the quality of the research; and (9-10)
23(E Grades 9-10) (D Grades 11-12) uses
a style manual (e.g. Modern Language
Association, Chicago Manual of Style) to
document sources and format written
materials;
23(E) is of sufficient length and
complexity to address the topic. (11-12)
High School Overlay – All Year
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methods.9, 10, 11, 12
How to refine research. 9, 10, 11,
12
How to write a clear thesis. 9, craft
a more complex thesis statement
10,
How to provide evidence and
analysis that reflects a logical
progression of ideas and clearly
stated point of view 10, anticipating
and refuting counterarguments 12
How to use Graphic Organizers to
show relationship amongst
findings. 10,
How to write a Works Cited. 9,
How to present ideas and
information according to the
purpose of the research and the
audience. 9,
How to construct a synthesis
product. 9,
Write a paper demonstrating
proficiency of research skills. (2-3
pages) 10, (4-5 pages) 11, (5+
pages) 12
High School Overlay – All Year
Library Science Units of Study
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
Create a synthesis product including text,
graphics, and illustrations to convey
information generated in a complex
research project.
TRANSFER TASK(S):
Students will….
 Generation a list of topics
 Formulate open ended questions
 Select appropriate resources
 Refine the research topic
 Record information using the Cornell
Note Taking process
 Create a Bibliography (Works Cited)
TT
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This box includes a performance task that provides evidence of the understandings outlined in Stage 1. It
should be written in the GRASPS or GPS format to make it as authentic and engaging as possible. It
might not accomplish assessing all of the understandings within this one task. Therefore, there may need
to be more than one transfer task for this unit.
OTHER EVIDENCE:
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OE
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Self-Evaluation
Teacher/librarian observation/evaluation
Cornell Notes
Bibliography
Stage 3 – Learning Plan
Code
In this box you would code the learning activities with
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T – transfer
M- meaning
A – acquisition
This way, the teacher knows which portion of the stage
1 goals he/she is working toward.
Please contact your librarian to co-teach this unit. The teacher decides what content will be covered
while the librarian will provide lessons on the research process.
This box includes the learning activities that will need to take place in order for the goals of stage 1 and the
assessments of stage 2 to be accomplished. This might be thought of in terms of WHERETO. Lessons
should reflect the teaching approach that is logically required by the goals. While we are not creating a day
by day scripted lesson plan, exemplar lessons should be included and references to high quality resources
should be made.
High School Overlay – All Year
Library Science Units of Study
th
th
9 Grade
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Develop a research plan with the teacher’s
help.
Be introduced to different types of
sources, databases, and library procedures.
Learn to paraphrase and quote from
expository text.
Write a clear thesis.
Write works cited.
Develop a research plan and define the
research task.
Explore and research topics.
Develop focus and related questions.
Make predictions about sources of
information.
Become familiar and use databases.
Become familiar with library resources.
Locate and evaluate sources.
Read actively to find relevant information.
Practice recognizing fact vs. opinion.
Learn Cornell note-taking.
Write citations and documentation.
Modify research questions.
Draw inferences and conclusions.
Compare sources and look for patterns.
Consider opposing viewpoints.
Present ideas and information according
to the purpose of the research and their
audience.
Demonstrate proficiency of research skills
through doing a synthesis product.
th
10 Grade
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Understand questioning techniques.
Know different types of questions.
Determine credibility of database and
internet resources.
Identify and locate text and/or nontext
resources in the library.
Interact with journals and academic texts.
Use Cornell Note Sheets to document
paraphrased and quoted information.
Provide context for selected quotations.
Demonstrate use of parenthetical citations.
Modify guiding question and craft more
complex thesis statement.
Provide evidence and analysis that reflects
a logical progression of ideas and clearly
stated point of view.
Use graphic organizers to show
relationship amongst findings.
Write a 2-3 page paper demonstrating
proficiency of research skills.
12th Grade
11 Grade
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Use literary analysis in choosing a topic.
Know how to locate credible literary
analysis.
Use primary sources.
Determine credibility of an author’s
argument and how to relate views to other
discourse on the topic.
Engage with literary analysis and primary
sources.
Recognize bias and the strategies that
authors use to slant information.
Use Cornell Note Sheets to record
paraphrased and quoted information.
Record assessment and reflection of
sources.
Develop an argument in response to their
guiding question.
Determine strength of evidence used to
support an author’s argument.
Write a 4-5 page paper demonstrating
proficiency of research skills.
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Demonstrate use of advocacy, judgment,
or evaluation in choosing research topic.
Widen search in locating sources.
Provide at least 5 sources using no more
than one general reference source.
Select rational, informed sources that
provide multiple viewpoints on a topic.
Engage with dense academic text.
Use Cornell Note Sheets.
Proficiently use parenthetical citations.
Modify guiding question in response to
complexity of information gleaned.
Use strategies for anticipating and refuting
counterarguments.
Write a 5+ page paper demonstrating
proficiency of research skills.