Essential Question, Concept or Theme: A. Students, as researchers, will utilize
Approx. Time Allotment:
resources from a variety of media within the school and community to develop and
implement a plan for information retrieval, evaluation, analysis, and synthesis.
Standards: A. Information Literacy: 1.1, 1.2, 1.3 ; PA Standards 1.2, 1.8
Benchmark/Skills
A. INFORMATION LITERACY
1. Students will apply problem-solving strategies
when locating information using print and
electronic resources.
a.
b.
c.
d.
e.
f.
g.
h.
Define, understand the purpose and apply the
following technology terms: web browser, service
provider, home page, cyberspace, and hypertext.
Identify and understand the purpose of the domain
names: commercial, government, military,
organization, network, and education.
Select and define a topic for research by identifying
an information problem within the parameters of an
assignment.
Develop an action plan to solve their research
problem using the RTM Research
Protocol.
Identify and access materials in a variety of formats
including books, periodicals, newspapers, and
electronic resources – OPAC, online databases,
AccessPA, electronic encyclopedias, Internet within the school and community.
Use the table of contents, keywords, indices, crossreferences, and appendices to locate and access
general reference print resources including
specialized encyclopedias, the dictionary, thesaurus,
almanac, and atlas.
Search for information effectively and efficiently
using a menu, subject index, keywords, and Boolean
operators to locate and access information in
electronic references sources.
Understand and apply the use of case sensitivity, hot
Revised 7/15/02
Assessment
a.
Teacher or librarian
observation
b. Journal
c. Interview
d. Performance assessment
e. Portfolio
f. Checklists
g. Rubrics
h. Student self evaluation
a.
b.
c.
d.
e.
f.
g.
Aligned Materials/
Resources/Technology
Library books and
periodicals
Information file (Vertical
file)
Online Public Access
Catalog
Audio-visual materials
CDs and software
Electronic resources
including online
databases, AccessPA, and
Internet
Graphic organizers
(Inspiration)
Instructional Strategies
a.
b.
c.
d.
e.
Mini-lessons
Modeling
Cooperative learning
activities
Experiential learning
Web Quests
11th Grade Library and Information Literacy Page 1
i.
j.
links, truncation, bookmarking, and
broadening/narrowing searches.
Evaluate sources for relevancy, currency, and
accuracy.
Differenciate between authoritative and nonauthoritative sources.
Revised 7/15/02
11th Grade Library and Information Literacy Page 2
Approx. Time Allotment:
Essential Question, Concept or Theme: A. Students, as researchers, will utilize
resources from a variety of media within the school and community to develop and
implement a plan for information retrieval, evaluation, analysis, and synthesis.
Standards: A. Information Literacy: 1.1, 1.2, 1.3 ; PA Standards 1.2, 1.8
Benchmark/Skills
2.
Students will organize, evaluate,
synthesize, and effectively
communicate their conclusions.
a. Read and extract relevant facts and
concepts using structured notetaking techniques.
b. Reevaluate research questions
based on findings so far and decide
whether or not to repeat any of the
steps in the RTM Research
Protocol.
c. Compare and contrast information
within a topic.
d. Consider various viewpoints on the
same topic.
e. Organize, summarize, and
synthesize the main ideas that
develop a thesis based on research
questions and using formatting
techniques to aid in reader
understanding.
f. Critically examine findings and
apply the relevant data to the
research topic, integrating the
information from a variety of
sources.
g. Communicate results of research in
a format appropriate to the
Revised 7/15/02
Assessment
a.
b.
c.
d.
e.
f.
g.
Teacher or librarian observation
Journal
Interview
Portfolio
Checklists
Rubrics
Student self evaluation
a.
b.
c.
d.
e.
f.
Aligned Materials/
Resources/Technology
Library books and
periodicals
Online Public Access
Catalog
Audio-visual materials
CDs and software
Electronic resources
including online
databases, AccessPA,
and Internet
Graphic organizers
Instructional Strategies
a.
b.
c.
d.
e.
Mini-lessons
Modeling
Cooperative learning activities
Experiential learning
Web Quests
11th Grade Library and Information Literacy Page 3
parameters of the assignment. (e.g.,
term paper, multimedia
presentation, oral presentation,
collaborative group project)
h. Reflect on work considering the
quality of both the product and the
process.
Revised 7/15/02
11th Grade Library and Information Literacy Page 4
Essential Question, Concept or Theme: A. Students, as researchers, will
Approx. Time Allotment:
utilize resources from a variety of media within the school and community to develop
and implement a plan for information retrieval, evaluation, analysis, and synthesis.
Standards: A. Information Literacy: 1.1, 1.2, 1.3 ; PA Standards 1.2, 1.8
a.
b.
c.
d.
e.
f.
Adaptations/Inclusion
Techniques
Modifications as indicated on
student’s IEP
Additional time and practice
Auditory/visual prompts
Peer support
Individualized assistance
RTM guided questions for
research
Revised 7/15/02
a.
b.
c.
d.
e.
f.
Enrichment
Strategies
Modifications as indicated by student’s IEP
Independent projects and Web Quests
Mentorships
Interest-based learning choices
Serving as peer tutor
Films, videos, CDs
a.
b.
c.
d.
e.
f.
Remediation
Strategies
Individual conferencing
Peer support
Volunteer assistance
Before/After school help
Additional practice
opportunities
RTM guided research
questions
Multicultural/Interdisciplinary
Connection
a. Library collection represents
a wide variety of sociocultural perspectives.
b. Information literacy
curriculum is, by its very
nature, interdisciplinary and
can be applied across all
subject areas.
11th Grade Library and Information Literacy Page 5
Essential Question, Concept or Theme: B. Students will develop an appreciation for a
Approx. Time Allotment:
variety of literary genres, pursue information related to personal interests and/or assigned
topics, and generate new knowledge and understandings.
Standards: B. Independent Learning Skills: 2.1, 2.2, 2.3 ; PA Standards 1.3
Aligned Materials/Resources/Technology
Benchmark/Skills
Assessment
B. INDEPENDENT LEARNING
Students will read a variety of literary
genres and examine information
related to personal interests as well as
assigned topics to generate new
knowledge and understandings.
a. Demonstrate interest in reading as a
recreational activity.
b. Select reading materials at their
personal comprehension level based
on individual interests.
c. Read and critically evaluate the
classics and literature by noted
American authors.
d. Identify and read some of the
following genres: fantasy, historical
fiction, mystery, realistic fiction,
science fiction, science fiction, short
stories, traditional literature, poetry,
and biography.
e. Use parts of a book (title page,
copyright page, table of contents,
indices, glossary, guide words, and
appendices) when looking for
relevant information.
f. Use the OPAC to locate information
through a title, author, subject or
keyword search.
Revised 7/15/02
a.
b.
c.
d.
e.
f.
g.
Teacher or librarian
observation
Reading logs
Conferencing
Checklists
Rubrics
Demonstrations
Double entry journal
a.
b.
Library books and periodicals
Online Public Access Catalog
Instructional Strategies
a.
b.
c.
d.
e.
f.
g.
h.
Mini-lessons
Modeling
Cooperative learning activities
Experiential learning
Reader’s advisory
Book talks
Literature Circles
Student Book Chats
11th Grade Library and Information Literacy Page 6
Essential Question, Concept or Theme: B. Students will develop an appreciation for a
variety of literary genres, pursue information related to personal interests and/or assigned
topics, and generate new knowledge and understandings.
Standards: B. Independent Learning Skills: 2.1, 2.2, 2.3 ; PA Standards 1.3
a.
b.
c.
d.
e.
Adaptations/Inclusion
Techniques
Modifications as indicated on student’s IEP
Additional time and practice
Auditory/visual prompts
Peer support
Individualized assistance
Revised 7/15/02
a.
b.
c.
d.
e.
f.
Approx. Time Allotment:
Enrichment
Strategies
Modifications as indicated
by student’s IEP
Individualized book chats
Partner reading
Specialized literature circles
Reader’s Advisory
Guest speakers such as
poets and dramatists
a.
b.
c.
d.
e.
f.
g.
Remediation
Strategies
Individual conferencing
Peer support
Paired reading
Volunteer assistance
Before/After school help
Additional practice
opportunities
Reader’s Advisory
Multicultural/
Interdisciplinary Connection
a. Library collection
represents a wide variety
of socio-cultural
perspectives.
b. Information literacy
curriculum is, by its very
nature, interdisciplinary
and can be applied across
all subject areas.
11th Grade Library and Information Literacy Page 7
Essential Question, Concept or Theme: C. Students will recognize the importance of
information in a democratic society, practice ethical behavior in the use of information and
technology, and participate effectively in groups.
Standards: C. Social Responsibility Skills: 3.1, 3.2, 3.3
Benchmark/Skills
C. SOCIAL RESPONSIBILITY
1. Students will apply the principles of
intellectual freedom, intellectual
property rights, and the acceptable
use of information.
a.
b.
c.
Cite the resources used in their project
according to the MLA format as
prompted by the RTM bibliography
cards.
Practice responsible and ethical use of
all resources according to copyright
law and the RTM Acceptable Use
Policy.
Practice the principles of equitable
access to information and intellectual
freedom..
Revised 7/15/02
Assessment
a.
b.
c.
d.
e.
f.
g.
h.
Demonstrations
Teacher or librarian observation
Checklists
Rubrics
Portfolio
Cooperative group participation
Student self evaluation
Peer feedback
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
a. Library books and
periodicals
b. Online Public Access
Catalog
c. RTM Bibliography
cards
Instructional Strategies
a.
b.
c.
d.
e.
Modeling
Mini-lessons
Class discussions
Experiential learning
Cooperative learning activities
11th Grade Library and Information Literacy Page 8
Essential Question, Concept or Theme: . C. Students will recognize the importance of
information in a democratic society, practice ethical behavior in the use of information and
technology, and participate effectively in groups.
Standards: C. Social Responsibility Skills: 3.1, 3.2, 3.3
Benchmark/Skills
2.
Students will work effectively in
groups to pursue and create
knowledge while respecting the
opinions and contributions of their
peers.
a.
Collaborate with others to identify
information problems and seek their
solutions.
Collaborate with others to evaluate,
design, and develop information
products and solutions in a variety of
formats.
Respect others’ ideas and backgrounds
and acknowledge their contributions.
Assess information from diverse
sources, contexts, disciplines, and
cultures.
Practice responsible and ethical
behavior in regard to the intellectual
property of peers.
Share knowledge and information with
a group.
b.
c.
d.
e.
f.
Revised 7/15/02
Assessment
a.
b.
c.
d.
e.
f.
g.
h.
Demonstrations
Teacher or librarian observation
Checklists
Rubrics
Portfolio
Cooperative group participation
Student self evaluation
Peer feedback
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
a. Library books and
periodicals
b. Online Public Access
Catalog
c. RTM Bibliography
cards
Instructional Strategies
a.
b.
c.
d.
e.
f.
Modeling
Mini-lessons
Role playing
Class discussions
Experiential learning
Cooperative learning activities
11th Grade Library and Information Literacy Page 9
Essential Question, Concept or Theme:. .C. Students will recognize the importance of
information in a democratic society, practice ethical behavior in the use of information
and technology, and participate effectively in groups.
Standards: C. Social Responsibility Skills: 3.1, 3.2, 3.3
Adaptations/Inclusion
Techniques
a. Modifications as
indicated on student’s
IEP
b. Additional time and
practice
c. Auditory/visual
prompts
d. Peer
support/modeling/tutor
ing
e. Individualized
assistance
Revised 7/15/02
a.
b.
c.
d.
Enrichment
Strategies
Modifications as indicated by
student’s IEP
Independent/self selected projects
Serving as peer tutor
Opportunities for peer modeling
a.
b.
c.
d.
e.
Approx. Time Allotment:
Remediation
Strategies
Individual conferencing
Peer modeling
Volunteer assistance
Before/After school help
Additional practice opportunities
Multicultural/
Interdisciplinary Connection
a. Library collection represents
a wide variety of sociocultural perspectives.
b. Information literacy
curriculum is, by its very
nature, interdisciplinary and
can be applied across all
subject areas.
11th Grade Library and Information Literacy Page 10