McEachern High School

Collaborative Unit Plan

Unit Title: US States
Tool for Real-time Assessment of
Information Literacy Skills
Dates: 3/16-20, 3/26-27, 3/30-4/3

Collaborative Team: Jinks and

Vickrey
Teachers Implementing:
Collaborative Team

Standards:
Common Core:
SSWG8: Describe the location of major physical features and their impact on Canada and the
Unites States.
ELACC11-12W4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
ELACC11-12W5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
ELACC11-12W6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.
ELACC11-12SL4: Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and style
are appropriate to purpose, audience, and a range or formal and informal tasks.
ELACC11-12SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
Standards for the 21st Century Learner:
1.1.4: Find, evaluate, and select appropriate sources to answer questions.
1.1.5: Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
1.3.5: Use information technology responsibly.
1.4.4: Seek appropriate help when it is needed.
2.1.4: Use technology and other information tools to analyze and organize information.
2.2.4: Demonstrate personal productivity by completing products to express learning.
3.1.4: Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.

McEachern High School

Collaborative Unit Plan

Essential Questions:
How do I take information that I have read and create a research project?

What do I know about my state?

What online resources can we use to find the information?
Can I use a map to get the necessary information?
Do I use information responsibly, ethically and legally?

Vocabulary
Capital, representatives, senators, postal code, organization, planning, revising,
editing, Internet, technology, PowerPoint, publishing

Assessment Evidence
Learning Activities

Formative Tasks

Summative Tasks

Media Center Introduction

Research & Note-taking

Informational PowerPoint

Information Literacy

Research Note Revisions

PowerPoint Oral Presentation

Destiny

Complete Sentences

Cobb Digital Library

Transfer of Notes to
PowerPoint

Culturegrams

Editing PowerPoint
Animating PowerPoint

Resources: Destiny, Cobb Digital Library, Media Center

Objectives:
To research a state to produce a clear and coherent writing sample that through the use of
technology that will be turned into a student-led presentation.
Activating Strategy/ Opening:
Discuss the steps needed to complete the research graphic organizer and random select state
to research.
Tasks/ Activities:
Guided discussion and independent or group practice
Research
Day 1: Random select topic/ complete research graphic organizer in the media center
Day
2-3: Complete research graphic organizer in the classroom
Day 4: Edit graphic organizer

McEachern High School

Collaborative Unit Plan
to have complete sentences.
Writing
Day 1: Create a PowerPoint presentation with research graphic organizer
PowerPoint presentation
Presentation
2nd Block
Day 1: Numbers 1-3

Day 2: Numbers 4-6

Day 2-4: Edit

Day 3: Numbers 7-9

Culminating Strategy/ Closing/ Assessment (Formal/ Informal):

The student will be able to complete the graphic organizer about their random selected state,
input data into a PowerPoint template, and present findings to peers.
Differentiation Strategies:
2nd Block:
*M. Blake will be required to complete 2 of the six slides for his research.
*B. Jackson will need reminders to stay on task to complete activities.
*A. Kennedy, K. Morales, A. Smith will work with Mrs. Vickrey to use higher level research
websites.
**All students with pick a number to decide what order they will present their research.
Feedback/ Commentary
This lesson/unit was actually Part II in a research and information literacy skills assessment for
Mrs. Jinks special needs students. The first part consisted of more formal instruction on
research tools and ethical use of information. Their project was centered around a famous
person of their choice. Based on the students performances from that assessment, she
differentiated her requirements for Part II, or my lesson. Because I was not present for the
first part, she filled me in on which students could progress in their degree of difficulty in
research and which ones needed more instruction. The addition of images and extra
information was determined by the formal assessments we administered during Part II.

Materials Used:

Collab Lesson - State Adding pizzazz to

Oral Presentation PowerPoint Grading
Research Template.pptx
you PowerPoint.docx Grading Rubric.docx
Rubric.docx