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Instructional Goals:
1. Students will use a picture book biography as a research source.
2. Students will be able to identify the merits of each of three types of resources.
3. Students will be able to synthesize information gathered from three different sources into a final biography project.
Learning Objectives:
1. Students will effectively glean key factual information from a picture book biography and will informally assess the authority of the book.
2. Students will fill out the 1-2-3 Types of Resources job aid, briefly comparing and contrasting the elements, strengths and weaknesses of each of the three types of resources.
3. Students will corroborate information found in one resource in another, will weed out redundant information and will highlight unique information in a final biography project.
Motivational Goals:
1. Students will recognize the ongoing power of picture books.
2. Students will gain confidence and will be able to compare and contrast from two perspectives by working in pairs.
3. Students will capitalize on their individual strengths by choosing their own format for a creative biography project (creating relevance).
* picture book biographies
* online resources
* encyclopedias and other non-fiction print resources
* job aids (Research Notes and 1-2-3 Types of Resources)
* supplies for final biographical projects (depends on the formats students choose)
Day 1:
* When students come in, chairs are arranged for them to sit in a circle, board has a large number 1, 2 and 3 on it.
* Tell students that they are going to be doing research on a historical person using not 1, not 2, but 3 different types of resources.
* Ask:
what types of resources do you expect you'll be using for this type of research?
- Expect to get responses for online resources and encyclopedias/non-fiction print resources. write them on board beneath numbers 1 and 2. Unlikely that students will guess picture books.
* Tell students that the third type of resource they'll be using is a picture book biography.
* In order to overcome any perceptions by students that they're too old for picture books, read the first few pages of The Dinosaurs of Waterhouse Hawkins, a captivating picture book biography. (Another engaging picture book biography can be substituted.)
* Ask: After that introduction, who wants to know what happens in this story?
- Discuss that's what a biography is - a story, someone's story.
* Tell students that they'll be researching someone's story - or biography - using the three types of resources identified earlier.
- Two goals of this process: to accomplish the research and to compare and contrast the different types of resources.
* Research will be done in self-selected pairs while each student will complete an individual final product. Final products will be a creative project relaying the story of their historical figure (a poster with all pertinent details, an interview-style writing piece, a written speech that someone may give about this person on their birthday, etc.) to be displayed in the library.
* Distribute job aids (a Research Notes sheet and a 1-2-3 Types of Resources sheet).
* A number of picture book biographies can be pre-selected and displayed by the LMS. Allow each pair to choose the historical figure they are going to research by selecting a picture book biography. It is okay if there is some overlap because pairs will be using the resources on a rotating basis (as follows).
* Split the class into thirds - one third will read and gather details from picture books, one third will use online resources, and one third will use encyclopedias/non-fiction print resources (other than picture books).
* Each group will have 20-25 minutes with their 1st designated resource type. * Come back together as a class and have at least one student from each resource type group share a notable aspect of that type of resource. * Give overview of the next session.
* Collect job aids from each pair, for safe keeping and informal assessment of progress.
Day 2:
* Brief interactive refresher of the project:
Ask:
-what are the three types of resources we're using for 1-2-3 Biography?
- What are some highlights of each type?
* Have pairs rotate in 20-25 minute slots to the two resource types they have not yet used.
* Come back together as a class and highlight the strengths of each resource type. (If they're not doing it on their own, use questioning to encourage students to recognize picture book biographies as an exciting way to learn about someone's life.)
* Ask each pair for one interesting fact they would like to share about their historical figure.
* If there's time, students can start outlining their final projects.
* Collect job aids (to be redistributed at the beginning of the next session).
Days 3 and 4:
* LMS and teacher will share rubric for assessing the final project.
* Students will work on their individual final projects.
* This can be done either in the classroom or in the library. In either case, both the LMS and teacher will be available for support and assistance as needed.
* Final projects will be displayed in the library.
