Instructional Design Teaching Unit, Kerr

Unit Title: Ethical Use of Resources in Research

Grade: 12

Topic: Action Research

Preparation

Subject/Course: British Literature and Composition

Authors: Kevin Kerr (Media

Specialist) with Jennifer C. and
Kirstie K. (Classroom Teachers)

Overview:
I collaborated with two 12th grade British literature and composition teachers to design and implement a unit on
teaching the research process. EOCT scores from the previous year revealed a deficiency in research skills.
The British literature teachers also report that they have encountered those same shortcomings, particularly in
finding, evaluating, and citing sources using the MLA format. In response, we designed a three day unit that
would be target locating and evaluating sources of information, documenting those sources, and incorporating
them into the students own text.
The students have been briefed on plans to conduct an action research r project that revolves around the theme
of social justice. The students have, throughout the semester, been focusing on viewing literature through a
variety of literary lenses. The upcoming action research unit will extend that idea into the real world. Our
unit on the ethical use of resources will serve as the bridge between the two concepts by laying the foundation
for successfully incorporating valid and valuable resources into the mix.
Our goal is to guide the students to independence as researchers who differentiate between research tools to
make the best decisions while in the pursuit of knowledge. That independence and ability to differentiate will be
enhanced by an ability and knowledge of the skill sets needed in the evaluation of resources, the skills necessary
and to properly and ethically cite their sources. The students will be prepared to use their knowledge and skills
in the upcoming research project requiring citation of various print and online sources. The end result will be a
student population equipped and ready to complete a written action research plan that will be followed up by
student action.

STAGE ONE: DESIRED RESULTS

ESTABLISHED GOALS/Standards
ELACC11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on
that which precedes it to create a unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
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Instructional Design Teaching Unit, Kerr

concrete details, quotations, or other information and examples appropriate to the audiences knowledge
of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion,
and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy
to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 13 above.)
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.
(Editing for conventions should demonstrate command of Language standards 13 up to and including
grades 11-12.)
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.
ELACC11-12W7: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Instructional Design Teaching Unit, Kerr

ELACC11-12W8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the task,
purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation.
ELACC11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
ELACC11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes
contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Websters Dictionary
of English Usage, Garners Modern American English) as needed.
ELACC11-12L2: Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
c. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and
capitalization.

AASL Standards for the 21st Century Learner

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world

Instructional Design Teaching Unit, Kerr

connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
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.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in
order to make inferences and gather meaning.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and
supporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the
collection of superficial facts.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources
and information.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when
necessary to achieve success.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.

Instructional Design Teaching Unit, Kerr

1.3.1 Respect copyright/ intellectual property rights of creators and producers.
1.3.2 Seek divergent perspectives during information gathering and assessment.
1.3.3 Follow ethical and legal guidelines in gathering and using information.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.3.5 Use information technology responsibly.
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis,
evaluation, organization) to information and knowledge in order to construct new understandings, draw
conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world
situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express
new understandings.
2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific
resource and by seeking additional resources when clear conclusions cannot be drawn.

Instructional Design Teaching Unit, Kerr

2.3.1 Connect understanding to the real world.
2.3.2 Consider diverse and global perspectives in drawing conclusions.
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
2.4.1 Determine how to act on information (accept, reject, modify).
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
2.4.3 Recognize new knowledge and understanding.
2.4.4. Develop directions for future investigations.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the
learning.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
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.
3.1.6 Use information and technology ethically and responsibly.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal
situations.
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing
questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others.
3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and
participating as a member of the community.
3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.
3.3.4 Create products that apply to authentic, real-world contexts.

Instructional Design Teaching Unit, Kerr

3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
3.3.7 Respect the principles of intellectual freedom.
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more
effectively in the future.
3.4.2 Assess the quality and effectiveness of the learning product.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.4 Seek information for personal learning in a variety of formats and genres.
4.1.5 Connect ideas to own interests and previous knowledge and experience.
4.1.8 Use creative and artistic formats to express personal learning.
4.2.1 Display curiosity by pursuing interests through multiple resources.
4.3.2 Recognize that resources are created for a variety of purposes.

UNDERSTANDINGS:

ESSENTIAL QUESTIONS:

Students will understand that:

-Research helps us learn about our world, its people,
and how they interact.
-The research process helps us to communicate what
we learn.
- Many types of resources are available to help
researchers find information about any and every
topic.
- Many search engines and databases are available
when researching.
- GALILEO is a valuable and free resource for
Georgia residents.
-Many types of resources provide information during
the research process
-The evaluation of information, throughout the
research process helps to determine the relevance
and validity of sources.
-Proper and consistent citation is crucialand the
right thing to do.
- Easybib.com is a valuable tool, with several
functions.

Why research?
How can the research process help us to make sense of
our world, the people in it and how we interact?
How can we use the information gained during the
research process to communicate concerns and
solutions?
What resources can be used to find information on my
topic?
How can I use GALILEO wisely?
How can I use technology to communicate ideas and
information effectively?
How can I evaluate websites and other resources wisely?
How will I record the information I find and give credit
to my sources?
How do I determine if the information I have found is
relevant to my research topic?
What can Easybib.com do for me and my research?

Instructional Design Teaching Unit, Kerr

KNOWLEDGE:
Students will know
-How to search for relevant information using
various sources
-How to decide what information is useful in writing
about their topic
-How to locate a variety of sources for their research
-Recall note-taking skills

ESSENTIAL VOCABULARY:
Research, evaluation, action research, database, peer
reviewed, research, citation, in-text citation,
websites, content evaluation, informational writing,
formal writing, MLA

SKILLS:
Students will be able to
-Evaluate a number of informational sources for
relevancy and accuracy
-Develop, collect, and analyze various kinds of
information related to a topic
-Document correctly each source using a consistent
format for citations
-Paraphrase or quote supporting information
-Plan and conduct multi-step information searches by
using computer networks
-Distinguish between researched information and
original ideas.
-Write a clear, concise research paper on a specific
topic.

STAGE TWO: ASSESSMENT EVIDENCE

PERFORMANCE TASK (S): (STUDENTS WILL

DEMONSTRATE STANDARD BY)

OTHER EVIDENCE: (FORMATIVE)

Students will

use reference materials to research topic

use wiki resource page to carry out research on

their chosen topic

write a research paper by using a variety of

resources and including correct citations

Resource evaluation quiz

Plagiarism quiz
Self-assessment using rubric
Peer-assessment using rubric
Teacher-assessment using rubric

STAGE THREE: LEARNING PLAN

Learning Activities
The students will
Students complete a lesson wrap-up quiz on evaluating resources.
Choose a topic.
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Instructional Design Teaching Unit, Kerr

List what they know and would like to know about their topics.
Complete Research Scavenger Hunt Activity.
Research and evaluate a variety of types of resources and their proper use.
Take the plagiarism quiz at the end of the guided curation lesson.
Complete one-paragraph Introduction to Action Research.
Take notes and record citations on their research topic.
Complete Problem Statement.
Complete bulleted list of Research Questions.
Complete written Research Analysis rough draft.
Edit and revise Research Analysis rough draft.
Write one-paragraph summary of Action Research.
Have their paper assessed by a peer using the rubric.
Type their final Action Research paper.
Self-assess paper using the rubric.
Combine 5 parts of Action Research and turn in.

Instructional Design Teaching Unit, Kerr

Timeline
Background
Throughout the semester, students have been approaching literature through a variety of literary lenses. As part
of that study, they have been informed, and have discussed, the plans for a social justice centered action
research project that will lead to actual action. Students will choose, through voting, two or three worthy
projects from the class that they feel that they are capable of taking form the classroom into the real world.
While they have a cursory knowledge of the research that is to come, they are not prepared to actually carry out
the research process.

SESSION ONE
1. The media specialist will Present a SlideShare presentation about the use of GALILEO and Easybib.
SESSION TWO AND THREE
1. ELA teachers will introduce the Social Justice Research concept.
2. They will give a broad overview of the ideas and ideals of the project.
3. A handout featuring the steps to action research, with detailed expectations will be distributed and discussed.
4. A calendar/planner for the research process deadlines will be handed out and discussed.
5. An example of an exemplary action research paper will be distributed. Students will read and discuss the
components of the paper, in comparison with their assignment sheets all in small group settings.
6. Students will receive sample topics, from which they might choose, while they, especially the higher
performers, will be urged to develop their own topics.
7. A question and answer session will steady the nerves of those who have trepidation.
SESSION FOUR
1. The media specialist will present a lesson about evaluating resources, using a bagtheweb.com curation. It is a
curated collection of trusted sites to help students learn to evaluate websites (and other resources) for credibility
and information. http://www.bagtheweb.com/b/2lzyjN
2. Students complete a lesson wrap-up quiz on evaluating resources.
SESSION FIVE
1. Students will meet in the media center with their chosen research topics.
2. Review the topics with the class orally. Discuss if topics are too broad or too narrow.
3. Students will list what they know about their topic and what they would like to know.
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Instructional Design Teaching Unit, Kerr

4. Students will participate in a research scavenger hunt activity, led by the media specialist, to help them learn
where to find print sources such as books, journal collections, magazines, and newspapers in the media center.
5. Students will begin preliminary research on their topics.
SESSION SIX
1. The media specialist will conduct a lesson, in the 21st century computer lab, about the ethical use of sources.
This will be carried out via a guided lesson on blendspace.com: The Ethical Use of Information Resources:
Avoiding Plagiarism and Citing Sources, http://edcvs.co/1amW0RW
2. Students view the curation and take the plagiarism quiz at the end.
3. Introduction to action research is due.
SESSIONS SEVEN-TEN
1. Students research in the media center and 21st century computer lab. Teachers circulate and help where
needed.
2. Problem Statement and Research Questions are due on Day 10.
SESSIONS ELEVEN-FIFTEEN
1. Students research in the media center and 21st century computer lab. Teachers circulate and help where
needed.
2. Research Analysis is due on Day 15.
SESSION SIXTEEN
1. Revision day students revise Research Analysis and work on writing a one-paragraph summary.
2. Students peer review edited and revised papers and then make final revisions.
3.Sstudents self-assess their papers using the rubric.
SESSION SEVENTEEN
1. All 5 parts of the project are due. The combined portions are turned in, before Thanksgiving Break
EXTENSIONS
Students may extend their research skills by creating and displaying their research in a visual medium such as a
poster, PowerPoint, or using a web 2.0 tool like Prezi, or SlideShare.

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STUDENT ASSESSMENT/REFLECTIONS
Observe students and provide feedback as they complete research activities. Provide a safe environment where
students will want to take risk in exploring ideas. Offer feedback and guidance to those who need
encouragement. Involve students in using the rubric for final evaluation of the research paper. This rubric
(shown below) will be used for self-evaluation, peer-evaluation, and teacher-evaluation.

RESOURCES
The Ethical Use of Information Resources: Avoiding Plagiarism and Citing Sources,http://edcvs.co/1amW0RW
Evaluating Websitess, http://www.bagtheweb.com/b/2lzyjN
Research Tutorial http://www.slideshare.net/Kevin2Kerr/research-tutorial-41938992

MATERIALS AND TECHNOLOGY

SMART Board

Print materials

Media Center Computers

Lesson Reflection
This collaborative unit was developed to facilitate an action research assignment for 12th grade British literature
and composition students. Our goal wass to guide the students to independence as researchers who differentiate
between research tools to make the best decisions while in the pursuit of knowledge. We wanted to provide the
students with the ability and knowledge of the skill sets needed in the evaluation of resources, the skills
necessary and to properly and ethically cite their sources. We wanted the end result to be students equipped to
complete a written action research plan to be followed up by student action. My main focus of the lessons was
to successfully teach research skills. Overall the students performed well. The relevance of the action research
topics captured their imaginations and their interests. They are excited to move on to the next unit that, building
upon this one, will allow them to put their ideas and research into action.

Rubric:

Research Report for __________________

Point Value

Excellent
5

Strong
4

Emerging
3

Undeveloped
2
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Instructional Design Teaching Unit, Kerr

Introduction
and Thesis
Statement

Report

Gathering
Information

Organizing
Information

CUPS
Caps,
Use
Punctuation
Spelling

Presentation
Typing font:
Times New
Roman
Font size 1214

*Exceptional
development
of background
information
*strong thesis
statement
*Strong topic
sentences
*sentence
variety
*full of well
written
elaboration
and details
* Used a wide
variety of
information
sources, both
print and nonprint.
*Organized
information to
support thesis

*Good
background
information

*Contains
background
information

*good thesis
statement

*thesis
statement
present
*Topic
sentences
needs work
*some
sentence
variety
*some details

Contains an
introduction that
needs to be
more inclusive
and/or more
clear.

*Good topic
sentences
*some
sentence
variety
*contains
elaboration
and details
*Used at least *Used
varied
information
sources.
from only print
or only
internet.

*inadequate
amount of
information

*Used varied
sources and
took notes as
needed

*Needed help
finding and
using adequate
sources of
information
Several errors

*Information
organized and
bibliographic
records not kept

Fairly legible
but not neat

Complete, but
difficult to read

1-5 -- limited
errors

Few errors

*Neatly typed
in proper font
or neatly
written in
black ink

Neatly typed
or neatly
written in
pen

needs more
complex
sentences
*Did use enough
sources of
information.

Basic errors
interfere with
the basic
communication

Total Points ______ Percentage: ______ Grade: _____

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