Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology

Learning Resource Type

Classroom Resource

Subject Area

English Language Arts

Grade(s)

6, 7, 8

Overview

This lesson incorporates graphic novels to help students expand their reading, writing, research, and technology skills. Students first read graphic novels to become familiar with the text structure, then research a self-selected topic using web-based resources. Students follow the research process and synthesize the information they obtained to create their graphic novel using the Comic Life software or other comic software. This unit works best with students who are already familiar with writing a research paper.

English Language Arts (2021) Grade(s): 6

ELA21.6.R3

Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

UP:ELA21.6.R3

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
  • Research
  • Individually
  • Collaboratively

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
  • Digital and electronic tools can be used for research or for writing tasks.
  • Digital and electronic tools can be independently or with others.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021) Grade(s): 6

ELA21.6.R4

Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

UP:ELA21.6.R4

Vocabulary

  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres

Knowledge

Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.

Skills

Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.

Understanding

Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts (2021) Grade(s): 6

ELA21.6.7

Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

UP:ELA21.6.7

Vocabulary

  • Narrative writing
  • Argument writing
  • Informative/explanatory writing
  • Writing development
  • Writing organization
  • Style
  • Tone
  • Task
  • Purpose
  • Audience
  • Command of language

Knowledge

Students know:
  • A narrative is a piece of writing that tells a story.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.

    Skills

    Students are able to:
    • Produce clear, coherent narrative, argument, and informative/explanatory writings.
    • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
    • Demonstrate command of the written language.

    Understanding

    Students understand that:
    • There are different genres of writing that serve various purposes.
    • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
    • Formal academic writing should display their command of the English language.
    English Language Arts (2021) Grade(s): 6

    ELA21.6.13

    Create and edit digital products that are appropriate in subject and purpose for a particular audience or occasion.

    UP:ELA21.6.13

    Vocabulary

    • Digital products
    • Subject
    • Purpose
    • Audience
    • Occasion

    Knowledge

    Students know:
    • Necessary skills to create and edit digital products, such as social media posts, blog posts, podcast episodes, and infographics.
    • The intended audience and occasion should be identified before selecting a subject and purpose of a digital product.

    Skills

    Students are able to:
    • Create digital products with attention to subject and purpose for different audiences and occasions.
    • Edit digital products with attention to subject and purpose for different audiences and occasions.

    Understanding

    Students understand that:
    • Digital products can be used to communicate with a variety of audiences and occasions.
    • They should modify the subject and purpose of their digital products depending on the audience and occasion.
    English Language Arts (2021) Grade(s): 6

    ELA21.6.24

    Write about research findings independently over short and/or extended periods of time.

    UP:ELA21.6.24

    Vocabulary

    • Research findings

    Knowledge

    Students know:
    • Research strategies.
    • Independent writing skills.

    Skills

    Students are able to:
    • Write about their research findings.

    Understanding

    Students understand that:
    • They can demonstrate their thorough understanding of a topic by writing about their research findings.
    • Some research projects will be shorter, while others will be longer.
    English Language Arts (2021) Grade(s): 7

    ELA21.7.R3

    Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

    UP:ELA21.7.R3

    Vocabulary

    • Digital tools
    • Electronic tools
    • Appropriately
    • Safely
    • Ethically
    • Research
    • Individually
    • Collaboratively

    Knowledge

    Students know:
    • Digital and electronic tools must be used appropriately, safely, and ethically.
    • Digital and electronic tools can be used for research or for writing tasks.
    • Digital and electronic tools can be independently or with others.

    Skills

    Students are able to:
    • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

    Understanding

    Students understand that:
    • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
    • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
    English Language Arts (2021) Grade(s): 7

    ELA21.7.R4

    Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

    UP:ELA21.7.R4

    Vocabulary

    • Writing process
    • Plan
    • Draft
    • Revise
    • Edit
    • Publish
    • Genres

    Knowledge

    Students know:
    • The writing process steps are to plan, draft, revise, edit, and publish.
    • Various genres of writing.

    Skills

    Students are able to:
    • Plan writings in various genres.
    • Draft writings in various genres.
    • Revise writings in various genres.
    • Edit writings in various genres.
    • Publish writings in various genres.

    Understanding

    Students understand that:
    • The writing process is a set of steps that make writing easier.
    • There are different categories, or genres, of writing that can be used for different purposes.
    English Language Arts (2021) Grade(s): 7

    ELA21.7.7

    Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

    UP:ELA21.7.7

    Vocabulary

    • Narrative writing
    • Argument writing
    • Informative/explanatory writing
    • Writing development
    • Writing organization
    • Style
    • Tone
    • Task
    • Purpose
    • Audience
    • Command of language

    Knowledge

    Students know:
    • A narrative is a piece of writing that tells a story.
    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
    • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
    • Formal academic writing should demonstrate an appropriate command of language.

    Skills

    Students are able to:
    • Produce clear, coherent narrative, argument, and informative/explanatory writings.
    • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
    • Demonstrate command of the written language.

    Understanding

    Students understand that:
    • There are different genres of writing that serve various purposes.
    • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
    • Formal academic writing should display their command of the English language.
    English Language Arts (2021) Grade(s): 7

    ELA21.7.14

    Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone.

    UP:ELA21.7.14

    Vocabulary

    • Digital products
    • Subject
    • Occasion
    • Audience
    • Purpose
    • Tone

    Knowledge

    Students know:
    • Necessary skills to create and edit digital products.
    • The intended audience and occasion should be identified before selecting a subject and purpose of a digital product.

    Skills

    Students are able to:
    • Create and revise a digital text to ensure a clear subject.
    • Create and revise a digital text for an intended audience and occasion.
    • Create and revise a digital text to achieve a particular tone and purpose.

    Understanding

    Students understand that:
    • Digital products can be used to communicate with a variety of audiences and occasions.
    • They should modify the subject and purpose of their digital products depending on the audience and occasion.
    • Revision is important in establishing a clear purpose and tone in writing a digital text.
    • Revision is important in appealing to a particular audience with a digital text.
    • Revision is important to articulate a clear subject and occasion for writing a digital text.
    English Language Arts (2021) Grade(s): 7

    ELA21.7.23

    Implement ethical guidelines while finding and recording information from a variety of primary, secondary, and digital sources.

    UP:ELA21.7.23

    Vocabulary

    • Ethical guidelines
    • Primary sources
    • Secondary sources
    • Digital sources

    Knowledge

    Students know:
    • Ethical guidelines for using primary, secondary, and digital sources in research.
    • Strategies for finding and recording information from primary, secondary, and digital sources.
    • Primary sources are firsthand accounts of events and provide raw information.
    • Secondary sources explain, analyze, or summarize primary sources.

    Skills

    Students are able to:
    • Implement ethical guidelines during the research process.

    Understanding

    Students understand that:
    • Ethical guidelines exist to protect original ideas and these guidelines should be followed when using information that was created by someone else.
    English Language Arts (2021) Grade(s): 7

    ELA21.7.26

    Produce research writings over extended periods with time for research, reflection, and revision and within shorter time frames, with minimal guidance.

    UP:ELA21.7.26

    Vocabulary

    • Research writing
    • Research
    • Reflection
    • Revision

    Knowledge

    Students know:
    • Research strategies.
    • Independent writing skills for all steps of the writing process.

    Skills

    Students are able to:
    • Produce writing that contains information obtained through research.
    • Reflect on and revise their research given the occasion and time constraints.

    Understanding

    Students understand that:
    • Research can happen in short and extended time frames.
    • It is important to reflect upon information obtained through research before incorporating it into one's own writing.
    • It is important to revise work that contains research to ensure proper use for the given occasion.
    English Language Arts (2021) Grade(s): 8

    ELA21.8.R3

    Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

    UP:ELA21.8.R3

    Vocabulary

    • Digital tools
    • Electronic tools
    • Appropriately
    • Safely
    • Ethically
    • Research
    • Individually
    • Collaboratively

    Knowledge

    Students know:
    • Digital and electronic tools must be used appropriately, safely, and ethically.
    • Digital and electronic tools can be used for research or for writing tasks.
    • Digital and electronic tools can be independently or with others.

    Skills

    Students are able to:
    • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

    Understanding

    Students understand that:
    • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
    • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
    English Language Arts (2021) Grade(s): 8

    ELA21.8.R4

    Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

    UP:ELA21.8.R4

    Vocabulary

    • Writing process
    • Plan
    • Draft
    • Revise
    • Edit
    • Publish
    • Genres

    Knowledge

    Students know:
    • The writing process steps are to plan, draft, revise, edit, and publish.
    • Various genres of writing.

    Skills

    Students are able to:
    • Plan writings in various genres.
    • Draft writings in various genres.
    • Revise writings in various genres.
    • Edit writings in various genres.
    • Publish writings in various genres.

    Understanding

    Students understand that:
    • The writing process is a set of steps that make writing easier.
    • There are different categories, or genres, of writing that can be used for different purposes.
    English Language Arts (2021) Grade(s): 8

    ELA21.8.1

    Analyze how informational and graphic text elements, including allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings, develop central and supporting ideas.

    UP:ELA21.8.1

    Vocabulary

    • Informational text elements
    • Graphic text elements
    • Allusions
    • Point of view
    • Purpose
    • Comparisons
    • Categories
    • Figurative word meanings
    • Connotative word meanings
    • Technical word meanings
    • Central idea
    • Supporting ideas

    Knowledge

    Students know:
    • Informational and graphic text elements develop central and supporting ideas.
    • Allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings are types of informational text elements that develop central and supporting ideas.

    Skills

    Students are able to:
    • Identify informational and graphic text elements, including allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings.
    • Analyze how specific informational and graphic text elements develop the central and supporting ideas in a text.

    Understanding

    Students understand that:
    • Authors choose to use particular informational and graphic text elements to support the development of the central and supporting ideas of a text.
    English Language Arts (2021) Grade(s): 8

    ELA21.8.8

    Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

    UP:ELA21.8.8

    Vocabulary

    • Narrative writing
    • Argument writing
    • Informative/explanatory writing
    • Writing development
    • Writing organization
    • Style
    • Tone
    • Task
    • Purpose
    • Audience
    • Command of language

    Knowledge

    Students know:
    • A narrative is a piece of writing that tells a story.
    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
    • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
    • Formal academic writing should demonstrate an appropriate command of language.

      Skills

      Students are able to:
      • Produce clear, coherent narrative, argument, and informative/explanatory writings.
      • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
      • Demonstrate command of the written language.

      Understanding

      Students understand that:
      • There are different genres of writing that serve various purposes.
      • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
      • Formal academic writing should display their command of the English language.
      English Language Arts (2021) Grade(s): 8

      ELA21.8.13

      Create and edit digital products that are appropriate in subject, occasion, audience, point of view, purpose, and tone.

      UP:ELA21.8.13

      Vocabulary

      • Digital product
      • Subject
      • Occasion
      • Audience
      • Point of view
      • Purpose
      • Tone

      Knowledge

      Students know:
      • Necessary skills to create and edit digital products.
      • The intended audience and occasion should be identified before selecting a subject and purpose of a digital product.

      Skills

      Students are able to:
      • Create and revise a digital text to ensure a clear subject.
      • Create and revise a digital text for an intended audience and occasion.
      • Create and revise a digital text to achieve a particular tone and purpose.

      Understanding

      Students understand that:
      • Digital products can be used to communicate with a variety of audiences and occasions.
      • They should modify the subject and purpose of their digital products depending on the audience and occasion.
      • Revision is important in establishing a clear purpose and tone in writing a digital text.
      • Revision is important in appealing to a particular audience with a digital text.
      • Revision is important to articulate a clear subject and occasion for writing a digital text.
      English Language Arts (2021) Grade(s): 8

      ELA21.8.25

      Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

      UP:ELA21.8.25

      Vocabulary

      • Research writing
      • Research
      • Reflection
      • Revision

      Knowledge

      Students know:
      • Research strategies.
      • Independent writing skills for all steps of the writing process.

      Skills

      Students are able to:
      • Produce writing that contains information obtained through research.
      • Reflect on and revise their research given the occasion and time constraints.

      Understanding

      Students understand that:
      • Research can happen in short and extended time frames.
      • It is important to reflect upon information obtained through research before incorporating it into one's own writing.
      • It is important to revise work that contains research to ensure proper use for the given occasion.

      CR Resource Type

      Lesson/Unit Plan

      Resource Provider

      ReadWriteThink

      License Type

      Custom
      http://readwritethink.org/classroom-resources/lesson-plans/twenty-first-century…

      Custom License Type (URL)

      http://www.readwritethink.org/util/legal.html

      Approved Date

      Owner (Author)

      raulstoncg
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