Persuading Others: Leading Issues

1
Persuading Others Leading Issues

• Presented by
• Lindsay Klug-Sue England
• Parkville Middle School

2
Estimated Lesson TimeThree 50-minute class
sessions, two researchsessions in library, two
periods in computer lab, plus independent work.

• Overview
• Critical stance and development of a strong
  argument are key strategies when writing to
  convince someone to agree with your position. In
  this lesson, students explore leading issues that
  are relevant to their own lives.

3
Teacher-Librarian collaboration addressed
student learning need to target the following VSC
goals

• Identifying and using text features of
  information text
• Identifying and using organizational structure of
  information text
• Reading critically and evaluating information
  text
• Using a variety of resources to meet information
  needs

4
Exploring SIRS Databases features to create a
better lesson plan.

• Finding Educators Resources http//sks.sirs.com/cg
  i-bin/hst-portal-display?idSMD0949-0-5457
• Plan instruction using Writing a research paper
  as a guide guidehttp//sks.sirs.com/docs/HowtoWrit
  eaResearchPaper.doc
• Preparing student guides to bring to library
  research sessions

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Library Session Day One

• Google vs SIRS http//www.proquestk12.com/lsm/sirs
  /docs/sirsXgoogle.doc
• SIRS Researcher text features http//sks.sirs.com/
  cgi-bin/hst-portal-res?idSMD0949-0-5457
• Complete Phases 1, 2, 3 using http//sks.sirs.com/
  docs/HowtoWriteaResearchPaper.doc

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Library Session Day Two

• Phase 4 students read and select articles to
  support their thesis http//sks.sirs.com/cgi-bin/h
  st-sub-display?idSMD0949-0-5457resYrenYgovY
  lnkYkeyno0000010740leadissYauth_checkedY
• Refining keywords, selecting subject relating
  headings.
• Tagging, Citing, Dictionary, Thesaurus features

7
Sessions in computer lab.

• Student Research Time
• Students created source cards to assist them in
  documenting their sources and creating a Works
  Cited.
• Students met or exceeded requirements for note
  cards by investigating their topic.
• Students identified graphics on SIRS appropriate
  for the visual portion of their project.

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Teacher-Librarian collaboration supports a higher
level of student achievement.

• Students will use effective strategies before,
  during and after reading, viewing, and listening
  to self-selected materials.
• Students will be able to use a variety of
  formats, to locate information to an identified
  need.
• Students will apply reading strategies when
  comparing, making connections, and drawing
  conclusions about non-print text.
• Students become independent scholars.
• Students get it!