Grade Level - International School of Kenya · Web viewInternational School of Kenya Research...

International School

of Kenya

Research Standardsfor the

21st-Century Learner

PK - 12

International School of KenyaResearch Standards

Table of Contents

Topic Page Number

Essential Agreements 2

MS Units Pacing 3

Research Skills Scope and Sequence 5

Essay Construction Scope and Sequence 6

Presentation/Technology Support 7

MLA Essay Sample 8

JVL: Curriculum_Research scope/sequence2011-2012

1



2

Students of the 21st century will address authentic problems and

questions that matter, using authoritative information, critical

thinking, and creativity.



3


THE ISK RESEARCH PROCESS

The steps:

PLAN:1. PRE-SEARCH2. CONSTRUCT A RESEARCH QUESTION

RESEARCH:3. SELECT & EVALUATE RESOURCES4. COLLECT & SYNTHESIZE INFORMATION

CREATE:5. CREATE & PRESENT FINAL PRODUCT

Explanation of the steps:

PRE-SEARCH• Read for background information • Consider what you already know • Identify key words and concepts• Review assignment parameters and assessment criteria

CONSTRUCT A RESEARCH QUESTION / THESIS STATEMENT• Consider what interests you as you choose an area of focus• Frame a meaningful research question (use Bloom’s higher level questioning) • Consider how you might best answer the question or support a thesis statement

SELECT AND EVALUATE RESOURCES• Identify resources in a variety of formats and from diverse viewpoints• Use key words to search book indexes, library catalog, online resources • Evaluate resources for quality/authority• Determine whether you have sufficient, relevant information to answer your research question

(should you reframe your question?)

COLLECT AND SYNTHESIZE INFORMATION• Take notes using an organizational tool: Two or three-column notes, note cards, or graphic

organizers, highlighters • Identify direct quotes • Paraphrase & summarize information in concise notes• Record your sources as you take notes• Sort/analyze/interpret information/data• Draw conclusions/offer solutions from the information/data

CREATE AND PRESENT FINAL PRODUCT• Create first draft/outline/plan of your final product• Consider purpose and audience• Review and edit (check rubric)• Present or share your findings


4


Elementary School


5


ES Essential Agreements

All teachers agree to the following:

1. Assignments:a. Projects will be designed to require original thinking and creativity from students.b. Projects will be jointly planned with the homeroom teacher, librarian, IT facilitator and

any other specialist as appropriate.c. A variety of modes (oral, written and audio/visual) will be used during the course of the

year(s) to present research findings in ways that require organization and creativity.d. Students will be given a timeline for the project and the final assessment rubric when a

task is assigned.

2. Sources: a. Students will use multiple types of sources, in print and online: books, encyclopedias,

websites, interviews, magazines, etc (as appropriate).b. Students will acknowledge their sources.

3. Note-Taking: a. Students will take bullet-point notes using a pre-assigned format.b. Students will record their sources as part of the note-taking process.

4. Guaranteeing Authentic Work:a. Students will be given ample time for taking notes and writing in school.b. Note-taking and preliminary work will be assessed as well as the final product.c. Original thinking and creativity will be assessed.


6

ES Research Scope and Sequence

Pre-K Kindergarten Grade 1

PLA

N

1. Pre-search[Develop an understanding of the topic]

Explore a topic through a variety of means

Use new vocabulary associated with a topic

Share what you already know

Use new vocabulary associated with a topic Share what you already know Understand what a fact is Understand what is meant by “researching a

topic”

Use new vocabulary associated with a topic Understand new concepts related to a topic Share what you already know Understand what a fact is Understand what is meant by “researching a

topic”

2. Construct a Research Question[Focus on one aspect]

Consider what you don’t know Ask questions relevant to a specific topic

Consider what you don’t know Ask relevant questions in response to

observations, interests, information or stories related to a specific topic

Consider areas of interest Consider what you don’t know Generate questions to explore individually or

as a class

RES

EAR

CH

3. Select & Evaluate Resources

Recognize the need for information Understand that libraries and librarians

help us answer questions Distinguish fiction books from nonfiction

books

Recognize the need for information Understand that libraries and librarians help

us answer questions Recognize differences between fiction books

and nonfiction books Locate fiction and nonfiction in the library

Know the difference between fiction and nonfiction

Use resources provided by the teacher to find specific information

Use print encyclopedias (select correct volume)

Seek answers from information experts in the ISK community

4. Collect & Synthesize Information

Understand that words & pictures have owners

Sort related subject matter

With assistance, use books and websites to answer a question

Use an organizational tool to record facts Understand that words and pictures have

owners Identify title & author on a book cover Sort related subject matter

Record facts to answer a query Use an organizational tool to organize

information Locate title & author on a book, and name of

a website Note sources as part of the note-taking

procedure Organize related subject matter

CR

EATE

5. Create & Present Final Product

Retell new information learned Explain a visual related to a new topic Draw a picture reflecting new learning

Share research findings in a specified format Draw a picture to share new learning

Share research findings in specified formats, oral and written

Recognize the benefits of organization & clarity in presenting findings

IT Integration[none] Kidspiration (graphic organizer)

PebbleGo (electronic database for lower ES)

Kidspiration (graphic organizer) PebbleGo (electronic database for lower

ES)

ES Research Scope and Sequence

Grade 2 Grade 3 Grade 4 Grade 5

PLA

N

1. Pre-search

Understand keywords and new concepts

Share what you already know Understand the difference between

fact and opinion

Understand keywords and new concepts

Become familiar with the broad topic through teacher-directed independent background reading

Identify and understand keywords and new concepts

Read independently for background information on a topic, e.g. from an encyclopedia, magazine

Clarify assignment expectations

Read independently for background information on a topic

Develop a mind map to explore what you know

Identify and define keywords and concepts

Clarify assignment expectations

2. Construct a Research Question

Consider areas of interest Consider what you don’t know Create a list of sub-topics related to

the larger topic Generate some questions about

those sub-topics

Consider personal interests related to the broad topic

Generate a list of questions and/or related sub-topics

In consultation with teacher, determine an area of focus

Consider personal interest in choice of topic

In consultation with teacher, determine an area of focus

Write questions to explore the topic [higher level questioning]

Revise, delete, add higher level questions

Consider personal interest in choice of topic

Begin to broaden/narrow a topic Practice writing questions to

explore the topic [higher level questioning]

Revise, delete, add higher level questions

RES

EAR

CH


Begin to identify and locate possible sources using the library catalog

Use a table of contents and index to locate information

Use an encyclopedia Use more than one source to answer

questions Locate titles and authors of sources

Practice identifying and locating possible sources in library catalog

Use table of contents, headings and index to locate information

Use more than one source to answer questions

Locate bibliographic details for a source

Practice identifying possible sources in the library catalog

Use table of contents, headings and index to locate information

Demonstrate ability to locate bibliographic details in a book or website

Navigate electronic sources

Identify possible sources in library catalog

Use a selection of teacher-recommended resources

Identify key search terms Use search strategies (books,

web) Discuss evaluation of sources

4. Collect & Synthesize Information

Record facts related to more than one sub-topic or question, using a structured note-taking form

Begin to practice the skill of writing brief notes in own words

Record titles & authors while note-taking

Record facts related to more than one sub-topic or question, using a structured note-taking form

Practice writing brief notes in own words

Record title, author, city, publisher, date of books used

Use a structured note-taking form Introduce different notetaking

skills, e.g. highlighting relevant information

Take brief, relevant and accurate notes in own words

Record bibliographic details for sources

Use a structured note-taking form Organizing notes Summarize findings verbally Identify gaps and seek more

information where needed Record full bibliographic details for

sources Understand concept of plagiarism Practice the skill of paraphrasing

CR

EATE 5. Create &

Present Final Product

Reflect on findings With teacher guidance, draw

conclusions from the research Share findings in a variety of formats

(visual, oral & written), demonstrating organization, creativity and a knowledge of facts

Draw a conclusion from the research

Share findings in a variety of formats (visual, oral & written), demonstrating organization, creativity and a knowledge of facts

Include a list of sources in the final product

Draw a conclusion from the research

Share findings in a variety of formats, demonstrating organization, creativity and a knowledge of facts

Include a bibliography in a research project

Use research to draw conclusions Share findings in a variety of

formats, demonstrating organization, creativity and a knowledge of facts

Create a correctly formatted bibliography

Self-evaluate work using a rubric

IT Integration

Kidspiration (graphic organizer) Use a pre-assigned website

Kidspiration (graphic organizer) Search a set of pre-assigned

Graphic organizer Search an electronic

Graphic organizer Search subscription databases


Grade 2 Grade 3 Grade 4 Grade 5 PebbleGo (electronic database for

lower ES)websites encyclopedia

Select & search within a set of websites

Practice using search engine skills

Optional: Noodletools


9


ES Essay Construction Benchmarks

Grade 3 Grade 4 Grade 5

Intr

oduc

tion Write an introduction that informs the reader of

the topic or the paper’s purpose Know that an introduction has a hook and

states the topic and subtopics

Write an introduction that informs the reader of the topic or the paper’s purpose

Know that an introduction has a hook and states the topic and subtopics

Topi

c Se

nten

ces

Use topic sentences for each paragraph Use topic sentences for each paragraph

Bod

y Pa

ragr

aphs

Include details that support the topic sentence Understand that body paragraphs are different

from introduction and conclusion paragraphs

Use transition phrases



Use transition phrases

Con

-cl

usio

n Write a conclusion that demonstrates a sense of closure

Know that a conclusion rephrases the introduction

Write a conclusion that demonstrates a sense of closure

Know that a conclusion rephrases the introduction


10

Middle School


MS Essential Agreements

All teachers agree to the following:

1. Assignments:a. Projects will be designed to require original thinking and creativity from

students.b. Projects will be jointly planned with the subject-area teacher(s), librarian, IT

facilitator and any other specialist as appropriate.c. Students will be given a timeline for the project and the final assessment

rubric when a task is assigned.d. A set minimum/maximum length will be specified for individual

assignments

2. Sources: a. Students will use primary and secondary sources.b. Students will use multiple types of sources, in print and online: books,

websites, encyclopedias, newspaper and magazines articles, subscription databases, interviews, etc (as appropriate).

c. Students will use high quality sources.d. Students will acknowledge their sources. When students write formal

papers, an MLA Works Cited list will be included

3. Note-Taking: a. Students will take bullet-point notes using a pre-assigned format (2 or 3

column notes).b. Students will record their sources while taking notes.

4. Guaranteeing Authentic Work:a. As time permits, students will write in class from their notes.b. When students write formal papers, notes will be assessed at multiple

checkpoints during the process.c. Original thinking and creativity will be assessed.


12

MS Research Scope and Sequence


1. Pre-search

Develop a mind map as you explore what you know Read independently for background information on a topic Identify and define key words and concepts Clarify assignment expectations

Use mind map to explore what you know Read broadly for background information about subject area Select and understand key words and concepts Clarify assignment expectations

Gather background information about subject area using

multiple strategies: interviews, reading Understand key concepts and develop an opinion. Clarify assignment expectations


Consider personal interest in choice of topic Choose an area of focus Write questions to explore the topic [higher level

questioning] Revise, delete, add higher level questions Practice broadening/narrowing a topic

Develop a topic within an authentic context

Frame questions to guide research.

Develop a clear topic within an authentic context that demonstrates an application of knowledge.

Construct higher level questions to guide research.


Use a variety of teacher recommended resources (including appropriate library subscription databases)

Use key words to search book indexes, library catalog, online resources

Use text features & navigational tools to locate information Discuss evaluation of sources.

Identify and use wide range of sources: (library collection, subscription databases, portals to web, e.g. Best of History Web Sites)

Use text features & navigational tools to locate information Evaluate sources for authority using an evaluation tool

(ABCDs authorship, bias, content: reading level and authority, date)

Identify and use wide range of sources: (Consider using library collection, subscription databases, primary sources, portals to web, e.g. Best of History Web Sites)

Seek diverse viewpoints Use text features & navigational tools to locate information Evaluate sources for authority using an evaluation tool Use annotated Works Cited List to evaluate sources.

4. Collect &

Synthesize Information

Take and sort notes using an organizational tool (e.g. three-column notes, note cards, or graphic organizers, highlighters)

Use bulleted format Respect copyright and acknowledge sources in notes Practice summarizing verbally Begin to outline in order to organize information or

arguments [Teachers: Reinforce concept of Plagiarism]

Extract essential information identifying key words and concepts.

Take notes independently using an organizational tool Collect evidence, draw conclusions Identify sources of direct quotes and paraphrases in notes Practice paraphrasing, summarizing Begin to use outlining to organize information or arguments

[Teachers: Develop discussion of plagiarism.]

Extract essential information identifying key words and concepts.

Collect evidence, draw conclusions Take electronic notes (e.g. using Noodle Tools) Use in-text citation Use paraphrasing, summarizing Use outline or other framework to organize information or

arguments

[Teachers: discuss plagiarism-avoidance strategies.]


From Essay Construction Scope and sequence for 6 th : Translate notes into original sentences and paragraphs in classIntroduction: Clear Focus: What did you want to know/learn? What is the main idea of the paper of final product?Body Paragraphs: Main idea of each paragraph is indicated and/or written at the beginning of the paragraphConclusion: Restate/summarize the main idea. Introduce the idea of extended thinking or application of ideaWorks cited: Some form of citation in all research pieces; Formal works cited expected in at least one assignment

From Essay Construction Scope and sequence for 7 th :Translate notes into original sentences and paragraphs in classIntroduction: Introduce thesis statements

Body Paragraphs: Main idea of each paragraph is indicated and/or written at the beginning of the paragraphConclusion: Restate/summarize the main idea. Introduce the idea of extended thinking or application of ideaWorks cited: include in formal assignments (include citation for illustrations)

From Essay Construction Scope and sequence for 8 th : Translate notes into original sentences and paragraphs in classIntroduction: Continue to develop thesis statement writing.

Body Paragraphs: Main idea of each paragraph is indicated and/or written at the beginning of the paragraphConclusion: Develop the skill of extended thinking or application of data. Works cited include in all assignments as appropriate (include citation for images, charts, interviews, music files)

IT Integration

Noodletools: simple versionInspiration: use for mind maps and introduce outline functionDevelop web searching skills

Noodletools: simple versionInspiration: Begin to use outliningIntroduce Turnitin.com

Noodletools: advanced (Electronic note taking. Annotation of sources.)Inspiration: Demonstrate outline skillsTurnitin: Use for formal papers


Essay Construction Benchmarks


Intr

oduc

tion

Know that an introduction has a topic statement, a sentence for each body paragraph and a conclusion sentence

Write an introduction that informs the reader of the topic or the paper’s purpose

Include a hook to engage the reader

Write an introduction that has a thesis statement, a sentence for each body paragraph and a conclusion sentence

Use a hook to engage the reader

Know and apply the required elements of an introduction (titles, authors, thesis)

Develop context in the introduction Use a hook to engage the reader

Thes

is

Write a question that can be turned into a main idea

Understand that a thesis is different from a topic

Understand and write a thesis that is a statement which is related to an original question

Write a thesis that can be argued from a particular point of view

Topi

c Se

nten

ces

Use topic sentences for each paragraph Begin to use topic sentences which are connected to the thesis (begin to make the questions)

Use topic sentences connected to the thesis

Bod

y Pa

ragr

aphs



Use transition phrases Include a reference to a connection made

outside of the text (e.g. text to world or text to text)

Use solid details to support the topic sentence

Begin to use direct quotes in the text

Understand the difference between a paraphrase and a quotation

Understand what makes an effective quotation Use linking sentences and transition sentences

between paragraphs Adjust voice to purpose of the paper (e.g. 1st

person in a persuasive essay, 3rd person in an analytical essay)

Choose solid details that support the thesis

Begin to embed direct quotes in text Understand the difference between a

paraphrase and a quotation Understand what makes an effective quotation Begin to paraphrase Know when to use citations with paraphrasing Know when a personal connection is

appropriate

Con

-cl

usio

n

Know that a conclusion paragraph is not a repetition of the introduction

Demonstrate a sense of closure

Write a conclusion paragraph that is not a repetition of the introduction

Include no new information Demonstrate a sense of closure

Introduce different options for conclusions Evaluate different types of conclusions Include no new information


14


MS Unit Pacing Plan

Quarter 1 Quarter 2 Quarter 3 Quarter 4Grade 6

Plagiarism Presentation to all grade level students with grade level teachers

English

Narratives Expository Writingo Research (L)(T)

Narrativeso Literary Analysis

Expositoryo Research (L)o Multi-Media (T)


Writing Process + Reading and Writing Workshops

15


Quarter 1 Quarter 2 Quarter 3 Quarter 4

Social Studies

Early Humans Early Man Groups (L)(T)

Inventions/Firstso Full Research paper (L)(T)o Newspaper articles (L) (T)

Belief Systemso Egyptian gods/goddesses o Trade cardso Hinduism brochure/

Electronic research (L)(T)

Government systemso Hammurabi to Romanso Multi-Media presentation (L)

(T)

ScienceGeosphere Atoms/Elements Cells/Diversity Human Body Electricity/Magnetism Energy Resources Animal Taxonomy

Other

Grade 7Plagiarism Presentation to all grade level students with grade level teachers

English

Personal narrative Individual vs society in literature Formal Essay (T)

Voice Unito Catherine, Called Birdy

Formal Essay (T)

Poetry (L) The structure of writing

Non-fiction – documentary (L)(T)


Quarterly research reports on student-selected topics (L)(T)(LRC)

Writing Process

16


Quarter 1 Quarter 2 Quarter 3 Quarter 4

Social Studies

Islam (L)(T)o Influence of Islam on the

worldo Debate

Crusades/Middle AgesFormal Research paper (L)(T)

ExplorationTrial/Debate (L)

RevolutionFormal Research Paper (L)

Science Water/Marine Science

Research paper (environmental issues/water) (L)(T)

Waves (Light, sound…)Data collection/spreadsheet (T)

Plant Taxonomy/Soil ScienceCurrent event (L)

UniverseFormal essay/project (L)(T)

Other

Grade 8Plagiarism Presentation to all grade level students with grade level teachers

English

Maasai Short Stories World Myths/Legends

Expository Essay Personal Narrative

African Lit book groups Multicultural short stories

Persuasive Essay

Power of One: Literary analysis, elements of literature, literary deviceso Compare/Contrast essayo Multi-voice journal

Essay form (open choice) Asian novels book groups

Social Studies

Maasai and Cultures impacted by globalizationo Mulitcultural research (L)o People affected by

globalization (T)

World conflict Development of the UN

Superpowers and the cold War Mulitnational corporation

development: The shrinking world (L)

Rise of technology and communication: the ever-shrinking world (T)

NewPowers: the Future (e.g. China, India)o Research project (L)(T)

Science Environmental Globalization &

Its Effectso Investigation (L)(T)o IC Trip

Forces and MotionInvention write-up (L)

Chemistry (Chemical bonding, equations…)Formal Lab Reports (2) (T)

Reproduction and AdaptationDebate (L)

Other


Independent Reading/Book Talks Poetry

17

High School

HS Essential Agreements

1. Assignments:a. Projects will be designed to require original thinking and application of knowledge.b. Librarian and IT facilitator are available to support research projects, extended essays,

discussion of sources and academic honesty, and applications of technology in teaching.

c. Students will be given short and long-term timelines for the project and the final assessment rubric when a task is assigned.

d. Students will reflect on the research process.

2. Sources: a. Teachers will model citing sources, including images and charts, in their own

presentations.b. Students will use and distinguish between primary and secondary sources. c. Students will use multiple types of sources in print and online: books, encyclopedias,

journal articles, subscription databases, web sites, interviews.d. Students will evaluate information and its sources.e. Students will cite their sources.

3. Note-Taking: a. Students will choose a notetaking method appropriate to learning style and the

structure of the information.b. In their notes students will identify what needs to be cited: quotes, ideas, arguments,

charts, images

4. Guaranteeing Authentic Work:a. When students write formal papers, notes will be assessed at some point during the

process.b. Original thinking and application of knowledge will be assessed.

5. Ethical Practice (See also IBO’s Ethical Guidelines for Extended Essays Research and Fieldwork appended to this document)

a. Students will be sensitive to local and international cultures in undertaking research, interviews, fieldwork and CAS projects.

b. Participants must be informed of the aims and objectives of the research or project and be shown the results of the research.

c. Informed consent should be obtained from the people who are the subject of the fieldwork. In the case of children in school, students must obtain written consent from parents and teachers.

d. Anonymity for each participant must be guaranteed.

HS Research Scope and Sequence

Grade 9 Grade 10 Grades 11-12 (IB Extended Essay: Refer to subject guides)

Pre-search

Read assessment criteria Use prior and background knowledge as context for new

learning Undertake preparatory reading for background and context Identify key words and search terms

Read assessment criteria Use prior and background knowledge as context for new

learning Undertake preparatory reading for background and context Identify key words and search terms

Read the assessment criteria Read exemplars to identify strengths and possible pitfalls Undertake preparatory reading for background and context Identify key words and search terms


Develop a focused thesis statement related to a research question

Develop and refine a range of questions to frame the search for new understanding

Plan a structure for the final product and determine audience

Develop a focused thesis statement related to a research question

Develop questions to structure and clarify search Plan a structure for the final product and determine

audience

Clearly establish the context for the research question Ensure that the research question leads to systematic

investigation and critical analysis Plan a structure for the final product and determine

audience Ensure availability of evidence

3. Select & Analyze Resources

Use multiple sources and formats Evaluate resources for authority using an evaluation tool Access databases available through the library

(periodicals, magazines, reference materials)

Use multiple sources and formats Evaluate resources for authority using an evaluation tool Access databases available through the library (periodicals,

magazines, reference materials)

Identify how and where material will be gathered Consult an imaginative range of sources Use both primary and secondary sources (if possible) Access academic articles though subscription databases

4. Collect & Organize Information

Use a note-taking strategy to organize main ideas and supporting evidence

Paraphrase and summarize information in concise notes Record sources during the notetaking process (including

images, graphs, arguments, illustrations) Respect concepts of intellectual property

Use a graphic organizer or outline to organize main ideas, supporting evidence the relationship between ideas

Critically evaluate information from multiple sources Paraphrase and summarize information in concise notes Record sources during the notetaking process (including

images, graphs, arguments, illustrations) Respect concepts of intellectual property

Demonstrate knowledge of strategies needed for research (note-taking, outlining, etc.)

Critically evaluate information from multiple sources Annotate sources Accurately cite tables, images, charts, illustrations Differentiate between a bibliography and works cited list Respect concepts of intellectual property

5. Demonstrate Knowledge of Topic and Related Argument

Use solid evidence to support a claim Terminology appropriate to the subject is used accurately

Reasoned and balanced argument is developed Appropriate personal response is integrated Arguments reflect multiple perspectives Terminology appropriate to the subject is used accurately

Argument is presented clearly and logically Solid foundation of specific relevant knowledge is clear Appropriate personal response is integrated Effective and sophisticated application of analytical and

evaluative skills are evident Terminology appropriate to the subject is used accurately


Refer to the following Essay Construction benchmarks Accurately embed citation evidence Conclude research by sharing and reflecting on the process

and the learning Interpret Turnitin results for strategies to avoid plagiarism

Refer to the following Essay Construction benchmarks Accurately embed citation evidence Conclude research by sharing and reflecting on the process

and the learning Interpret Turnitin results for strategies to avoid plagiarism

Refer to the following Essay Construction benchmarks (as applicable)

Apply subject-specific requirements (e.g. lab presentation, etc.)

Context for research is evident Abstract consists of 3 elements: research

question/hypothesis, scope of the essay and the conclusion Abstract is not longer than 300 words


Grade 9 Grade 10 Grades 11-12 (IB Extended Essay: Refer to subject guides)

Use TechnologyNoodletoolsIT Integration: Formatting papersExcel, spreadsheets (e.g. for lab reports)


21


Essay Construction

Grade 9 Grade 10 Grade 11 Grade 12

Intr

oduc

tion Know the required elements of an

introduction (titles, authors’ names, thesis)

Develop context in the introduction Set tone for essay within the

introduction

Choose and utilize an appropriate structure depending on type of essay

Order the required elements of an introduction in effective ways

Use interesting, relevant details in an introduction to hook the reader

Weave required elements into the introduction in a concise, creative and/or persuasive manner

Weave required elements into the introduction in a concise, creative and/or persuasive manner

Thes

is

Write a thesis that can be argued from a particular point of view

Develop a thesis that is focused, addresses the topic and drives the essay

Write a thesis statement that addresses multiple works

Write a comprehensive thesis that encompasses multiple possibilities but focuses on one point of view

Topi

c Se

nten

c Write topic sentences connected to the thesis

Develop topic sentences that define the focus of the paragraph and also connect to the thesis

Demonstrate coherence/logic/fluency between topic sentences, paragraphs, arguments and thesis

Demonstrate coherence/logic/fluency between topic sentences, paragraphs, arguments and thesis

Bod

y Pa

ragr

aphs

Choose solid details that support the arguments

Begin to embed direct quotes in text

Develop ability to embed direct quotes

Integrate quotes to support thesis and topic sentences

Integrate quotes to compare/contrast to logically and persuasively support thesis and all topic sentences

Use linking words and phrases to transition from one idea to the next

Use transitions to compare/contrast texts or arguments

Create effective transitions to compare/contrast texts or arguments

Create effective transitions to compare/contrast texts or arguments

Begin to paraphrase Develop the ability to paraphrase Know how to paraphrase Know how to paraphrase effectively

Con

-cl

usio

n Write a conclusion that re-states the thesis, summarizes argument and links ideas to the “bigger picture”

Write a conclusion that redefines thesis and causes reader to think about the topic in a new way

Restate thesis and introduce a new thought or possibility in the conclusion

Conclude by refining thesis and posing a new thought or possibility


22


HS Research Pacing Plan

Gr. 9 Gr. 10 Gr. 11 Gr. 12

English

Writ

ing

Boo

t Cam

p

Writ

ing

Boo

t Cam

p

Writ

ing

Boo

t Cam

p +

IB E

xten

ded

Ess

ay In

tro.

IB E

xten

ded

Ess

ay W

orks

hop

+ 12

th G

rade

Non

IB R

esea

rch

Pro

ject

?

Social Studies

Science/Health

CAD

Other


23

Appendix

Designing Authentic Assignments using Bloom’s New Taxonomy

Remembering

Useful Verbs Sample Question Stems Examples

TellListDescribeRelateLocateWriteFindStateNameIdentifyRecogniseRetrieveOutlineDefineWriteStateMemorize

What happened after?How many?Can you name the…?Describe what happened atFind the meaning ofWhich is true or false?Outline the events

Questions require information recall.

Define the key termsArrange scrambled story pictures in sequential orderRecite a poemLabel a diagram or mapMatch quotations to the characterIdentify the parts of a cellList characteristics

Understanding


ExplainInterpretOutlineDiscussDistinguishPredictRestateTranslateCompareDescribeParaphraseExpressIllustrateRestateSummariseRewriteClassifyInfer

Can you paraphrase….?Can you summarise….?What happened next?What was the main idea?Who was the key character?Can you distinguish between?Can you provide an example of what you mean?What is the key idea in?Compare …with…Explain your opinion about

Questions require understanding of concept or terms.

“Summarise in a sentence”Use a concept map to compare charactersMake a cartoon strip showing the sequence of eventsPerform a scene from the storyExplain how the main character felt at key points of the storyDescribe osmosis to another student in your own wordsProvide examples Write a sentence using the wordDiscuss content with peers


Applying


SolveShowUseIllustratePredictConstructCompleteExamineClassifyCalculateCarry outModifyDemonstrateImplementDramatizeTeachSketchChartWrite

Do you know another instance where?Could this have happened in?What factors would you change if?Can you apply the method used to some experience of your own?What questions would you ask of…?From the information given, can you develop a set of instructions about…?Classify using characteristics such as…

Questions require prediction of the most likely outcome given a new situation

Keep a journal Make a board game demonstrating the key concepts in the topicIllustrate an event with a diorama, model or drawingApply color theory to a paintingMake a scrapbook about the areas of studyTake a collection of photographs to demonstrate a particular pointWrite a lesson about …for othersDesign a marketing strategy for your product using a known strategy as a modelPerform a scene from a playPredict what happens to X if Y increasesIf you could interview the artist, what questions would you ask?

Analysing


AnalyseDistinguish betweenExamineCompare ContrastInvestigateCategoriseIdentifyExplainSeparateAdvertiseInferBreak downClassifySortSimplifyDiscover

What do you infer from…?What are the motives behind?What is the theme of..?Which is the odd one out?If …changes what might happen?How does …..compare …with?What are the advantages and disadvantages of?What are the possible outcomes if?How is … similar to?How does …..compare …with?Why did … changes occur?What was the turning point in the game?What was the problem with?

Questions require interpretation of data

Create, compile and analyse a questionnaire Make a family tree or concept map showing relationshipsHow do form, colour and texture function in a work of art?Perform a role playInterpret data, graphs, or figuresAnalyse a case study Compare and contrast two ideas or concepts


27


Evaluating


EvaluateDetermineCriticiseRankConcludeDebateRecommendDefendVerifyAssessDecideChooseGradeJudgeSummariseJustifyPrioritiseDiscussArgueSelectRateCompare

Is there a better solution to?Do you think…is a good or a bad thing?What changes would you recommend?What is the value of?How would you rank…. in order?How effective is?How would you defend a point of view?

Questions require assessment of information in support of an argument

Write a literary critiqueWrite a movie or a dramatic reviewEvaluate a dietary or exercise regimeParticipate in a debateConduct a group discussionWrite an argumentative essayPrepare a list of criteria to judge…Make a booklet about 5 rules you see as important. Convince othersWrite a letter to the editor or editorial…Conduct a class meeting to discuss…Critique an experimental design or a research proposalCreate an anthology of poems. Discuss why you chose eachEvaluate data in support of a hypothesis

Creating


BlendPlanBuildImproveConstructDeviseComposePredictDesignCombineCreateDevelopFormulateImagineInventOrganizeProposeImplement

Can you design…to…?Why not compose a song?Can you see a possible solution to….?What would happen if…?How many ways can you?Can you create new and unusual uses for?Make improvements toDesign and construct a Imagine how things could be different

Questions require creativity and imagination

PD for teachers: Create questions at each level of Bloom's Taxonomy as a practice test and then take the test

Write a play or story Step into the shoes of an historical figureDevise a scavenger huntChoreograph a danceDesign an inventionDevise a community service project to implement your ideasMarket an ideaDesign a brand identityDevelop an hypothesis or original thesisDesign an experimentCreate a model based on given dataCreate something new using/combining disparate sources of information


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ABCDs OF WEBSITE EVALUATION ADDRESS OR URL:ABCDs CONSIDER USING THIS SITE IF: QUESTION THIS SITE IF:ADDRESS OR URL OF SITE

.gov (government) .edu or .ac (college or university) .org (non-profit organization)

.com or .co (business) .k12 (school) .net, personal site, blog, wiki

AAUTHORSHIPwho created this site?

author seems to be an expert in the field or subject

organization is governmental or non-profit and is a respected organization in this field

author may not have relevant qualifications organization has commercial interest in this

subject

BBIASwhat is the purpose of this site?

information news scholarship

advocacy (promotes a point of view) personal interest advertising

CCONTENThow accurate or trustworthy is this page? is it at my reading level?

previously published in a newspaper, magazine or academic journal and has been subject to peer editing

yes there is a works cited list or bibliography information is consistent with other sources I can read this site with understanding

editing needed. mistakes in spelling or grammar throughout this site

no works cited list or bibliography information may not be consistent with other

sources this site is too difficult for me to read with

understanding, or, it is too simpleD

DATEWhen was page created or updated?

this is a continuously updated page or site links to information work

this site was last updated more than a year ago links to other information are broken

EEVALUATION COMPLETE

_______ total number of checkmarks in column I am comfortable that the information on this site

is reliable

_______ total number of checkmarks in column I probably should not use this site for academic

work

ABCDs OF WEBSITE EVALUATION ADDRESS OR URL:ABCDs CONSIDER USING THIS SITE IF: QUESTION THIS SITE IF:ADDRESS OR URL OF SITE

.gov (government) .edu or .ac (college or university) .org (non-profit organization)

.com or .co (business) .k12 (school) .net, personal site, blog, wiki

AAUTHORSHIPwho created this site?

author seems to be an expert in the field or subject

organization is governmental or non-profit and is a respected organization in this field

author may not have relevant qualifications organization has commercial interest in this

subject

BBIASwhat is the purpose of this site?

information news scholarship

advocacy (promotes a point of view) personal interest advertising

CCONTENThow accurate or trustworthy is this page? is it at my reading level?

previously published in a newspaper, magazine or academic journal and has been subject to peer editing

yes there is a works cited list or bibliography information is consistent with other sources I can read this site with understanding

editing needed. mistakes in spelling or grammar throughout this site

no works cited list or bibliography information may not be consistent with other

sources this site is too difficult for me to read with

understanding, or, it is too simpleD

DATEWhen was page created or updated?

this is a continuously updated page or site links to information work

this site was last updated more than a year ago links to other information are broken

EEVALUATION COMPLETE

_______ total number of checkmarks in column I am comfortable that the information on this site

is reliable

_______ total number of checkmarks in column I probably should not use this site for academic

work


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WELCOME TO THE ISK LIBRARY WEB PAGE:

Most of these online resources are available from home using the usernames and passwords below.

ALEXANDRIAThe library’s online catalog [campus only]

ENCYCLOPAEDIA BRITANNICA with links to selected articles & websites

USERNAME: iskPASSWORD: library

CULTUREGRAMS:History, customs and everyday life of countries of the worldUSERNAME: isklibraryPASSWORD: library

NOODLETOOLS:Cite your sources here. Students create

a web-based account to store bibliographic details & notes linked to

sourcesCreate your own account

PROQUEST PLATINUM:Articles from newspapers, magazines, and academic journals available in full textUSERNAME: isklibraryPASSWORD: library

TURNITIN:Submit your paper for review to find improperly used content, inadvertent

plagiarism, or quotation errorsCreate your own account

HISTORY STUDY CENTER: Collection of primary and secondary sources including study units on world historyUSERNAME: intlschkPASSWORD: welcome

JSTOR:A digital archive of scholarly articles, [campus only]

LEARNING LITERATURE:Collection of literature, criticism, biography, and multimedia resources for the study of literatureUSERNAME: intlschkPASSWORD: welcome

TEEN HEALTH & WELLNESS:Health and science topics for research

and to answer personal questionsUSERNAME: isk

PASSWORD: library


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WORKS CITED

BOOKS Author's Last name, First name. Title. Place of Publication: Publisher, Year. Print.Bentsen, Cheryl. Maasai Days. New York: Anchor, 1991. Print.

BOOK – TWO AUTHORS

Last name, First name, and First name Last name. Title. Place of Publication: Publisher, Year. Print.

Lekuton, Joseph Lemasolai, and Herman Viola. Facing the Lion: Growing up Maasai on the African Savanna. Washington, D.C.: National Geographic, 2003. Print.

EDITED BOOKS Editor's Last name, First name, ed. Title. Place of Publication: Publisher, Year. Print.Rochman, Hazel, ed. Somehow Tenderness Survives: Stories of Southern Africa. New

York: HarperCollins, 1988. Print.

ARTICLES FROM PERIODICAL DATABASE:PROQUEST

Author's Last name, First name. "Title of Article." Name of magazine vol.issue (Date): page no. Name of Database. Web. Date of access.

Coast, Ernestina. "Maasai Marriage a Comparative Study of Kenya and Tanzania." Journal of Comparative Family Studies 37.3 (2006): 322. ProQuest Platinum. Web. 7 Oct. 2010.

ONLINEENCYCLOPEDIA

"Title of Article." Name of Encyclopedia, Publisher, Year ed. Web. Date of Access.“Kenya.” Encyclopaedia Britannica Online School Edition. Encyclopaedia Britannica, 2010.

Web. 7 Oct. 2010.

WEB PAGE Author's Last name, First name (if available). "Title of page." Title of complete work. Publisher. Date of update. Web. Date of access.

“The Massai and Desertification.” GCSE Bitesize. British Broadcasting Corporation. n.d. Web. 7 Oct. 2010.

This ISK handout and works cited generated by NoodleTools are consistent with the MLA Handbook, 7th edition.


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BIBLIOGRAPHY SHEET for grades 4 & 5

As you take notes, record your sources here:

Web Sources:

Print Sources:


Website Name: ______________________________________________Title of Website Page: ________________________________________URL (up to the first slash): ______________________________________



Book Title: __________________________________________________Author: ________________________________________________Publishing Company: _____________________________________City: _____________________________Copyright Year: _____________

Book Title: __________________________________________________Author: ________________________________________________Publishing Company: _____________________________________City: _____________________________Copyright Year: _____________

Encyclopedia Title: ___________________________________________Article Title: ________________________________________________Copyright Year: _____________

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ACADEMIC INTEGRITY CHECKLIST

Notes, outlines, and drafts of my work are readily available to show my teacher.

I have developed a question to guide my research.

Direct quotations are indicated by quotation marks or, if longer, by block format and are cited.

Ideas and arguments gathered from my reading and research are cited.

Text that I have paraphrased is cited.

Data, maps, charts, and images which are not my work are cited.

Apart from material I have cited, I have based my paper or project on my own thinking using my own

words.

Each in-text citation (parenthetical reference) corresponds to an entry in my Works Cited list or

Bibliography.

Each entry in my Works Cited list is referenced in the body of my paper or project.

I have used an approved format (MLA or APA) throughout my paper.

I understand that my paper may be submitted to Turnitin.

_______________________________ __________________________SIGNATURE DATE

ACADEMIC INTEGRITY CHECKLIST

Notes, outlines, and drafts of my work are readily available to show my teacher.

I have developed a question to guide my research.

Direct quotations are indicated by quotation marks or, if longer, by block format and are cited.

Ideas and arguments gathered from my reading and research are cited.

Text that I have paraphrased is cited.

Data, maps, charts, and images which are not my work are cited.

Apart from material I have cited, I have based my paper or project on my own thinking using my own

words.

Each in-text citation (parenthetical reference) corresponds to an entry in my Works Cited list or

Bibliography.

Each entry in my Works Cited list is referenced in the body of my paper or project.

I have used an approved format (MLA or APA) throughout my paper.

I understand that my paper may be submitted to Turnitin.

_______________________________ _________________________SIGNATURE DATE


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Title of Paper…. Last Name 1

Your Name

Teacher’s Name

Class information

Date

MLA Format for Essays

ISK has adopted the Modern Language Association or MLA format as a standard for citation

and formal writing. What follows is an example of formatting for an essay. Using Page Setup set 1 inch

margins at the top, bottom, left and right. Under Format choose Paragraph to indent the first line by one-

half inch. You are now ready to format the heading.

Write your name, your teacher’s name, class information, and date in the top left corner of page

one. On a double-spaced line below the heading, center the essay title. Do not underline, use a different

size or weight of font, or put the title in quotation marks. Do not add extra lines between the title and the

body of your essay. You are now ready to begin your essay. This is the MLA standard format for most

of your class work and essays. However, some of the work you will hand in to IB for outside

assessment will call for a cover page. For example, the cover page for an extended essay should include

the research question, word count, your name, candidate number and the date. (If you use a cover sheet,

include your name and page number in a header so that this information will be included on each page

of your essay including the Works Cited pages.)

Begin your first paragraph one double-spaced line below the title, with a one-half inch

indentation. Use a standard serif typeface such as “Times New Roman” and type size (12 point). The

choice of a serif font as standard has to do with the fact that your essay will be printed. If you are

working on a website or PowerPoint, however, you would more likely use a san-serif font. In an article

for web designers, Andy Hume names three sans-serif fonts (Verdana, Trebuchet and Helvetica) that

work well on a computer screen. Hume explains why Verdana is a good choice for the web. “Note the


35


generous amount of space between each character, as well as the amount of whitespace within the

characters (glyphs) themselves. This is what makes Verdana so legible on screen, and an excellent

choice for a sans-serif on the Web.”

Please note that the above quotation and reference to the author has been integrated into the text.

If the quotation were longer, more than four lines, the block of text would be double-spaced and

indented 1” as instructed in the MLA Handbook:

If a quotation runs to more than four lines in your paper, set it off from your text by beginning a

new line, indenting one inch … from the left margin, and typing it double-spaced, without

adding quotation marks. A colon generally introduces a quotation displayed in this way … A

parenthetical reference … follows the last line of the quotation. (110-111)

Full references to the Hume quotation and that from the MLA Handbook should appear on your

Works Cited List. Note that when using parenthetical quotations, the punctuation mark follows the

parenthesis unless the quotation is set off from the body of the essay as a block of text as above. Then

the parenthesis follows the punctuation. Also note that if you use the author’s name to introduce the

quotation, you need only to note the page number in parenthesis.

The second page and all following pages, including the Works Cited List, should be formatted

with a header with your last name and page number in the upper right hand corner. Use Insert on the

tool bar to do so.

The title “Works Cited” should be centered one inch from the top of the page. Each entry on the

list is formatted as a paragraph with a hanging indent of one-half inches. Each line is double-spaced and

the entries are listed in alphabetical order. If you use NoodleBib, the software will take care of

formatting, listing your entries in alphabetical order, and providing guidance to the lastest version of

MLA rules.


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Works Cited

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York: MLA, 2003. Print.

Hume, Andy. “The Anatomy of Web Fonts.” Site Point. N.p., 8 Dec. 2005. Web. 30 Nov. 2009.

<http://www.sitepoint.com/ article/ anatomy-web-fonts>.


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Bibliography


38


Bibliography

Abilock, D. “The Ethical Researcher.” NoodleTools. N.p., 12 Mar. 2009. Web. 28

Apr. 2011.

“Extended Essay Guide (First Exams 2009).” IBO Online Curriculum Center. IBO,

2007. Web. 28 Apr. 2011.

Hall, Jennifer, et al. Researching Together: Engaging Minds. State of Victoria:

Department of Education and Training, 2005. CD-ROM.

“The I-SAIL Standards:.” Illinois Standards Aligned Instruction for Libraries. Illinois

School Media Assn., 2009. Web. 28 Apr. 2011.

“MEMO Information and Technology Literacy Standards.” Minnesota Educational

Media Org. Ed. Marc Johnson. MEMO, 2011. Web. 28 Apr. 2011.

“Recommended Standards for PreK - Grade 12 Information Literacy Skills.”

Massachusetts School Library Association. N.p., 2009. Web. 28 Apr. 2011.

“Standards for the 21st-Century Learner.” American Assn. of School Librarians.

American Lib. Assn., 2007. Web. 28 Apr. 2011.


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