This lesson plan offers a way for students to become involved with the Literary Map and get their writing published on an academic website. Students will be write short abstracts for novels in the List Map database and their abstracts will be posted, with credit to the author, in our database.
Learning Outcomes
Students will:
·
Becoming more familiar with local North Carolina
books and authors.
·
Use research techniques to gather information
online and/or from physical books.
·
Practice their writing skills.
·
Have their writing published on an official
academic website.
Teacher Planning
Time required for lesson: Two 45 minute class sessions - or can be given
as homework research.
Materials/ Resources
·
Access to the websites:
o
Library.uncg.edu/dp/nclitmap/
o
Research sources, such as library catalogs and
databases. Examples: Worldcat.org, NCWiseOwl.com and even Amazon.com. The
school library catalog and public library catalogs can also be used.
·
Writing tools. Pencil and paper or Microsoft word
software.
·
Optional, but preferred: a copy of the book they
want to review. These can usually be obtained in a public library or the
school’s library.
Pre-Activities
The teacher will plan time to let the students explore the
lit map website. Students should spend this time familiarizing themselves with a
few novels, and ultimately decide on a novel for which they would like to write
an abstract. The book they choose can be one they are already familiar with, or
a new book. To get ideas on which books to cover, use the browse feature to search
by genre. Some of the genres included are Children’s Fiction, Children’s
Non-Fiction, and Young Adult Fiction. The
map holds many different reading levels, and the most appropriate books for
elementary or middle school will be in those genre sections.
Activities
Students will research the novel they have chosen. They will
discover what the book is about, including information such as the title
character’s name, what the character is doing in the novel, and why they are
taking those actions. For non-fiction books, discover what information the
author is trying to convey and why. For example, a cookbook might specialize in
southern dishes to preserve cultural heritage.
This research can be done completely online, or with the aid
of a hard copy of the novel they are summarizing. Many books include a
description of the book’s contents on the back or on the inside flap.
Once the students have gathered information from at least
three sources, they may write their abstract for the novel. This will be a two
to four sentence description of what the novel is about. Try to keep it
conscience and clear. Do not try to descript the whole book or give away the
ending. Use your sources to get ideas of what information to include, but
students should write the abstract in their own words.
Assessment
|
Category
|
3
|
2
|
1
|
|
Engagement
|
Student is engaged in research and spends a significant amount of time
researching information through databases. They go above and beyond what is
called for in this project.
|
Student does their research. They spend just the required amount of
time on research. They do just enough to complete the assignment.
|
The student does not spend enough time researching to get a full idea
of the novel.
|
|
Three Sources
|
The student includes at least three sources that indicate where they
learned what their novel is about. Their sources directly influence their
abstract. One source can include a copy of the book itself.
|
Student has two sources of information. Or their three sources have
very little influence on their abstract.
|
Student has one or no sources. The sources do not influence their
abstract.
|
|
Written Abstract
|
The student has two to four sentences that give a clear/rounded idea
of what their novel is about. The best abstracts promote the novel and garner
interest from the reader.
|
The student has written at least two sentences. Their abstract is
slightly difficult to understand/ could be done more clearly.
|
The information conveyed is confusing, unclear, or incorrect based on
their sources.
|
Submission
Information
Once the written project and list of three sources is
complete, make sure the document includes the student’s first name, their
teacher’s name, their school, and their grade level. This information will be
included under their abstract on their novel’s lit map page. If there is
information on this list you would not like to be shared online, please
indicate that in the document.
Send these projects as Word or PDF documents to nclitmap@uncg.edu. It may take a few weeks
to upload the abstract to the website so please be patient.
North Carolina Common
Core/Essential Standards
CCSS.ELA-Literacy.CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection,
organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.6 Use
technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
CCSS.ELA-Literacy.CCRA.W.7
Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.10
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.
NC Information and Technology Essential
Standard TT.1 ELE: Use technology tools and skills to reinforce
and extend classroom concepts and activities. MS: Use technology and other
resources for the purpose of accessing, organizing, and sharing information.
