Curriculum Design Template



|OCEAN COUNTY PUBLIC SCHOOLS |

|LIBRARY MEDIA CURRICULUM |

|Content Area: School Library Media |

|Course Title: High School Library Media |Grade Level: 9-12 |

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| |Unit 1: Library Orientation and Foundations of Research | |Grade 9 | |

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| |Unit 2: Evaluating Resources | |Grade 10 | |

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| |Unit 3: Your Digital Footprint | | | |

| | | |Grade 11 | |

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| |Unit 4: Advanced Searching Techniques | |Grade 12 | |

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|Date Created: | |

|7-20-16 | |

|Board Approved on: | |

|OCEAN COUNTY PUBLIC SCHOOLS |

|Media Literacy: Library Orientation & Foundations of Research |

|Content Area: Media Literacy |

|Unit Title: Unit 1: Library Orientation & Foundations of Research |

|Target Course/Grade Level: 9 |

|Unit Summary |

|Introduction to library media center resources and services via a curricular-based lesson of the subject teachers choosing. This lesson will be|

|provided to a class of 9th grade students visiting the the library for the first time to begin a research assignment. The Library Media |

|Specialist will connect the orientation to the applicable research needs of the attending class. |

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|Primary interdisciplinary connections: Cross-curricular. Library instruction is based on the given classroom assignment for which students are |

|scheduled to utilize the lmc. |

|21st Century Themes: Informational Literacy, Critical Thinking, College & Career Readiness |

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|Technology connections: |

|Learning Targets |

|Content Standards |

|NJ: 2016 SLS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12 |

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|CONTENT STANDARDS LINK: |

|CPI # | Cumulative Progress Indicator (CPI) |

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|Unit Essential Questions |Unit Enduring Understandings |

|What is the function of the library media center? |Students will understand that… |

|How can students identify, locate and access the resources of the |Identify various sections of the library and resources found in |

|library media center for an assignment-specific purpose. |those areas |

| |Understand the basic function of library resources |

| |Utilize library resources to answer specific questions |

|Unit Objectives |Unit Objectives |

|Students will know… |Students will be able to… |

|the physical layout of the library as well as library use policies|Identify various sections of the library and resources found in those areas|

|how to utilize the on-line catalog to search and access print and |Understand the basic function of library resources |

|electronic books |Utilize library resources to answer specific questions |

|how to assess resources to select those that will best meet their |Devise keywords to narrow search results |

|information needs | |

|how to navigate databases to meet the requirements of class | |

|assignments | |

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|OCEAN COUNTY PUBLIC SCHOOLS |

|Evidence of Learning |

|Formative Assessments |

|Completion of assignment requirements |

|Summative Assessments |

|Completion of assignment requirements |

|Modifications (ELLs, Special Education, Gifted and Talented) |

|Grouping in collaborative learning |

|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |

|on-line catalog |

|eBooks |

|electronic databases |

|LCD Prodector |

|Other web-based tech applications as required |

|Teacher Notes: |

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|OCEAN COUNTY PUBLIC SCHOOLS |

|Media Literacy: Evaluating Resources |

|Content Area: Media Literacy |

|Unit Title: Unit 2: Evaluating Resources |

|Target Course/Grade Level: 10 |

|Unit Summary |

|In this unit, students are able to demonstrate the ability to critically evaluate information. Components include but are not limited to |

|authority, accuracy, coverage, objectivity and accuracy. |

|Essential Vocabulary: |

|Authority, bias, currency, relevance, accuracy, scope, sources |

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|Primary interdisciplinary connections: |

|Students integrate information literacy skills into all areas of learning. |

|21st Century Themes: Informational Literacy, Critical Thinking, College and Career Readiness |

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|Technology connections: |

|Learning Targets |

|Content Standards |

|NJ: 2016 SLS: English Language Arts |

|NJ: Grades 9-10 |

|Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language |

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|They comprehend as well as critique. |

|Students are engaged and open-minded—but discerning—readers and listeners. They work diligently to understand precisely what an author or |

|speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness|

|of reasoning. |

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|They use technology and digital media strategically and capably. |

|Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches |

|online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are |

|familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their |

|communication goals. |

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|NJ: 2014 SLS: Technology |

|NJ: Grades 9-10 |

|8.1 Educational Technology |

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|D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.|

|Advocate and practice safe, legal, and responsible use of information and technology.  |

|Demonstrate personal responsibility for lifelong learning.  |

|Exhibit leadership for digital citizenship. |

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|8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. |

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|CONTENT STANDARDS LINK: |

|CPI # | Cumulative Progress Indicator (CPI) |

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|Unit Essential Questions |Unit Enduring Understandings |

|Identify weak and strong resources. |Students will understand that… |

|How do I verify authority? |Identify domain meanings. |

|How do I show ownership of my own work? |Locate site authority or ownership. |

|  |Understand the difference of primary vs secondary content. |

| |Analyze and describe the information on the site using several criteria. |

|Unit Objectives |Unit Objectives |

|Students will know… |Students will be able to… |

|How to identify key informational elements of site content. |Analyze online resources for authority, coverage, currency and objectivity.|

|How to analyze the content for accuracy, reliability and purpose. |Utilize Turnitin for authentication. |

|How to utilize Turnitin to support originality and academic |Integrate EasyBib tools. |

|honesty. | |

|How to create an MLA formatted Works Cited using EasyBib. | |

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|OCEAN COUNTY PUBLIC SCHOOLS |

|Evidence of Learning |

|Formative Assessments |

|Completion of required assignment |

|Summative Assessments |

|Completion of required assignment |

|Modifications (ELLs, Special Education, Gifted and Talented) |

|Grouping in collaborative learning |

|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |

|Teacher Notes: |

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|OCEAN COUNTY PUBLIC SCHOOLS |

|Media Literacy: Internet safety & responsibility |

|Content Area: Media Literacy |

|Unit Title: Unit 3: Internet safety & responsibility: understanding your digital footprint |

|Target Course/Grade Level: 11 |

|Unit Summary: Understands and practices Internet safety & responsibility when using any social electronic media for educational or leisure |

|purposes. |

|Primary interdisciplinary connections: |

|Students integrate information literacy skills into all areas of learning. |

|21st Century Themes: |

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|Technology connections: |

|Learning Targets |

|Content Standards |

|NJ: 2016 SLS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12 |

|NJ: Grades 11-12 |

|Capacities of the Literate Individual |

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|Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language |

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|They demonstrate independence. |

|Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can |

|construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a |

|speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm |

|they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More |

|broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print |

|and digital reference materials. |

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|They respond to the varying demands of audience, task, purpose, and discipline. |

|Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, |

|speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should |

|affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types |

|of evidence (e.g., documentary evidence in history, experimental evidence in science). |

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|They use technology and digital media strategically and capably. |

|Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches |

|online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are |

|familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their |

|communication goals. |

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|They come to understand other perspectives and cultures. |

|Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and|

|who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and |

|cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other |

|points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of|

|periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own. |

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|Writing |

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|NJSLSA.W6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. |

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|WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in response to ongoing feedback, including|

|new arguments or information. |

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|NJSLSA.W8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and |

|integrate the information while avoiding plagiarism. |

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|WHST.11-12.8. 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 specific 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.|

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|CONTENT STANDARDS LINK: |

|CPI # | Cumulative Progress Indicator (CPI) |

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|Unit Essential Questions |Unit Enduring Understandings |

|How can information you post on the Internet affect your future |Students will understand that… |

|opportunities? |A variety of networked environments are public places that are governed by |

|How can we show respect for others while online? What steps can be|codes of behavior. |

|taken to stop a cyberbully? |Strategies that promote personal safety and protect online and offline |

|How can an online environment help us collaborate and learn from |reputation should be employed in all online environments. |

|one another? |The importance of a positive attitude toward using technology that supports|

| |collaboration, learning and productivity. |

| |Ethical, safety and societal factors in making decisions should be |

| |considered. |

| |Decision-making skills should be employed to deal responsibly with daily |

| |academic and social situations. |

|Unit Objectives |Unit Objectives |

|Students will know… |Students will be able to… |

|That in cyberspace everyone is their audience. |Recognize that what is shared in an online environment has the possibility |

|Steps to take when confronted with cyber bullying. |of being shared with everyone on the World Wide Web. |

|How to communicate with others that shows a high level of respect.|Take appropriate steps to end a cyber bullying situation. Show respect to |

| |others in an online environment. |

| |Reach agreement on academic group projects and in everyday social |

| |situations while interacting online. |

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|OCEAN COUNTY PUBLIC SCHOOLS |

|Evidence of Learning |

|Formative Assessments |

|Completion of required assignment |

|Summative Assessments |

|Completion of required assignment |

|Modifications (ELLs, Special Education, Gifted and Talented) |

|Grouping in collaborative learning |

|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |

|Teacher Notes: |

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|OCEAN COUNTY PUBLIC SCHOOLS |

|Media Literacy: Advanced Searching Techniques |

|Content Area: Media Literacy |

|Unit Title: Unit 4: Advanced Searching Techniques |

|Target Course/Grade Level: 12 |

|Unit Summary |

|Students will have the knowledge of and demonstrate the ability to perform advanced searching techniques across a variety of platforms. |

|Primary interdisciplinary connections: |

|Students integrate information literacy skills into all areas of learning. |

|21st Century Themes: Informational Literacy, Critical Thinking, College and Career Readiness |

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|Technology connections: |

|Learning Targets |

|Content Standards |

|NJ: 2016 SLS: English Language Arts |

|NJ: Grades 11-12 |

|Writing |

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|Research to Build and Present Knowledge |

|NJSLSA.W7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject |

|under investigation. |

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|W.11-12.7. 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. |

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|NJSLSA.W8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and |

|integrate the information while avoiding plagiarism. |

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|W.11-12.8. 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 (MLA or APA |

|Style Manuals). |

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|NJ: 2016 SLS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12 |

|NJ: Grades 11-12 |

|Writing |

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|NJSLSA.W8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and |

|integrate the information while avoiding plagiarism. |

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|WHST.11-12.8. 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 specific 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.|

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|CONTENT STANDARDS LINK: |

|CPI # | Cumulative Progress Indicator (CPI) |

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|Unit Essential Questions |Unit Enduring Understandings |

|Identify peer-reviewed academic journal articles. |Students will understand that… |

|Perform advanced search strategies. |Modify search terms and results to refine a topic to facilitate research. |

|Understand the roles and limitations of differing types of |Generate and apply effective search terms and strategies to find |

|information sources. |information within a specific source. |

|Unit Objectives |Unit Objectives |

|Students will know… |Students will be able to… |

|How to utilize filters and boolean operators in an advanced search|Access subscription sources using usernames and passwords. |

|strategy. |Construct an effective information-seeking strategy using synonyms, |

|How to create a personalized Ebscohost and Infobase account in |broader/narrower terms and multiple keywords. |

|order to save preferences and save and retrieve your search |Synthesize recorded data/information from multiple sources. |

|history. | |

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|OCEAN COUNTY PUBLIC SCHOOLS |

|Evidence of Learning |

|Formative Assessments |

|Completion of required assignment |

|Summative Assessments |

|Completion of required assignment |

|Modifications (ELLs, Special Education, Gifted and Talented) |

|Grouping in collaborative learning |

|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |

|Teacher Notes: |

| |

| |

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