MNPS Unit Planning Template

Research C.R.A.P.
Course / Subject Senior Capstone
Teacher Parker

Dates of Instructional Delivery: Sept 8-16

Number of Instructional Days:
High School: A Days: 3_ B days: 3_

Content Standards:
Common Core Standards

AASL Standards

CC.11-12.W.7 Research to Build and

Present Knowledge: Conduct short as
well as more sustained research projects
to answer a question (including a selfgenerated 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.

1.1.4 Find, evaluate, and select appropriate sources

to answer questions.
1.1.5 Evaluate information found in selected
sources on the basis of accuracy, validity,
appropriateness to needs, importance, and social
and cultural context.
1.1.6 Read, view, and listen for information
presented in any format (e.g., textual, visual,
media, digital) in order to make inferences and
gather meaning.
1.1.7 Make sense of information gathered from
diverse sources by identifying misconceptions,
main and supporting ideas, conflicting information,
and point of view or bias.
1.2.1 Display initiative and engagement by posing
questions and investigating the answers beyond the
collection of superficial facts.
1.2.2 Demonstrate confidence and self-direction by
making independent choices in the selection of
resources and information.
1.2.3 Demonstrate creativity by using multiple
resources and formats.
1.2.5 Demonstrate adaptability by changing the
inquiry focus, questions, resources, or strategies
when necessary to achieve success.
1.2.6 Display emotional resilience by persisting in
information searching despite challenges.
1.2.7 Display persistence by continuing to pursue
information to gain a broad perspective.
1.3.2 Seek divergent perspectives during
information gathering and assessment.
1.4.1 Monitor own information seeking processes
for effectiveness and progress, and adapt as
necessary.
1.4.3 Monitor gathered information and assess for
gaps or weaknesses.
2.2.2 Use both divergent and convergent thinking
to formulate alternative conclusions and test them
against the evidence.
2.2.3 Employ a critical stance in drawing
conclusions by demonstrating that the pattern of
evidence leads to a decision or conclusion.
2.4.1 Determine how to act on information (accept,
reject, modify).
2.4.2 Reflect on systematic process and assess for
completeness of investigation.

CC.11-12.W.8 Research to Build and

Present Knowledge: 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.
CC.11-12.W.9.a Research to Build and
Present Knowledge: Apply grades 11-12
Reading standards to literature (e.g.,
Demonstrate knowledge of eighteenth-,
nineteenth- and early-twentieth-century
foundational works of American
literature, including how two or more
texts from the same period treat similar
themes or topics).
CC.11-12.W.9.b Research to Build and
Present Knowledge: Apply grades 11-12
Reading standards to literary nonfiction
(e.g., "Delineate and evaluate the
reasoning in seminal U.S. texts,
including the application of
constitutional principles and use of legal
reasoning [e.g., in U.S. Supreme Court
Case majority opinions and dissents) and
the premises, purposes, and arguments in
works of public advocacy (e.g., The
Federalist, presidential addresses)]").

Common Core Literacy

Standards:
School-wide Literacy focus
standards

Student Learning Targets (How will these be communicated?)

I can

Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to needs,
importance, and social and cultural context.
Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make
inferences and gather meaning.
Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas,
conflicting information, and point of view or bias.
Demonstrate confidence and self-direction by making independent choices in the selection of resources and
information.
Demonstrate creativity by using multiple resources and formats.
Display emotional resilience by persisting in information searching despite challenges.
Display persistence by continuing to pursue information to gain a broad perspective.
Seek divergent perspectives during information gathering and assessment.
Monitor own information seeking processes for effectiveness and progress, and adapt as necessary.
Monitor gathered information and assess for gaps or weaknesses.
Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.
Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or
conclusion.
Determine how to act on information (accept, reject, modify).
Reflect on systematic process and assess for completeness of investigation.

Enduring Understandings:
Ethical Behavior in the use of information must be
taught.
Inquiry provides a framework for learning.
Technology skills are crucial for future employment
needs.

Essential Question/Driving Question:

What is the importance of ethical behavior?
How does inquiry lead to learning?
What technology skills are needed for future
employment

Learning Progression of Concepts/Skills: (In which order will the concepts and skills be taught during
this unit of study? What formative assessments will be used to measure/inform student understanding
(During the progression)
CC.11-12.W.7 Research to Build and Present Knowledge: 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.
CC.11-12.W.8 Research to Build and Present Knowledge: 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.
CC.11-12.W.9.a Research to Build and Present Knowledge: Apply grades 11-12 Reading standards to literature (e.g., Demonstrate knowledge
of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the
same period treat similar themes or topics).
CC.11-12.W.9.b Research to Build and Present Knowledge: Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and
evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S.
Supreme Court Case majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The
Federalist, presidential addresses)]").
Day 1: Initial lesson on evaluating websites using the C.R.A.P. method. Students will find websites based on their Capstone topic and evaluate
them based on the C.R.A.P. Students will create a document with the web links and their assessment using the C.R.A.P method to be turned in as
a blackboard journal for formative assessment.
Day 2: The specifics of MLA requirements are reviewed through libguides and working template is developed for the first draft of the Senior
Capstone Research paper. Note taking, techniques, appropriate search methods using databases and/ or appropriate websites, easybib project and
bibliography, and citing using MLA format. Students will use Easybib project to begin creating MLA citations for the research paper with a
minimum of two sources in the project.
Day 3: Students will continue evaluating websites, researching, note taking, and citing for the research paper. Students may begin to construct a
first draft as time allows. Struggling students may work individually with Teacher-Librarians for more explanation or additional help.

Unit-Level Planning

Assessment of Student Mastery of Concepts/Skills: Summative: (How will you check for understanding at
the end of the unit?)
Formative:
Observation of
student research
and website
evaluation

Formative
Blackboard
Journaling
based on
website
evaluation

Formative
Easybib project
board for MLA
citations of
current
appropriate cites.

Formative
Teacher
observation
understanding of
the evaluating and
citing sources.

Summative
First draft of Work-cited
page and notes to be
turned in to Capstone
Teacher

High probably strategies to be used to develop/ enhance CONCEPTS and SKILLS (including technology)
Students will use the blended learning concept to complete their tasks more at their own pace. Work will be
turned in electronically through blackboard. Students will also use online databases and libguides in order to
accomplish the tasks. Easybib allows students to create an electronic project portfolio to store all their
information and notes for future use. These tools will have sources more available and allow students better
access to material.
How will differentiation occur?
Because of the nature of the unit, students will work at
their own pace. High students can begin working on
their paper, while lower students who may need more
concentrated help will have the ability to receive oneon-one time.

What interdisciplinary connections will students

make?
There are many possible interdisciplinary
connections students can make based on the topic of
their research paper. All students will make
connections between English/ Language Arts,
technology and research shills.