Common Core Standards: ELA
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.
In this standard, students will be using multiple resources in order to produce a product. In order to be effective, students must sift through vast amounts of information and use only what applies to their topic. They must evaluate each of their sources to be certain they are reliable, trustworthy, and unbiased. Additionally, students should use their research strategically, incorporating the information fluently into their own ideas and achieving an effective balance of quality research and original thought. Students are also (of course) required to properly cite the sources within their text, giving credit where credit is due in order to avoid plagiarism. As always, all of these skills should be conducted with a focus on what is right for the task, purpose, and audience. It’s a lot for students to manage, but take a look at the following example for some ideas of how this might play out in the classroom.
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Using this Standard
- 1984 Teacher Pass
- A Raisin in the Sun Teacher Pass
- A Rose For Emily Teacher Pass
- Animal Farm Teacher Pass
- Antigone Teacher Pass
- Beowulf Teacher Pass
- Brave New World Teacher Pass
- Death of a Salesman Teacher Pass
- Fahrenheit 451 Teacher Pass
- Fences Teacher Pass
- Frankenstein Teacher Pass
- Grapes Of Wrath Teacher Pass
- Great Expectations Teacher Pass
- Heart of Darkness Teacher Pass
- Julius Caesar Teacher Pass
- King Lear Teacher Pass
- Macbeth Teacher Pass
- Moby Dick Teacher Pass
- Narrative of Frederick Douglass Teacher Pass
- Oedipus the King Teacher Pass
- Of Mice and Men Teacher Pass
- One Flew Over the Cuckoo's Nest Teacher Pass
- Sula Teacher Pass
- The Aeneid Teacher Pass
- The As I Lay Dying Teacher Pass
- The Bluest Eye Teacher Pass
- The Canterbury Tales General Prologue Teacher Pass
- The Canterbury Tales: The Wife of Bath's Prologue Teacher Pass
- The Cask of Amontillado Teacher Pass
- The Catch-22 Teacher Pass
- The Catcher in the Rye Teacher Pass
- The Crucible Teacher Pass
- The Great Gatsby Teacher Pass
- The Iliad Teacher Pass
- The Lottery Teacher Pass
- The Metamorphosis Teacher Pass
- The Old Man and the Sea Teacher Pass
- Their Eyes Were Watching God Teacher Pass
- Things Fall Apart Teacher Pass
- To Kill a Mockingbird Teacher Pass
- Twilight Teacher Pass
- Wuthering Heights Teacher Pass
You have recently read the novel, Dracula, by Bram Stoker, and your teacher has asked you to explore how the novel reflects the history, culture, and literary contexts of the time period in which it was written. In other words, you are viewing the literature through a traditional lens of historical critical analysis. Here, you’ll be examining how the events or philosophies of the government and society of Victorian England affect the plot of story. Particulars of the author’s life that might be present in the novel are also important.
You will use outside resources to find information for your paper. You put your fangs into it, finding several essays written about your topic, a few from Google. Some are from an online database called the Discovering Collection, which offers a premium selection of reference materials for literature. It contains articles from primary and secondary resources. Looking at your chosen sources, you realize that your essays from Google are mainly dot coms. These have limitations in terms of credibility, so they are probably not reliable. Instead, you turn to those that are from college websites and library databases.
You dig deeper to learn that one of your sources was written by a college professor of literature, a credible source for sure. The other was written by a freshman composition student, hmmm. You choose to use the document written by the professor since the student has less experience and the work may not be accurate. From the Discovery Collection, you find that all eight essays are from authors, critical reviewers, and instructors at various universities throughout the United States, but just four of them discuss your particular topic. Your first search has resulted in, you COUNT f-i-v-e, credible resources to use in your paper. Spectacula!
You head off to the library where the helpful Ms. Haynes has three literary analysis books for you. In each table of contents is a mention of Dracula. As you skim the text of those essays, you find that two of them discuss, in part, your topic. You make copies of these essays so that you can take notes on the specific paragraphs addressing the history of the time period. Don’t forget to write down the information you’ll need to properly cite these books in your paper.
Later, you find a colorful book on the Victorian Era, which delves into the values and behaviors of the society during that time period. You can definitely make your own connections between this text on history and culture and your observations about the novel. On to note-taking! You read your sources carefully, taking clear, concise notes and keeping track of which information came from which text. This will be important when it’s time to cite your sources. You put quotation marks around direct quotes and introduce any ideas, facts, and examples that aren’t yours. Finally, you will use a website such as OWL at Purdue which will help you correctly cite your sources and develop your working bibliography.
You have found both digital and print resources that address your selected topic. Now, you’ll seamlessly integrate the most relevant information into a paper that will be reliable, credible, and unbiased. You’re ready to create your own masterpiece for your teacher and classmates. The parental units will go BATTY!
Quiz QuestionsHere's an example of a quiz that could be used to test this standard.
Match the description to the word.
- Teaching A Raisin in the Sun: Costume Design
- Teaching A Raisin in the Sun: Newsletter
- A Room of One's Own: The Counterargument—Why Can't We Share a Room?
- Teaching A Rose for Emily: Write an Epitaph
- Teaching A Rose for Emily: Comparing Song to Text
- Teaching A Rose for Emily: Put Miss Emily On Trial
- Teaching A Rose for Emily: Dramatizing "A Rose for Emily"
- A Separate Peace: Real History in Made-Up Devon
- Teaching Animal Farm: Don't Wanna Be Your Beast of Burden: Animal Farm Music
- Teaching Animal Farm: To Preface or Not to Preface
- Teaching Animal Farm: You Say You Want A (R)evolution?
- Teaching Antigone: On the Hunt for Civil Disobedience
- Teaching Antigone: Motif Slideshow
- Teaching Antigone: The First Three Letters of Funeral
- As I Lay Dying: Your Mother’s a Fish: Faulkner and Modernist Art
- As I Lay Dying: Dysfunction Junction: Somebody, Help These Bundrens!
- Teaching 1984: This Is Why I Write
- Teaching 1984: It's Not Over Until the Fat Lady Sings
- A Clockwork Orange: It's Living, It's breathing, It's Language!
- A Clockwork Orange: Nothing Good Happens after Midnight
- A Doll's House: Debate Team
- Teaching Twilight: Judging a Book by its Cover
- Utopia: Utopia in the 21st Century: Online or Offline?
- Utopia: Utopia and the UN
- Teaching Wuthering Heights: Isn't It Byronic?
- Teaching Wuthering Heights: Remix Time on the Moors
- Beloved: Back to the Source
- Teaching Beowulf: Anglo-Saxon Word Hunt
- Teaching Beowulf: Wise Guys in Beowulf: Gnomic Verse
- Teaching Beowulf: Adapting Beowulf
- Black Boy: The Great Debate
- Teaching Brave New World: Aldous Huxley: Oracle or Alarmist?
- Teaching Brave New World: Our Ford, Who art in ... Detroit?