Specialized vocabulary across disciplines, research methodologies, and effective note-taking systems. Equips learners with information literacy skills and strategies for navigating standardized exams.
A high-stakes simulated networking mixer where students must apply their knowledge of idioms, phrasal verbs, and social listening to complete specific "missions."
Students analyze how speakers use shorthand references to history, pop culture, and sports to convey complex ideas, and develop strategies for asking for clarification when references are missed.
The final stage where students review citations, credit images, and finalize their bibliography for presentation.
Students synthesize their research notes into a cohesive draft, focusing on using attribution verbs and clear sentence structures.
Focuses on extracting key facts and paraphrasing using keywords to avoid plagiarism and organize information effectively.
Students learn to find and validate credible sources using search strategies and a simplified evaluation checklist.
Students transition from broad topics to focused, open-ended research questions through a 'Wonder Wall' activity and peer review.
Students participate in a university-style mini-lecture simulation. They apply all learned strategies—signpost identification, Cornell note-taking, and synthesis—to capture information and complete a formal assessment.
Students analyze search failures and practice iterative strategies to refine their inquiries when initial attempts don't yield the desired results.
The culminating lesson where students apply all previous skills to write an original summary report based on an informational article.
Students transition from open web searches to curated databases, comparing the reliability and organization of professional search tools.
Students read and combine facts from two different texts on the same topic into a single, coherent paragraph.
Students practice using text features like indices, headings, and sidebars to locate information quickly through skimming and scanning techniques.
Students learn and practice using academic reporting verbs and formal attribution to credit authors in their writing.
Learners study techniques for rewriting sentences while maintaining original meaning, focusing on vocabulary substitution and structural changes.
Students practice reading short informational passages to distinguish the central concept from the details using the 'Headline Game' and graphic organizers.
Learners use Boolean operators like AND, OR, and quotation marks to narrow or broaden search results in a digital scavenger hunt.
Students learn to break down research questions into core concepts and generate synonyms, transforming natural language into effective search strings.
Focuses on the transition from formal to informal spoken English by identifying and decoding phrasal verbs in narrative segments.
Students synthesize their evaluation skills to select the best resources for a hypothetical research scenario. They curate a small bibliography of trusted sources and justify their choices.
This lesson teaches the strategy of verifying information by finding it in multiple reliable sources. Students engage in a 'Fact-Check Challenge' to confirm or debunk specific claims.
Students examine texts to differentiate between objective facts and subjective opinions or bias. They practice highlighting emotive language and unsupported claims within informational texts.
Learners apply the Who, What, Where, When, and Why framework to evaluate digital sources. The lesson introduces a simplified credibility checklist that students use to audit pre-selected websites, including 'hoax' sites.
Students analyze various media samples to identify whether the author's primary intent is to inform, persuade, or entertain. They learn key vocabulary for media literacy and practice categorizing texts based on tone and content features.
The capstone activity where students combine information from two different sources into a single, logically organized paragraph.
Distinguishes between when to use direct quotes for impact and when to paraphrase for factual clarity.
Guided practice in rewriting sentences using synonyms and grammatical shifts, such as changing active to passive voice, while maintaining original meaning.
Focuses on the 'Read, Cover, Recite' method to separate conceptual understanding from the original text's linguistic structure through oral retelling.
Students learn to separate core concepts from 'fluff' using effective highlighting and note-taking strategies, moving away from copying full sentences.
In this culminating lesson, students listen to two contrasting viewpoints on a single global issue. They must synthesize the information to answer a prompt, citing specific details from both audio sources to support their conclusion.
Students engage in a timed simulation that combines pacing, skipping, and anxiety management strategies. Afterwards, they debrief on which strategies helped them feel calm and finish on time.
A practical lesson on the physical act of testing: bubbling correctly, checking that question numbers match answer numbers, and maintaining focus. Students correct a 'messy' answer sheet to identify common pitfalls.
This lesson introduces quick, desk-friendly physical and mental reset techniques (deep breathing, stretching, positive visualization) to use when feeling overwhelmed during a long exam.
In the final lesson, students apply their skimming and scanning skills to a sample standardized test passage and reflect on their growth in reading speed and comprehension efficiency.
A culminating scavenger hunt challenge where students apply all previous skills to find obscure information and document their search paths.
Focuses on the skill of rapid appraisal by teaching students how to read and interpret search result snippets, titles, and bolded terms before clicking.
Students explore the specific features of academic databases, including filters, metadata, and specialized search bars, comparing them to general search engines.
Introduces Boolean operators (AND, OR, NOT) through visual and physical activities to help students understand how to narrow or expand their search results.
Students learn to deconstruct complex questions into core keywords and brainstorm synonyms to expand their search potential, moving away from typing full sentences into search engines.
Students participate in a 'Race for Information' where they must decide between skimming or scanning based on the question type, building metacognitive awareness and strategy selection.
Students practice the discipline of skipping difficult questions and returning to them later. The lesson emphasizes marking the skipped question clearly to avoid bubbling errors on answer sheets.
Students learn to scan for 'anchors' like proper nouns, dates, and numbers, practicing vertical and diagonal eye movements to find specific facts quickly.
Students focus on skimming informational texts by reading first and last sentences of paragraphs to identify the 'gist' or main idea, while learning to ignore difficult vocabulary.
Students learn to categorize test questions using a traffic light system: Green (easy/fast), Yellow (medium/needs thought), and Red (hard/skip for now). Practice focuses on rapid prioritization without initial answering.
A final mock assessment followed by a structured 'Think Aloud' review where students explain the strategy and evidence behind their choices.
Students learn how questions usually follow the chronological order of the text and practice segmenting passages to find answers faster.
Students are given answers and must find the exact sentence in the text that proves the answer is correct, reinforcing the 'Prove It' mindset.
Learners practice a simplified annotation system using pencil marks (underlines, circles, stars) to leave 'breadcrumbs' in the text without losing time.
Students experiment with reading questions before the passage to set a purpose for reading, using the 'grocery shopping list' analogy.
A culminating project-based workshop where students take on the role of 'Distractor Doctors.' They construct their own multiple-choice questions and distractors, explaining the logic behind their traps.
In this final project-based lesson, students synthesize their learning by creating a "Research Credits" poster. They select a topic of interest, find three sources, summarize key information, and produce a perfectly formatted Works Cited section.
Students create a mini-research poster on a topic of their choice. They apply their knowledge by including three facts and a correctly formatted, alphabetized bibliography with at least three sources. The lesson includes a gallery walk for peer feedback.
Students learn the mechanics of in-text attribution, practicing how to introduce sources using "signal phrases" (e.g., 'According to...'). They understand how to bridge the gap between their own ideas and those of external experts.
Students learn how to organize individual citations into a list, emphasizing alphabetical order. They practice formatting a simple bibliography page using citations generated in previous lessons. This prepares them for the final structural requirement of research papers.
Students learn the benefits and risks of using digital citation tools. This lesson focuses on identifying common machine errors, such as capitalization issues and missing data, and emphasizes student accountability for final accuracy.
Students learn how to find citation information on websites, which is often harder to locate. They practice finding the URL, site name, and access date. Students compare the differences between book and website citations.
Students learn to identify and format the four core elements of an MLA citation: Author, Title, Publisher, and Date. They use color-coding to demystify the punctuation and structure of citations.
Students handle physical books to locate the title page, author, publisher, and copyright date. They learn a simplified citation format and practice finding bibliographic data.
Synthesizes learning through case studies of intentional vs. accidental plagiarism and concludes with an academic integrity pledge.
Teaches students how to compile individual citations into a cohesive, alphabetized reference list.
Introduces the four core elements of a basic citation (Author, Title, Date, Source) and provides practice in locating this information.
Students learn the mechanical and logical differences between direct quotes and paraphrasing, focusing on when to use each.
Students explore the concept of intellectual property through physical analogies and define plagiarism in an academic context.
