Lesson+Plan+2

The Dark Game Debriefing Did you ever hear a story that had more than one side? Did you ever wonder if what you read in books is “the truth”?

This lesson is designed as an end of the unit assessment on //The Dark Game: True Spy Stories// by Paul B. Janeczko. It is intended for high school students in a social studies or English class. Students will need 1-2 class periods of in-class instruction and library time, as well as 2-3 weeks to collect sources and compose outside of class. Students should have each read the entire book before completing this assignment.

Students will…
 * Show their understanding of espionage and //The Dark Game//
 * Locate additional information using online and print resources
 * Present a 7-8 minute multi-media presentation on one of the figures or events discussed in the book
 * Evaluate the credibility and suitability of sources
 * Identify examples of plagiarism
 * Document their research using notes and an MLA formatted bibliography

[|I-SAIL Standards] Addressed **Standard 1**: Accesses information efficiently and effectively to inquire, think critically, and gain knowledge. **Standard 2**: Evaluates information critically and competently **Standard 3**: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society

[|Illinois State Board of Education Social Science Standards] Addressed **STATE GOAL 16: **Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

[|Illinois State Board of Education Language Arts Standards] Addressed **STATE GOAL 3: **Write to communicate for a variety of purposes. **STATE GOAL 4: **Listen and speak effectively in a variety of situations. **STATE GOAL 5: **Use the language arts to acquire, assess and communicate information.

Day 1 1. Teacher: Hand out assignment sheet and rubric and discuss expectations and deadlines 2. Librarian: Review appropriate research methods and sources. Remind students about interlibrary loan services. 3. Allow students time in the library to pre-search sources and decide on topics. 4. Homework: finalize topic selection

Day 2 1. Librarian: Show the [|plagiarism pre-test] on LCD or Smartboard. Ask students to vote on a class answer. Discuss correct answers and student reaction. Explain best practices (such as note taking) to prevent accidental plagiarism. 2. Allow students to continue research and note taking, focus on finding sources that may need to be interlibrary loaned. <span style="color: windowtext; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Homework: continue collecting sources and taking notes on topic

<span style="color: windowtext; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt;">Day 3 (About one week after Day 1) <span style="color: windowtext; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Teacher or librarian: explain different mediums for presentations such as video, PowerPoint, and Prezis. <span style="color: windowtext; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Note that images used in presentations should appear on the bibliography. <span style="color: windowtext; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. Homework: continue researching and composing presentation

<span style="color: windowtext; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt;">Day 4 (About two weeks after Day 1) <span style="color: windowtext; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. Students present their further research on their topic, explaining what they found that was different than in Janeczko’s book <span style="color: windowtext; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. Students reflect on their own performance in a journal entry

<span style="color: windowtext; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt;">Suggestion: Both Teacher and Librarian should be involved in the planning and grading of the assignment. Librarian could grade research aspects, such as the bibliography, while the teacher could grade the presentation itself.

<span style="color: windowtext; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt 0.5in;">Assignment Sheet and Rubric <span style="color: windowtext; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt 0.5in;">

<span style="color: windowtext; font-family: 'Calibri','sans-serif'; margin: 0in 0in 0pt 0.5in;">BACK TO THE DARK GAME