Other

**AP English IV -**
Each quarter, students choose a novel or play from the compiled list of from 2000 to the present day. Students are responsible for reading the novel outside of class. As a cumulative research project at the end of the semester, students pick one of the Free Response Essay prompts from the AP test in order to analyze the novel and utilize literary criticism. Students use the literary criticism collection in the library (and for check-out) and access ** Literary Criticism //(Professional Zone --> Literature --> Literary Criticism)// **A school librarian works with students on the first day of research to help students access literary criticism and create accurate citations. Students are responsible for writing a research paper answering the Free Response prompt, integrating Literary Criticism with paranthetical citations and a Works Cited page.

To help students prepare for using literary criticism, students complete 6 Lit Crit Stations around 10-12 minutes at each station. A school librarian and the classroom teacher rotate to help students complete work through each stations.

**English III -**
For their English III research project, students are required to select an American social issue. Classroom teachers have compiled a list of topics based on the Gale database //Opposing Viewpoints in Context//. Some other sources of information from **NCWise Owl** include **Encyclopedia Britannica //(High School Zone --> Britannica)//** or **Gale US History in Context //(High School Zone --> Social Studies --> US History)//**

To review the research process--refining their topic, finding high quality sources of information, using the online citation machine NoodleTools, and taking notes--students complete this introduction activity for their first day of research. At Millbrook High School, students create accounts in NoodleTools; although it doesn't provide many of the options of NoodleTools, an **NCWise Owl** option is ** Citation Maker // (High School Zone --> Citation Maker) .//**

Structured Writing--
Students enrolled in Structured Writing at MHS have struggled with their English Language Arts class previously--maybe experienced failures or earned a 2 on the English I EOC. This class is designed as a pre-requisite to English II in order to build students' skills before they are required to take the NC English 10 Writing Test. The classroom teacher and school librarian collaborated to create a research process to guide students through each of the research steps. Students completed a **Career Assessment** using **NCWise Owl COIN Career Database //(High School Zones --> Careers)//** and took notes based on their selected career and created a citation. Each component of the activity was broken into "tickets" for the students to complete before moving on to the next activity. These tickets also required students to have a teacher or librarian check their work before they were able to move o n to the next step. Students' final product was a research essay and graphic organizer explaining their career.



Advanced Functions and Modeling / Intro to College Math / Discrete Math -
The teachers for these 3 classes meet in one Professional Learning Team at Millbrook High School. One common assessment that they have determined for all three classes is having students learn Mean, Standard Deviation, and Variance. __On Day 1__, each classroom teacher with a librarian has students collect data on one related topic of Asia from the database CultureGrams. Students may research education rates, mortality rates, poverty rates, coll-phone rates, etc. for all of the countries of Asia. Students calculate the mean, standard deviation, and variance for their data topic and then create a graph. __On Day 2__, students share the information that they collected from their data topics and their graphs with the rest of the class. Each student is responsible for recording the mean for each of the data topics. __On Day 3__, students are assigned one country in Asia and are required to compare and contrast the data results for that country with the date for all of Asia using CultureGrams. Students then research information on the assigned country to determine the reasons and make inferences why that country is so different from the rest of the continent. Students write a one-page report explaining how their country is different from the means of Asia and the reasons for those differences. As part of their report, students must include a citation from CultureGrams. An **NcWiseOwl** option for Day 3 may be **Lands and People Atlas //(High School Zone --> Social Studies --> Lands and People Atlas)//**





Some pictures of students' graphs:

Weightlifting--
In order to learn how all the Nautilus machines in the weight room function, students researched each machine and the muscles that are exercised. Students can research more information about each muscle group by using the NCWise Owl Health Databases (High School Zone --> Health --> Consumer Health Complete). Students communicated their research information using a template that was created for them. They were required to include general information about the machine, steps for using the machine, a QR code to an online video demonstrating how people use the machine, information about the muscle groups exercised, and sources used. Student Examples:

Sculpture--
Using cardboard boxes, students were required to create a global "landscape" from one location around the world. After each group selected their location, students used CultureGrams to research more information about their geographic location and culture. An **NCWise Owl** alternative to using CultureGrams for research information is the **Lands and People Atlas //(High School Zone --> Social Studies --> Lands and People Atlas)//**. Collaboratively, students brainstormed images and ideas that could be visually used to represent this location and worked to portray them by building carboard box structures.

Student examples of Japan and Argentina:

NoveList Plus--
Teachers and students in a wide variety of classes participate in Free Voluntary Reading (FVR)--English, math, science, special ed, and more! Teachers and students read silently for 15 minutes at least three times a week. Reading is not tied to any grades, projects, quizzes, etc. At the beginning of the semester, and often a few times throughout the semester, teachers bring their students to the library for book talks and/or book check out. Using **NCWise Owl's NoveList Plus** allows students, teachers, and librarians to easily search for books, book recommendations, and books on different subjects. **(High School Zone --> Literature --> NoveList Plus)**