|
Overview
and Background: Unit: Writing A Research Paper |
|
Create links to pages, Put in text of standards, Check link
& make link to web pages. Can
students do assessment without grasping Understandings? Name: Paula Voth |
|
|
|
Cheney
Middle : Grades 8 |
|
Title: |
Writing a
Research Paper |
|
Topics: |
Information literacy and expository writing |
|
Time Frame: |
Fifteen days (90 min. blocks) |
|
Start Date: |
September-October |
|
Other Designers: |
|
Summary: |
|
Print Materials Needed: “Raymond’s Run” by Toni Cade Bambara “Flowers for Algernon” by Daniel Keyes Various reference books/materials |
|
Resources: Prentice Hall Literature books called Timeless Voices,
Timeless Themes Write Source 2000 handbooks |
|
Resource Attachments: |
http://www.cheney268.com/MSCom/research/research.htm ResearchPaper.htm Write Source 2000 Study Guide Guidelines for essay Citing information handout Transparencies to demonstrate: Narrowing topic
– autism (teacher’s example) Graphic
organizer use – autism (teacher’s example) Source
information – autism (teacher’s example) One column
developed from information retrieval and the source Sample paragraph
using info collected and developed into a topic
sentence with sentences containing supporting details Works Cited
page Graphic
organizer with “dog” information to demonstrate the organization
of the information, once retrieved, and how to cite it within the
body of a paragraph. (2 trans) Suggestions for ways to write intros and conclusions Website evaluation guide Proofreading/editing/Revision Guide Guidelines for PowerPoint presentation |
|
Internet Resource Links: |
|
|
Notes: |
|
|
Stage 1: Identify Desired Results |
|
State: |
Local |
|
Title: |
Information literacy, Writing |
|
Standard(s): |
IL:1,2,3,4; W:1,2,3 |
|
Understandings: |
|
The end product determines content and structure. Information must be collected, analyzed, and put Into a
usable form. |
|
Essential Questions: |
|
How does the end product influence the structure? What are the various formats from which information can be
retrieved? |
|
Knowledge and Skills: |
|
K Students will know: information can be retrieved from many
formats, the credibility of information must be determined, and certain
sources contain more information than others. S -locate information from a minimum of fours sources in two
formats -determine the credibility of the information -decide on the main points of a topic -select data which adds to the understanding of the main
points -develop topic sentences for paragraphs with sentences
containing supporting details for the topic sentence -write an introductory paragraph which draws the reader in -write a concluding paragraph that summarizes the
information found within the body of the essay -use parenthetical documentation within the body of the
expository text -produce a works cited page following MLA style -summarize information for use in a visual presentation |
|
Stage 2: Determine Acceptable Evidence |
|
Assessment Summary: |
|
Student Directions: |
|
You are a researcher for the National Mental Health
Association. Prepare a written and
oral presentation for a conference on disabilities. Select quality resources and record information
documenting your sources. Produce a
PowerPoint using main ideas from the report.
Be sure your reports contain accurate information that is
well-stated. Cite information for
other researchers to be able to use. |
|
Rubric: |
|
Disability Research Paper Checklist |
|
Other assessment evidence to be collected: |
|
-Graphic organizer containing information to be used in
the essay -PowerPoint presentation containing summarized information -Graphic organizer identifying elements of writing styles |
|
Stage 3: Plan Learning Experiences and
Instruction |
|
Learning Activities: |
|
Read the two stories and ask students to try to imagine
what life with a disability would be like.
What are the many types of disabilities? Is there help and/or hope for the sufferers? Are there people who have overcome a
disability to reach great heights? |
The student will research the various types of
disabilities, narrowing disability to mental
or physical, and then to a specific disability.
Research will be conducted to gather information, notes will be taken
on a graphic organizer, the information will be written in the student’s own
words into an expository essay complete with internal citation and a works
cited page.
The student will summarize the information from the expository
essay and put those main ideas into a PowerPoint presentation for classroom
viewing. |
|
Students will read the stories “Raymond’s Run” by Toni
Cade Bambara, and “Flowers for Algernon” by Daniel Keyes. |
Complete a worksheet over the information found in the
Write Source 2000 about writing a research paper.
|
Show the blank graphic organizer that will be used to
gather information for the research paper found in the teacher’s public
folder. Then MODEL an example (autism)
of a graphic organizer that has been completely filled in after research has
been completed. Tell students that the
first box in each of the columns contains the main idea for each paragraph
which will be developed into a topic sentence. Each box under the top box will have one
fact which represents supporting information for the paragraph.
|
Using the computers, MODEL how to visit online
encyclopedias such as World Book online and Grolier online. Also visit various databases such as SIRS
and Infotrack.
Spend time on the internet looking at various sites using
the handout for determining if a site is credible as a resource for
information.
|
Search the internet for the various types of disabilities
to narrow “disability” to “mental or physical” and then to a specific
disability.
Fill in the first portion of the graphic organizer called
narrowing a topic. |
Discuss the Work Cited Samples, MLA contained in the
teacher’s folder. Practice writing some
works cited entries from samples of sources provided by the teacher after the
teacher MODELS one. (Groups)
|
Discuss the Citing Information handouts which show
students how to do parenthetical documentation within a paragraph once the
works cited information has been logged correctly.
|
Display the transparency of the paragraph developed about
the treatments for autism that contains internal documentation and a topic
sentence in the middle of a paragraph.
|
|
Students will begin researching their specific
disabilities, adding information as well as the source for the information on
the graphic organizer. Note that the
number in parenthesis directly corresponds to the number on the source
sheet. This allows the students to
easily cite sources within the text of their report later. |
Once the graphic organizer is complete, have students
print off the graphic organizer, then number each box in every column to show
the order in which the information should appear in the paragraph. Just because something is in the third box
below the main idea, does not mean that it will be the third sentence. Once all the information has been gathered,
it must then be looked at as a whole to determine the most effective order for
delivery of the information.
|
Use the simple transparency with dog information to
remind students of internal citation and also show how to cite information
from two sources that ends up in one sentence.
|
Since students have collected facts only up to this point,
introductory and concluding paragraphs will need to be developed. These are not included in the information
collected on the graphic organizer.
Explain that an introductory paragraph contains no
information found within the body of the report, rather it serves as an
“attention-getter.” Any interesting
details found in the research that are not used within the report can serve
as interest grabbers in the intro. paragraph.
MODEL an introductory paragraph using the autism introduction.
|
Explain that a conclusion paragraph is a brief summary of
the information contained in the report.
MODEL an example of a conclusion using the autism information
concluding paragraph.
|
Hand out the Proofreading/Editing/Revision Guide for
students to use once a first draft of the report has been typed and printed
off. This includes much peer editing
and reading aloud on the part of peers.
|
Once all revisions have been made, students produce a
final copy complete with heading, page numbers, internal citation, a works
cited page, and a copy of the graphic organizer and sources page attached to
the back of the report.
|
Hand out storyboard sheets.
Determine the main points of the paper that can be used
in a PowerPoint presentation to inform peers about the disability. This will basically serve as a summary of
the report and will include only key ideas from the report. Be sure students complete the storyboard
before developing their presentations. These will be presented to the class
as an oral presentation.
|
Hand out graphic organizer of the characteristics of
different styles of writing. Have
students fill out the organizer as it pertains to expository writing in a
research paper. Students will add to
this organizer throughout the year as other forms of writing are learned such
as personal narratives, persuasive writing, technical writing, etc.
|