Unit: Conducting Research
Estimated Days: 30-45
Big Ideas/Essential Questions (How does this unit apply to a student’s life?)
How can I learn more about what interests me?
What sources of information can I trust?
How can I teach others what I’ve learned?
Priority Standard(s):
Reading Informational Text
RI.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
RI.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
RI.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not.
Writing
W.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make important connections
and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on
page 54.)
Speaking and Listening
SL.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details
to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
Support Standards
Reading Informational Text: RI.3, RI.4, RI.5, RI.7, RI.9
Writing: W.4, W.6, W.7, W.8
Speaking and Listening: SL.6
Language: L.1, L.2, L.3, L.4, L.5, L.6
Draft created by K. Palmer and B. Guttag 6/20/12
Content (students need to know):
Skills (students need to do):
Non-fiction is read differently than fiction.
Writing:
Some sources are credible (library non-fiction, (Students should already know how to write a basic five
some websites, experts); some sources are not paragraph essay.)
(some websites, biased sources).
Capturing important information when reading nonfiction
Researchers take effective notes.
Writing research notes. (Two effective methods are
Cornell notes and Quotation/Explanation T-chart.)
Research writing is similar to essay writing, but Group information effectively into paragraphs.
includes
cited
research
(quoting
and Crafting an introduction that includes an effective lead,
paraphrasing) and a works cited list.
thesis, and appropriate background information.
Crafting a conclusion that includes a restatement of main
There are things speakers can do to maximize ideas and a satisfying ending.
the effectiveness of their teaching.
Create a works cited list. (MLA format)
Reading: How to read non-fiction effectively,
including previewing text, reading text features,
reading for main idea and detail, note-taking, etc.
Where and how to find credible sources in a library,
online, and in the community.
How to locate relevant information in books and on
websites.
Summative Assessment(s) (evidence of learning):
The world is a fascinating place. What do you want to know more about?
Identify a topic that you are curious about. Locate credible print and/or online and/or community resources.
(Teachers may want to specify types and numbers of sources.) Read and take notes until you are an expert on
your subject. (Teachers may want to specify a certain number of notecards.) Compose a research paper. Use
that research and effective presentation techniques to share with others (peers, parents, community members)
what you learned.
Note: Choice of writing rubric to be determined by PLCs.
Factors to consider:
SMARTER Balanced Writing Rubrics measure the Common Core Standards, however, at this time, anchor
papers are not available. There is a separate SMARTER Balanced Writing Rubric for each type of writing.
ODE Writing Rubric does not measure Common Core Standards, but anchor papers do exist. As far as
addressing increased standards for rigor in writing, a score of 4 on the ODE no longer meets the standard.
Scores of 5 or 6 would be required for meeting the current standard.
AND
Peer and self assessment using:
http://files.solution-tree.com/pdfs/Reproducibles_RF/informalspeakingandlisteningrubric.pdf
Additionally, assess students’ proficiency in reading standards via an exam and/or collecting students’ notes.
PLCs can decide this together.
Draft created by K. Palmer and B. Guttag 6/20/12
Formative Assessments (evidence of progress)
Note taking, short answer, discussion, and quizzes related to non-fiction reading comprehension.
Quiz on credible research and citing sources.
Teacher check-in of research topic, ongoing check-ins regarding research, and approval of student
outline/graphic organizer of research paper.
Student self-evaluation, small group rehearsals, and/or teacher check-in regarding presentation plan.
What if students don’t get it?
What if students do get it?
Interventions: Choose credible resources on a number Extensions: Use additional technology to present
of topics and have those books/magazines/ websites information (Prezi, Imovie, etc.)
available
Prehighlight key words/phrases/ sentences in that
research.
Additionally: TBD by PLC
Resources:
Treasures Leveled Readers, Non-Fiction
Time for Kids in Treasures text
Kids Discover Magazines
Common Core Mentor Text Appendix C: 7th grade research: A Geographical Report
Resources Needed:
Laptops, Library Access
Draft created by K. Palmer and B. Guttag 6/20/12