Unit Design
For
Middle School Research Project
Developed by
Gail Grimes and Heidi Thornthwaite
Winans Academy of Performing Arts
and
Pontiac Academy for Excellence
Understanding by Design
Unit Design Worksheet
Unit Title: Middle School Research Project
Topic: African American Heroes
Subject/Course: English Language Arts
Grade(s): 8
Staff Name: Grimes / Thornthwaite
Stage 1 - Desired Results
Established Goals (Common Core State Standards):
1.
W.8.2. Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
2.
W.8.7. Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
3.
W.8.8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.
4.
W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
5.
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
6.
RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is
introduced.
7.
L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
8.
L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Understandings:
Students will understand that
Essential Questions:
1. they must be able to effectively write research
papers and realize these skills are transferrable into
the real world. They will create research questions
that demonstrate critical evaluation of multiple
resources, perspectives, and arguments that
culminate in a presented final project using the
1. How do writers vary their writing for different
audiences and different purposes?
2. How does a writer create a research project to
explore a topic?
3. How does a researcher evaluate and utilize
credible sources? How does a researcher
1
writing process.
properly summarize without plagiarizing?
2. they will need to look at multiple sources to find
the most accurate and reliable information.
4. How do readers draw conclusions and infer
meanings of text?
3. they must check the accuracy of information and be
able to discern the relevant details while remaining
unbiased.
5. Why is it important to be able to prove your
argument?
6. How do readers determine if an author’s claims
are sound and relevant?
4. they will need to provide proof to support an
argument.
7. Why is it important to have correct conventions
when speaking and writing?
5. they will need ample evidence to support their
arguments and point of view in professional
settings.
8. What role do grammar and mechanics play in
crafting a solid piece of writing?
6. they need to know how to evaluate competing
claims and advertisements in order to be intelligent
consumers/citizens.
7. they must adjust their use of language to
communicate effectively with a variety of
audiences and for different purposes by using
enunciation to emphasize key ideas and concepts
when speaking.
Students will know
Students will be able to
1. how to effectively write research papers and realize
these skills are transferrable into the real world.
1. write research papers and realize these skills are
transferrable into the real world.
2. how to create research questions that demonstrate
critical evaluation of multiple resources,
perspectives, and arguments that culminate in a
presented final project using the writing process.
2. create research questions that demonstrate critical
evaluation of multiple resources, perspectives,
and arguments that culminate in a presented final
project using the writing process.
3. how to look at multiple sources to find the most
accurate and reliable information.
3. conduct research using multiple sources to find
the most accurate and reliable information.
4. how to check the accuracy of information and be
able to discern the relevant details while
remaining unbiased.
4. decipher relevant information and remain
unbiased.
5. how to provide proof to support an argument.
6. provide ample evidence to support their
arguments and point of view in professional
settings.
5. provide adequate proof to support an argument.
6. how to use ample evidence to support their
arguments and point of view in professional
settings.
7. evaluate competing claims and advertisements in
order to be productive researchers.
7. how to evaluate competing claims and
advertisements.
8. how to adjust their use of language to
communicate effectively with a variety of
audiences.
8. adjust their use of language to communicate
effectively with a variety of audiences and for
different purposes to emphasize key ideas and
concepts when speaking.
9. how to correctly use style conventions (MLA
9. demonstrate the correct use of style conventions
2
format) in a variety of grammatical structures.
(MLA format) in a variety of grammatical
structures.
Unit Enduring Understanding:
Unit Question:
Research is the key to understanding and discovering
the unknown.
What are the processes for researching and writing
about an unknown topic?
Stage 2 - Assessment Evidence
Performance Tasks:
G:
R:
A:
S:
to write a comprehensive research paper
historian/eulogist, award presenter
teacher, peers, and parents
delivering the eulogy of a chosen/assigned historical African American figure at their funeral should
they have passed; if there are still living, you are to be the presenter at their life-time achievement award
ceremony
P: mock funeral, mock awards ceremony
S: written report, spoken synopsis, rubric within written report
Key Criteria: (Rubrics, etc.)
RESEARCH PAPER (WRITTEN PORTION) RUBRIC:
CATEGORY
Exemplary
Proficient
Partially Proficient
Not Proficient
Research
Questions
4 points
Wrote thoughtful,
creative, wellworded specific
questions that were
relevant to the
assigned topic.
3 points
Wrote well-worded,
specific questions
that were relevant
to the assigned
topic.
2 points
Wrote questions
which lacked focus,
were poorly stated,
and were not
entirely relevant to
the assigned topic.
1 point
Wrote questions
which lacked a
specific focus, were
poorly stated, and
not relevant to the
assigned topic.
Selection of
Sources
4 points
Identified highly
appropriate sources
in a variety of
formats (books,
journals, electronic
sources).
3 points
Identified mostly
appropriate sources
in a variety of
formats (books,
journals, electronic
2 points
Identified a few
appropriate sources
but made little
attempt to balance
format types.
1 point
Identified no
appropriate sources
in any format.
3
sources).
Note-taking
& Keywords
Organization
and
Synthesis
Citations/
Sources
4 points
Extracted relevant
information.
3 points
Extracted mostly
relevant
information.
2 points
Extracted a lot of
information which
wasn’t relevant.
1 point
Extracted irrelevant
information.
Brainstormed
keywords,
categories, and
related terms that
were effective in
researching the
questions.
Selected mostly
effective keywords
to use in
researching the
questions.
Selected some
keywords that were
not effective in
researching the
questions.
Selected no
effective keywords
to use in
researching the
questions.
Wrote notes
including succinct
key facts which
directly answered
all of the research
questions and were
written in the
student's own
words.
Wrote notes which
included facts that
answered most of
the research
questions and were
written in the
student’s own
words.
Wrote notes which
included irrelevant
facts which did not
answer the
research questions.
Some notes were
copied directly from
the original source.
Wrote notes which
included a majority
of facts which did
not answer the
research questions.
Most or all notes
were copied wordfor-word from the
original source.
4 points
Presented content
clearly and
concisely with a
logical progression
of ideas and
effective supporting
evidence.
3 points
Presented most of
the content with a
logical progression
of ideas and
supporting
evidence.
2 points
Presented content
which failed to
maintain a
consistent focus,
showed minimal
organization and
effort, and lacked
an adequate
amount of
supporting
evidence.
1 point
Presented content
which was
unfocused, poorly
organized, showed
little thought or
effort and lacked
supporting
evidence.
Presented research
findings through a
eulogy or awards
ceremony.
Presentation was at
least 5 minutes in
length and had
appropriate props
including a visual
representation.
Presented research
findings through a
eulogy or awards
ceremony.
Presentation was
under 5 minutes in
length however
presenter had
appropriate props
including a visual
representation.
Presented research
findings through a
eulogy or awards
ceremony.
Presentation was
under 5 minutes in
length and
presenter had no
appropriate props
including a visual
representation.
Did not present
(through a eulogy or
awards ceremony)
research findings to
the class.
4 points
Cited all sources of
information
accurately to
demonstrate the
credibility and
authority of the
3 points
Cited most sources
of information in
proper format and
documented
sources to enable
accuracy checking.
2 points
Cited most sources
of information
improperly and
provided little or no
supporting
documentation to
1 point
Created citations
which were
incomplete or
inaccurate, and
provided no way to
check the validity of
4
information
presented.
Used information
ethically all of the
time.
Used information
ethically most of the
time.
check accuracy.
the information
gathered.
Failed to use
information ethically
some of the time.
Failed to use
information
ethically.
FINAL SCORE:
RESEARCH PRESENTATION OPTIONS RUBRICS:
OPTION #1: Timeline
10 POINTS
Student presents timeline dates
and events to the class in over 4
minutes.
5 POINTS
Student presents timeline dates
and events to the class in under 4
minutes.
O POINTS
Student does not present their
timeline to the class.
Student has at least 15 pictures
and events on their timeline.
Student has less than 15 but more
than 8 events and pictures on
their timeline.
Student has less than 8 pictures
and events on their timeline.
Student’s timeline is from birth to Student’s timeline is not in
present (or death).
chronological order or is missing
major events.
Student’s timeline does not make
much sense chronologically and
is missing most or all events.
TOTAL POINTS:
OPTION #2: Eulogy/Award
15 POINTS
Student presents eulogy/award to
the class in over 4 minutes.
Student has a collage of pictures
representing the person they have
researched (at least 5 pictures) or
one big picture (8x10).
7.5 POINTS
Student presents eulogy/award to
the class in under 4 minutes but
over 2 minutes.
THIS IS A 0 OR 15 POINT
CATEGORY
O POINTS
Student presents eulogy/award to
the class in under 2 minutes
Student does not have any
pictures or presentation materials.
TOTAL POINTS:
Other Evidence:
BEFORE
DURING
AFTER
Brainstorming: research topic
ideas
Summarizing: example
paragraphs and articles
Research Report: final product
(rubric)
Discuss: research process
Paraphrasing: example
paragraphs and articles
Presentation: rubric based
What Students Already Know:
discussion
Interactive Writing: modeling
5
Post Assessment Reflection:
journal
Think/Pair/Share: research topics
writing information from sources
Quick Writes: the writing process
Conferencing: peer and teacher
Provide Rubric: discuss
expectations
Note Cards: procedure and
purpose
Concept Map: KWL
Checklists: ensuring status of
tasks and completion
Daily Assignments: questioning,
work cited, peer editing,
evaluating sources
Describe the assessment/s and state the prompt if
applicable.
xF xS
What type of scoring tools will be used for evaluation?
x Analytic rubric
x Holistic rubric
□ Criterion rubric
x Checklist
□ Answer Key
□ Other
Student Self-Assessment and Reflection:
See attachment one – Student Research Reflection
See attachment two – Student Revision Checklist
Stage 3 - Learning Plan
Differentiated Instruction:
C Level (40 points):
1. Vocabulary Journal of key terms from the unit (A-I) (10 points)
2. Vocabulary Journal of key terms from the unit (J-Z) (10 points)
3. Reflections Journal 1 and 2 (20 points)
B Level (30 points): (Students need to pick one activity each from the following pairs: 1 & 2; 3 & 4; 5 & 6)
1. Students will complete a summarizing and paraphrasing activity practice worksheet (attachment #3). (10
points)
2. Students will complete activities regarding summarizing and paraphrasing online.
http://www.tv411.org/reading/understanding-what-you-read/summarizing (10 points)
3. Provide evidence (bring examples into class) of a primary and secondary source. (10 points)
4. Explain in a three paragraph essay the difference between primary and secondary sources. (10 points)
6
5. Narrow down the focus of research paper (Attachment #4). (10 points)
6. Create a concept map and develop research questions (Attachment #5). (10 points)
A Level (60 points): (Students must do 1 & 2, and have a choice between 3 & 4)
1. Unit Test (20 points)
2. Research Reflection (10 points)
3. Presentation - eulogy or lifetime achievement award according to rubric. (30 points)
4. Presentation - timeline according to rubric (30 points)
Learning Activities:
W
Where are we going? To develop a deeper understanding of organizing and using information from
multiple sources, including both primary and secondary sources, in order to create a research paper.
Why? Because this empowers us to think, process, and provide support information as they undertake
the multi-step process of writing a research paper. In addition, students can publish their work and
orally present their topic to the class. Students will also learn how to use evidence to back judgments up,
rather than simply repeating information from given resources.
What is expected? This lesson can be used in any content area that requires student to write research
papers.
H
Students will be hooked by using technology, including the internet to publish writing, to interact with
others, and to collaborate with others.
E
Students will be equipped to develop and strengthen writing as needed by planning, revising and
editing, rewriting and trying a new approach.
R
Students will be asked to rethink and revise their research paper by providing multiple research
checklists. (see Attachment #2)
E
Students will self-evaluate as they share rough drafts with peers with changes made after each review.
If details do not support their thesis statement, they should revise their thesis statement or remove
details that are outside the scope of their thesis.
T
Learning will be tailored by using the differentiated instruction above.
O
The unit will be organized so that key concepts build upon one another.
Essential Vocabulary
Accuracy - the condition or quality of being true, correct, or exact; freedom from error or defect; precision or
exactness; correctness
Additional - added; more; supplementary
Analysis - a presentation, usually in writing, of the results of this process
Argument - a discussion involving differing points of view; debate
Avenues - a means of access or attainment
Citation - the act of citing or quoting a reference to an authority or a precedent
7
Essential Vocabulary
Claims - to assert or maintain as a fact
Command - to direct with specific authority or prerogative; order
Concluding - to bring to a decision or settlement; settle or arrange finally
Concrete - pertaining to or concerned with realities or actual instances rather than abstractions; particular (
opposed to general)
Conventions - a rule, method, or practice established by usage; custom: in writing, spelling, punctuation,
subject-verb agreement, etc
Convey - to communicate; impart; make known
Credibility - the quality of being believable or worthy of trust
Dash - the mark or sign (—) used to note an abrupt break or pause in a sentence or hesitation in an utterance
Data - individual facts, statistics, or items of information
Details - attention to or treatment of a subject in individual or minute parts
Domain - a field of action, thought, influence, etc.
Effectively - adequate to accomplish a purpose; producing the intended or expected result
Ellipsis - the omission of one or more items from a construction in order to avoid repeating the identical or
equivalent items that are in a preceding or following construction
Evidence - that which tends to prove or disprove something; ground for belief; proof
Explanatory - serving to explain
Explicitly - fully and clearly expressed or demonstrated; leaving nothing merely implied; unequivocal
Exploration - an act or instance of investigating; examination
Focused - a central point, as of attraction, attention, or activity
Formal - being in accordance with the usual requirements, customs, etc.; conventional
Format - the organization, plan, style, or type of something
Informational - knowledge gained through study, communication, research, instruction, etc.; factual data
Informative - giving information; instructive
Irrelevant - not relevant; not applicable or pertinent
Literary - pertaining to authorship
Multimedia - the combined use of several media, as sound and full-motion video in computer applications
Plagiarism - an act or instance of using or closely imitating the language and thoughts of another author without
authorization and the representation of that author's work as one's own, as by not crediting the original author
Precise - being exactly that and neither more nor less
Punctuation - the practice or system of using certain conventional marks or characters in writing or printing in
order to separate elements and make the meaning clear, as in ending a sentence or separating clauses
Reasoning - the process of forming conclusions, judgments, or inferences from facts or premises
8
Essential Vocabulary
Reflection - a fixing of the thoughts on something; careful consideration
Relevant - bearing upon or connected with the matter in hand; pertinent
Selection - an act or instance of selecting or the state of being selected; choice
Self-generated - made without the aid of an external agent; produced spontaneously
Sources - a book, statement, person, etc., supplying information
Specific - of a special or particular kind
Standard - something considered by an authority or by general consent as a basis of comparison; an approved
model
Sufficient - adequate for the purpose; enough
Textual - of or pertaining to a text
Topic - the subject or theme of a discourse or of one of its parts
Transitions - movement, passage, or change from one position, state, subject, concept, etc., to another; change
Varied - characterized by or exhibiting variety; various; diverse; diversified; changed; altered
Sequencing the Learning
Monday
Week 1
Intro to research
process
Show previous
students’
completed
research projects
in order to write
and organize a
coherent report
Tuesday
Summarizing
activity to avoid
plagiarism
Paraphrasing
activity to avoid
plagiarism
Go over
expectations
along with rubrics
Modeling and
engaging in the
process of
summarizing and
paraphrasing
multiple resources
Level C - 1
Level B – 1 or 2
Wednesday
Thursday
Friday
Model using notecards
Examine primary
and secondary
sources
Overview of
research process
by modeling and
examining the
differences
between research
papers and
reports
Introduce
bibliography
Citing your
sources within
your report
Extract
information from
sources in order
to accurately find
and utilize
information
Introduce MLA
format, in-text
citations, and
quotation format
Level C - 2
9
Level B – 3 or 4
Introduce,
model, and guide
students in
creating an
outline for their
research report
Week 2
Select and narrow
a relevant
research topic
Demonstrate how
to develop thesis
statement
Guide students to
structure their
thesis statement
Week 3
Week 4
How to formulate
research questions
related to the
topic/thesis
statements
Level B – 5 or 6
Continue
researching using
electronic sources
to gather data and
drafting paper
Peer revising and
editing of rough
draft
Work on
presentation
materials and
anything else that
needs to be done
Work on
presentation
materials and
anything else that
needs to be done
Level C – 3
(Journal 2)
Begin researching
using electronic
sources to gather
data and drafting
paper
Continue
researching using
electronic sources
to gather data and
drafting paper
Continue
researching
using electronic
sources to gather
data and drafting
paper
Level C – 3
(Journal 1)
Continue peer
revising and
editing of rough
draft
Demonstrate
cover pages and
table of contents
Guide students to
create cover pages
and table of
contents
Present Research
Projects - Present
to class by
choosing one of
the two
presentation
options.
Level A – 3 or 4
10
Continue to
present research
projects
Create final
drafts from
corrections made
through peer
revising
Research Project
Reflection
Unit Test
Level A – 3 or 4
Level A – 1 & 2
ATTACHMENT #1
RESEARCH PROJECT REFLECTION
DIRECTIONS: Answer the following questions in complete sentences. Explain your thoughts
completely.
1. What is the purpose of completing a research project?
2. What are some things you learned about your research topic that surprised you?
3. If you could have changed your research topic to anything else, would you? Why or why not?
4. Did you work as hard as you could on your research project? Explain your answer.
11
5. What will you do differently the next time you have to complete a research project?
6. Did you learn anything from any of your classmates’ presentations?
7. What did you like the best about other classmates’ presentations?
8. If you were the teacher, what would you change about this assignment and why?
9. What grade would you give yourself if you could and why?
12
ATTACHMENT #2
NAME:
RESEARCH PAPER PEER REVISION CHECKLIST
NAME OF PERSON
REVISING PAPER
Paper is at
least 5 pages in
length
I have used
proofreader’s
marks to revise any
errors in this
research paper.
1
2
3
4
5
COMMENTS:
1.
2.
3.
4.
5.
13
Paper is broken up into
paragraphs and the
paragraph order makes
sense. If not, I have
written suggestions to
improve.
Is there a thesis
statement? Does
the research
support the
thesis
statement?
Paper has a title
that is not just
the name of the
research topic
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ATTACHMENT #3
Name_________________________________________
PARAPHRASE PRACTICE WORKSHEET
Directions: Read the original text below. Without plagiarizing, write a paraphrase on the lines for
each of the original text passages. Be sure to give proper credit to the sources.
Citation:
Greening, Samantha M. “Natural Remedies for What Ails You.” Healthful Todays and Tomorrows 7
Apr. 2005: 18-21.
Original Text:
“Whether you have morning sickness, motion sickness, or nausea from chemotherapy or
radiation therapy, help may be no farther than your refrigerator or kitchen pantry. There are
several foods that can help the body mitigate mild to moderate nausea. Pectin is a dietary fiber
that occurs naturally in plant cell walls. Fruits such as apples, peaches, plums, and currents are
good sources of pectin, as are carrots and potatoes. Ginger, also known as ginger root, is
another very powerful plant that works on the digestive tract. Ginger is found in ginger ale,
gingersnaps, gingerbread, and certain Chinese dishes. So the next time your stomach is feeling
queasy, try reaching for a can of ginger ale, or nibbling a gingersnap cookie, an apple, or a
carrot.”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Citation:
Burgenni, Patrick K. “Teaching Finance: Whose Responsibility Is It?” U.S. Education News & Policy
13 Feb. 2006: 29-33.
Original Text:
“Who should teach children about personal finances? Ideally, it would be the child’s parent or
guardian. However, many adults do not have the knowledge necessary to teach such concepts.
This is evident by the staggering amount of credit card debt in the United States and the
astounding number of adults who claim they cannot balance their own checkbook. Many argue
that schools must step in and teach personal finance. Adding this requirement to the compulsory
curriculum would require that more teachers be hired, which many school districts cannot afford,
and would increase the credit requirement for graduation.”
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
ATTACHMENT #4
Part 1: Fill in the blanks to develop your research problem/statement.
1. I am learning about (or studying/working on)
2. because I want to find out (who/what/where/when/whether/how/why)
3. in order to understand (how/why/what/whether)
Example of completed research problem or statement:
I am working on Lincoln’s beliefs about predestination in his early speeches because I
want to find out how his belief in destiny and God’s will influenced his understanding of
the causes of the Civil War, in order to help my reader understand how his religious
beliefs may have influenced his military decisions.
Write two possible research questions for your project below:
Option 1
Option 2
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ATTACHMENT #5
Concept map example
Here is concept map on climate change. After completing the concept map and focusing the topic, this student
developed the following research question: How does climate change impact polar bear habitat?
DIRECTIONS: On the back of this paper, create a concept map on your research topic. Write your own
focused research questions pertaining to your topic of choice.
17