Concept

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Concept
Unit Title
Theme Statement/
Enduring
Understandings
Essential
Question(s)
Suggested
Timeframe
Staff Teaching
Responsibility
General Notes:
Lesson: 4
Writing the Research Paper
 Critical and creative thinking are used to synthesize information, apply new understanding,
and draw conclusions about research findings.
 Academic integrity and ethical use mean that a scholar respects the ideas and works of others,
gives proper attribution for the intellectual property of others, and adheres to their institution’s
rules and codes of conduct.
 Established standards and styles are applied when writing research papers and documenting
information sources.
 Ethical scholarship entails researching, understanding, and building upon the work of others,
but also requires that students do original thinking and writing as part of the research and
writing processes.
 How are style guides used to ensure proper documentation, writing style and structure, and
manuscript form in a formal research paper?
 How do I use the writing process to compose a formal research paper?
Two 45 minute class periods or one 1:15 class period
Step 6: Apply New Understanding
Teacher/Library Media Specialist
The purpose of this lesson is to prepare students for following the steps in the writing process and
applying their learning from the previous lessons to draw conclusions, avoid plagiarism, and follow a
writing style guide.
Learning preferences addressed:
Visual, kinesthetic, field dependent, field independent, global, auditory, active, reflective, and
sequential.
The teacher should keep in mind that this lesson includes suggestions for meeting the stated objectives.
Objective:
Standards
Alignment
The teacher should adjust the lesson based on the needs of his or her students; however, all objectives
should be covered.
Students will compose a formal research paper by:
 Following the steps in the writing process.
 Applying their previous learning to draw conclusions, avoid plagiarism, and use a style guide
to cite their sources.
Standard for the 21st Century Learner (AASL)
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and
solve problems by collaborating locally and remotely with peers, experts, and others to collect,
produce, and share information; working with others to solve problems and make decisions on issues,
topics, and themes being investigated.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that
express new understandings by citing ideas and direct quotes using official style formats; using the
most appropriate format to clearly communicate ideas to target audiences; employing various
strategies for revising and reviewing own work; applying given criteria to evaluate product.
3.1.6 Use information and technology ethically and responsibly by explaining what constitutes
plagiarism and refraining from representing work attributable to others as their own; demonstrating
understanding of intellectual property rights by giving credit for all quotes, and by citing them properly
in notes and bibliography; analyzing the consequences and costs of unethical use of information and
communication technology, and identifying ways of addressing those risks.
College Board Standards
W3.1 Student generates text to develop points within the preliminary organizational structure.
W4.1 Student evaluates drafted text for development, organization, and focus.
W4.2 Student evaluates drafted text to determine the effectiveness of stylistic choices.
W5.1 Student edits for conventions of standard written English and usage.
W5.2 Student employs proofreading strategies and consults resources to correct errors in spelling,
Formative
Assessment
Digital Content,
Tools, and
Resources
Before Direct
Instruction
Suggested Activity
Sequence:
Differentiation
Suggestions
capitalization, and punctuation.
W5.3 Student edits for accuracy of citation and proper use of publishing guidelines.
Skills for Success
Learning Skills: Apply acquired knowledge and skills effectively in new learning situations.
Thinking Skills: Evaluate information, issues, and positions critically; demonstrate strategic thinking
in a variety of situations to make effective decisions and achieve goals.
Communication Skills: Plan for successful communication experiences.
Technology skills: Demonstrate knowledge of current technologies; use technology effectively for a
variety of purposes and situations.
Outline
Rough Draft
Works cited, bibliography, notes, or references list
Final Draft
Student resources and tools for Step 6: Applying New Understanding – Writing the Research Paper:
 Pre-writing
 Writing a research report
 Revising and editing
 Publishing
 Assessments
Remind students to refer to their notes from the “thinking outside the box”, drawing conclusions
activity, and their Avoiding Plagiarism and Style and Citation guides from the activities in Step 6
throughout the writing process.
Refer to Step 6: Applying New Understanding – Writing the Research Paper @
http://www.bcps.org/offices/lis/researchcourse/apply_understanding.html#writing
 Preview with students the steps in the writing process and resources for each step.
 Have students begin the Pre-writing step in class and continue working on their paper
independently; encourage students to consult with the course instructor, mentor, or an English
teacher for help during the writing process.
 Inform students of due dates for outlines/prewriting products, rough drafts, bibliography and
final draft.
 Facilitate peer review using the PQP (Praise, Question, Polish) strategy.
 Provide guidance to individual students throughout the writing process.
Components
Content


Process
Product

Curriculum Resources
Different modalities
Individual work/Group
work, scaffolding,
presentation style
Adapting requirements
Brief Description
Video, lecture, reading, writing,
kinesthetic, auditory
 Role assignment in groups, lecture,
discussion, written worksheets,
outlining, editing
Length of paper, modification of
presentation

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