Due to the majority of students (83%) scoring in the non-proficient or basic range on the Discovery test administered in September, Mr Y. requested a mini unit on general Research Paper Writing. From these results we deduce that most students have not written Formal Research papers and will require a "start from scratch" approach.
To begin the lesson students will be asked to begin a paper using proper MLA format when given a title and opening paragraph.
CLE 3001.4.5 Use a standard format to arrange text, to cite sources correctly, and to document quotations, paraphrases, and other information.
obtained from English I curriculum:
http://www.tennessee.gov/education/curriculum.shtml
common core standards
CC.9-10.L.3.a Knowledge of Language: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type
AASL-1.3.1 Respect copyright/intellectual property rights of creators and producers.
AASL-1.3.3 Follow ethical and legal guidelines in gathering and using information.
AASL-3.1.6 Use information and technology ethically and responsibly.
TLW use correct MLA formatting for newspaper, magazine and book citations
TLW choose sources for writing a short research paper of there own topic from teacher's list.
TLW properly begin a research paper with heading and title.
Students will demonstrate 100% mastery for five sources. If tasks are not completed within class period, students will be required to attend library tutoring before or after school until complete. Students with special needs may have an assistant write or type for them.
work cited
Russell, Tony, Allen Brizee, and Elizabeth Angeli. "MLA Formatting and Style Guide."
The Purdue OWL. Purdue U Writing Lab, 4 Apr. 2010. Web. 20 Jan 2012.
"How many enjoy getting good grades on tests?"
"There are a few of you who probably will just be reviewing today, but we will be focusing on improving those scores from your Discovery test on research papers."
"First step is to see how many remember, or even know, what an MLA format paper is supposed to look like."
1. students will attempt front page of research paper using MLA format (2 minutes)
2. Teacher will show correct form on board from webpage Purdue OWL
3. Students will cross out [NOT ERASE] mistakes on page then rewrite correctly on back of page
4. teacher will pass out one example source to each student and ask them to write a correct citation from the given information (assorted newspapers, magazines and book titles)
Wait 1 minute then ask if anyone needs more information. Immediately show examples from Purdue OWL explain how similar all three types are. Point out the differences then tell them to try again. "Compare your citation with someone else at your table. Are they the same? why or why not?"
5. Teacher will have students choose a topic from the list and locate at least 5 sources for writing a paper.
6. Students will, On a single piece of paper write all five citations then have them checked by teacher or Librarian for feedback.
7 students will, on completion with 100% mastery, be allowed to either read for leisure or begin note taking for writing the paper. If not completed, students must report for tutoring.
"With five minutes remaining of class, I have a few questions." "Was there anyone able to complete both tasks of first page and citation page without making any corrections?" "What did it take to get them right?" "How are we going to explain today's work to someone that was absent?" (students repond, ask others same questions) What about tomorrow, how are we going to find information on all these different topics?
"We will use these sources to research and take notes to write a paper tomorrow and discuss how to correctly quote a source. Don't forget to bring your completed and corrected citations page with you. If it's not finished, I'll see you before school tomorrow so you can finish it before class."
This group of nineth graders has a variety of learning styles and abilities. Those that are quick thinkers and strong readers will complete this lesson in a matter of minutes. All students will be encouraged to help each other with their topics and citing sources. The Spec. ed. assistant will help those with typing or writing difficulties. All students will be given a choice of topic in this assignment which will address their learning modalities along with the choices of both print and digital sources.
Giving immediate feedback and having peer help provides aid to all levels and types of learners.
Rewarding completion with leisure reading aids in motivation and improves overall literacy as well.
Assessment will include self assessment for the first page, peer assessment for practice source and teacher feedback for the citation page. Formal assessment will be made at the end of the week when a completed project will be graded by the classroom teacher and in April with practice tests and May when end of course testing occurs.
One hundred percent of the class will be able to complete a citation page at least once with 100% accuracy. Papers will be rewritten and resubmitted until this is achieved.
The lesson took less time than I anticipated resulting in inactivity from some of the students. Next time I will have the students exchange the sample resource cards and write them as the first two on their citation pages. Checking for corrections took a lot of time. The biggest problem for students was finding topic related sources. Many of the students did not know how to use the catalog or database. A few minutes were require to get them started and I depended too heavily on peer helpers. This process reminded me that we cannot assume that students already know things, we must verify their kowledge before our plans can be completed.
the Purdue OWL |
Russell, Tony, Allen Brizee, and Elizabeth Angeli. "MLA Formatting and Style Guide." The Purdue OWL. Purdue U Writing Lab, 4 Apr. 2010. Web. 20 Jan 2012. |
Find, evaluate, and select appropriate sources to answer questions. | |
Seek appropriate help when it is needed. | |
Develop directions for future investigations. | |
Create products that apply to authentic, real-world contexts. |