Lesson Topic: Writing a Research Paper Length of lesson: 4 weeks

Grade level: 11

Stage 1 Desired Results Content Standard(s): ELA11W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. ELA11W3 The student uses research and technology to support writing. ELA11C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Understanding (s)/goals Essential Question(s): Students will understand that: Is it ok to steal other peoples Research is a process. ideas? Ideas are not free. Why credit sources used? Writing informs others. How can technology aid the research process? Research provokes thought. How is writing on a computer Learning never ends. beneficial? How does technology aid the production of presentations? Student objectives (outcomes): Students will be able to: identify credible internet sources. write a cohesive paper incorporating numerous sources. write using proper grammar, spelling, and mechanics. produce a proper works cited page. develop and deliver a polished podcast presentation. Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Goal: Your task is to produce a persuasive *These are based on the six facets research paper and podcast using credible of understanding taken from sources. Understanding by Design which is Role: Your job is to find sources on the referenced at the end of this lesson internet to support your research topic. plan. Audience: Your audience is your teacher 1. The student is able to explain his / and your class. her views with sound argument and Situation: The challenge is to sufficiently evidence. support your topic to be persuasive. 2. The student is able to interpret Product, Performance, and Purpose: information collected from various You will create a podcast based on your sources and

research paper in order to demonstrate your ability to use the necessary technology. Standards and Criteria for Success: Your research paper will be judged by your teacher and your podcast will be judged by your teacher and classmates.

3. apply that information and previous knowledge of the writing process to produce a well written paper. 4. The student is able to demonstrate perspective by justifying his / her point of view of research topic. 5. The student demonstrates empathy by addressing the opposing point of view. 6. The student is able to reveal selfknowledge by accepting feedback and criticism from teacher and classmates. Stage 3 Learning Plan

Day 1: Are ghosts real? Can people spontaneously burst into flame? Is Area 51 a government cover-up? Are these unsolved mysteries, phenomena or just foolishness? H To learn the research process and to identify credible sources, you will be researching a topic that is considered an unsolved mystery or a phenomenon. W You may choose a topic from the list I have compiled or get my approval for a topic you find. T (Handout 1) You will write a paper and produce a podcast supporting your point of view on the topic you have researched. W At the completion of this unit you will be able to answer the following essential questions: Is it ok to steal other peoples ideas? Why credit sources used? How can technology aid the research process? How is writing on a computer beneficial? How does technology aid the production of presentations? W Using a teacher made checklist, students will methodically work through the research process and the teacher will assess each step. O (Handout 1) Explain the importance of properly citing sources used in any project. Remind students that plagiarism is the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work (Dictionary.com, 2011). Present examples of proper citation of sources and proper parenthetical notation. (Handout 2) Have students complete individual bibliography activity, make corrections (Handout 3 key), and then have students work together in small groups and compete to see which group can produce a proper works cited page first. (Handouts 3 & 3 key) Tell students that teacher will be checking for cards properly documenting each source they use. These (numbered) cards will then be used to type up their source pages. E, R, O Day 2: Remind students of the purpose of a thesis statement: is a road map for the

paper; in other words, it tells the reader what to expect from the rest of the paper (Writing Center, 2007). Present an example of an outline and discuss how it is numbered and lettered to designate main points and sub points. (Handout 4) With teacher direction, students will work together as a class to complete an outline which is missing Roman numerals, letters, and Arabic numerals (Handouts 5 & 5 key) and a second outline of information in a paragraph provided by the teacher. (Handout 6 & 6 key) Explain that this same process will be used for each student to produce an outline of his / her research paper. Students will individually complete some outline activities. W, E, R, O Explain the purpose of note cards and provide several examples. (Handout 7) The source number should be written in the top corner and a brief description of information, a quote, or an idea from that source written below. (Handout 7) Also explain how note cards help force summarizing of information and allow organization and reorganization of ideas that will be presented in the research papers. Students will make note cards of information they glean from their research. These cards will be checked by teacher for identification of sources and concise statements, etc. W, E, R, O Day 3: (Video Podcast) Discuss options for finding reliable sources online. Provide examples of some search engines that students may use and how to utilize those search engines to locate sources. Students should take notes on this presentation. Remind students that they will be producing their own podcasts of their research projects. H, E, T Take students to media center where media specialist will introduce them to the computers, remind them of the rules for proper use of internet within the school setting, and make suggestions as to how they might begin their research. The media specialist will also point out that he / she will be available to aid with the production of podcasts on a sign up basis. E, T Days 4 - 6: Students will begin searching for appropriate sources related to their chosen topics and start to compile support for their chosen point of view of those topics. They should be reminded to properly document sources from which they take any information. Students will continue to research during class time and on their own, outside of class. As scheduled, teacher will check for source cards, note cards, and outlines. Students will correct source card and outline errors. E, R, E2, O Days 7 10: Students will follow outlines and begin writing first draft of their papers. Provide them with copies of the grading rubric and academic honesty code. (Handouts 8 & 9) They will be given class time to work on these drafts. When drafts are complete, students will meet in small groups to read each others papers, including source pages, and offer editing advice. E, R, E2, T, O Days 11 13: Students will edit their first drafts and expand if necessary to reach required length for final draft. Day 14: Final drafts are turned in for final grade. Teacher uses grading rubric to note

points awarded. (Handout 10) R, E2, T (Other grades were assigned for performance on source and note cards, outline, and first draft being of required length and completed on time.) Days 14 - 16: Students will be provided with a copy of the podcast presentation rubric (Handout 11.1) and will be instructed by media specialist on the basics of podcasting. They will then begin work on their individual presentations. Teacher and media specialist will be available to aid students when necessary. Student progress will be monitored periodically by teacher. W, H, E, R, E2, T When nearing completion, students will sign up for presentation times. Days 17 20: Students will present podcasts to teacher and classmates who will fill out rubrics for each presentation. Student rubrics will be collected and distributed to individual students for peer assessment purposes. (Handouts 11.1 and 11.2) H, E2, T Day 20: When presentations are complete, students will write a paragraph assessing the unit they just completed and the process that was used. They will include some comments on their own progress and what they have learned that will be beneficial to them in the future. R, E2 The teacher will read these paragraphs and consider their content when planning a research project for next years students. Sources: Dictionary.com, LLC. (2011). Dictionary.com. Retrieved from http://dictionary.reference.com/browse/plagiarism Russell, T., Brizee, A., Angeli, E., & Keck, R. (2010, May 05). Mla sample works cited page. Retrieved from http://owl.english.purdue.edu/owl/resource/747/12/ Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, Va.: Association for supervision and Curriculum Development. Writing Center, University of North Carolina at Chapel Hill. (2007). Thesis statements. Retrieved from http://www.unc.edu/depts/weweb/handouts/thesis.html