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EDU 4010 10 Day Unit Template

Name: Amber Scott


Grade Level/Subject: 6th grade, ELA
School: Little River k-8
Purpose and Audience: The purpose of this 10 day unit is to help enrich children with knowledge
of culture, history, and geography. They will learn the process of developing a short research
paper and using credible sources to help develop their knowledge base.
Genre and Mentor Texts:

Bullock, Richard H., Michal Brody, and Francine Weinberg. The Little Seagull Handbook. New York: W.W.
Norton, 2014. Print.
Writer's Choice: Composition and Grammar. Research Paper and Report Writing Grades 6-8. New York, NY:
Glencoe, 1994. Glenco Mc-Graw-Hill. Web.

Unit Goals (2-4 maximum):


Goals

Student will demonstrate how to write a research paper using credible sources.
Students will apply the strategies for writing a well structured research paper.
Students will show the skill of paraphrasing text in their writing.
Students will model a well put together research paper.
Rationale: This unit teaches the process of the writing an well developed research paper. Students will
learn about the use of sources and creating a credible written piece. They will learn the importance of
reliable text and keeping a easy to follow structure for their readers. This unit also discloses the
importance of citing a source and providing the proper documentation of the sources used to create their
written piece.
Content Area Standards:

CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources
and refocusing the inquiry when appropriate.
CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant
content.
Common Core State Standards:

CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources
and refocusing the inquiry when appropriate.

CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant
content.
Differentiated Instruction:

6.C.1 Explain how the behaviors and practices of individuals and groups influenced
societies, civilizations and regions.
6.H.1 Use historical thinking to understand the emergence, expansion and decline
of civilizations, societies and regions over time.

Teaching Outline Chart


Subject/ Grade X:
Day 1

Day 2

Day 3

Day 4

Day 5

Date:

Date:

Date:

Date:

Date:

Daily Objective:
Students will know
the process of
writing a research
paper.

Daily Objective:
Students will
search for sources.

Daily Objective:
The students will
begin writing their
papers.

Daily Objective:
The students will
continue writing
their papers.

Mini-Lesson
Focus:

Mini-Lesson
Focus:

Daily Objective:
Students will sort
through their
sources and
determine if they
are credible
sources.
Mini-Lesson
Focus:

Mini-Lesson
Focus:

A guide to
Research Papers

Sources (Primary Reliable and


and Secondary)
unreliable
sources

Mini-Lesson
Focus:
Note taking.

Mentor Text:
Listed above

Mentor Text:

Instruction:
I do: The will explain
that the class will
start to learn more
about research
papers and the
process of writing a
research paper.

Instruction:
I do: The teacher will
explain that there
are two types of
sources. They will
show a PowerPoint
that explains the
differences between
primary and
secondary sources.

We do: We will do a
brief overview of the
process of
conducting a
research paper.
You do: Students will
choose their topics.
They will make a
KWL chart for their
topic.
Share: Point out the
want to knows that
are signal a good
start to conducting a
research paper.

PowerPoint
Sources Lesson
Plan.pptx

We do: We complete
the activity at the
end of the
PowerPoint. After
students show an
understanding of
primary and
secondary sources.
We will move on to
the independent
activity.
You do: The
students will use
computers to search
for reliable sources
for their topic. They
will write down their
sources (a least 5)
on note cards.
Share: Share ideal
examples of sources

Identifying a
intended
audience

An effective
introduction

Mentor Text:
Listed above

Mentor Text:
Listed above

Mentor Text:
Listed above

Instruction:
I do: I will explain the
importance of having
reliable sources.

Instruction:
I do: The teacher will
explain what the
intended audiences
is in writing. Explain
that for every piece
of writing their is a
audience.

Instruction:
I do: I will teach
the benefits of on an
effective
introduction.

We do: We will go
over examples of
reliable and
unreliable sources
and label them as
such.
You do: The
students will look
over the sources
that they have found
and sort them as
reliable and
unreliable.
Share: Point out the
credible sources that
students have listed.

We do: We will look


at examples of the
appropriate content
and inappropriate
content used.
You do: The
students will start to
outline their papers.
Share: Point out
outlines that flow
well and gives a
general idea about
what is to be written.

We do: We will write


an effective
introduction together
as a class.
You do: The
students will
continue to write
their papers.
Share: Point out
effectively written
introductions.

that students are


finding.

Planning for
Conferring:
Speak with about 45 students about
their topics.

Planning for
Conferring:
Speak with about 45 students about
their topic .

Planning for
Conferring:
Speak with 4-5
students about their
topic ..

Planning for
Conferring:
Speak with 4-5
students about their
topic

Planning for
Conferring:
Speak with 4-5
students about their
topic.

Assessment:
Assess the students
by having at look at
their KWL charts.

Assessment:
Check note cards.

Assessment:
Check note cards for
any chances or
additions to sources.

Assessment:
Read introduction
paragraphs and
check for

Teaching Notes:
Answer selfreflecting questions
about the lesson.

Teaching Notes:
Answer selfreflecting questions
about the lesson.

Teaching Notes:
Answer selfreflecting questions
about the lesson.

Assessment:
Look at student
outlines and get an
understanding of
their papers.
Teaching Notes:
Answer selfreflecting questions
about the lesson.

Resources:

Resources:

Resources:

Resources:

Resources:

Teaching Notes:
Answer selfreflecting questions
about the lesson.

"101 Research
Paper Topics |
Ereading
Worksheets." Erea
ding Worksheets.
N.p., n.d. Web. 1
Dec. 2016.

Day 6

Day 7

Day 8

Day 9

Day 10

Date:

Date:

Date:

Date:

Date:

Daily Objective:
Students will check
their information for
irrelevant
information.

Daily Objective:
The students will
continue/ finish
their writing.

Daily Objective:

Daily Objective:
Students will check
for bias writing as
they are editing.

Daily Objective:
Students will
create their
citations page.

Mini-Lesson
Focus:

Mini-Lesson
Focus:

Mini-Lesson
Focus:

Mini-Lesson
Focus:

Mini-Lesson
Focus:

Distinguish

Identifying text

How to

Recognizing

Citations

The learner will


know
how
to
paraphrase
their
finding in their
writing.

between
relevant and
irrelevant
information

structures and
explaining how
they add to
meaning/
Understanding

paraphrase
words in a text

Bias

Mentor Text:
Listed Above

Mentor Text:
Listed above

Mentor Text:
Listed above

Mentor Text:
Listed above

Mentor Text:
Listed above

Instruction:
I Do: I will teach
how to distinguish
between relevant
and irrelevant
information

Instruction:
I do: I will teach
students the
importance of text
structure and the
influence structure
has on their
writing.

Instruction:
I do: I will teach
students how to
paraphrase in their
writing.

Instruction:
I do: I will teach
about recognizing
bias writing.

Instruction:
I do: I will teach the
necessity of a
citation page and the
structure of what a
citation page looks
like.
We do: We will look
at examples of
citations and do an
activity of correcting
those that are
wrongfully done.

We do: an activity
that gives the
students practice
with pointing out
relevant and
irrelevant
information.
You do: Students
have student work
on their writing
pieces.
Share: Point out
ideal writing for
relevant information.

We do: We will look


at examples of
paraphrasing.

We do: Look at
different examples
of text structure
and discuss how it
influences writing.

You do: Students


will write
individually (Some
may be finishing).

You do: Students


continue
individually writing
their written
pieces.

Share: students
will share an
example of
paraphrasing in
their writing.

Share: Students
can share their
introductions to
their written piece.

We do: We will
evaluate examples
of bias and nonbias writing.
You do: Students
will check about
the writing they
have completed or
continue their
writing.
Share: (Peer
editing) Those who
have finished and
are ready for
editing will share
with each other.

You do: Students will


finish up their
writing.
Share: Students will
share with peers and
submit their papers.

Planning for
Conferring:
Have students
conference with me
about their writing.
Assessment:
Look over student
notes from sources.

Planning for
Conferring:
Have students
conference with me
about their writing.
Assessment: Take
a look at their notes
and outlines. Look
for the ideal
structure of the
paper and check to
see if it flows.

Planning for
Conferring:
Have students
conference with me
about their writing.
Assessment:
Check activity
sheets.

Planning for
Conferring:
Have students
conference with me
about their writing.
Assessment:
Notes from
conferencing with
students.

Planning for
Conferring:
Have students
conference with me
about their writing.
Assessment:
Reading over their
pieces and checking
for use of writing
strategies and
evolving writing
skills.

Teaching Notes:
Answer selfreflecting questions
about the lesson.

Teaching Notes:
Answer selfreflecting questions
about the lesson.

Teaching Notes:
Answer selfreflecting questions
about the lesson.

Teaching Notes:
Answer selfreflecting questions
about the lesson.

Teaching Notes:
Answer selfreflecting questions
about the lesson.

Resources:

Resources:

Resources:

Resources:

Resources:

Lesson Sketch Day #1: A Guide to Research Papers


Name: Amber Scott
Grade Level & Subject:6th grade, ELA
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day: (For the first
lesson this can be based on a goal from a CT or from your own experience, an assessment or a curriculum map from
a district)

Based on the 6th grade English Language Arts standards students are to learn the skills for
writing a narrative and a short research paper. My CT and I also talked about some of these
topics as lessons to teach. They all build on the required writing skills that students need to
develop in order to become effective writers.
Lesson Objective(s)

Students will know the process of writing a research


paper.

Materials Teacher Needs


Materials Students Need
Anticipating Student Needs

Smart board, markers, computer


Paper, pencils, list of topics
Visuals to help demonstrate

Instructional Sequence / Procedures: What activities will take place


during this lesson? (Note: Use bullet points to outline your ideas.)

Hook / Warm-up: How will you set the purpose for the lesson?

Number
of
Minutes
2 minutes

I will introduce the concept of a research paper. Today well will start our unit on research
papers. You have previously worked on writing personal narratives and now we will focus
on writing research papers.

Modeling: What will you show students how to do?


We will look at an example of how a research paper is formed. The
example will show the format of a MLA structured paper.
Guided Practice: What will you engage in together as a class or

3 minutes

10 minutes

small group?
Together in a small the students will list the parts of MLA formatted paper.
Example: Name the parts of the MLA paper, What is the thesis?, etc.

Independent Practice: What will students do on their own?

Students will then be given a list of topics that they can write about.
Students will pick a topic and write their reason for picking the topic. Then
they will create a KWL chart for it.
Summary / Closure: How will you wrap-up the lesson?
After the amount time spent searching for topics and creating a KWL chart for it students
will share if they want. After a few share, then close the lesson.
We have all chosen a topic and have made an KWL chart for it. If you have not finish for
homework and bring it back tomorrow. We will talk more about conducting a research

15 minutes

2 minutes

paper.

Formative Assessment: How will you know what students learned /


if they met the lesson standard(s) and objective(s)?
The KWL charts or the paper with their written topic will tell whether the
student is interested and have a general idea of the topic.

0 minutes

Lesson Sketch Day #2 Primary and Secondary Sources


Name:
Grade Level & Subject:
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:

This builds on the foundations of writing a research paper. Sources are needed to help
support the main idea of what is written.
Lesson Objective(s)
Materials Teacher Needs
Materials Students Need
Anticipating Student Needs

Students will search for sources.

PowerPoint Sources Lesson Plan.pptx,


computer, projector, white board or screen,
possibly markers
Note cards, pencils, laptop/chrome
book/computer, charts
Visuals to help demonstrate

Instructional Sequence / Procedures: What activities will take place


during this lesson? (Note: Use bullet points to outline your ideas.)

Hook / Warm-up: How will you set the purpose for the lesson?

Number
of
Minutes
2 minutes

I will introduce the idea of how their are two types of sources that writers can use when
conducting a research paper. I will go on to ask what is a source?.

Modeling: What will you show students how to do?


There will be a Power Point presentation that explains the difference
between primary and secondary sources.
Guided Practice: What will you engage in together as a class or

3 minutes

10 minutes

small group?
As a class we will go the Lets try it! activity at the end of the PowerPoint

Independent Practice: What will students do on their own?


You will search for sources that they think would be useful for the research paper. You
should have at least 4-5 sources to help you conduct your paper. Write your sources down
on the note cards.

Summary / Closure: How will you wrap-up the lesson?


I will have a few students share 1 or 2 their sources and and topic. That will be an example
for the class of what to have in regards to sources.

15 minutes

2 minutes

We will wrap it up for today and continue tomorrow. Remember you are allowed to work
on what you have not done here at home.

Formative Assessment: How will you know what students learned /


if they met the lesson standard(s) and objective(s)?

Look over the note cards and the rest of the completed KWL charts. Check
for understanding.

0 minutes

Lesson Sketch Day #3 Reliable and Unreliable Sources


Name: Amber Scott
Grade Level & Subject:6th grade; ELA
Brief explanation of how this lesson connects to assessment(s) or instruction from the previous day:

Students need to understand that every source is not reliable.


Students will sort through their sources and
Lesson Objective(s)
determine if they are credible sources.

Materials Teacher Needs


Materials Students Need
Anticipating Student Needs

Smart board, computer, markers


Notes, pencils, charts, computers
Visuals to help demonstrate

Instructional Sequence / Procedures: What activities will take place


during this lesson? (Note: Use bullet points to outline your ideas.)

Hook / Warm-up: How will you set the purpose for the lesson?

Number
of
Minutes
2 minutes

Today we will discuss Reliable and Unreliable sources. Your paper can only be credible if
your sources are credible.

Modeling: What will you show students how to do?


We will look at examples of sources that could be either reliable or
unreliable.
Guided Practice: What will you engage in together as a class or

3 minutes

10minutes

small group?

There will be a list of sources that are either reliable or unreliable. The
all together will determine if each one is reliable or unreliable.
Independent Practice: What will students do on their own?
Students will look over their sources, sorting them as reliable or unreliable. If students
need more sources because they do not have enough reliable sources then they need to
find more sources. Student will need to write the reason they are using their chosen
sources for their paper.

Summary / Closure: How will you wrap-up the lesson?

15 minutes

2 minutes

Today we went over reliable and unreliable sources. You are to work on this at home so
you all can have the necessary materials for putting together your writing piece.

Formative Assessment: How will you know what students learned /


if they met the lesson standard(s) and objective(s)?

0 minutes

Looking over their note cards to know if they consist of credible


sources.

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