Research Writing Using Common Core Writing Lessons and Mini-Lessons

This Session’s Goals:  Use mini-lessons to help aid in research writing.  Explain how to present and facilitate a research project.  Useful rubrics and assessing research projects.  Lessons to help assistance in mini or lengthy research lessons.  Ideas for helping students to identify primary sources.  How do support students when reading lengthy reading passages (esp. expository texts!).  Topics/ideas to consider for research project.  How to support students in critical thinking and original thought projects.

1.Research mini-lesson that you teach. 2.Research project. 3.Writing projects (short or lengthy). 4.Primary source activity. 5.Extended reading assignments. 6.Argumentative/persuasive topics. 7.Critical thinking skills/original thought assignment(s). MAKE A LIST OF YOUR MOST SUCCESSFUL…

 Circle your BEST answer  Box your 2 nd BEST answer  Underline your 3 rd BEST answer ‘Do Now’

APA VS MLA MLASimilaritiesAPA Typically used in the Humanities (i.e.: English, Theatre, Art) The paper is double spaced, as well as the reference or works cited page. The citation has a hanging indent. Typically used in the social sciences (i.e.: Psychology, Sociology, Social Work) “works cited” page to cite sources at the end of the work All information used in the paper must be in the reference page or works cited. “references” page to cite sources at the end of the work Works cited is cited last name, first name (Bird, Big) Any information that is not your own needs to be cited Works cited is last name, first initial (Bird, B.) When information is cited and the author’s name is listed within the sentence, place the page number found at the end. {According to Big Bird, writing centers are awesome” (22). } Both use parenthetical citations within the body of the paper. (Bird, 2010) or (Bird 22) When information is cited and author’s name is listed within the sentence, place the year the material was published. {Big Bird (2010) believes that writing centers are awesome.} When information is cited and the author’s name is not listed, place the author’s last name and the page number at the end. {Research papers are awesome (Bird 22).} Citations are listed alphabetically on the references or works cited page When information is cited and the author’s name is not listed, place the author’s last name and the year the material was published. {Research papers are awesome (Bird, 2010). } Quotes 4 lines or longer are blocked, meaning indented 2 tabs over Quotes are integrated smoothly and with transitions. Quotes 40 words or more are indented one tab (or 5 spaces)

THREE Tools to Help you your Students Survive the research Process

Guide or References

RUBRICS m/docs/Common%20Core%20Rub rics_Gr11-12.pdf

Annotating

CCSS Lets Break them down!

Mini-Lesson #1Mini-Lesson #2Mini-Lesson #3Mini-Lesson #4 Sequence of events/ Agenda: Ideas to improve Lesson: Assessments: Questions to ask: How will this help with a research project?

Mini-Lesson #5 Mini-Lesson #6 Mini-Lesson #7 Mini-Lesson #8 Mini-Lesson #9 Sequence of events/ Agenda: Ideas to improve Lesson: Assessments: Questions to ask: How will this help with a research project?

Example Mini-Lessons:

Lesson Objective  Determine the credibility of online sources Questions to Consider 1.How does a controversial subject motivate students? 2.Notice how Ms. Koch scaffolds student exploration by discussing vocabulary, identifying specific sources, and providing a guide for evaluating sites. 3.In what ways do students provide evidence during their presentations? with-students Mini-Lesson #1 Using Critical thinking to find trustworthy website

Lesson Objective  Analyze a scientific journal article Questions to Consider  How does Ms. Banks teach students to read scientific articles?  Why did Ms. Banks use a Google Doc to share her students' responses?  How does reading the article enrich students' bridge projects? with-technology?fd= Mini-lesson #2 Literacy in Physics: Reading a Primary Source

Lesson Objective  Identify, discuss, and apply textual evidence Questions to Consider 1.How does each part of the lesson prepare students for writing? 2.What skills do students develop in the lesson? 3.How could the scaffolds Ms. Norris puts into place be taken away as students gain fluency? textual-evidence Mini-Lesson #3 Citing Textual evidence

Lesson Objective  Evaluate two sides of a debate Questions to Consider 1.How does the graphic organizer help students? 2.Notice the components of the writing assignment. What makes the assignment effective and engaging? 3.What can you learn from Ms. Davaney-Graham about making lessons relevant to students? sides-of-argument?fd=1 Mini-Lesson #4 Read, Discuss, Debate: Evaluating Arguments

Lesson Objective  Analyze the source of documents about the Gulf of Tonkin Questions to Consider 1.Why is sourcing an essential skill? What makes each component important? 2.How does Ms. Ziegler encourage students to use contextualization? 3.What criteria did Ms. Ziegler use when selecting the documents for this lesson? historian-sourcing Mini-Lesson #5 Reading Like a Historian: Sourcing

Lesson Objective  Make responsible decisions when using other people's creative work Questions to Consider 1.Why is it important to consider both the legal and ethical ramifications of using other people's work? 2.How does the advertising activity change the way students think about using creative works? 3.What would you do next to further your students' understanding of copyright? copyright Mini-Lesson #6 Exploring Copyrights and Wrongs

Lesson Objective  Identify the main idea and make arguments about a text Questions to Consider 1.Notice the distinct parts to this lesson. How does Mr. Hanify scaffold and differentiate this lesson? 2.How does the fishbowl strategy promote rich discussions? 3.Why does Mr. Hanify choose to have students write a blog? lesson?fd=1 Mini-Lesson #7 Evidence & Arguments: Multiple Ways of Experiencing a Text

Lesson Objective  Organize textual evidence to draw conclusions about a text Questions to Consider 1.How would you have students pick which themes to examine? 2.What does Ms. Wessling mean when she says students have "assigned purpose to the text? 3."How does Ms. Wessling use the pattern folder as both a teaching tool and an assessment? tool?fd=1 Mini-Lesson #8 Pattern Folders: A Literary Analysis Tool

Lesson Objective  Analyze the structure of informational texts Questions to Consider 1.How does using the templates help students to develop understanding? 2.What do students learn about the attributes of nonfiction? 3.Ms. Wessling uses a familiar medium to get students to tackle a complex task. 4.How could you use this approach in your classroom? entry-points Mini-Lesson #9 Comic Book Templates: An Entry Point into Nonfiction

Thank You!!!  A session survey will be ed to you this week through a Googledoc. Kindly complete it so we can reflect and improve future PD efforts.  Travel safely!