Bgo Unit Plan

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Unit Title: Mini Research Project Understanding Research, Paraphrasing, and Citations
Unit Plan Overview

Title: Mini Research Project- Understanding Research, Paraphrasing, and Citations Primary Subject: English Language Arts Grade Level: 6th Purpose: The purpose of this unit was for the students to practice MLA format. 6th grade is the first time they are exposed to citing sources in writing and it can be a very confusing topic. The students have done one research assignment using MLA format, but many of them did not do well on that assessment. I know we have another major assignment before the end of the year in which they will use MLA format. For this reason, I wanted to give them practice citing sources in an abbreviated unit plan. I think for many middle school students the idea of Research Paper sounds very intimidating. I named it Mini Research Project so they would not be overwhelmed with the unit and research assignment. Also, I chose the topic of the Olympics because I knew they could easily find a lot of information. I did not want the students to get bogged down with extensive research or writing a long paper. I wanted them to be able to get to the meat of the unit, which was the MLA formatting. Standards Covered: CSS.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.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 6 here.) CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.)
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CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Essential Questions: What is MLA format? What makes a source credible? How can I avoid plagiarism when I write? How can I summarize important information in my own words? What is a parenthetical citation? How do I insert a parenthetical citation in my writing? How do I make a Works Cited page? What information should I include in a summary? What should I do when peer editing? What is the difference in editing and revising?
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Session 1 Lesson Plan

Topic of Lesson: Introduce Mini Research Project Course of Study Standard: CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Daily Objectives: I can understand plagiarism and its implications. I can formulate questions or ideas on a topic to be researched. I can examine and understand written instructions for an assignment. Technology: Class Chrome Books, Elmo Projector Before During After Purpose: To connect prior knowledge (plagiarism) with a relatively new concept (citations) in order to create a basis for understanding Strategy: Quick write Purpose: To introduce the project to the students and discuss requirements. Strategy: Directions Purpose: To allow students time to brainstorm ideas to research regarding the Sochi Olympic Games. Also, it allows students time to consider how to find the answers they want. Strategy: Question Brainstorm Procedure: Students write down a list of questions or topics they are curious about regarding the Olympics. Once they have their questions, they need to consider where they might could find this information. For example, if someone wanted to know more about how the Olympics were filmed/aired they could go to nbcolympics.com since that was the station that aired the Olympics.
Procedure: Introduce Mini Research Project to the class. Procedure: Answer the Instruct them to look at following question in 6-8 the requirements on my sentences: What is plagiarism? class blog with their What does it mean to cite a Chrome books. Explain the source? Do you think citations and purpose of the assignment plagiarism are related in any is to understanding way? paraphrasing without Discuss answers with students plagiarizing, how to use and lead discussion so students parenthetical citations, realize incorrect citing is a form and MLA format. Students of plagiarism. will have time to ask questions. (See Appendix A)
will work with students to ensure comprehension.
Differentiation: Students will be guided through the instructions. During independent work, teacher RTI Methods: Students will read sections of the instructions aloud. Struggling students will be given a handout with the instructions and a checklist for completing requirements. Reflection: I feel like it was good idea to put the requirements on my blog instead of a handout. This way students do not have to keep up with instructions, but they have a place to check them.
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Topic of Lesson: Finding Credible Sources Course of Study Standard: CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Daily Objectives: I can recognize a credible source. I can validate a source from its credibility and accuracy. I can justify determination of validity through evidence and persuasion. Technology: Class Chrome Books, Elmo Projector Before During After Purpose: To give students Purpose: To ensure Purpose: To allow students to criteria for evaluating the validity students understand how state and defend their of sources and information and to evaluate sources with determination of credible or not allow them to define the criteria specific criteria. credible rather than just in their own terms. checking answers Strategy: Evaluating Strategy: Student definitions Strategy: Debriefing Debates Procedure: Students will Procedure: Present a mnemonic evaluate various sources Procedure: One pair of students device for students to evaluate (credible and not will present their determination. sources: CARS (credibility, credible) using a chart on The other groups will be able to accuracy, reasonableness, my blog. Students will agree or disagree. If a pairing support). Go over each word and work in pairs to view the disagrees, both groups must allow the students to define in sources and decide if they present their evidence and their own terms, write their are credible. They must allow the class to determine chosen definition on the board. produce evidence for their whose evidence is stronger. Give clarification when decision. (See Appendix B) Teacher will monitor necessary. discussions and lead students to correct answers if necessary. Differentiation: During partner work, teacher will work with students to ensure comprehension.
Students are giving several outlets to understand information: visually with mnemonic device, hands on practice with research, verbal/auditory in presenting and debating findings.
RTI Methods: Struggling students will be paired with higher level students for additional help. If necessary students will get a printout of the notes including mnemonic device. Reflection: The students liked this assignment because it was similar to a web quest. They enjoyed looking up the websites and making their own determination. It worked great!
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Topic of Lesson: Researching Questions Course of Study Standard: 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.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Daily Objectives: I can explain why credibility is important in research. I can research a topic and find information I need. Technology: Class Chrome Books, Elmo Projector Before During After Purpose: to help students understand why they need credible information. Even if they understand what makes something valid, they need to realize why they need something valid. Strategy: Quick write Purpose: to ensure students can find information they need from the internet for research. Strategy: Research Purpose: to ensure students can narrow down a search to the information they need. Strategy: Scanning Procedure: Students will scan the articles they found and choose three to use in the project. They will need to assess their credibility as well as the information they offer. Once the articles are chosen, students need to save the full article and link to the article in the Google Drive.
Procedure: Students will research their questions Procedure: Why is credibility or topics regarding the important in research? 3-5 Sochi Olympics on their sentences. Discuss answers with Chrome Book. Students students and lead discussion so should look over any students see the importance of articles that interest them credible information. regarding their topic/question. Differentiation: Teacher will monitor students work to check comprehension. This lesson will allow for writing, reading, and hands on research which speaks to many learning styles. RTI Methods: Check struggling students question brainstorm to ensure they are on track before starting research. Offer a research chart to take notes on sources for students who need it. Reflection: Next time I do this assignment I will offer a list of suggested sites for the search. Later in the day, I wrote one on the board because I realized it was necessary. It would have been helpful to have it all day. Many students were at a loss of where to begin.
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Topic of Lesson: How to paraphrase Course of Study Standard: CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Daily Objectives: I can analyze information I have read. I can paraphrase information into my own words. I can select important information from an overall text. Technology: Class Chrome Books, Elmo Projector Before During Purpose: to ensure students understand the definition of paraphrasing and how to do it properly. The definition is also a step by step procedure for the students to use when paraphrasing. Strategy: Defining Purpose: to ensure students can read for information and realize what information is relevant for their purpose. Strategy: Note taking Procedure: Students will read and analyze their chosen articles and take notes on information they find interesting or relevant to their topic. Teacher will advise students they may need to read the articles several times.
After Purpose: to ensure students can use their notes to effectively paraphrase an article with the research information they need Strategy: Paraphrasing Procedure: Students will begin interpreting the articles using the notes they took. If they need clarification they can view the article again, but it is easier to avoid plagiarizing by writing without looking at the article.
Procedure: Write the definition of paraphrase on the board as follows: you paraphrase by reading something, thinking about what it means, and then restating it in your own words. Whole group discussion about the definition. Lead discussion so students realize what information is note taking worthy. Differentiation: During individual work, teacher will monitor students for understanding of the process. Allow students to work with a partner, while paraphrasing if necessary. RTI Methods: Provide struggling students with a note taking template to use while reading. Reflection: I quickly realized that 6th graders think they know what paraphrasing means, but they do not. This can be dangerous because they dont ask questions because they think they know. Im glad I planned to cover paraphrasing two days in a row to clarify.
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Topic of Lesson: Practice Paraphrasing Course of Study Standard: CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Daily Objectives: I can paraphrase information I have read. I can construct a paraphrased paragraph without plagiarizing. Technology: Class Chrome Books, Elmo Projector Before During Purpose: to give students information on what to avoid when paraphrasing. Strategy: Lecture Procedure: Advise students on the following: Food for thought Your instructor does not wish to grade work that is already published. Instead they want to know how well you use your sources to answer your question. RememberHave you simply changed a few words to synonyms? Have you included the same words from the original? Try again. Purpose: to allow students time to construct article summaries with relevant information. Strategy: Paraphrasing Procedure: Students will continue interpreting the articles using the notes they took. If they need clarification they can view the article again, but it is easier to avoid plagiarizing by writing without looking at the article. After Purpose: to conference with students about articles chosen/paraphrasing to ensure they are on the right track. Strategy: Student/Teacher Conference Procedure: As students are working I will have individual conferences with each student. I want to make sure they are paraphrasing correctly. If a few students are struggling I will help individually. If I see that several students are having problems I will reteach the information a different way.
Differentiation: Additional information on paraphrasing given in a different format from previous lesson. Individual conferences to focus on personal struggles/improvements. RTI Methods: Conference will allow time for detailed feedback. Also, struggling students will be given more time to work on paraphrasing/summaries if needed. Reflection: The questions in Before really helped the students with paraphrasing. I think in other lessons I will write questions that can function as a self-check for students to evaluate their own work.
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Topic of Lesson: How to Quote Sources Course of Study Standard: CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Daily Objectives: I can distinguish the difference between paraphrasing and quoting. I can identify when a quote would be more effective than paraphrasing in my writing. I can integrate appropriate quotes in my writing. Technology: Class Chrome Books, Elmo Projector Before During After Purpose: to ensure students can distinguish the difference between quoting and paraphrasing. Also, to help students realize the importance of citing any information they learned from a source. Strategy: Think, Pair, Share Procedure: Project the following on the board: Distinguish the difference between quoting and paraphrasing. Do you have to cite sources for both? Think about these things individually and jot down your answers. Then, discuss your answers with the person next to you and come to a consensus. When called upon one person in your partnership will share your findings with the class. Purpose: to allow students to realize when a quote is necessary in their writing. Strategy: Lecture Procedure: Lecture/discuss with students about instances when quotes should be used in a paper. Place the following bullet points on the board regarding when to use a quote: -to show that an authority supports your point -to include especially moving or historical language -to present a particularly well-stated passage whose meaning would be lost or changed if paraphrased or summarized I will discuss each point and students will be asked to offer examples/suggestions for each. Students will take notes during lecture/discussion. Students will be reminded to check their previous punctuation notes regarding quotations. Purpose: for students to select and integrate a quotation in one of their paraphrased summaries. Strategy: Appropriate Selection Procedure: Students will review their notes and/or articles to find a well written quotation to include in their summary. They should review their notes and ensure they are following correct rules of punctuation as well as appropriate use of a quotation.
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Differentiation: Think, Pair, Share and stimulating auditory learners and visual learners simultaneously with written notes and lecture. RTI Methods: Provide struggling students a copy of teacher notes instead of the student taking notes. Also, the notes will have a brief review of quotation notes that the other students should have in their notebook. Reflection: I knew the students had recently covered quotation marks in the last punctuation assessment, but I was prepared for a lot of questions. I was pleasantly surprised at how many students were able to refer back to their notes and used quotations correctly. It made me realize that if you make time for students to take good notes, they can use them throughout the rest of the year.
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Topic of Lesson: MLA Format Course of Study Standard: CCSS.ELA-Literacy.W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Daily Objectives: I can select the correct information to include in a citation. I can compose an appropriate Works Cited page in MLA format. I can include parenthetical citations correctly in my writing. Technology: Class Chrome Books, Elmo Projector Before During Purpose: to allow students time to complete paraphrasing/quotations within summaries before moving on to MLA format. Also, Introduce citations so they see the why they still have to cite the information they paraphrased Strategy: Summaries Procedure: Students will continue writing article summaries. They should remember their notes on paraphrasing as well as quoting techniques. Also, introduce MLA citations with Citation Flow Chart and discuss. Lead discussion so students understand why they still have to cite information even if it is paraphrased. (See Appendix C) Purpose: to show students how to use citationmachine.net to make a citation in MLA format Strategy: Demonstration Procedure: I will connect my computer to the projector and students will gather near the front to observe. I will use an article I found (http://www.cnn.com/2014/0 2/25/living/adult-figureskaters/index.html?iref=allsea rch) to demonstrate how to use citationmachine.net. Once the citation is complete I will show students how to move it to their Works Cited page. Also, I will demonstrate where to move the generated parenthetical citation. Students will be given time to ask questions
After
Purpose: to ensure students can compose their own Works Cited page in MLA format. Students can work with a partner to ask questions/get help before asking the teacher. Strategy: Pairs Check Procedure: Students use citationmachine.net individually to construct a Works Cited page and insert parenthetical citations into summaries. Students will be able to ask a partner for help or for clarification before asking the teacher. Students will also have their partner check their work before the end of class to make sure they are both correct. If neither student can answer a question they will ask the teacher for assistance.
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Differentiation: Visual demonstration for students to observe. Pairs Check allow students to work with a partner for assistance. Citation Flow Chart will allow students to visualize why they have to cite information even if its paraphrased. RTI Methods: Struggling students will get a detailed printout of the instructions for citationmachine.net. Reflection: The Pairs Check strategy was new to me until this lesson. I think it worked great because students to able to work with a partner when they had questions. Also, they realized they had to do their own work and their partner was only there to check. This alleviated some of the reluctant students (those who let their partners do all the work) from being able to slack off.
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Topic of Lesson: Peer Editing Course of Study Standard: CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 6 here.) CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Daily Objectives: I can revise my own writing. I can edit my peers writing according to spelling, punctuation, and capitalization rules. Technology: Class Chrome Books, Elmo Projector Before During After Purpose: to review what Purpose: to advise students what to to correct during revision look for when peer editing. and allow students time to revise their own Strategy: COPS writing. Procedure: Discuss with students what to look for while peer editing Strategy: Revising (COPS). Capitalization, Organization, Procedure: Students will Punctuation, and Spelling. Discuss be reminded to use STAR each with students and allow them when revising their own to demonstrate how to correct it on papers: substitute, take peers papers (underline letters that away, add, rearrange. should be capitalization, add correct Students will be given punctuation and circle, etc.) This time to revise their should be a review for students. If papers. many do not understand, I will spend more time on the subject. Purpose: to ensure students can effectively peer edit written work. Strategy: Peer Editing
Procedure: Students will get in a circle and pass their paper to the right. They will be instructed to follow the COPS rules as well as make a suggestion or compliment for the paper. Students will read their peers paper and make corrections as needed. Once an allotted time has passed, students will pass papers to the right again. Each paper should be edited by at least three peers in this process. Differentiation: Two acronym devices used to help students remember what to look for in revising vs. editing. Peer editing allows for a change of pace in the classroom and a chance for students to review/correct others work. RTI Methods: Struggling students will be given an editing/revising check list to use in peer edits. Reflection: I always love when students peer edit. I think it helps their own writing as much as the person they are editing. It allows a new perspective on an assignment through other eyes.
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Topic of Lesson: Typing a final draft Course of Study Standard: CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.) CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 6 here.) Daily Objectives: I can assess my peers corrections and determine the changes to be made. I can construct a final draft. I can read and follow instructed requirements. Technology: Class Chrome Books, Elmo Projector Before During After Purpose: to allow students to read and understand their peers corrections and edits. Students need to understand their peers can make mistakes while editing, and it is ultimately their own responsibility to produce a paper with correct conventions of English. Purpose: to ensure students know how to type a final draft with correct format for a formal assignment. Strategy: Typing Final Draft Purpose: to ensure students have reviewed and met the requirements of the assignment. Strategy: Reading for Information
Procedure: Students will use their Chrome Books to type Procedure: Students should their final draft. This should reevaluate the original Strategy: Criticizing include proper MLA format, instructions including parenthetical citations, and requirements for the Procedure: Students will review Works Cited page. Students assignment on my blog. their peers corrections and should make sure their final Students need to make sure changes to their own paper. They drafts reflect their revisions they have met all will need to criticize the edits and and edits. requirements. If any decide if they were correct or if requirements are confusing their peer was correct. They will or they have questions, this is need to make a decision so they the time to get clarification. can complete their final draft with correct conventions of English. Explain to students it is ultimately their responsibility to have a correct paper. Differentiation: Students are allowed to type their final draft instead of handwrite. Students are
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given time to review requirements and ask questions. RTI Methods: Struggling students will be given a checklist for the assignment requirements instead of needing to check the blog. Additionally, they will be given extra time to type their final draft if necessary. Reflection: I think its important for student to look at their peers edits through a critical eye. They need to realize they are the ultimate decision maker on their paper and that peers make mistakes. A few students asked, Well why do we have peer editing if our peers mess up? I answered it by asking How many of you feel like your peers helped your paper overall? Most of the students raised their hands. They realized even they made mistakes, they were more helpful than harmful.
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Topic of Lesson: Mini Research Project Presentations Course of Study Standard: CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Daily Objectives: I can reflect on my work and performance on a project. I can present information to an audience. Technology: Class Chrome Books, Elmo Projector Before During After Purpose: to give students the opportunity to consider their own work and determine how they can improve. Strategy: Reflection Procedure: Students will write a brief reflection on the following questions: What was your favorite part of the assignment? What was your least favorite part? If you had it to do over again, would you change anything you did? Why or Why not? 5-6 Sentences Purpose: to allow students to present information they researched to an audience. This will serve as practice for speaking in front of the class before the next major project that will have a big presentation component. Strategy: Presentation Purpose: for students to acknowledge what they know, learned, and want to know regarding citing sources. This will allow the teacher to see what may need to be retaught or reviewed. Strategy: KWL Chart
Procedure: Students will fill out a KWL chart regarding MLA Procedure: Students will give format and citing sources. They a brief oral presentation of need to list what they knew about the research they did and the it, what they want to know about answers they found. They will it, and what they learned. also voice the answer to one *Before students leave class they of their reflection questions. will share their google doc with This is not a formal Brianna.Oliveira@trussvillecitysc presentation. hools.org on google drive. Differentiation: KWL chart will allow the teacher to see a starting place for the next assignment concerning MLA format. The presentation allows practice for nervous students upcoming speeches. RTI Methods: Struggling students will be given additional time to turn in assignment. Reflection: Some classes ran of time to present, so I would probably should have chosen the reflection or the KWL chart instead of both in order to save class time.
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Grading Rubric:
Proficient 20 points Paragraphs Well-developed summaries from researched articles. Paraphrased effectively with language appropriate to a 6th grade student In text Citations Correct in MLA format with authors last name. Placed at the end of a sentence before the period in parenthesis. Article Quote An appropriate quote from an article was present in one of the summaries with an appropriate citation. Works Cited Appropriate format and information is present. The full citations for all 3 articles is present. Standard Conventions of English All standard conventions of English are followed including capitalization, punctuation, spelling, and grammar. Basic 15 points Novice 10 point Not Evidenced 0 points
Additional Notes: __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
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Reflection:
This project served its purpose in my classroom. Many of the students were able to finally understand MLA format and the purpose behind MLA format in research papers. There were several Aha moments during the project when students realized what a parenthetical citation was and what a Works Cited needed to look like. 6th grade is the first year that citations are taught, and it can be a very difficult concept to grasp. Particularly when it is surrounded by a major writing assignment, as it so often is. With this project students were able to practice MLA format and citations on a low key assignment. I know that in 6th grade they do not have to master these concepts and they will get much more practice. However, I wanted to make sure they have a firm foundation. I made a point to tell the students several times that they will use this research and citation format throughout the rest of their education. They will be able to practice what they learned in this unit in our next assignment. I am eager to see how much they remember and what they may need reminding about. Overall, I am very happy with this unit, but there are some weaknesses. If a teacher does not have access to a class set of lap tops it would be almost impossible to complete in class. This entire assignment revolves around technology and it would be almost impossible to implement without access to laptops like I have. Furthermore, it can be difficult to monitor students as they work. I scheduled the conferences to help with this, but there were still many times when I was unable to be sure if students understood the concept taught. Perhaps, I could reevaluate to add more formative assessments other than discussions to ensure they understand.
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Appendix A
Mini Research Project Requirements This assignment is for the purpose of increasing your understanding of summarizing/paraphrasing, in text citations, and how to complete a Works Cited page. You were introduced to this information during the expository book project, so it should be familiar to you. This mini research project will allow students who struggled with citing sources, research, and paraphrasing another chance to learn this concept before our next major research project. There will be ample time to complete this project in class if you use your time wisely. However, if you are unable to complete this in class time it will be homework. The final copy should be shared with me (see #4 below) by Friday 3/14. **See Below** Instructions: 1. Find three online news articles regarding the Sochi Olympic Games. The article should be from a credible source (we will discuss criteria for a credible source in class) and appropriate for academic research. Copy and Paste the articles including the url to a document on your Google Drive. 2. Read the articles thoroughly. Summarize each article individually. Remember what we discussed in class about paraphrasing and quoting sources. Be sure you have accurate parenthetical citations (in text citations) to avoid plagiarism. 3. Make a Works Cited page for the three articles used. Remember you can use citationmachine.net as demonstrated in class. This must be a complete Works Cited page in MLA format (not just the url link). 4. You should "Share" the document with me from your Google Drive account. The title of your Google Doc. MUST be "Mini Research Project" plus your period number (ex. "Mini Research Project 4" if you are in 4th period). When you are in your Google Doc. you should see a blue box that says "Share" in the top right corner. Click on that box and enter my Google Drive email: Brianna.Oliveira@trussvillecityschools.org This will allow me to view, comment, and grade your project. The project is still due Friday 3/14 ***NOTE: My Google Drive email is .org but my regular TCS email is .com. In order to receive full credit on this assignment (100 points) you must complete all of the above requirements. Every requirement for this assignment will be discussed or reviewed in class
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Appendix B
Credible Sources Directions: Go to the top and click file and make a copy. Then on your copy, you will be able to type. Click on each website and answer the questions for the website. Decide at the end whether you think the source is credible or not credible. Website
Is there an address? Is there a phone number? Does it have a lot of advertiseme nts? What does the website end in (.org, .com, .edu)? Is there a contact us link?
Does it ask for a credit card or personal information?
Credible or Not Credible?
http://en.wi kipedia.org /wiki/Liger
http://bleac herreport.c om/chicago -bears
http://natur e.disney.co m/bears
http://www. instructable s.com/id/M ake-YourOwnDehydrate d-Water/ You and your partner must be able to justify your determinations to the class. Be prepared to defend your answers when we meet together as a class to discuss.
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Oliveira 1

Unit Plan Overview

Session 1 Lesson Plan

Session 2 Lesson Plan

Session 3 Lesson Plan

Session 4 Lesson Plan

Session 5 Lesson Plan

Session 6 Lesson Plan

Session 7 Lesson Plan

Session 8 Lesson Plan

Session 9 Lesson Plan

Session 10 Lesson Plan

Additional Notes: __

Does it ask for a credit card or personal information?

Credible or Not Credible?

http://en.wi kipedia.org /wiki/Liger

http://bleac herreport.c om/chicago -bears

http://natur e.disney.co m/bears

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