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 answerBox your 2nd BEST answer

Underline your 3rd BEST answer

‘Do Now’

APA VS MLA

MLA Similarities APA

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

http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr11-12.pdf

Annotating

ScienceReading Writing Speaking Listening

CCSS Lets Break them down!

ScienceReading Writing Speaking Listening

RST 9-10. 1 WHST 9-10.2a-f SL 9-10 4 SL 9-10.1a

RST 9-10. 2 WHST 9-10.4 SL 9-10 5 SL 9-10.1b

RST 9-10. 5 WHST 9-10.5 SL 9-10 6 SL 9-10.1c

RST 9-10. 6 WHST 9-10.6 SL 9-10.1d

RST 9-10. 8 WHST 9-10.7 SL 9-10.2

RST 9-10. 9 WHST 9-10.8 SL 9-10.3

RST 9-10. 10 WHST 9-10.9

WHST 9-10.10

CCSS Lets Break them down!

HistoryReading Writing Speaking Listening

CCSS Lets Break them down!

HistoryReading Writing Speaking Listening

RH 9-10.1 WHST 9-10.2a-f SL 9-10 4 SL 9-10.1a

RH 9-10.2 WHST 9-10.4 SL 9-10 5 SL 9-10.1b

RH 9-10.4 WHST 9-10.5 SL 9-10 6 SL 9-10.1c

RH 9-10.5 WHST 9-10.6 SL 9-10.1d

RH 9-10.6 WHST 9-10.7 SL 9-10.2

RH 9-10.8 WHST 9-10.8 SL 9-10.3

RH 9-10.9 WHST 9-10.9

RH 9-10.10 WHST 9-10.10

CCSS Lets Break them down!

ELAReading Writing Speaking Listening

CCSS Lets Break them down!

ELAReading Writing Speaking Listening

RL 9-10.1 W 9-10. 2a-2f SL 9-10 4 SL 9-10.1a

RL 9-10.2 W 9-10. 4-6 SL 9-10 5 SL 9-10.1b

RL 9-10.4-9 (lit. analysis)

W 9-10. 7-9b SL 9-10 6 SL 9-10.1c

RI 9-10. 1-9 W 9-10. 10 SL 9-10.1d

SL 9-10.2

SL 9-10.3

CCSS Lets Break them down!

Mini-Lesson #1

Mini-Lesson #2

Mini-Lesson #3

Mini-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 sourcesQuestions to Consider1. 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?

https://www.teachingchannel.org/videos/analyzing-websites-with-students

Mini-Lesson #1Using Critical thinking to find trustworthy

website

Lesson Objective Analyze a scientific journal articleQuestions 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?

https://www.teachingchannel.org/videos/problem-solving-with-technology?fd=

Mini-lesson #2Literacy in Physics: Reading a Primary

Source

Lesson Objective Identify, discuss, and apply textual evidenceQuestions to Consider1. 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?

https://www.teachingchannel.org/videos/teaching-about-textual-evidence

Mini-Lesson #3Citing Textual evidence

Lesson Objective Evaluate two sides of a debateQuestions to Consider1. 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?

https://www.teachingchannel.org/videos/evaluating-both-sides-of-argument?fd=1

Mini-Lesson #4Read, Discuss, Debate: Evaluating Arguments

Lesson Objective Analyze the source of documents about the Gulf of TonkinQuestions to Consider1. 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?

https://www.teachingchannel.org/videos/reading-like-a-historian-sourcing

Mini-Lesson #5Reading Like a Historian: Sourcing

Lesson Objective Make responsible decisions when using other people's

creative workQuestions to Consider1. 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?

https://www.teachingchannel.org/videos/teaching-students-copyright

Mini-Lesson #6Exploring Copyrights and Wrongs

Lesson Objective Identify the main idea and make arguments about a textQuestions to Consider1. 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?

https://www.teachingchannel.org/videos/literacy-analysis-lesson?fd=1

Mini-Lesson #7Evidence & Arguments: Multiple Ways of

Experiencing a Text

Lesson Objective Organize textual evidence to draw conclusions about a

textQuestions to Consider1. 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?

https://www.teachingchannel.org/videos/literary-analysis-tool?fd=1

Mini-Lesson #8Pattern Folders: A Literary Analysis Tool

Lesson Objective Analyze the structure of informational textsQuestions to Consider1. 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?

https://www.teachingchannel.org/videos/teaching-nonfiction-entry-points

Mini-Lesson #9Comic Book Templates: An Entry Point

into Nonfiction

Thank You!!!

A session survey will be emailed to you this week through a Googledoc. Kindly complete it so we can reflect and improve future PD efforts.

Travel safely!