writingaresearchpaper_ninthandtenthupdated

Writing a Research Paper: Grades 9 and 10

The unit below is a guide that library media specialist can use when collaborating with 9th and 10th grade teachers in writing a Research Paper. Lesson Ideas may need to be modified to meet the needs of student population. Please pay close attention MLA/APA sources as they may not reflect the most updated information.

Overarching Standard(s):

CCSS.ELA-LITERACY.W.9-10.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated

question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the

subject, demonstrating understanding of the subject under investigation


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of tasks, purposes, and audiences.

Week One: Common Core Standard(s): Teaching Tips Resources

Establish/Select a Topic

CCSS.ELA-LITERACY.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences CCSS.ELA-LITERACY.W.9-10.2.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Teaching Tip: Discuss with students the following questions when selecting their topic: 1. Is there enough material on my topic? 2. Will I be able to access all the sources? 3. Does the topic address the needs of assignment (see teacher)? Activity: Brainstorming Chart where students write down all the information they know about topic Web Resource: http://www.bernardsboe.com/WilliamAnninMiddleSchool/CMFiles/Docs/Research/Page3_10.pdf (brainstorm example)

Week Two: Common Core Standard(s): Teaching Tips Resources

Research topic: Look for sources of information

CCSS.ELA-LITERACY.W.9-10.2.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Teaching Tip: Lead students in a discussion about variety of sources available to research their topic (online databases, books, etc.) Highlight databases that a majority of students may use; show helpful features. Consult with classroom teacher to determine notecard/paper format (APA or MLA)

CCSS.ELA-LITERACY.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Activity: Introduce students to how to create bibliographic cards; either on note cards or a note log. Mini lesson on citing sources (how to paraphrase, direct quotations, etc.) Show a sample paper with correct citations. Student demonstration: Using assigned topic, students are to create at least two bibliographic card using an electronic database, online journal, and book Web Resources: http://www.paulding.k12.ga.us/userfiles/2593/my%20files/ppt%20note%20cards%20and%20bib%20cards.pdf?id=500341 (tutorial on creating note cards) http://www.easybib.com/ (online citation log)

Week Three Common Core Standard(s): Teaching Tips Resources

Take notes: Develop a Thesis

CCSS.ELA-LITERACY.W.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-LITERACY.W.9-10.2.E Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Teaching Tip: Define thesis to student. Show examples of a variety of papers with similar topics. Discuss weak and strong thesis examples. Define plagiarism ask students to tell why its important to cite where they found information. (Refer back to bibliographic cards) Activity: View note-taking slide share while elaborating on key information. Have students create one note-card in class from the information presented in slide share http://www.slideshare.net/es99.trish.turner/using-notecards-in-research Student demonstration: Using assigned research topic, students are to create note cards and determine their thesis statements (allow at least 2 sessions in class for information retrieval and thesis creation; remaining days and weekend to continue note taking on cards) **students will need complete set of note cards for next weeks lesson*** Web Resources: https://www4.csudh.edu/Assets/CSUDH-Sites/TL C/docs/thesis-statements-worksheet.pdf (teacher and student guide) http://www.smccd.edu/accounts/erpelol/Courses/sprin

g06/lit265aa/worksheets/intro_to_thesis.pdf (teacher and student guide)

Week Four Common Core Standard(s): Teaching Tips Resources

Organize Thoughts: Create an outline

CCSS.ELA-LITERACY.W.9-10.2.A Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.9-10.2.B

Develop the topic with well-

chosen, relevant, and sufficient

facts, extended definitions,

concrete details, quotations, or

other information and examples

appropriate to the audience's

knowledge of the topic.

CCSS.ELA-LITERACY.W.9-10.2.C

Use appropriate and varied

transitions to link the major

sections of the text, create

cohesion, and clarify the

relationships among complex

ideas and concepts.

CCSS.ELA-LITERACY.W.9-10.2.D

Use precise language and

domain-specific vocabulary to

manage the complexity of the

topic.

Teaching Tip: Have students construct a 5-8 minute quick write about all the information they have learned the last 3 weeks (look for understanding of: plagiarism, thesis statement, bibliographic cards, etc.) Have students to pull out note cards they have been collecting since last week Perform quick mini-lesson on how to categorize cards into themes. Allow time for students to categorize their cards into themes. Activity: Discuss components on an outline: Introduction (w/thesis), body, and conclusion. Model with students using Elmo; show a number of notecards on a specific topic show students how you would categorize them into categories to form outline Student demonstration: Student to complete outline (by middle week and turn in for feedback) **student will need outline for next weeks lesson** Web Resource:

https://explorable.com/research-paper-outline-examples (teacher guide) http://www.sewanhaka.k12.ny.us/cms/lib3/NY01001491/Centricity/Domain/1349/Research_Made_Easy%20revised.pdf (pg. 26 outline printable for student work)

Week Five and

Week Six

Common Core Standard(s): Teaching Tips Resources

Develop Rough Draft

CCSS.ELA-LITERACY.W.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-LITERACY.W.9-10.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-LITERACY.W.9-10.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)

Teaching Tip: Have a couple of student volunteers share (using Elmo) their outlines with the class. Take time to provide feedback that will benefit the whole. Activity: Review the three main components of research paper (see previous lesson). Have students break into triads (groups of three) and share their outlines. Have each member give one suggestion for improvement. Next have triads review the following link https://www.boundless.com/communications/textbooks/boundless-communications-textbook/organizing-and-outlining-the-speech-10/outlining-56/the-rough-draft-outline-223-7317/ . (just info and quiz) The next week to week and should be spent in writing conferences with individual/groups of students as they work to complete rough draft. **teacher should return rough draft with recommendations by end of week seven; to allow students time to make corrections** Student demonstration: Rough draft turned in by end of Week Six. **students will need citation note cards for week seven Web Resource: http://betterlesson.com/community/lesson/20436/writing-paper-lesson-8 (teacher information)

Week Seven Common Core Standard(s): Teaching Tips Resources

Organize Works Cited Page

CCSS.ELA-LITERACY.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Teaching Tip: Have students to organize all their notecards and/or online citation log in alphabetical order if possible prior to class. Activity: Show and discuss the following citation slide show http://www.slideshare.net/grandolph/creating-works-cited-page. Allow time in class for students to complete Student demonstration: Completing of works cited page by end of the week; shared with a peer. Web Resources:

https://owl.english.purdue.edu/owl/resource/560/02/ (owl at Purdue examples of work citied page) http://www.easybib.com/ (online citation maker) file:///C:/Users/lmbrinson/Desktop/researchsurvival_guide.pdf (pg. 47 teacher background information) http://www.sewanhaka.k12.ny.us/cms/lib3/NY01001491/Centricity/Domain/1349/Research_Made_Easy%20revised.pdf (pg. 22 print off rough draft check-list for next weeks lesson)

Week Eight Common Core Standard(s): Teaching Tips Resources

Revise Rough Draft Publish Product


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.)


Develop and strengthen writing

as needed by planning, revising,

editing, rewriting, or trying a

new approach, focusing on

addressing what is most

significant for a specific purpose

and audience. (Editing for

conventions should demonstrate

command of Language standards

1-3 up to and including grades 9-

10 here.)

Teaching Tip: Pass out student graded rough draft along with the check-list for correcting a rough draft (see link above) Activity: Reserve library and/or computer carts and allow students the next three-four class periods to type their final draft and works cited page. Work with teacher to monitor and assist as needed. **discuss with teacher presentation method if any** Student demonstration: Revision of Rough Draft including works cited page. Web Resources: http://www.sewanhaka.k12.ny.us/cms/lib3/NY01001491/Centricity/Domain/1349/Research_Made_Easy%20revised.pdf (pg. 22 print off rough draft check-list for next weeks lesson)

Week Nine Common Core Standard(s): Teaching Tips Resources

Publication and CCSS.ELA-LITERACY.W.9-10.6 Teaching Tip:

Presentation Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Congratulate and affirm students on their completion of research project. Activity: Serve as an authentic community representative as students present findings in method determined by classroom teacher. Student demonstration: Completed Research Paper Web Resource:

Documents

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