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World Lit: Explanation, Annotation, Evaluation, Day 2!

Standards: 

  • ELAGSE9-10W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source, answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoid plagiarism and follow a standard format for citation.
  • ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • ELAGSE9-10W7 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.

Learning Target: I can gather relevant information from multiple sources and evaluate the authority of those sources by filling out a source evaluation sheet and annotated bibliography.

Opening Session: CLICKBAIT KAHOOT! Let’s play a Kahoot to determine how well you can tell what’s clickbait and what’s not!

Work Session:

You’ll have the rest of the class period to work on filling out the source evaluation sheets and writing down quotes in your Research Packet. You will have three days to do this, so your goal should be to complete one source evaluation sheet and one quote finding sheet each day.

Closing Session: 

Check in! I’ll have the smiley face scale on Classroomscreen.com up on the board. Tap the smiley for how you’re feeling about your research paper right now!

Assessment: Formative (individual conferences, checks of research packets); Summative (final essay product)

Differentiation: Process (scaffolding, frameworks)

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World Lit: Explanation, Annotation and Evaluation, day 1!

Standards: 

  • ELAGSE9-10W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source, answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoid plagiarism and follow a standard format for citation.
  • ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • ELAGSE9-10W7 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.

Learning Target: I can gather relevant information from multiple sources and evaluate the authority of those sources by filling out a source evaluation sheet and annotated bibliography.

Opening Session: Introducing… THE RESEARCH PACKET!!!

Capstone 2 Research Prompt

Before we get started today, we’re going to hand out the research packets for the paper you will be writing. You should have the introduction paragraph you wrote yesterday stapled to the front. Take a moment to look at your feedback on that, and then we will go over some parts of the packet together and how to fill it out.

Work Session:

You’ll have the rest of the class period to work on filling out the source evaluation sheets and writing down quotes in your Research Packet. You will have three days to do this, so your goal should be to complete one source evaluation sheet and one quote finding sheet each day.

Closing Session: 

Check in! I’ll have the smiley face scale on Classroomscreen.com up on the board. Tap the smiley for how you’re feeling about your research paper right now!

Assessment: Formative (individual conferences, checks of research packets); Summative (final essay product)

Differentiation: Process (scaffolding, frameworks)

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World Lit: Allow Me to Introduce You to a Thesis Statement

Standards:

  • ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • ELAGSE9-10W10: 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.

Learning Target: I will write an introduction paragraph with a strong thesis statement

Opening: VOCAB QUIZ!!

Work Session: Let’s do a mini-session on thesis statements:

Next we will spend 5 minutes watching a video on how to create a strong and interesting thesis statement: https://www.youtube.com/watch?v=8wxE8R_x5I0 Everyone pay attention, you will need to know how to do this!

Next, we will read together the first 2 paragraphs of Mrs. Bristow’s Cultural Identity Social Justice essay called “Cinco de Drinko: Cultural Appropriation of Mexican Holidays”, that I will put on the big screen for all to see. Then, you will identify Mrs. Bristow’s Thesis Statement and we will analyze it together.

Finally, you will write your intro paragraph for your Social Justice Research Papers and include a killer thesis statement! This is a graded activity that must be completed today. I will go over the Grading Rubric with you.

Please grab a piece of paper and start drafting your intro and thesis statement for your research paper.

Closing: Choose a few volunteers to share theirs’ with the class.

Assessment: Formative (individual conferences, checks of research packets); Summative (final essay product)

Differentiation: Process (scaffolding, frameworks)

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World Lit: Social Issue Stations, Day 2

Standards: 

  • ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • ELAGSE9-10W6: 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.
  • ELAGSE9-10W7: 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.
  • ELAGSE9-10W8: 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.

ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target: Students will demonstrate their knowledge of “Quotes”, “Topics” and “Source Evaluation”.

Opening Session: 

Take a laptop. I need you to be seated at your designated stations from yesterday. If you missed yesterday’s class please ask Mrs. Hannah for a number 1-3 and a copy of the hand-outs for each station.

  • Number 1s go to the “Quotes” station with Mrs. Jones.
  • Number 2s go to the “Topic” station with Mrs. Bristow.
  • Number 3s go to the “Source Evaluation” station with Mrs. Hannah.

Work Session:

You’ll spend 20 minutes at each station.

  • At the Quotes table, using your list of “Lead-in” sentences and “Transition words”, Mrs. Jones will help you create some sentences of your own that you might use in your essays.
  • At the Topic station, using your list of potential social justice issues, Mrs. Bristow will help you create and record a Flip Grid where you can explain briefly which topic you want to research and write about and why it’s an important topic for you.
  • At the Source Evaluation station Mrs. Hannah will go over the list of vocabulary words again and discuss the definitions. Then you will have some time to identify and evaluate potential websites that you might use as information sources for your research papers.

Please watch the timer on the smart board and move to the next station once the 20 minutes are up.

Closing Session: Let’s play Kahoot! The Kahoot questions are based on the vocab words from the “Source Evaluation” station. Tomorrow we will start class with a graded vocab quiz so pay attention!

Assessment: Formative (individual sentence creation, topic selection and Kahoot! participation)

Differentiation: Process (small group sessions, hand-outs)

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World Lit: Social Issue Station Day 1!

Standards:

  • ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • ELAGSE9-10W6: 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.
  • ELAGSE9-10W7: 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.
  • ELAGSE9-10W8: 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.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target: I can get ready to write my Social Issue research paper by exploring social issues, how to evaluate sources, and how to incorporate quotes into my writing.

Opening Session: Ticket in the door: Give each student a number from 1 to 3! Take a laptop. I need you to be seated at your designated table with your laptop.

  • Number 1s go to the “Quotes” station with Mrs. Jones.
  • Number 2s go to the “Topic” station with Mrs. Bristow.
  • Number 3s go to the “Source Evaluation” station with Mrs. Hannah.

Work Session: It’s time to start preparing to write your social issue research paper. You’ll spend 20 minutes at each station.

  • At the Quotes table you will be given a list of “Lead-in” sentences and “Transition words” that will help you with your writing. Mrs. Jones will help you with these.
  • At the Topic station Mrs. Bristow will discuss potential social justice issues for you to review and contemplate.
  • At the Source Evaluation station Mrs. Hannah will give you a list of vocabulary words with definitions that you will discuss. All the words will help you to identify and evaluate websites as information sources for your research papers.

Please watch the timer on the smart board and move to the next station once the 20 minutes are up. We will help shuffle you along 🙂

Closing Session: Thank you for participating and making this a smooth process. We will be doing the same thing tomorrow so please remember your number and start at the same station as you did today. Also bring back to class all the handouts from today. As you leave the classroom, please debrief with a partner about what you learned today 🙂

Assessment: : Formative (small group and one on one discussions)

Differentiation: Process (small group sessions, hand-outs)

 

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