Tag Archive for social issue research

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)

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)

World Lit: Social Issue Research

Standard: 

  • 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, 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.

Learning Target: I can research and analyze a social issue that affects my cultural group.

Opening Session: VOCAB QUIZ!!!

Work Session: Grab a laptop! Today we are starting your second Capstone essay, the Social Issue essay. Today is going to primarily be your research and brainstorming day, and next week you’ll be writing the essay.

For your second capstone essay, you are to research a social issue that affects your particular cultural group. You should write a well-organized essay of about 750 words, including citations from at least three sources, in which you explain what your social issue is and why and how it affects your cultural group.

The more specific of an issue you choose, the better. For example, students might be tempted to choose racism as an issue that affects their cultural group. While racism is obviously a huge problem, it is such a broad and far-reaching problem that you will find it difficult to write about and even more difficult to ameliorate. Instead, choose a specific facet of racism, such as a pay or education gap, barriers that prevent people of your race from accessing programs that should be available to everyone, or even something like discrimination based on names. Specific issues are easier to specifically research.

By the end of class today, I want you to turn in the following questions answered on your own paper:

  1. What is your issue? Be very specific here! Give a name to your issue and define that word!
  2. Who is affected by your issue? What is your cultural group and if a specific sub-group is affected in particular, explain that too.
  3. Where does this issue happen? Online? In schools? In jobs? When seeking employment?
  4. When: How long has this issue been going on – is it relatively modern, or has this problem been around for a while?
  5. How does your issue affect your culture? The other questions can be answered in a sentence or two, but for this one you should write me a paragraph. We will make this the introduction of your essay when we start writing on Monday!

Closing Session: Trade your paper with your neighbor and look over what they wrote. Does it make sense? Do you think this is a specific topic worth pursuing? Remember, your third capstone essay (which we will write in April) will be proposing a solution to the problem you’re writing about now. Give your partner some feedback if you think they’ve chosen something very difficult!

Assessment: Formative (brainstorming check)

Differentiation: Process (Scaffolding)