Tag Archive for source evaluation

Topic Selection and Source Evaluation!

Central Focus: Topic choices, why my topic is important to me and evaluating websites that will support my writing.

  • Rationale: The ability to evaluate websites, blogs, online articles etc… is an important lifelong skill that students will use in school and out of school. The Internet can be used as a tool to learn the latest news, all around the world as well as getting any kind of information that serves different purposes such as learning and communicating. It is vitally important to encourage students to use this invaluable source to get any kind of information they need in their academic studies and also to be able to evaluate the credibility of the information.
  • Theme: Why is my social justice issue important?

Content 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 an 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.

Student Learning Goals and Objectives:

  • Students will conduct short research on the internet and evaluate the credibility of the sites they look at.
  • Students will learn the difference between quoting and plagiarism.
  • Students will use technology to produce a clear and concise short self-video.

Instruction:

Opening (4 minutes):  Take a laptop. I need you to be seated at your designated stations from yesterday. If you missed yesterday’s class, please ask the teacher for a number 1 or 2 and a copy of the hand-outs for each station.

  •       Number 1s go to the “Topic” station.
  •       Number 2s go to the “Source Evaluation” station.

Instruction (60 minutes): You’ll spend 30 minutes at each station. At the Topic station, using your list of potential social justice issues, the teacher 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 the teacher 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 30 minutes are up.

Closing (6 minutes): Let’s play Kahoot! The Kahoot questions are based on the vocab words from the “Source Evaluation” station.

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

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)

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)