Archive for January 21, 2020

Preparing Students to Write Their Social Issue Research Paper

Central Focus: Students will pick a topic that interests them and understand why it is important to evaluate sources of information.

  • Rationale: During this lesson we intend for the students to understand the importance of evaluating a source of information with regards to the credibility and validity of the information. This ties into the unit goal of having the students write their Social Issue Research Paper. Students will also discuss and reflect on possible topics for their papers. The students will create an emotional connection to their topic.
  • Theme: What is fact or fiction? Is it important? How do I identify it?
  • Text: Article “How to Avoid Click-Bait Scams” by Kate Brauer-Bell

Content Standards: 

  • 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 gather relevant information from multiple sources and evaluate the credibility of those sources so they can use the highest quality sources for their research paper.
  • Students will use technology to do effective research to increase their knowledge and awareness beyond the classroom.
  • Students will analyze, discuss and reflect on the topic for their social issue.

Instructional Strategies and Learning Tasks:

Opening (5 minutes): Ticket in the door: Give each student a number 1 or 2! Say “I need you to be seated at your designated table.”

  •       Number 1s go to the “Topic” station on the left side of the classroom
  •       Number 2s go to the “Source Evaluation” station on the right side of the room.

Instruction (60 minutes): It’s time to start preparing to write your social issue research paper. You’ll spend 30 minutes at each station:

  • At the Topic station the teacher will hand you a list of potential social justice issues for you to review and contemplate.
  • At the Source Evaluation station the teacher 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 30 minutes are up.

Closing (5 minutes): 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.

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