Teacher: Chris Bang and Aubrey Eder

Grade Level: 8th Grade

Title: Research Week

Date: April 27- May 1

Content Area: English
Week #: 3 of 7

Content Standard(s) addressed by this lesson:

8.4.1.a. Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8.4.1.a.i. Differentiate between paraphrasing and using direct quotes in a report
8.4.1.a.ii. Organize and present research appropriately for audience and purpose
8.4.1.a.iii. Present Findings
8.4.1.b. Gather relevant information from multiple print and digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
8.4.1.b.i. Differentiate between primary and secondary source materials
8.4.1.b.ii. Document information and quotations; use a consistent format for footnotes or endnotes; and use standard
bibliographic format to document sources
8.4.1.b.iii. Write reports based on research that include quotations, footnotes or endnotes, and a bibliography or
works cited page
8.4.1.c. Draw evidence from literary or informational texts to support analysis, reflection, and research.
8.4.3.a. Take a position on an issue and support it using quality reasoning
8.4.3.b. Analyze own or others appeal for purpose, question at issue, information, points of view, implications and
consequences, assumptions, and concepts
8.4.3.c. Evaluate own or others appeal for relevance, clarity, accuracy, fairness, significance, depth, breadth, logic,
and precision
8.4.3.d. Use appropriate media to demonstrate reasoning and explain decisions in the creative process

Understandings:
Students will understand that evidence needs to be thoroughly evaluated before using it as support.
Students will understand that support must be present to make a strong argument.
Inquiry Questions:
8.4.1 Inquiry Question 1: How do we use the computer and other media to answer questions about a subject?
8.4.1. Inquiry Question 2: What is the difference between a primary and secondary source?
8.4.3 Inquiry Question 1: How does someone determine the logic of a position on an issue and support it with
quality reasoning and assessment?
8.4.3 Inquiry Question 2: How might someone use media to demonstrate multiple points of view?

Evidence Outcomes:
I can: look at different sources on the internet and evaluate their credibility and effectiveness for my
future argument by successfully filling out my research guide.
This means: Students will have the knowledge to independently look at sources and decide if they are
appropriate to use when writing for academic purposes.

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Planned Lesson Activities

Name and Purpose of Lesson

Approx. Time and Materials

Anticipatory Set

Procedures

Research Week
This is intended for students to have a chance to collect research for their essay. They need
to practice evaluating sources and building an idea for their exact thesis which will come
next week.
Two 90 minute class periods
Computer lab, research guide, and their proposed topics turned back into the student.
When students walk in the class rules will taped on the board, and this should alert
students and prompt them to ask questions since the class rules is usually put up by a
student and not in that location. This will get them thinking about norming and what we
did in the beginning of the year.
Day 1:
First 15 minutes (teacher input, guided, checking for understanding): Go over what is
okay and not okay in the lab. Refer back to class room and lead students to the conclusion
that these rules also apply in the lab, and guide them to some additional rules they seem
fitting. If they dont get there with the guidance then make suggestions that turn into rules.
Go over what they are doing in lab and the research guide. Go through each part of the
guide and check if there is anything that students are unsure of. Use cold call to check for
understanding of what is being asked on the research guide.
Next 70 minutes (Individual practice): Students will work independently on their research
and keeping their research guide updated as they find sources. They may use neighbors for
help, or they may use myself, but the general expectation is that they do this on their own.
Last 10 minutes (housekeeping): Have students wrap up where they are with their guides
and research. If they need to write any notes down they will do it on the back of the
research guide. Have students share out what they noticed about the resources they found
most helpful and which ones they didnt. See if students have any questions and collect
research guides to check for where their progress is at.
Day 2:
First 10 minutes (housekeeping): Pass back guides and go over any general things I saw in
student guides.
Next 70 minutes (individual practice): Students will work independently on their research
and keeping their research guide updated as they find sources. They may use neighbors for
help, or they may use myself, but the general expectation is that they do this on their own.
Also during this time I will meet with students who seem to be struggling from what I saw

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Closure

Differentiation

Assessment

on their research guide.

Last 10 minutes (housekeeping, questioning strategy): Have students wrap up where they
are with their guides and research. If they need to write any notes down they will do it on
the back of the research guide. Collect guides from those who are done. If students are
now done look at their guide to ensure they worked on it during lab time and then
announce the guides are due on the following Monday. Ask students what they find their
most helpful source was. Ask questions about what made that source helpful? How did
they know it was credible? Does it have any bias, and if it does how will that impact the
paper?
In the final portion of class everyone will come back together and we will have a
discussion about their most useful and lease useful resources. I will ask questions like:
Why is that resource useful?
Does that resource have bias? If so, how does that effect your argument?
Where did you find the source?
How will you use the source?
Does it cite other sources? Is it a source of another source? What does that mean?
After day 1 I will review the guides and see where students are at in terms of
understanding sources and research. If I notice any students are drastically off target, or
even enough off target that it is effecting their general understanding, I will meet with
them individually during lab time.
The guide will serve as the students assessment. They will know this going into the week.
They need to show that they understand how to evaluate their sources, the difference of
primary and secondary source, etc.
The discussion at the end of each class will also serve as an informal assessment.

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