OBJECTIVE(s)/SubObjectives
I can locate sources that are appropriate for my research topic and create source citations with
correct punctuation. I can choose useful information and take notes on that information from my
sources. I can type a research paper in MLA style.
MOTIVATING STUDENTS
Play Take a Stand to not only pre-assess student knowledge, but to focus students on what
they dont already know that they will be learning.
PRESENTING
INSTRUCTIONAL
CONTENT/LESSON
STRUCTURE & PACING
Day 1
1. Mrs. Hines presents introductory PowerPoint with Take a Stand; Objectives; Vocabulary;
Examples of Source Cards, Note Cards, and Internal Citations; Requirements; and Steps to
go through.
2. Students use a Cornell Notes handout to take notes on the PowerPoint.
3. Students fill out a Book Source Worksheet on the book, Chew on This.
4. Students create a book source card for Chew on This as shown step by step by Mrs. Hines
to be graded by her.
5. Students log in to the computers and create an Easybib account.
6. Students set up a New Project in Easybib.
7. Students create a book citation for Chew on This in Easybib.
8. Students go to the Libguide named Food Chew on This created for this assignment.
9. Students go to the SIRS database from the libguide and search for relevant articles on
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their chosen topics related to Chew on This that they have chosen previously in the
classroom.
10.Students import citations for one or two chosen articles into EasyBib and print out the
articles for annotating in class.
Day 2
1.
2.
3.
4.
Students log in to the computers and the Easybib account they created on Day 1.
Students go to the Libguide name Food Chew on This created for this assignment.
Students go to the tab Evaluating Websites.
Mrs. Hines explains the CRAP test and the reasons why evaluating websites is important in
research.
5. Students practice evaluating websites from the links on the libguide and fill in their
thoughts on a handout.
6. Mrs. Hines leads a discussion on some of the websites chosen for evaluation and why
some fail the CRAP test.
7. Students are encouraged to use Sweet Search to find websites which are relevant for their
topics.
8. Students search for websites that pass the CRAP test on their chosen topics.
9. Students use Manual Cite to create citations for the website(s) they find
10.Students print out a copy of websites they have created citations for annotating in class.
Day 3
Note: This is after several days work in the classroom annotating and taking notes from the
book, articles, and websites and beginning to write the research paper.
1. Students log in to the computers and the Easybib account they created on Day 1.
2. Students go to the Libguide name Food Chew on This created for this assignment.
3. Students watch a video on Note Taking to Avoid Plagiarism on the libguide
4. Students type their research papers in MLA style with individual assistance.
5. Students create a Works Cited page from their Easybib bibliography and put it at the end
of their paper.
6. Students play Take a Stand once more as a post-assessment showing what they have
learned/accomplished.
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Introductory PowerPoint
Cornell Notes page
Book Source Worksheet
Index Cards for practice source card
Computers, printer, paper, stapler
CRAP test handout with worksheet
EasyBib district subscription
Libguides district subscription
SIRS district subscription
Sweet Search
QUESTIONING (embedded
throughout)
What kind of writing have you done before that has an introduction with thesis, body paragraphs,
and a conclusion?
What makes a research paper different from that kind of writing?
Is it plagiarism if you quote someone, use quotation marks, and tell who you are quoting? Why
or why not?
How many source cards will you have if you use one book, two database articles, and one
website to get information?
Why do you think the citation for a website includes the date you looked at it and the citation for
a book doesnt?
Does it matter how current a website is if the topic you are researching is from history? Why or
why not?
How can you tell whether a website has authority? What do you need to look for?
If you didnt know anything about Christopher Columbus, how could you tell this was not a good
website? (Note: This is usually a hard one for students to answer and has to be asked in several
different ways.)
What does impeach mean? Does does this website meet the P part of the CRAP test?
Does this database article/website have information that helps you answer your research topic?
Have you skimmed it or read the summary to help you determine that?
ACADEMIC FEEDBACK
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Feedback is given verbally during discussion times and in answering student questions
Practice book source card is graded by Mrs. Hines
Mrs. Hines and Mrs. Singer both circulate as students work on the computers, giving assistance
and asking questions which prompt students to think and self-evaluate.
Take a Stand gives students and teachers feedback on what students have learned.
Mrs. Hines and Mrs. Singer give feedback as students are typing their papers.
GROUPING
TEACHER KNOWLEDGE OF
STUDENTS
The A1/B5 class is comparatively small. The A2/B6 class is large and very talkative. It can be
hard to get and sustain their attention. Some students in this class think they know it all and
dont want to pay attention, then are lost and need help because they werent listening. Ask
them questions to help keep them engaged.
There are some EL students in these classes who arent totally proficient especially in written
English.
THINKING/PROBLEMSOLVING
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Analytical thinking to decide which of many articles and websites will best answer the chosen
research topic.
Analytical thinking to decide what information to take notes on and what information to bypass.
Analytical thinking to decide what to quote, what to paraphrase, and what to summarize
Ethical Use of Information Reminder of use of paraphrasing, summarizing, quoting, and citing to
avoid plagiarism
Creative thinking to write the introductory paragraph in a way that grabs the readers attention.
Practical thinking where students use, apply, and implement what they learn in real-life scenarios
Using Office applications (Word) to type a research paper.
CLOSURE
Repeat Take a Stand to help students have a sense of accomplishment and remind them of
what they have learned. This also serves as a post-assessment.
Have the students upload their completed research papers to Mrs. Singers DropBox.
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OVERVIEW
Webb (1997) developed a process and criteria for systematically analyzing the alignment
between standards and standardized assessments. Since then the process and criteria have
demonstrated application to reviewing curricular alignment as well. This body of work offers the
Depth of Knowledge (DOK) model employed to analyze the cognitive expectation demanded by
standards, curricular activities and assessment tasks (Webb, 1997). The model is based upon
the assumption that curricular elements may all be categorized based upon the cognitive
demands required to produce an acceptable response. Each grouping of tasks reflects a
different level of cognitive expectation, or depth of knowledge, required to complete the task. It
should be noted that the term knowledge, as it is used here, is intended to broadly encompass
all forms of knowledge (i.e. procedural. declarative, etc.). The following table reflects an
adapted version of the model.
DOK Level
Title of Level
Short-term Strategic
Thinking
Extended Thinking
DOK levels are assigned to each course objective. The following served as general guidelines for
developers:
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The DOK level assigned should reflect the level of work students are most commonly
required to perform in order for the response to be deemed acceptable.
The DOK level should reflect the complexity of the cognitive processes demanded by the
task outlined by the objective, rather than its difficulty. Ultimately the DOK level describes
the kind of thinking required by a task, not whether or not the task is difficult.
If there is a question regarding which of two levels a statement addresses, such as Level 1
or Level 2, or Level 2 or Level 3, it is appropriate to select the higher of the two levels.
The DOK level should be assigned based upon the cognitive demands required by the
central performance described in the objective.
The objective's central verb(s) alone is/are not sufficient information to assign a DOK level.
Developers must also consider the complexity of the task and/or information, conventional
levels of prior knowledge for students at the grade level, and the mental processes used to
satisfy the requirements set forth in the objective
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List
Collection
Podcast
Definition
Workbook
Explanation
Fact
Reproduction
Worksheet
Vocabulary
Quiz
Recitation
Example
Show and
Tell
Outline
Categorizing/Taggi
ng
Commenting
Test
Label
Blog
Wiki
Social
Bookmarking
Searching
Googling
Bulleting
Highlighting
Social Networking
ROLES
Teacher
Directs
Shows
Questions
Demonstrates
Compares
Examines
Tells
Examines
Evaluates
Listens
Contrasts
Student
Responds
Absorbs
Remembers
Recognizes
Memorizes
Describes
Explains
Translates
Restates
Demonstrates
Interprets
POTENTIAL ACTIVITIES
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Presentation
Interview
Performance
Dairy
Journal
Reverse-Engineering
Cracking Codes
Linking
Mashing
Relationship Mind
Maps
Blog Commenting
Blog Reflecting
Moderating
Testing (Alpha/ Beta)
Validating
ROLES
Shows
Observes
Organizes
Teacher
Facilitates
Evaluates
Questions
Solves problems
Calculate s
Completes
Constructs
Student
Demonstrates use of
knowledge
Compiles
Illustrates
POTENTIAL ACTIVITIES
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Survey
Database
Mobile
Abstract
Report
Debate
Panel
Report
Evaluating
Investigation
Conclusion
Program
Film
Animation
Video Cast
Podcast
Publishing
Wiki-ing
ROLES
Teacher
Probes
Observes
Acts as a
resource
Organizes
Clarifies
Guides
Student
Guides
Evaluates
Questions
Discusses
Debates
Examines
Uncovers
Thinks deeply
Questions
Argues
Tests
Calculates
Dissects
Accepts
Judges
Assesses
Justifies
Disputes
Decides
Compares
Selects
POTENTIAL ACTIVITIES
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Use a Venn Diagram that shows how two topics are the same and different
Design a questionnaire to gather information
Survey classmates/industry members to find out what they think about a particular topic
Make a flow chart to show the critical stages.
Classify the actions of the characters in book
Prepare a report about an area of study
Conduct an investigation to produce information to support a view
Write a letter to the editor after evaluation product
Prepare and conduct a debate
Prepare a list of criteria to judge
Writ e a persuasive speech arguing for/against...
Make a booklet about five rules you see as important. Convince others.
Form a panel to discuss viewpoints on...
Write a letter to . advertising on changes needed.
Prepare a case to present your view about
Short-term tasks and projects placing a strong emphasis on transferring knowledge to
solve predictable problems
Explaining and/or working with abstract terms and concepts
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Project
Plan
New Game
Song
Newspaper
Media Product
ROLES
Teacher
Facilitates
Reflects
Evaluates
Extends
Analyzes
Student
Designs
Takes Risks
Proposes
Formulates
Modifies
Plans
Creates
POTENTIAL ACTIVITIES
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