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A Survival Guide for Teaching Students How to Write Research Papers

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A Survival Guide for Teaching Students How to Write Research Papers Daily Lesson Plans 30 total teaching days Supplies: One 3-ring notebook or small steno notebook 100 notecards Box or pencil bag to keep notecards in Five resources (minimum) Lessons: Day 1: Each student finds his/her “burning interest” Give personal examples of a “passion” (I tell students that if I didn’t have to do anything else in my life – not even eat or sleep – I would love to study English castles or ghost towns of Colo
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  A Survival Guide for Teaching Students How to Write Research Papers   Daily Lesson Plans  30 total teaching days Supplies: One 3-ring notebook or small steno notebook100 notecardsBox or pencil bag to keep notecards inFive resources (minimum) Lessons:Day 1:   Each student finds his/her “burning interest”   Give personal examples of a “passion” (I tell students that if I didn’t have to do anything else in my life  – not even eat or sleep  – I would love to study English castles or ghost towns of Colorado! Thatis how I know these are passionate interests.)   Interview a partner: talk about your interests Process the interview, i.e., “How did you know this was a “burning interest” or passion? (Did the person talk more excitedly? etc.) Write in your journal how you decided that you have chosen a trulyinteresting topic to study.   Day 2: In journal write what you already know about your topic and what you would like to know.Begin searching for resourcesUse librarian to teach library research skills at your schoolHandout the Topic Commitment Form, pages one and two (found at the end of this document)   Day 3: Continue teaching library research skillsBegin collecting resources Day 4: Go to the public library and instruct students how to research thereContinue collecting resourcesFive resources are due by Day 5(At this time some students my need to modify their srcinal topic if they are unable to find enough   resources.)Share with the class or in small groups the most interesting or exciting resources they found. Day 5: Teach two-column note taking by having students fold a piece of paper and on one side write   a quote or some interesting fact from a book and on the other side a personal response (i.e., Why isthis interesting to you? Do you agree, disagree? etc.)Begin researching the information in the books and recording interesting information in their journals.Share this information with their partners   Begin setting up an interview or a visitation for each student so that they have the opportunity to   interview an expert in their field of study or get a first hand look at what they are studying  Day 6: Continue reading for informationTeach how to read for informationTeach how to write a bibliography (check with your school for the approved bibliography format). Day 7: With partners choose 3  – 5 categories into which students can divide their papers.   Label notecards with the title of each category and choose a symbol or picture to represent that   category and draw it on the card.Teach how to write research notes on notecards.Each notecard should be labeled in the upper right hand corner with the symbol that representswhich category the card belongs to. The middle of the card should contain a quote or the main idea   from their research text. On the bottom of the card write the name of the book and the page number   this information came from.Students should have 15 to 20 notecards per category. Day 8: Work on notecardsShare your progress with your partner Day 9: Teach interviewing techniques (perhaps a speech teacher in your school can help with this)   Work on notecards Day 10: Work on notecardsOn a large sheet of poster paper draw pictures and use phrases to describe what you have learned   so far. Day 11: All notecards dueTeach how to write good paragraphs with strong topic sentences and good supporting sentences.   Day 12: Have students arrange notecards in order within their category, then turn them over and “talk out” (explain verbally) their topics. This method helps students see the big picture and toorganize information within each category.Write rough draft of first topicPractice and share good topic sentences and supporting detailsPut examples on the chalkboard for all to see Partners should check each other’s progress   Day 13: Continue writing rough drafts and checking topic sentences and supporting sentences.Teach how to create visuals to enhance their report. Require at least one visual per category. Day 14: Continue working on rough draft and sharing with their partner Day 15:   Write rough draft of second topic (“talk out” the topic first)  Teach transitional words and sentences to use so that the paper flows smoothly from one category  to the next. Day 16:   Share rough drafts and begin third topic (“talk out” third topic)  Teach how to quote when using information from their interviews in their drafts   Day 17: Continue working on rough draft Day 18: Share rough drafts and work on fourth topic, if needed Day 19: Teach how to write an introduction and conclusion Day 20: Share introductions and conclusionsRemind students that their rough drafts, including visuals, cover page and bibliography, are due thenext day. Day 21: Entire rough draft duePeer editFinal due on Day 25 Day 22: Teach oral presentation skills   Hand out Speech Preparation Sheet (also found at the end of this document)- Write presentation on notecards- Provide a large visual (a poster, video, overhead, slides, etc.)- Teach an activity to the class (for example students have studied lawyers and set up a mock trial,   sports demos and games, cooking activity, drawing techniques, etc.) Day 23: Work on presentation and final paper   Day 24: Work on presentation and final paper Day 25: In class do Research Paper Self-Evaluation (also found at the end of this document)Turn in self - evaluation and final paper Day 26: Begin presentations (schedule 4  – 5 presentations a day)  Project Overview   Appropriate for grades 5 -7      Cover page with picture and title    Introduction o   catches the reader’s at tention o   uses images o   general statement about the topic o   power statement(A power statement is a type of topic sentence that involves numbers or a number word: “There are three national monuments in Washington, D.C., that I will describe.”“There are several   reasons to vote against this amendment.”)   o   explains your interest o   definition    Paper divided into 3 or 4 subtopics or categories    Topic sentences o   each paragraph needs a topic sentence    Supporting Sentences o   all sentences within the paragraph support the topic sentence    Flow o   each category contains enough information o   categories placed in such a way that the information flows well and makes sense    Conclusion o   sums up the most important or exciting aspect learned   o   contains a final image    Resources o   must have at least one primary resource (an interview) and five secondary resources(books)Quotes o   at least one direct quote from an interview    Notecards o   15 to 20 per category (one idea per notecard)    Bibliography    Visuals o   at least one per category (pictures, graphs, maps, etc)    Presentation o   present to class, include a large display and a teaching activity

FRM 2018 SGChanges

Jan 26, 2018

Document 3

Jan 26, 2018
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