I hope that everyone had a wonderful break; I think we each needed it! This week, we will begin focusing on research and creating an annotated bibliography. I have reserved the iPad from the media center for us, for the next two weeks; however, if you would like to bring your own laptop, you may do that. The media center is booked, so you will have to do all research in class or at home. This is by far the most college prep skill you can have, so please come ready to work each day.
Below is the proposed agenda for the week:
What is research?
What is an annotated bibliography?
What is an outline?
How can research be non-biased and still take a stand?
Monday: Discuss the week ahead, vocabulary, creating an research question, looking at sources: the good, the bad, and the terrible, and begin researching. Overview: Today’s class will focus on students learning about strong, week, and terrible sources. Students will see a ride range of each source, as well as why they are strong, weak, or terrible. Finally, students will begin researching their chosen topics. Outcomes: By the end of class, all students will be able to evaluate a source, and choose a proper one for research. Homework: None.
Tuesday: Discuss research so far, vocabulary review, and begin annotated bibliographies. Overview: Today students will focus on creating their annotated bibliographies. Students will look at direct examples of what strong annotated bibliographies, as well as discuss their purpose. Outcomes: By the end of class, all students will comprehend and be able to create an annotated bibliography. Homework: None.
Wednesday: Look at current research and annotated bibliographies, and finish annotated bibliographies. Overview: Today’s class is all about students finding the best research possible, and then finishing their annotated bibliographies. (It would be helpful if students are using NCWISE or GAIL to do their research; however, it is not required.) Outcomes: By the end of class, students should be almost finished with their annotated bibliographies. Homework: Finish annotated bibliographies; they are due tomorrow upon arrival to class.
Thursday: Turn in annotated bibliographies digitally, begin looking at outlines, research questions to thesis statements, and begin mapping out papers. Overview: Now that students have finished their annotated bibliographies, they should have enough information to turn their research questions into a thesis statement. Students will not begin mapping out their papers before writing them. Outcomes: By the end of class, all students will have created a thesis statement, and they will have mapped out their research papers. Homework: Study for vocabulary quiz tomorrow.
Friday: Vocabulary quiz and begin writing the research paper. Overview: Now that students have done all of the research and ground work for their papers, they will begin writing them out today. Outcomes: By the end of class, all students will have begun writing their research papers. Homework: All papers should be at least two full pages typed by Monday upon entering class. We will begin peer editing on Monday for your first draft.