Documente Academic
Documente Profesional
Documente Cultură
Teacher: Gwendolyn Hines collaborating with Mary Beth Holley and Rheadawn Brown
Subject/Grade: English III
Lesson Title: Author Research Paper
STANDARDS
Identify what you intend to teach. State, Common Core, ACT College Readiness
Standards and/or State Competencies
CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
OBJECTIVE(s)/Sub-Objectives
MOTIVATING STUDENTS
Have students come up with their own I can statements reflecting on what they have already learned and are
continuing to learn.
PRESENTING INSTRUCTIONAL
CONTENT/LESSON STRUCTURE &
PACING
1.
2.
3.
4.
5.
6.
7.
2011
1 of 10
Content-related: Clearly supports lesson objective(s); rigorous & relevant; time for
reflection
Student-centered: Induce curiosity & suspense; provide choices & student-tostudent interaction
Materials-related: Incorporates multimedia & resources beyond the textbook; some
activities which are game-like, involve simulations, & demand self-direction & selfmonitoring
QUESTIONING (embedded
throughout)
What are the standards we have been working on for the research paper? State some of these standards in your own
words using I can statements.
ACADEMIC FEEDBACK
Provide feedback individually to students as they watch the video and work on typing their papers. Feedback is given by
all teachers.
2011
2 of 10
GROUPING
TEACHER KNOWLEDGE OF
STUDENTS
A1 class is a co-taught class with a greater number of lower-level students. All classes are standard and have a mixture
of abilities and language proficiency. Authors chosen by students or assigned by teachers are sometimes driven by
cultural heritage. Students were given some choice in the pick of authors. Librarian somewhat dependent on classroom
teachers for fuller knowledge of individual students.
THINKING/PROBLEM-SOLVING
Implement four types of thinking (Analytical, Practical, Creative, & Researchbased) & Teach/Reinforce problem-solving types. Provide opportunities for
students to generate ideas & alternatives; analyze, evaluate & explain information
from multiple perspectives & viewpoints
Ethical Use of Information Reminder of use of paraphrasing, summarizing, quoting, and citing to avoid plagiarism
Practical thinking where students use, apply, and implement what they learn in real-life scenarios Using Office
applications (Word) to type a research paper.
2011
3 of 10
CLOSURE
NOTES:
This is the culminating activity in the research paper which has been co-taught by the librarian in collaboration
with the classroom teachers. Previous lessons have covered:
1. The introduction to the research paper, finding book sources, and doing MLA citations for a book
source
2. Note-taking (including direct quotations, paraphrasing, and summarizing), and an outline template for
an author paper.
3. Use of databases including choice of specific databases and articles, printing, and citing.
4. Evaluating websites and searching for appropriate ones. Citing websites using easybib.
The source cards are preliminarily graded by the librarian for the classroom teacher. The librarian is available
throughout the note-taking process over many days to help with questions, finding additional sources, and
outlining and typing the research paper.
2011
4 of 10
Getting Students to
Proficient
2011
5 of 10
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
Extended Thinking
DOK levels are assigned to each course objective. The following served as general guidelines for developers:
2011
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
6 of 10
List
Workbook
Reproduction
Vocabulary Quiz
Recitation
Example
Collection
Explanation
Show and Tell
Outline
Blog
Wiki
Podcast
Categorizing/Tagging
Commenting
Bulleting
Highlighting
Social Networking
Social Bookmarking
Searching
Googling
ROLES
Teacher
Directs
Shows
Questions
Demonstrates
Compares
Examines
Tells
Examines
Evaluates
Listens
Contrasts
Student
Responds
Remembers
Memorizes
Explains
Restates
Interprets
Absorbs
Recognizes
Describes
Translates
Demonstrates
POTENTIAL ACTIVITIES
2011
7 of 10
Presentation
Interview
Performance
Dairy
Journal
Reverse-Engineering
Cracking Codes
Linking
Mashing
Relationship Mind Maps
Blog Commenting
Blog Reflecting
Moderating
Testing (Alpha/ Beta)
Validating
ROLES
Teacher
Shows
Observes
Organizes
Facilitates
Evaluates
Questions
Student
Solves problems
Demonstrates use of knowledge
Calculate s
Compiles
Completes
Illustrates
Constructs
POTENTIAL ACTIVITIES
2011
8 of 10
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
Dissects
Accepts
Discusses
Debates
Examines
Judges
Assesses
Justifies
Uncovers
Thinks deeply
Questions
Disputes
Decides
Argues
Tests
Calculates
Compares
Selects
POTENTIAL ACTIVITIES
2011
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
9 of 10
Project
Plan
New Game
Song
Newspaper
Media Product
ROLES
Teacher
Facilitates
Reflects
Evaluates
Student
Extends
Analyzes
Designs
Takes Risks
Proposes
Formulates
Modifies
Plans
Creates
POTENTIAL ACTIVITIES
2011
10
10 of