Lesson+One

Title: Research Process, Note-taking, Citations
Grade: 9 Objectives: 2.1.1 Continue an inquiry based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 3.2.3 Demonstrate teamwork by working productively with others. Students will review the AGGOPE research method process, and explain how their current research project can be broken down using AGOPPE. Students will develop and refine their research focus, evaluate and select resources pertinent to their focus, and practice citation skills as they go.

Time allotment: Two 50 minute period

Materials needed: warm-up scramble, note-taking sheet, checklist, computers, internet access, MCPS online resource access









Lesson procedures:

Day 1

Warm-up: in pairs students will complete a cut and paste (or they can complete it digitally) in order to review the key components and examples of the research method AGOPPE. As a class you will then review and discuss the process. During the discussion you should also take aspects of their current research project to put it into context. Explain the note-taking guide, and the importance of citations. They should be reminded of the citation tools they have been asked to use. Students will have an opportunity to begin to research their identity and begin to prepare for their narrative. As students progress through the research process they should keep their checklist in mind. They can complete it as they go. Exit Slip: How far in the AGOPPE research process did you get today? What is your plan for the following day of research?

Day 2 Warm-up: What is your goal for today? What do you need to do in order to get there? Students continue to research in groups Exit Slip: Collectively in your group, go over your check list. Identify what you are missing. Make sure you have all the pieces to begin to put the narrative together. On a class spectrum (just draw a line on the board; 0 notes not done at all to 10 which designates they can turn in their checklist) have students write their group members name on a post-it and place it based on their progress. This is an opportunity to see where students are and guide them accordingly. Product: Narrative script in first person using a storyboard template using Microsoft Word or similar word processing software

Assessment: The exit slip for each day of research will provide the formative assessment. Once research is complete the teacher can chose to collect the note-taking guide to evaluate student progress as well. The checklist will be collected and is a necessary component in order to move on to the storyboarding activity. As students create their final products, citations and source selection is a factor in the summative assessment of the final product.

Accommodations: The SLMS and the teacher will circulate throughout the instructional area to assist all students to clarify tasks or answer questions. Checklists embedded throughout the project help to gauge if students who struggle with organization need additional time for successful completion. For those with specific IEP requirements, Para-educators will be available to provide supports for writing, reading and listening tasks. All computers are equipped with headphones, microphones, zoom magnifiers and screen readers to reduce barriers to access for all users. All project materials have been evaluated for readability and accessibility standards by the Library Media Specialist.