Setting Expectations
| Introduction to Research and Digital Presenting |
You are going to be completing a research project over an extended period of time. Below you will find a list of the key components of this project. You will be required to track your own progress throughout the project.
Key components:
- Topic proposal: You will write me a professional proposal to see if your research topic is acceptable. This must be at least 8-10 sentences.
- 5 varied/valid sources (sources may include: websites, interviews, books, magazines, newspapers, journal articles, etc.)
- Source Notes: Notes taken from each of your 5 sources
- Research Outline: This is where you will be organizing your research and planning for your presentation.
- Digital Media: Visual aid for your presentation
- Presentation: You will present your research to the class and share your research media aid. (Click here to view Rubric)
Standards Addressed:
CCSS.ELA-LITERACY.W.8.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
CCSS.ELA-LITERACY.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Brainstorming
For the Student
Objective: Choose your topic for your research project. You will create an open ended question about the topic of your choice. Then, you will propose your idea to your professor.
Let's think! What would you like to research and present to your classmates? What are your interests? Follow the following steps to brainstorm for your research topic.
- Activity 1: Watch the following video to gain ideas about what I mean by a "Narrow" topic. Narrowing a Topic
- Activity 2: Complete the following Slides Presentation to discover your topic. Brainstorming Slides Activity
Update: After completing your brainstorming slides and proposal, create an update explaining to the class what you are planning on researching and why.
For the Teacher
Standard Addressed: CCSS.ELA-LITERACY.W.8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Objectives:
1. Students will understand the concept of a narrowed topic.
2. Students will work through their own interests to create a self-generated question.
3. Students will use Google Slides to brainstorm independently.
4. Students will self-assess their topic by googling their question
5. Students will complete a written proposal for their research topic.
Tips: Have students check in after completing the "Narrow Chart". Students should watch the informational video about narrowing a topic before completing their slides. Always have a few sample topics to guide students!
Exploring A Topic
For the Student
Objective: Explore a variety of sources on the topic. Create a strong question (inquiry question) to lead your research.
For research you do not want to have a topic too broad that your question cannot be answered or too narrow that it can be answered in a few sentences.
Examples:
Too narrow: Why do doctors traditionally wear white?
Too broad: Why do wars begin?
Just right: Why are adolescents addicted to video games?
Activity:
1. Search: Now that you have your topic, think about what you would like to research about this topic. Spend time researching your topic and the sub topics. In this questioning process, use the following questions to prompt your research.
- How is it defined?
- Where did it originate?
- What is its history?
- What are its major aspects?
- What are its causes and implications?
- What other things is it connected to or associated with?
- What are its important places, things, people, and experts?
2. Blogger: Update your class on 2 or 3 new potential areas of investigation. What narrow topics can you potentially research about your topic?
3. Comment: Comment on at least 2 other classmate's blogs to either propose another idea or encourage a topic you think they will find interesting.
For the Teacher
Standards Addressed: CCSS.ELA-LITERACY.W.8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Objectives:
1. Students will understand the purpose of a inquiry research question.
2. Students will begin the research topic and explore their topic on the internet.
3. Students will propose a few research questions.
4. Students will comment and advise their classmates to choose their topics.
Tips: This pre-research step is essential to the research process. Explain to students the idea of an inquiry question and remind them that they are looking for general information, not an answer.
Gathering Information
For the Student
Objective: You will gather relevent information from a variety of resources. You will assess the credibility of resources and paraphrase the information found by avoiding plagiarism.
As you research, it is important to "search" the web effectively. To find relevant information, you need to complete a variety of sources. Use some of the tips on the diagram below to search effectively.
Activity:
1. Plan: Make a plan for your research. Think about the information you are looking for and start there. What types of sources should you look for to find the information you are looking for?
- Click here and watch this video to find out what sources of credible.
- Use this go to guide to check back when you want to double check.
2. Research: Find 5 strong sources for your topic. Complete the following chart to keep track of the 5 sources that you found most valuable to your research.
3. Blog: Update your classmates on your progress. What surprised you? Did you find anything interesting? Do you have to change your research topic?
For the Teacher
Standards Addressed: CCSS.ELA-LITERACY.W.8.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Objectives:
1. Students will understand the importance of search key words.
2. Students will look at a variety of sources and choose 5 that best fit their needs.
3. Students will self monitor themselves through the process by tracking their sources on a easy to follow form.
4. Students will share their reflections with their classmatesd on blogger.
Tips: Show students samples of credible/uncredible. Remind students that if they are not finding the resources they are looking for, they need to change the keywords in their search.
Taking Purposeful Notes
For the Student
Objective: You will take notes on your sources. You will paraphrase the author's words to make them your own.
As you research, you will find sources that have a lot of information packed in. Your job is to read the pages and identify the key information you need to conduct your research.
Activity:
1. Read through the following Introduction to Plagiarism page from Cornell University.
2. Complete the Plagiarism Exercise Quiz to test your knowledge and look at examples.
3. Take notes on all five of your sources. Use the following chart to take notes on your sources and make sure that your sources have enough information.
4. Blog: Discuss with your classmates what source you found most beneficial. Comment on your classmates' posts regarding their research so far.
For the Teacher
Standards Addressed: CCSS.ELA-LITERACY.W.8.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Objectives:
1. Students will understand what plagiarism is and they will demonstrate their understanding through a quiz.
2. Students will understand the importance of taking notes on research in their own words.
3. Students will read and analyze their sources and organize the information found.
4. Students will reflect on their research and discuss their findings.
Tips: Students can complete the "Sources Notes" digitally or by hand. Some students like to read on the computer and take their notes by hand.
Read this article below to understand the purpose of this guided note sheet. I organized the sheet similarly to help students organize the information found.
Organizing Evidence
For the Student
Objective: You will develop evidence-based summaries and evaluations of your research. You will organize your findings and create your personal reflections on your topic.
Activity:
1. What is a thesis? Go back to your original inquiry question that prompted your research.
Use this Prezi Presentation to help begin your thesis statement.
2. Blog Update: Post your thesis on your blog. Comment on at least 2 other classmates' posts and ask questions about their topic.
3. Research outline: After taking notes on all five of your sources and creating your thesis, you will now organize the information to share your findings. Complete the following outline and research any additional information you may need.
For the Teacher
Standards Addressed: CCSS.ELA-LITERACY.W.8.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Objectives:
1. Students will be able to develop a thesis.
2. Students will share and comment on classmates' theses.
3. Students will organize their ideas and information onto their outline.
4. Students will reflect on the information found and sythesize their findings.
Tips: Chunk sections of the outline to organize students and guide them through the process.
Revising and Editing
For the Student
Objective: You will peer review and edit a classmate's rough draft of their outline.
Activity:
1. Read the rubric and begin to annotate your classmate's research. Note if something is unclear, and add comments or suggestions throughout the outline.
2. Revise: Review your classmate's comments on your own research and make the appropriate revisions.
3. Create: Begin creating your digital media presentation. You may complete this visual aid in a variety of resources. Here are some ideas:
- Prezi - See Tutorial Here
- WeVideo - See Tutorial Here
- PowToon - See Tutorial Here
- Google Slides - See Tutorial Here
- Weebly - See Tutorial Here
4. Blog Update: Create a post explaining which digital media resource you are going to use to present your findings. Explain why you chose it.
For the Teacher
Standards Addressed: CCSS.ELA-LITERACY.W.8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
CCSS.ELA-LITERACY.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Objectives:
1. Students will understand the rubric and peer review one another's work.
2. Students will make changes and revise/edit their own work.
3. Students will create their digital media resource as a visual aid.
4. Students will blog and share their ideas in regards to new technology.
Tips: Have students peer review another students work anonymously. This way, the feedback will be more beneficial and genuine.
Presentation and Reflection
For the Student
Objectives: You will self-assess your work and present your research to the class.
Activity:
1. Self-assess yourself on the Research Rubric.
2. Blog Update: Write your reflections on your presentation. Comment on at least 3 other classmates' posts.
For the Teacher
Standards Addressed: CCSS.ELA-LITERACY.W.8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
CCSS.ELA-LITERACY.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Objectives:
1. Students will self-assess themselves using the research rubric they will be graded on.
2. Students will present their digital media aid and research to the clas