Reflection: Developing a Conceptual Understanding Mapping a Route to Research: Student Info Card Development (Day 2 of 2) - Section 2: Mapping the Course: Student Research Time


Despite having set the course to demonstrate understanding, students hit a few rough patches along the way. In "Main Ideas 1" and "Main Ideas 2", I draw students attention to more clear ways to organize their support, by narrowing their card headings to the main ideas they will address in each paragraph. 

"Return to Main Ideas 1" sees me visiting the same student as before; he was the first to receive full credit. One can see how he took my advice, grouped his cards by alike main ideas, and fixed the citation information. In retrospect, I should have recruited him to help teach the other students how to group their topics alike. 

In "Main Ideas 2", I address a concern that has come up often in the past, but not very frequently this year: grouping ideas by the paragraph tone students have been assigned. In order to clarify the relationships between their claims, I ask them to focus on what the information on a set of cards has alike, rather than the tone they will take. This will come later. I had not expected to address Writing Standard 1c yet, but this foreshadows what all students will be working on as they being writing a draft.  

In “How Do I Counterargue?” I address alternate or opposing claims; they have found evidence for counter-claims. With both this video and “Main Ideas 2,” students are demonstrating that they are looking ahead to how they will develop those counter-claims and supply evidence for their strengths and weaknesses next week as they begin drafting. 

As students gathered information and created their information cards, many of them had the main idea down, but struggled with the standard MLA citation format. In “Info Card Citations,” one student shows understanding of the main idea grouping, but needed to be reminded of format notes for authors versus titles. More than anything today, this was the most common hint/tip I provided my students. I’m still working out the best way to ensure students remember this; a lot of them have admitted they would just go back and copy the names from their source card. 

  Making the Map: Sorting Out Some of the Confusion
  Developing a Conceptual Understanding: Making the Map: Sorting Out Some of the Confusion
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Mapping a Route to Research: Student Info Card Development (Day 2 of 2)

Unit 4: Persuasive Writing: Research and Rhetorical Skills
Lesson 8 of 16

Objective: SWBAT continue gathering and assessing the usefulness of relevant information to support their persuasive topic through independent inspection of a variety of print and digital sources.

Big Idea: How do you know that you're right? Support it with information cards!

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