Giving Proper Credit: Works Cited and Starting Revisions

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Objective

SWBAT demonstrate synthesis of multiple sources for their research project by creating a correctly formatted MLA-Style Works Cited Page.

Big Idea

Students complete the final step in their map to persuasion by giving credit where credit is due.

Introduction: It's Sourest Day!

2 minutes

As students enter the computer lab, I provide a copy of the  Works Cited Reminders and welcome them back. After the bell, I ask for the attentions, holding until they are all facing me, and then note that today is Sourest Day--a reaction to Sweetest Day. I remind them that works cited is basically the same information on the source cards, in alphabetical order. I let the students know that I will be circulating the room; if they have any questions, please ask! As always, Daily Holidays are observed to foster a sense of community, collaboration, and open communication in the classroom.

Works Cited Work Session: Independence With a Countdown Clock

46 minutes

Students have the majority of the period today to work on their Works Cited pages while I circulate the lab, providing feedback and answering questions. The works cite pages are the final step in assembling the map of their research, demonstrating the synthesis of multiple sources (W.9-10.7).  If students complete their works cited page today, they have time to begin revisions of their rough draft, due in one week. The final copies will show the valid reasoning and relevant evidence that went into arguing their claim (W.9-10.1). The works cited page, like the citations, is one of the most important parts of the paper, both to provide students with a research format to know as they move into college, and also to provide a means to giving credit where credit is due, avoiding plagiarism.  

By providing students the period to work on their works cited in class, I can provide feedback in "real-time" and guide them to corrections that need to be made without needing a print-out. The full period ensures I can talk to all of the students, and "spot-check" their pages as they finish. The full period also allows a day where I can clarify the feedback students may have received on their peer edits, and ensure it was valid, as the students begin their final drafts. The open nature of the day, with students working at their own pace, allows them to both solicit my feedback on their work and realize how much they have to complete on their own (planning accordingly). 

In the event students do not complete the works cited in time for me to provide oral feedback, they should print the copies so that I can provide written Feedback. In short, today is one final day for students to work as they need in the computer lab, before everything unfinished becomes individual, "on your own" work. 

Two Minute Warning: Wrap-Up & Reminders

2 minutes

As the class winds down, I direct students to Danny Rubin's article "Write Less, Say More: The Power of Brevity." Students should read for homework, and consider as they work on their final copies. With two minutes remaining, I again ask for their attentions, and remind them to print the works cited page if I did not orally okay it in class. I remind them we will be in the classroom next time and to log off of their computers, push in their chairs, take their belongings, and please pick up any trash that may be near their work station. As always, I actively encourage a neat and welcoming environment, and urge the students to take a role in that as well.