[THIS IS ONE PART OF SIX PARTS IN A SEQUENCE OF LESSONS FOR THE FIRST "MINI-UNIT" IN MY COURSE.]
At the end of this "mini-unit," I spend one class period (or maybe less), making sure that students have all of the required elements to their "notebook" sites. I mention that this is a "self-assessment" before my "formative" assessment at the quarter. (Later, I will distribute the final "rubric/checklist" for their "summative" assessment at the semester.)
I begin by distributing the attached .pdf/student copy to use as a "checklist." (I also have a marked-up copy for the teacher attached as a resource.) After students have a copy of the "rubric/checklist" I simply direct them to open their sites and follow along as I click through the appropriate sections on my own, mock-site.
After students receive the .pdf copy of the rubric for their own self-assessment, I walk them through each required section of the Research Notebook, as I show them my own mock-site as an example.
At the end of the lesson, I mention the due date for my formative check of the Notebook, and I redirect them to the numerous resources, linked from my Google Slides presentation of the entire course.
(In the resources portion of this section, you will find a short screencast that guides you through how we complete this "guided review.")
For homework following this lesson, I expect students to begin reading Alicia's Story at the San Francisco Chronicle website. Alicia Parlette was a young, cub-reporter at The Chronicle when diagnosed with cancer. She narrates her amazing story in a multi-part set of postings at the paper (which is also in hardbound form).
Over the past three years, in both this course and my basic, 1st yr. college course, I have foundAlicia's Story to be "high interest" AND a good illustration of the principles of narrative (for memoir) writing.
I ask students to read Chapter 1 for homework, and I give them a few minutes to do so in class at the end of this lesson.