Organizing a Second Draft with Citations

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Objective

SWBAT quote or paraphrase relevant information they collected while avoiding plagiarism and using a standard format for citation.

Big Idea

Don't be a copycat!

Lesson Opener

5 minutes

In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.

Connect: I will say, “We have drafted  one idea of one research essay about for our futures. For the past couple of days we have researched an issue that is important to you. We are going to synthesize all of that research into another draft. This is the second of three drafts. We will be researching one other topic and drafting one more research essay in order to pick our best writing for our final draft. 

Teach: I will say, “In order to plan out my research essay, I am going to practice the skill of completing a second draft and the strategy of putting components of another draft together while citing the evidence I found. The process I will use is as follows:

1) Plan my essay using Boxes, Bullets and Bullets

2) Read over my last essay to review how to put all the essay componets together

3) Place the parts in a logical sequence in my draft while citing my evidence

I will already have a draft prepared with my introduction. I will point out how I organized my first paragraph with a hook, a claim and three reasons. I will show the students example of how I use parenthetical referencing in my essay as I start the second paragraph in front of them.  

 

 

 

 

Active Engagement

5 minutes

Since the most important part of this lesson is to understand that the students know how to use parenthetical referencing, I will ask them to turn and talk about an example for their citation.

I will say, “Read over your evidence. Turn and tell you partner, one example of evidence you will use and then tell them your souce.” I will then ask students to share out.

As students are sharing out I am writing out their evidence on the document camera, white board or a poster and using parantthetical referencing. For example, a student may say, “I am going to use the fact that “70% of teens play video games. The source I got this information from was www.psychologytoday.com.As they are sharing out I am writing, “Seventy percent of teens play video games”(www.psychologytoday.com).

I will check for understanding by asking every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard) and write down three examples. I am not only checking for understanding, but also am creating a reference sheet for them as they work from their own examples.

Closing of Active Engagement: I will say, “Remember, writers plan their essays using boxes, bullets and brackets, they then read over their last essay to review how to put all the essay components together and then they place the parts in a logical sequence a draft while concentrating on citing evidence.

Independent Practice

30 minutes

I will say, “Now you are going plan out your essay and then write your second draft." They will write for at least 30 minutes if not more. They should be planning their essay and then should be adding all of the components of a research essay that are on the side of the draft worksheet (only if they need it as a scaffold) but specifically concentrating on citing.

As they are working independently and quietly, (I like to play classical or smooth jazz for“writing”music(I just create a play list on Pandora Internet radio)

At about 10 minutes I will call for their attention and tell them to finish up their planning and move on to their rough draft. I will point to the reference chart I made them about citing and remind them again about what I should see as I am walking around and conferring.

Closing

5 minutes

Since students will need to complete their draft for homework. I will say to students, “Before you take your draft home to finish for homework, turn and show your partner a place in your draft where you cited your evidence. I should see you talking and pointing to your draft.” I will have my three levels of learners share out.