Creating an Annotated Bibliography
Lesson 4 of 11
Objective: SWBAT demonstrate their ability to research based on self-generated inquiry questions and to pay specific attention to the quality of their sources as they research using online sources for their persuasive speaking topics.
Having learned from Friday that moving the students to another learning space is difficult, I will build in a little wiggle room today to transition to the computer lab.
You might also notice that we are not doing SSR in my class again. My teaching partner and I decided to build reading time into the schedule on Wednesday, which is our weekly early release day with shorter class periods. We are doing this for two reasons. First, the students have made multiple requests for longer reading time. Second, with the moving to different rooms, it is too hard to set time aside in either of our halves.
Once we've established some norms for our time in the lab, I will go over the requirements for their annotated bibliographies. This is a school-wide common assessment for this persuasive speaking unit and will be the tool I use to gauge their research process. In addition, this is a valuable tool for assessing students' research process and outcomes. Typically, students are only required to turn in an MLA works cited sheet with research projects. By asking students to provide a written evaluation of each source, I will be able to see that they have evaluated the sources they use for their speeches and what specific information they are pulling.
Each student will be required to formally write up at least three of his or her sources using the following criteria:
- MLA citation
- Written source evaluation using the C.R.R.A.A.P. test
- Written summary of information gather from the source
I will provide my 10th grade students with the building rubric for the annotated bibliography as well as two samples from my 11th grade students.
All students in 10th, 11th and 12th grade will write some sort of annotated bibliography for the various inquiry projects we do at each grade level. In 10th grade, they learn about evaluating sources. In the 11th and 12th grade year, we introduce various research strategies and additional requirements for their presentations.
To make sure that students have chosen appropriate topics, I will ask them to use the remainder of the period to do some preliminary research to see if or what sources are available. The standards for research require that students not only evaluate sources (CCSS.ELA-Literacy.SL.9-10.2), but also ask them to be pretty autonomous as they work, creating questions to guide their process (CCSS.ELA-Literacy.W.9-10.7) and assessing whether a source is useful for their particular project (CCSS.ELA-Literacy.W.9-10.8)
I will set this up by asking them to complete three steps:
- Decide on a topic--be sure to chose something that can be argued!
- Create two or three inquiry questions for this topic
- List websites or places that you find information
I will write these instructions on the board in the computer lab as well as some inquiry question stems to support their process. Ms. Poinier and I will circulate the lab to assist with struggles.
Wrap up and Next Steps
To make sure that we are leaving the computer lab clean and ready to go for the next class, I will ask the students to log out a little early. I will ask them to turn in an exit slip that indicates what their topic and questions are. I will look over these tonight to make sure no one is headed in a really crazy direction.