Unit DesignFor

Middle School Research Project

Developed by

Gail Grimes and Heidi Thornthwaite

Winans Academy of Performing Arts and

Pontiac Academy for Excellence

Understanding by DesignUnit Design Worksheet

Unit Title: Middle School Research Project Subject/Course: English Language Arts

Topic: African American Heroes Grade(s): 8 Staff Name: Grimes / Thornthwaite

Stage 1 - Desired Results

Established Goals (Common Core State Standards):

1. W.8.2. Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

2. W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

3. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

4. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

5. RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

6. RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

7. L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

8. L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Understandings:Students will understand that

1. they must be able to effectively write research papers and realize these skills are transferrable into the real world. They will create research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments that

Essential Questions:

1. How do writers vary their writing for different audiences and different purposes?

2. How does a writer create a research project to explore a topic?

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culminate in a presented final project using the writing process.

2. they will need to look at multiple sources to find the most accurate and reliable information.

3. they must check the accuracy of information and be able to discern the relevant details while remaining unbiased.

4. they will need to provide proof to support an argument.

5. they will need ample evidence to support their arguments and point of view in professional settings.

6. they need to know how to evaluate competing claims and advertisements in order to be intelligent consumers/citizens.

7. they must adjust their use of language to communicate effectively with a variety of audiences and for different purposes by using enunciation to emphasize key ideas and concepts when speaking.

3. How does a researcher evaluate and utilize credible sources? How does a researcher properly summarize without plagiarizing?

4. How do readers draw conclusions and infer meanings of text?

5. Why is it important to be able to prove your argument?

6. How do readers determine if an author’s claims are sound and relevant?

7. Why is it important to have correct conventions when speaking and writing?

8. What role do grammar and mechanics play in crafting a solid piece of writing?

Students will know

1. how to effectively write research papers and realize these skills are transferrable into the real world.

2. how to create research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments that culminate in a presented final project using the writing process.

3. how to look at multiple sources to find the most accurate and reliable information.

4. how to check the accuracy of information and be able to discern the relevant details while remaining unbiased.

5. how to provide proof to support an argument.

6. how to use ample evidence to support their arguments and point of view in professional settings.

7. how to evaluate competing claims and advertisements.

8. how to adjust their use of language to communicate effectively with a variety of audiences.

Students will be able to

1. write research papers and realize these skills are transferrable into the real world.

2. create research questions that demonstrate critical evaluation of multiple resources, perspectives, and arguments that culminate in a presented final project using the writing process.

3. conduct research using multiple sources to find the most accurate and reliable information.

4. decipher relevant information and remain unbiased.

5. provide adequate proof to support an argument.

6. provide ample evidence to support their arguments and point of view in professional settings.

7. evaluate competing claims and advertisements in order to be productive researchers.

8. adjust their use of language to communicate effectively with a variety of audiences and for different purposes to emphasize key ideas and concepts when speaking.

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9. how to correctly use style conventions (MLA format) in a variety of grammatical structures.

9. demonstrate the correct use of style conventions (MLA format) in a variety of grammatical structures.

Unit Enduring Understanding:

Research is the key to understanding and discovering the unknown.

Unit Question:

What are the processes for researching and writing about an unknown topic?

Stage 2 - Assessment EvidencePerformance Tasks:

G: to write a comprehensive research paper R: historian/eulogist, award presenterA: teacher, peers, and parentsS: delivering the eulogy of a chosen/assigned historical African American figure at their funeral should

they have passed; if there are still living, you are to be the presenter at their life-time achievement award ceremony

P: mock funeral, mock awards ceremonyS: written report, spoken synopsis, rubric within written report

Key Criteria: (Rubrics, etc.)

RESEARCH PAPER (WRITTEN PORTION) RUBRIC:

CATEGORY Exemplary Proficient Partially Proficient Not Proficient Research Questions

4 points 3 points 2 points 1 pointWrote thoughtful, creative, well-worded specific questions that were relevant to the assigned topic.

Wrote well-worded, specific questions that were relevant to the assigned topic.

Wrote questions which lacked focus, were poorly stated, and were not entirely relevant to the assigned topic.

Wrote questions which lacked a specific focus, were poorly stated, and not relevant to the assigned topic.

Selection of Sources

4 points 3 points 2 points 1 pointIdentified highly appropriate sources in a variety of formats (books, journals, electronic sources).

Identified mostly appropriate sources in a variety of formats (books, journals, electronic sources).

Identified a few appropriate sources but made little attempt to balance format types.

Identified no appropriate sources in any format.

Note-taking & Keywords

4 points 3 points 2 points 1 pointExtracted relevant information.

Extracted mostly relevant information.

Extracted a lot of information which wasn’t relevant.

Extracted irrelevant information.

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Brainstormed keywords, categories, and related terms that were effective in researching the questions.

Selected mostly effective keywords to use in researching the questions.

Selected some keywords that were not effective in researching the questions.

Selected no effective keywords to use in researching the questions.

Wrote notes including succinct key facts which directly answered all of the research questions and were written in the student's own words.

Wrote notes which included facts that answered most of the research questions and were written in the student’s own words.

Wrote notes which included irrelevant facts which did not answer the research questions. Some notes were copied directly from the original source.

Wrote notes which included a majority of facts which did not answer the research questions. Most or all notes were copied word-for-word from the original source.

Organization and Synthesis

4 points 3 points 2 points 1 pointPresented content clearly and concisely with a logical progression of ideas and effective supporting evidence.

Presented most of the content with a logical progression of ideas and supporting evidence.

Presented content which failed to maintain a consistent focus, showed minimal organization and effort, and lacked an adequate amount of supporting evidence.

Presented content which was unfocused, poorly organized, showed little thought or effort and lacked supporting evidence.

Presented research findings through a eulogy or awards ceremony. Presentation was at least 5 minutes in length and had appropriate props including a visual representation.

Presented research findings through a eulogy or awards ceremony. Presentation was under 5 minutes in length however presenter had appropriate props including a visual representation.

Presented research findings through a eulogy or awards ceremony. Presentation was under 5 minutes in length and presenter had no appropriate props including a visual representation.

Did not present (through a eulogy or awards ceremony) research findings to the class.

Citations/ Sources

4 points 3 points 2 points 1 pointCited all sources of information accurately to demonstrate the credibility and authority of the information presented.

Cited most sources of information in proper format and documented sources to enable accuracy checking.

Cited most sources of information improperly and provided little or no supporting documentation to check accuracy.

Created citations which were incomplete or inaccurate, and provided no way to check the validity of the information gathered.

Used information ethically all of the time.

Used information ethically most of the time.

Failed to use information ethically some of the time.

Failed to use information ethically.

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FINAL SCORE:

RESEARCH PRESENTATION OPTIONS RUBRICS:

OPTION #1: Timeline10 POINTS 5 POINTS O POINTS

Student presents timeline dates and events to the class in over 4 minutes.

Student presents timeline dates and events to the class in under 4 minutes.

Student does not present their timeline to the class.

Student has at least 15 pictures and events on their timeline.

Student has less than 15 but more than 8 events and pictures on their timeline.

Student has less than 8 pictures and events on their timeline.

Student’s timeline is from birth to present (or death).

Student’s timeline is not in chronological order or is missing major events.

Student’s timeline does not make much sense chronologically and is missing most or all events.

TOTAL POINTS:

OPTION #2: Eulogy/Award15 POINTS 7.5 POINTS O POINTS

Student presents eulogy/award to the class in over 4 minutes.

Student presents eulogy/award to the class in under 4 minutes but over 2 minutes.

Student presents eulogy/award to the class in under 2 minutes

Student has a collage of pictures representing the person they have researched (at least 5 pictures) or one big picture (8x10).

THIS IS A 0 OR 15 POINT CATEGORY

Student does not have any pictures or presentation materials.

TOTAL POINTS:

Other Evidence:BEFORE

Brainstorming: research topic ideas

Discuss: research process

What Students Already Know: discussion

Think/Pair/Share: research topics

Quick Writes: the writing process

Provide Rubric: discuss expectations

Concept Map: KWL

DURING

Summarizing: example paragraphs and articles

Paraphrasing: example paragraphs and articles

Interactive Writing: modeling writing information from sources

Conferencing: peer and teacher

Note Cards: procedure and purpose

Checklists: ensuring status of tasks and completion

Daily Assignments: questioning, work cited, peer editing, evaluating sources

AFTER

Research Report: final product (rubric)

Presentation: rubric based

Post Assessment Reflection: journal

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Describe the assessment/s and state the prompt if applicable. x F x S

What type of scoring tools will be used for evaluation?

x Analytic rubric x Checklistx Holistic rubric □ Answer Key□ Criterion rubric □ Other

Student Self-Assessment and Reflection:

See attachment one – Student Research ReflectionSee attachment two – Student Revision Checklist

Stage 3 - Learning Plan

Differentiated Instruction:

C Level (40 points):1. Vocabulary Journal of key terms from the unit (A-I) (10 points)2. Vocabulary Journal of key terms from the unit (J-Z) (10 points)3. Reflections Journal 1 and 2 (20 points)

B Level (30 points): (Students need to pick one activity each from the following pairs: 1 & 2; 3 & 4; 5 & 6)1. Students will complete a summarizing and paraphrasing activity practice worksheet (attachment #3). (10

points)2. Students will complete activities regarding summarizing and paraphrasing online.

http://www.tv411.org/reading/understanding-what-you-read/summarizing (10 points)

3. Provide evidence (bring examples into class) of a primary and secondary source. (10 points)4. Explain in a three paragraph essay the difference between primary and secondary sources. (10 points)

5. Narrow down the focus of research paper (Attachment #4). (10 points)6. Create a concept map and develop research questions (Attachment #5). (10 points)

A Level (60 points): (Students must do 1 & 2, and have a choice between 3 & 4)1. Unit Test (20 points)2. Research Reflection (10 points)3. Presentation - eulogy or lifetime achievement award according to rubric. (30 points)4. Presentation - timeline according to rubric (30 points)

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Learning Activities: W Where are we going? To develop a deeper understanding of organizing and using information from

multiple sources, including both primary and secondary sources, in order to create a research paper. Why? Because this empowers us to think, process, and provide support information as they undertake

the multi-step process of writing a research paper. In addition, students can publish their work and orally present their topic to the class. Students will also learn how to use evidence to back judgments up, rather than simply repeating information from given resources. What is expected? This lesson can be used in any content area that requires student to write research papers.

H Students will be hooked by using technology, including the internet to publish writing, to interact with others, and to collaborate with others.

E Students will be equipped to develop and strengthen writing as needed by planning, revising and editing, rewriting and trying a new approach.

R Students will be asked to rethink and revise their research paper by providing multiple research checklists. (see Attachment #2)

E Students will self-evaluate as they share rough drafts with peers with changes made after each review. If details do not support their thesis statement, they should revise their thesis statement or remove details that are outside the scope of their thesis.

T Learning will be tailored by using the differentiated instruction above.

O The unit will be organized so that key concepts build upon one another.

Essential Vocabulary

Accuracy - the condition or quality of being true, correct, or exact; freedom from error or defect; precision or exactness; correctness

Additional - added; more; supplementary

Analysis - a presentation, usually in writing, of the results of this process

Argument - a discussion involving differing points of view; debate

Avenues - a means of access or attainment

Citation - the act of citing or quoting a reference to an authority or a precedent

Claims - to assert or maintain as a fact

Command - to direct with specific authority or prerogative; order

Concluding - to bring to a decision or settlement; settle or arrange finally

Concrete - pertaining to or concerned with realities or actual instances rather than abstractions; particular ( opposed to general)

Conventions - a rule, method, or practice established by usage; custom: in writing, spelling, punctuation, subject-verb agreement, etc

Convey - to communicate; impart; make known

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Essential Vocabulary

Credibility - the quality of being believable or worthy of trust

Dash - the mark or sign (—) used to note an abrupt break or pause in a sentence or hesitation in an utterance

Data - individual facts, statistics, or items of information

Details - attention to or treatment of a subject in individual or minute parts

Domain - a field of action, thought, influence, etc.

Effectively - adequate to accomplish a purpose; producing the intended or expected result

Ellipsis - the omission of one or more items from a construction in order to avoid repeating the identical or equivalent items that are in a preceding or following construction

Evidence - that which tends to prove or disprove something; ground for belief; proof

Explanatory - serving to explain

Explicitly - fully and clearly expressed or demonstrated; leaving nothing merely implied; unequivocal

Exploration - an act or instance of investigating; examination

Focused - a central point, as of attraction, attention, or activity

Formal - being in accordance with the usual requirements, customs, etc.; conventional

Format - the organization, plan, style, or type of something

Informational - knowledge gained through study, communication, research, instruction, etc.; factual data

Informative - giving information; instructive

Irrelevant - not relevant; not applicable or pertinent

Literary - pertaining to authorship

Multimedia - the combined use of several media, as sound and full-motion video in computer applications

Plagiarism - an act or instance of using or closely imitating the language and thoughts of another author without authorization and the representation of that author's work as one's own, as by not crediting the original author

Precise - being exactly that and neither more nor less

Punctuation - the practice or system of using certain conventional marks or characters in writing or printing in order to separate elements and make the meaning clear, as in ending a sentence or separating clauses

Reasoning - the process of forming conclusions, judgments, or inferences from facts or premises

Reflection - a fixing of the thoughts on something; careful consideration

Relevant - bearing upon or connected with the matter in hand; pertinent

Selection - an act or instance of selecting or the state of being selected; choice

Self-generated - made without the aid of an external agent; produced spontaneously

Sources - a book, statement, person, etc., supplying information

Specific - of a special or particular kind

Standard - something considered by an authority or by general consent as a basis of comparison; an approved model

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Essential Vocabulary

Sufficient - adequate for the purpose; enough

Textual - of or pertaining to a text

Topic - the subject or theme of a discourse or of one of its parts

Transitions - movement, passage, or change from one position, state, subject, concept, etc., to another; change

Varied - characterized by or exhibiting variety; various; diverse; diversified; changed; altered

Sequencing the LearningMonday Tuesday Wednesday Thursday Friday

Week 1 Intro to research process

Show previous students’ completed research projects in order to write and organize a coherent report

Go over expectations along with rubrics

Level C - 1

Summarizing activity to avoid plagiarism

Paraphrasing activity to avoid plagiarism

Modeling and engaging in the process of summarizing and paraphrasing multiple resources

Level B – 1 or 2

Model using note-cards

Introduce bibliography

Citing your sources within your report

Level C - 2

Examine primary and secondary sources

Extract information from sources in order to accurately find and utilize information

Introduce MLA format, in-text citations, and quotation format

Level B – 3 or 4

Overview of research process by modeling and examining the differences between research papers and reports

Introduce, model, and guide students in creating an outline for their research report

Week 2 Select and narrow a relevant research topic

Demonstrate how to develop thesis statement

Guide students to structure their thesis statement

How to formulate research questions related to the topic/thesis statements

Level B – 5 or 6

Begin researching using electronic sources to gather data and drafting paper

Continue researching using electronic sources to gather data and drafting paper

Level C – 3 (Journal 1)

Continue researching using electronic sources to gather data and drafting paper

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Week 3 Continue researching using electronic sources to gather data and drafting paper

Peer revising and editing of rough draft

Continue peer revising and editing of rough draft

Demonstrate cover pages and table of contents

Guide students to create cover pages and table of contents

Create final drafts from corrections made through peer revising

Week 4 Work on presentation materials and anything else that needs to be done

Level C – 3 (Journal 2)

Work on presentation materials and anything else that needs to be done

Present Research Projects - Present to class by choosing one of the two presentation options.

Level A – 3 or 4

Continue to present research projects

Level A – 3 or 4

Research Project Reflection

Unit Test

Level A – 1 & 2

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ATTACHMENT #1

RESEARCH PROJECT REFLECTION

DIRECTIONS: Answer the following questions in complete sentences. Explain your thoughts completely.

1. What is the purpose of completing a research project?

2. What are some things you learned about your research topic that surprised you?

3. If you could have changed your research topic to anything else, would you? Why or why not?

4. Did you work as hard as you could on your research project? Explain your answer.

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5. What will you do differently the next time you have to complete a research project?

6. Did you learn anything from any of your classmates’ presentations?

7. What did you like the best about other classmates’ presentations?

8. If you were the teacher, what would you change about this assignment and why?

9. What grade would you give yourself if you could and why?

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ATTACHMENT #2

NAME:

RESEARCH PAPER PEER REVISION CHECKLISTNAME OF PERSON REVISING PAPER

Paper is at least 5 pages in length

I have used proofreader’s marks to revise any errors in this research paper.

Paper is broken up into paragraphs and the paragraph order makes sense. If not, I have written suggestions to improve.

Is there a thesis statement? Does the research support the thesis statement?

Paper has a title that is not just the name of the research topic

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2

3

4

5

COMMENTS:

1.

2.

3.

4.

5.

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ATTACHMENT #3

Name_________________________________________

PARAPHRASE PRACTICE WORKSHEET

Directions: Read the original text below. Without plagiarizing, write a paraphrase on the lines for each of the original text passages. Be sure to give proper credit to the sources.

Citation:Greening, Samantha M. “Natural Remedies for What Ails You.” Healthful Todays and Tomorrows

7 Apr. 2005: 18-21.

Original Text:“Whether you have morning sickness, motion sickness, or nausea from chemotherapy or radiation therapy, help may be no farther than your refrigerator or kitchen pantry. There are several foods that can help the body mitigate mild to moderate nausea. Pectin is a dietary fiber that occurs naturally in plant cell walls. Fruits such as apples, peaches, plums, and currents are good sources of pectin, as are carrots and potatoes. Ginger, also known as ginger root, is another very powerful plant that works on the digestive tract. Ginger is found in ginger ale, gingersnaps, gingerbread, and certain Chinese dishes. So the next time your stomach is feeling queasy, try reaching for a can of ginger ale, or nibbling a gingersnap cookie, an apple, or a carrot.”____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Citation:Burgenni, Patrick K. “Teaching Finance: Whose Responsibility Is It?” U.S. Education News & Policy

13 Feb. 2006: 29-33.

Original Text:“Who should teach children about personal finances? Ideally, it would be the child’s parent or guardian. However, many adults do not have the knowledge necessary to teach such concepts. This is evident by the staggering amount of credit card debt in the United States and the astounding number of adults who claim they cannot balance their own checkbook. Many argue that schools must step in and teach personal finance. Adding this requirement to the compulsory curriculum would require that more teachers be hired, which many school districts cannot afford, and would increase the credit requirement for graduation.”________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ATTACHMENT #4

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Part 1: Fill in the blanks to develop your research problem/statement.

1. I am learning about (or studying/working on)

2. because I want to find out (who/what/where/when/whether/how/why)

3. in order to understand (how/why/what/whether)

Example of completed research problem or statement: I am working on Lincoln’s beliefs about predestination in his early speeches because I want to find out how his belief in destiny and God’s will influenced his understanding of the causes of the Civil War, in order to help my reader understand how his religious beliefs may have influenced his military decisions.

Write two possible research questions for your project below:

Option 1

Option 2

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ATTACHMENT #5

Concept map example

Here is concept map on climate change. After completing the concept map and focusing the topic, this student developed the following research question: How does climate change impact polar bear habitat?

DIRECTIONS: On the back of this paper, create a concept map on your research topic. Write your own focused research questions pertaining to your topic of choice.

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