EDCI 604 Lesson Plan Week Guide

Research Paper (Guideline)

Name ________________

Assignment:

In the following research paper you are going to choose a problem, which is facing the world at large. Once you select the problem you need to research the problem. When you are through finding your research, you will describe the problem and then use the research to develop a solution for the problem.

Guidelines:

Length: 7-10 pgs.

Paper will contain the following grammatical concepts.

1. ____ 5 Adverb Clauses

2. ____ 5 Adjective Clauses

3. ____ 5 Noun Clauses

4. ____ 5 Absolute phrases

The focus of the grammar score will be the use of commas in the paper.

Paper:

Prewriting:

-Once you have found the information you wish to include inside your paper. You are going to create an outline of the entire paper. The outline does not have to include ever aspect, but it must be able to be used by you in the writing of your paper.

Introduction:

The paper can begin in several different ways, which include:

1. Provide background information the reader will need to know to understand the problem.

2. Raise a question that your research will answer.

3. Offer a provocative statement about the problem.

After you begin the introduction at the end you must include a thesis statement, which is a concise, clearly focused single sentence stating an idea that you prove or illustrate through your writing.

Body:

The body will include 2 parts; the first part will be where you will describe the problem you chose. The second part will include the solution you would use to solve the problem as well as contain research that shows your solution will work.

Inside the body of the paper you must use parenthetical documentation, which contains two parts the author’s last name and the page the information was found on. All information either cited word for word or paraphrased must be cited in the paper.

Conclusion:

The conclusion of the paper will contain a restated thesis. It will also sum up the ideas expressed inside the paper.

Schedule:

Wednesday

Objectives

Students should learn:

a. What makes a good site to use for a research paper?

b. How to find sources online.

c. How to post research ideas to a blog?

Standards Covered

Writing Strategies 1.0

1.1 Demonstrate and understanding of the elements of discourse

1.3 Structure Ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids; and the issuance of a call for action.

1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies

1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

Introduction

In order to introduce the lesson on research papers students will be given the above directions and the students will view the power point presentation, which will discuss how they should view resources and what makes a good lesson.

Body of Lesson

1. Once the students have had the opportunity to view the PowerPoint presentation the students will go to the library, and they will have the opportunity to research on the computers in the library their individual topics.

2. The teacher will be present and helping students as they decide what sources will be best suited for use in their papers.

Homework

-Post your research idea to my school notes blog, and the homework continues with the students and their finding of five sources

Thursday

Objectives

Students should learn:

a. How to use the information they have collected to create a research paper.

b. How to create an outline.

c. How to use information to defend the point of view.

Standards CoveredWriting Strategies 1.0

1.1 Demonstrate and understanding of the elements of discourse

1.3 Structure Ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids; and the issuance of a call for action.

1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies

1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

Introduction

As the students come into class, the teacher will review the research collected by the students. The teacher will take a grade on the sources that the students have collected. The score from this assignment will be posted on the student’s grade check, so they can keep track of their progress as the paper continues.

Body of Lesson

1. Once the students have had their grades checked for their sources the teacher would instruct the students how to organize their information. This will be done through lecture, and the students will be instructed to organize their information as they create their outline.

2. The students will then be asked to create or begin creating their outline for their papers. The outlines will be organized with the students using their key points as their headers and their sub-points underneath. Students will be instructed that for every point they make they must have two sub-points in support of their main point.

3. The teacher once the lecture has been completed over the organization of their research and the creation of their outlines will help students one on one with individual problems they have over their particular papers.

Homework

-Begin collecting information from sources

-Begin outline

Friday

Objectives

Students should learn:

a. How to use the information they have collected to create a research paper.

b. How to create an outline.

c. How to use information to defend the point of view.

Standards Covered

Writing Strategies 1.0

1.1 Demonstrate and understanding of the elements of discourse

1.3 Structure Ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids; and the issuance of a call for action.

1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies

1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

Introduction

The teacher will begin class by reviewing the lecture from the previous day, and the teacher will use the beginning of class to answer any major questions posed by the students of the class.

Body of Lesson

Once the teacher has finished answering questions from the class as a whole. The teacher will ask the students to continue collecting and organizing their information for their paper.

The teacher will also instruct the students to continue working on their outlines for their papers, and the teacher will instruct the students that their outlines for their individual papers will be due the following day.

The teacher will individual meet with students in order to check in with them and make sure that all students have a clear understanding of the assignment, and the teacher will answer any questions that the individual students may have over their papers.

Homework

-Continue collecting information

-Work on the outline

-Turn the outline in on Monday

Monday

Objectives

Students should learn:

a. What makes a good site to use for a research paper?

b. How to find sources online.

c. How to post research ideas to a blog?

Standards Covered

Writing Strategies 1.0

1.1 Demonstrate and understanding of the elements of discourse

1.3 Structure Ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

1.4 Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids; and the issuance of a call for action.

1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies

1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre.

Introduction

The teacher once class has begun will collect the student’s outlines for the paper. The outlines the student’s turn in will be typed by them, and all points that the students want to make in their paper must be present. Once the student’s have turned in their outlines the teacher will begin the lecture over the creation of the introduction for the paper. The teacher will discuss with the students how the beginning of the paper must include some attention grabber, which will hold the attention of the audience. That attention grabber can either be the use of a quote, questions, emotional appeal, or story, which will hold the attention of the audience. The teacher will continue the lecture, which will discuss how the students will create their thesis statement for their individual paper. The thesis statement will be one sentence and it will include the author’s opinion on the subject, and how they would solve the problem.

Body of Lesson

After the teacher has lectured the students over how to create their introductions for the paper, the teacher will allow the students the opportunity to work on the introduction of the paper in class.

The teacher will then meet with students again in order to help students create ideas for their introduction, and the teacher will help the students develop and create their thesis statements for their papers.

Homework

-Turn in the outline

-Begin working on the introduction

Grade Track

1. ____ Outline (50 points)

2. ____ Introduction (50 points)

3. ____ Body of the paper (100 points)

4. ____ Conclusion (50 points)

5. ____ Works Cited Page (50 points)

6. ____ Final Draft of the Research paper (200 points)

Research Paper Rubric

Name ________________________ Date _______

Class ____________________________________

Exceptional
Admirable
Acceptable
Attempted 

Idea Development

Takes a strong, well- 

defined position; uses at least four appropriate

reasons with at least three supporting details

for each reason

Clear position taken and defined; some reasons 

and some details present but not fully developed

Position not clearly stated; development is 

brief; unrelated, unsupported general

statements, reasons, and details; minimal facts

used

No clear position taken; undeveloped reasons; no 

facts used

Organization

Writer demonstrates 

logical, subtle sequencing of ideas through well-

developed paragraphs; transitions are used to

enhance organization; a gripping introduction

and a strong conclusion evident

Paragraph development present but not perfected
Logical organization; organization of ideas not 

fully developed; introduction and

conclusion present but not fully developed

No evidence of paragraph structure; no 

introduction or conclusion; illogical

organization of ideas

Use of Resources

Uses appropriate 

information from all subject areas to support

position; uses additional resources to develop

position; uses a range of primary and secondary

sources (six or more)

Demonstration of subject knowledge; use of four 

resources

Little use of multi-subject areas knowledge; uses 

less then four resources

No evidence of subject matter or resources used

Management ofTime

Submitted on time; 

utilizes class time appropriately; seeks help

in research and writing; evidence of homework

each night; student-designed action plan

Utilizes class time; deadlines met; submitted 

on time

Deadlines met with supervision; home 

preparation minimal

Consistently unprepared;

late; unfinished; no

evidence of homework

Mechanics and Language Usage

Error free paper; accurate 

spelling and punctuation, capitalization, and usage;

variety of sentence structure; rich vocabulary

Few errors present in spelling, punctuation, 

capitalization, and usage; some attempt at sentence

variety; occasional use of rich vocabulary

Incorrect sentence structure; spelling, 

Punctuation ,capitalization errors

present; repetitious vocabulary; weak

language usage

Multiple errors present in sentence structure, 

spelling, punctuation, and capitalization; weak

vocabulary and incorrect language usage

Presentation

Neatly typed, numbered 

pages; assembled with care; cover sheet with

name, grade, and date; creative ideas present;

good graphics

Neatly presented; coversheet complete with 

attention to aesthetics

Presentation is legible but lacks visual appeal; no 

cover sheet with name, grade, and date

Difficult to read; not assembled with care; 

lacks cover sheet