Lesson Plan : Evaluating Sources, Studying Sources
Teacher Name: | Bob Faries |
Grade: | College/University |
Subject: | Language Arts |
Topic: | Research: evaluating, studying, integrating, and documenting source materials in your research paper |
Content: | the annotated bibliography, note files, parenthetical documentation, end notes, footnotes, appendices, visual materials, fleshing out the problem and its main focus. |
Goals: | Be able to review the value of material found and demonstrate its value per annotated bibliography. be able to extract and paraphrase key information from sources and compile in a note file with cross references to bibliography file. to be able to introduce a source and provide the appropriate end documentation as well as appropriately cite in a works cited listing. to understand the use of footnotes, end notes, and appendices. to understand visual materials and the labeling legends axes information needed as well as the documentation internally and in the works cited and list of figures/list of appendices page. to continue thinking of how to convince the audience there is a significant problem and to begin to trace the cause to the current policy. |
Objectives: | Student will be able to summarize key points, credibility, and value to points of the policy advocated. Student will be able to extract, paraphrase, and cross-reference important support for the problem and its inherency, later transferable to the plan and the advantages/disadvantages rebuttals sections. Students will be able to easily introduce and document sources internally with clear referents to the works cited list. students will be able to use footnotes, end notes, and appendices if extra material not used in the paper is needed. Students will be able to incorporate visual sources of their own or from sources and supply needed information for readers to make sense of the data provided as well as create table of contents, and documentation internally and externally. Students will continue to develop their ideas about the problem. Students will start to trace cause to the policy and see the need to study arguments for the current policy they are against. |
Materials: | brainstorming handout, assignment sheet, evaluation criteria sheet, blackboard demonstration, exercises from the book. |
Introduction: | I want you to turn to your neighbor and tell them why this topic of yours is such a significant problem that they should care--give them as much information as you can--write it down. Now I want you to tell them about provisions in the current policy that allow this problem to continue. What specific points in the policy create the problem? Write it down. Okay. What have you found so far that supports these claims you are making? What more do you need? Write it down. Take out the information you have compiled so far, and take the articles you downloaded for notes. |
Development: | 1. The integrity of your argument, how you will be perceived relies on the quality of your backing. You need to be able to evaluate each source. (do 10)a.short cuts 2. To stay organized and save time, compile and paraphrase your notes early, cross referencing them. a. some tips and tricks b. alternate methods. 3. To maintain integrity, introduce and document each source appropriately. a. sample 1, b. sample 2, c. sample 3 and p. #s for more. 4. The way these sources are documented should clearly point to the alphabetized works cited section. Certain online sources are a bit tricky. a. demonstrate 1 b. demonstrate 2 point out page references. 5. footnotes and end notes and appendices are where you refer readers to more sources on the subject (see also...), appendices actually provide the material and must also have a table of contents. Provision of context as part of the introduction to the appendix, and must also be clearly documented internally and in the works cited. 6. Sometimes it is helpful for your reader to have data put in perspective through visual representations--copy or create your own, but be sure to label, use legends, descriptions, titles, document internally and in the works cited list as well as provide a works cited list. Where to get data to make your own...American Statistical Abstract.... Continue to work on problem and inherency area. Bring in on Tuesday. We will begin to work on your proposal of a new policy based on the thorough development of Stock issues one and two. |
Practice: | Tuesday work on debate problem/inherency/solution/rebuttals 1st half and last 1/4 work on individual papers |
Accommodations: | |
Checking For Understanding: | Questions: Continued quizzing. |
Closure: | Repeat what is needed, refer to short cuts, and tell why, give deadlines. |
Evaluation: | Give deadline for journal before first paper deadline. |
Teacher Reflections: |
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