UNIT 5 LESSON 5

TWS LESSON PLAN 4

Research Paper: Using Quotations

CCU Teacher Candidate: Emily Maddock

Student ID #: 0484495

Program Code: Secondary Licensure

Lesson Date: April 12, 2016

District: Mapleton

Mentor Teacher: Tracy Reynolds

School: Colorado Connections Academy

University Supervisor:

Content Area: Reading, Writing, and Communicating

Valerie Perciante

Grade Level: 11th

Grade Level Expectation: Self-designed research provides insightful information, conclusions,

and possible solutions

Desired Evidence Outcome(s): Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.11-12.7)

Lesson Objective(s): Organize notes effectively. Avoid plagiarism by creating source cards.
Review how to do MLA citations.

Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 4: Gathering
Information and the Gathering Information Quick Check. If the students have not finished the
Quick Check before the lesson, during the Anticipatory Set (Kid Snippets Book Report & the
poll pod) I will give students a chance to finish the Lesson 4 Quick Check (it should not take
them more than 3-5 minutes). We will be using the last lesson, Gathering Information, as a
jumping off point for today. The poll pods will be used to see if the students have reliable
research sources to work with, if not I will work with the students one-on-one to figure out these
components.

UNIT 5 LESSON 5

TWS LESSON PLAN 4

Materials Needed: Computer, Internet, Word Processing Program (such as Word or Pages),
Writing with Power online textbook, paper and pen (if desired)

Introduction: (Motivation/Anticipatory Set): While students are entering into our Live Lesson
virtual classroom I will have Kid Snippets Book Report playing with two different poll pods
asking students if they have found reliable sources for their paper, to ascertain where the class is
starting off in their individual papers. We will review where we left off last class, using their
sources to create note source cards with MLA citations.

Student Adjustment(s): This Unit will really be concentrated on individualized help, since each
student will have a different topic. I have some example topics for students who cant think of
something to write on or are not inspired by the prompts. I will also have Open Office Hours on
Fridays for students to ask for help. If Fridays dont work, I will also have scheduled meeting
times where we can work on the paper one-on-one in our Live Lesson virtual classroom. I have
research paper video recordings which give step by step instructions on the different components
of the research paper and written outlines on how to write a research paper. After our 30 minute
sessions I will keep the virtual room open for any students who wish to work on a particular
section, giving them their own break out room to work in (like a study room in a library) where I
can come in to see if they need help. Once they have topics selected, later in the Unit, they will
work in breakout rooms to work on their papers with classmates. I have also arranged for our
Special Education teacher to come and help with some lessons, to help explain confusing
concepts and to address any other needs for our special education students (April 19th- Unit 5
Lesson 12: Drafting).

Instructional Input: Instruction will mainly be using a PowerPoint within different breakout
rooms to help facilitate them through our independent practice. Students will be asked to create
source note cards with their research on their paper topics. If students have not either narrowed
down a topic or created research questions I will be able to give them one-on-one instruction in
their individual breakout rooms. This will also allow students to work at their own pace, and not
be embarrassed if they dont have a topic or questions to work with.

Guided Practice: I will first demonstrate to students how to take the important information
needed from their sources to put into their source cards. Then how to use the note card
PowerPoint template I created for them to put down the source details (including how to do
MLA citations), or how to do this on a physical note card or paper.

UNIT 5 LESSON 5

TWS LESSON PLAN 4

Independent Practice: Students will be put into individual breakout rooms where they will
work on their research source cards. We will spend a majority of the class period working on
reaching their topics. I will go from room to room checking on the students. A few minutes
before class ends I will pull them back into the main room to discuss their findings and any
difficulties they encountered.

Lesson Post Assessment: Students will complete the Unit 5 Lesson 5: Using Quotations and
Using Quotations Quick Check post assessment in their course tree.

Closure: At the end of the lesson I will have a poll pod with a question asking what are three
things you will be taking from this lesson? as an exit ticket. (This will also serve partially for
the lesson post assessment)

Next Steps: Unit 5 Lesson 6: Synethesizing and Organizing.

Teacher Performance Standards Addressed in this Lesson:

Standard Seven: Knowledge of Technology: The teacher is skilled in technology and is
knowledgeable about using technology to support instruction and enhance student learning.

The teacher has demonstrated the ability to:

7.1 Apply technology to the delivery of standards-based instruction.
7.2 Use technology to increase student achievement.
7.3 Utilize technology to manage and communicate information.
7.5 Instruct students in basic technology skills.

UNIT 5 LESSON 5

TWS LESSON PLAN 4

Post Lesson Reflection:

I thought this lesson went well. It was really nothing special, but I felt that I was
repeating a lot of information that I have already gone over with my students many times. And
with that, I felt that I rushed or glossed over some points. However, I stressed that they should
really watch the 5 minute recording I made on citations and how I went over citations step by
step with instructions. Since Ive already done this one and it is already a resource for them I
didnt want to waste what time we had saying the same script.
Besides citations we also covered source cards. Not only for the reason that they can
really help organize a students information before starting a research paper, but also because I
know for a fact that it is on their upcoming assessment.
Though I found myself repeating the same points over and again, I cant help the feeling
that it is just going through my students ears (in one ear, out the other). Maybe because this was
more of a lecture based class rather than a student centered class, but I really hope my students
grabbed the concept or at least where they can go to for help. And though my words are not and
magnificent and wonderful as the bible, I wish I could help my students this quote from
Proverbs 4:20-22: My son, pay attention to what I say; turn your ear to my words. Do not let
them out of your sight, keep them within your heart; for they are life to those who find them and
health to ones whole body. That would be nice.
I just fear for my students to not learn this material now, and then go to college and be
expelled for plagiarism (when it was strictly accidental). That is one reason why I am so strict
when it comes to citations and work cited, is because that very same situation almost happened
to me as an undergrad and I will never forget it. I want my students prepared and knowing before
going into college. Not faking the material, or just going through the motions. But understanding
the material, and understanding the relations between all the motions.
However, as a whole I thought the lesson was par, accomplished what it needed to
accomplish, and was successful. Maybe I will try to do something a little flashier this week to
spice up our lessons. We will just have to see.

Lesson Recording: http://ww2.livelesson.com/p41orqrt8jd/