Wk.
Monday
1 Introduce Research Unit:
Show Part 1 & 2 of Mickey
Mouse Monopoly
SWBAT
• Understand their
responsibilities and
tasks throughout the
unit
• Hold a conversation
with the film
• Begin to see how
research informs an
argument
2 Check students’ theses,
answer questions about
thesis, remind students about
Wikispace to keep notes
organized and sources
posted, show interview
YouTube video  is this
research? Research rest of
hour
SWABT
• Understand
different modes of
research
• Know how research
can be presented
effectively
• Begin to think
about the modes of
research they have
already done
*Tell students by end of Tuesday’s
Tuesday Wednesday Thursday Friday
Finish MMM, have Give assignment handout, Introduce Wikispace and Introduce how to formulate a
discussion about the film allow students time to personal pages (it will have thesis, help students to begin
brainstorm topic ideas from personal pages, calendar, forming thesis
topic list handouts, space for handouts),
SWBAT (allow Media Center time for short reminder about credible SWBAT
• Think critically exploration of topic) resources, continue thinking • Understand how to
about persuasive about topics (go to media form an argument
devices SWBAT center this day) for a paper (thesis)
• Understand how • Understand direction • Know how evidence
research informs an of assignment SWBAT supports a thesis
argument • Begin to think about • Access a format to
• Critique evidence their topic selection organize their work
of research • Briefly discuss with • Collect more *Homework: FORMULATE DRAFT
OF THESIS. Remind students that their
the teacher what evidence to support thesis may change as they collect
topics they are their position evidence*
interested in • Finalize Topic
*Make sure to check that all students
have a topic and direction. Go around
and check as students work*
Discuss plagiarism, discuss Research…Research…Research Counterpoint discussion: Chat day: Check up on
citations (hand out citation Show 2 Million Minutes clips students. Let students talk
guide…will be posted on Allow whole class time to rock (argument/counterargument of about their topics. Begin in big
wiki), Research, check 2 out in the media center. the success of American group discussion then put
sources of 2 modes Students must have 1 more schools). Have students find 1 students in groups with similar
source added to their notes. counterargument for their topics to narrow their
SWBAT argument and put it in their discussion. Just talk about
• Understand SWBAT note, research time in library. what they have found and
importance of • Collect more where they are headed. Any
academic honesty evidence to support SWBAT frustrations? Roadblocks?
• Know where to go their argument • Find What do you think of the
to do proper • Apply what they counterargument assignment? What are you
citations for learned about • Use having difficulties with?
different types of plagiarism to their counterargument to
research sources research enhance their own Media Center time for the rest
of the hour…
• Have 2 properly • Say why the research argument
cited resources to they found was
important SWBAT
support their *Check that all students have one • Express any
argument counterargument citation*
Make sure students are on task and frustrations or
working on their arguments successes throughout
*Check that students have 2sources so
far – 2 sources from 2 different *Check that students have 1 more source
the research thus far
modes* added* • Constructively
 class they need to have 2 sources of 2 approach assignment
different modes. Remind them that
you will be checking them off for
development
participation grades. Remind them at • Help one another
on Friday they will need at least 5 with new resources
sources*
and places of
Due: Draft of thesis
research

*Make sure all students have 5 sources*

3 Model a paper outline. Work on draft of outline. Writing/Drafting/Conferencing Writing/Drafting/Conferencing Writing/Drafting/Conferencing

Present examples of Allow time to meet with all
good/bad outlines. Give students who have questions SWBAT SWBAT SWBAT
examples of papers for • Formulate drafts • Formulate drafts • Formulate drafts
groups to look at. Have them SWBAT • Have time for • Have time for • Have time for
analyze what is good/bad • Express concern revision revision revision
about it. Present to class. regarding longevity • Effectively • Effectively • Effectively
Allow rest of class period for of paper conference with conference with conference with
drafting of their own outline • Revise and reflect teacher teacher teacher
on their research • Synthesize previous • Synthesize previous • Synthesize previous
SWBAT • Weed out their lessons into final lessons into final lessons into final
• See what a good/bad sources product product product
organized outline • See if they need to • Edit thesis • Edit thesis • Edit thesis
looks like collect more • Recursively think • Recursively think • Recursively think
• Be able to see sources for research about their argument about their argument about their argument
examples of • Narrow focus of
good/bad • Strengthen argument • Strengthen argument • Strengthen argument
their thesis with their research with their research with their research
argumentative
papers
• Collaborate in *Homework: PAPER OUTLINE
(REVISE DRAFT THESIS AND
order to find key ADD SUPPORTING POINTS WITH
points of an THEIR ARGUMENT Due next day* *Due: Outline
effective persuasive
research paper.
4 DRAFT DUE Present new presentation Present new presentation mode, Present new presentation Present new presentation
Start introducing modes of mode, quick discussion about quick discussion about why that mode, quick discussion about mode, quick discussion about
presentation. Give students why that mode is effective mode is effective and how they why that mode is effective and why that mode is effective and
Multi-Modal Handout and how they incorporated incorporated research and how they incorporated how they incorporated
research and opinions/Conferencing research and research and
SWBAT opinions/Conferencing opinions/Conferencing opinions/Conferencing
• Identify how SWBAT
different modes of SWBAT • See new mode of SWBAT SWBAT
presentation are • See new mode of presentation • See new mode of • See new mode of
effective presentation • Discuss efficacy of presentation presentation
• Collaborate to • Discuss efficacy of mode • Discuss efficacy of • Discuss efficacy of
 share constructive
criticism
5 Final Questions. Rubric
discussion for final project
SWBAT
• Discuss necessary
components of final
rubric
• Weigh what
component is most
important regarding
the final product
(paper or
presentation)
• Express queries
about the final
paper.
6 Shift day. We worked this day
into the plan in case we need
to lengthen a lesson earlier
in the unit. If this day isn’t
needed allow students to
work on presentations
mode
• Think about
teacher’s feedback
Final Paper Due. Start
working on presentations.
SWBAT
• Experiment with
how they want their
final paper
presented
• Think about who
their audience is
Shift day. We worked this day
into the plan in case we need
to lengthen a lesson earlier
in the unit. If this day isn’t
needed allow students to
work on presentations
• Think about teacher’s mode mode
feedback • Think about • Think about
teacher’s feedback teacher’s feedback
Start working on presentations Work on presentations. Work on Presentations
– Give them lab time in the Presentation proposal due at
media center to play around the end of the hour. SWBAT
with IMovie, Movie Maker, • Have time to
powerpoints, websites, Post Hand back student’s papers synthesize their final
Secret, PSAs, etc. with comment (no letter presentations
grade). Comments will help
SWBAT aid in their presentations.
• Collaborate their
• Experiment with form ideas with peers for
SWBAT the final
• Have access to mult-
• Hone in on a mode presentation.
media to process their
of presentation. • Recognize where
information
• Use teacher’s they would need one
• Brainstorm what they
on one conferencing.
will do for their comments to inform
presentation. their final • Continue to work on
presentations and finalize their
*Make sure students know they will have final presentations.
to have an informal presentation proposal
to turn in at the end of the hour next
class.
PRESENT PRESENT PRESENT-END OF UNIT
SWBAT SWBAT SWBAT
• Appropriately present • Appropriately • Appropriately
their research paper present their present their research
• Participate as a research paper paper
respectful audience • Participate as a • Participate as a
(star, wish question respectful audience respectful audience
sheets) (star, wish question (star, wish question
• Effectively show how sheets) sheets)
their presentation is • Effectively show • Effectively show
F=Audience+Purpose how their how their
presentation is presentation is
F=Audience+Purpos F=Audience+Purpos
e e