Tag Archives: questioning/inquiry

While I have used the materials in this week’s Text in a variety of configurations, including, most often in a unit on the procedural knowledge necessary to produce research papers, I also keep it around as a standalone, which I call the “Research Paper in Miniature Lesson Plan” I wrote this several years ago after observing, in the school in which I worked, that teachers assigned synthetic research papers without any explicit instruction on the how and, perhaps more importantly, the why of citing sources when preparing such a document.

Today’s Text is, then, basically, a lesson plan on citing sources. I have opened this lesson, for reasons I think I can safely assume are obvious, with this context clues worksheet on the noun evidence; if, for some reason, this lesson runs into a second instructional period, I keep nearby this second context clues worksheet on the noun bibliography in case I need it. Finally, the mainstay of this lesson is this worksheet on the why and how of citing sources.

As I’ve worked with this lesson over the years, I have come to regard it (and you might find this a useful way of thinking about it as well) as an outline or template for a series of such lessons. Depending on what you’re working on in your classroom, an hour or so of editing and reconfiguring would transmute this lesson for use with a variety of short readings. In other words, whatever your domain is, and whatever content you are teaching, it could be adapted to work with this lesson and vice versa.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.