Deepening Your Research | EL Education Curriculum

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ELA 2012 G7:M2A:U3:L4

Deepening Your Research

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Long Term Learning Targets

  • I can generate additional questions for further research. (W.7.7)
  • I can quote or paraphrase others' work while avoiding plagiarism. (W.7.8)

Supporting Targets

  • I can quote or paraphrase others' work while avoiding plagiarism.

Ongoing Assessment

  • Entry task
  • Researcher's Notebook

Agenda

AgendaTeaching Notes

1.   Opening

A.  Entry Task: Distinguishing between Good and Bad Paraphrasing (5 minutes)

2.   Work Time

A.  Modeling Reading (10 minutes)

B.  Reading Source 2 (25 minutes)

3.   Closing and Assessment

A.  Give One, Get One (5 minutes)

4.   Homework

A.  Continue reading in your independent reading book for this unit.

  • In this lesson, students work with Steps 3 and 4 of the Researcher's Roadmap.
  • Please note that the full text from which the Entry Task quotes are drawn has been included for teacher reference. It is not necessary to have read the text of the article to deliver this lesson.
  • The bulk of this lesson is devoted to reading "An Apparel Factory Defies Sweatshop Label, but Can It Thrive?" (Source 2). This is an article from The New York Times that provides the case study of a garment factory that has very positive working conditions. Because this is a long article, it's important that students understand they are not reading the entire article closely. Rather, they are reading first to locate relevant information to answer their supporting research questions, then reading parts of the article closely to be able to add useful information to their notes.
  • As in previous lessons, there is quite a bit of teacher modeling up front, followed by independent work time.
  • Students are encouraged to "talk through" their paraphrased sentences before they write them down. This is an important step in clarifying their ideas as they learn this new skill. Encourage them to use a "6-inch voice" to keep the noise at a minimum.
  • In advance: Read the article and plan how you will model reading and taking notes on the first three paragraphs.

Vocabulary

credible, neutral, impartial

Materials

  • Entry task: Distinguishing between Good and Bad Paraphrasing (one per student and one to display)
  • "An Apparel Factory Defies Sweatshop Label, but Can It Thrive?" (Source 2) (one per student and one to display)
  • Researcher's Notebook (begun in Lesson 1)
  • Researcher's Roadmap anchor chart (from Lesson 2; one large copy to display and students' own copies)
  • Researcher's Notebook Part II, Source 2 (teacher reference; optional)
  • "In China, Human Costs Are Built Into an iPad" (for Teacher Reference)

Opening

Opening

A. Entry Task : Distinguishing between Good and Bad Paraphrasing (5 minutes)

  • Project or distribute the Entry Task: Distinguishing between Good and Bad Paraphrasing. Instruct students to complete it on their own.
  • Briefly discuss the entry task. Invite students to correct their entry task as they discuss as a class. Ask students to identify which is the best example of paraphrasing by holding up one finger for #1 and two fingers for #2. Call on several students to explain. Make sure you also call on a student who made the wrong choice, so that you can surface and respond to misconceptions. Be sensitive and encouraging as this is a new skill for many of the students. Listen for students to understand that for quote A, paraphrase #1 is the best choice because it gives credit to the source. For quote B, paraphrase #2 is the best choice because it gives credit to the source and #1 quotes, verbatim, a large portion of the text. For quote C, paraphrase #2 is the best choice because the direct quote is shortened and integrated into the sentence better.
  • Remind students of today's learning target. Tell them they will have a chance to practice paraphrasing today, and it's a very important skill they will use in all of their future academic classes.

Work Time

Work TimeMeeting Students' Needs

A. Modeling Reading (10 minutes)

  • Distribute "An Apparel Factory Defies Sweatshop Label, but Can It Thrive?" (Source 2) and tell students to take out their Researcher's Notebook. Direct students' attention to the Researcher's Roadmap anchor chart. Remind them that they have already completed the first two steps. Today they will be working on Steps 3 and 4.
  • Ask a student to define a credible source. Listen for students to understand that a credible source is one that you, as a reader, can believe will give you accurate information. Explain that because this is a short research project, you have gathered credible sources for them. Assure them they will have an opportunity to find credible sources later in the year (in Module 4).
  • Tell students that Source 2 is from The New York Times. Ask them how they know this is a credible source. Listen for them to identify that this is a highly respected national newspaper. Also point out that a newspaper is a neutral or impartial source when the authors use facts to support their central ideas and when their purpose is to inform people.
  • Point out that Step 4 on the Researcher's Roadmap is how to read a source. Clarify that when you research, you read differently from the way you read a novel. You are reading to find answers to your supporting research questions; therefore, you want to skim to get the gist of the article and underline sentences that relate to your supporting research questions. Then you return to those sentences and read more deeply to understand.
  • Remind students that they wrote some supporting research questions in their Researcher's Notebook in Lesson 3. Ask them to put their fingers on those questions now.
  • Refocus students on the text about the apparel factory, and ask them to read along silently as you read aloud. Read the first two paragraphs without stopping. Explain that you are reading to answer your supporting research question. Although this is an interesting story about Santa Castillo, the author, Steven Greenhouse, is using his story to illustrate a fact about the working conditions in garment factories. The last sentence of Paragraph 2 is where you find that fact. Ask the students to underline that sentence. Ask them to suggest a supporting research question that this fact will answer. Listen for them to identify supporting research questions that are logical. Encourage students to explain how the fact answers that question.
  • Tell students they will paraphrase this sentence and write it in their Researcher's Notebook. Encourage them to use the sentence stems. Model how to do this: "Greenhouse reports that the Knights Apparel factory is rare because it pays its workers three times the average salary and lets them unionize."
  • Some students may benefit from receiving smaller sections of the text. This keeps them from being overwhelmed with the amount of text they will be working with.
  • Consider partnering ELL students who speak the same home language when discussion of complex content is required. This can allow students to have more meaningful discussions and clarify points in their native language.
  • For students who struggle with following multistep directions, consider displaying these directions using a document camera or interactive white board. Another option is to type up these instructions for students to have in hand.

B. Reading Source 2 (25 minutes)

  • Instruct students to continue reading silently on their own. Remind them that it's more important to find some information to answer the supporting research questions than to get "through" the article. Give them 10 minutes to silently read and mark their text.
  • After 10 minutes, arrange the students in pairs. Be intentional in your pairings. Instruct students to first closely read what they marked with their partner. Then they should orally paraphrase the information by using the sentence stems. After they have both had a chance to practice out loud, they should write down the paraphrased sentences in their Researcher's Notebook and move on to the next piece of information.
  • Encourage them to also write questions that come up during their discussion; remind them that as researchers learn more, they generate new supporting research questions.
  • Circulate and help as needed. Consider stopping the class and highlighting some particularly good examples of paraphrasing as you hear them.

Closing & Assessments

Closing

A. Give One, Get One (5 minutes)

  • Give these directions:

1.   Stand up and tell a new partner about something you have learned and something you're still wondering about the garment industry.

2.   Then ask your partner to do the same.

3.   As time permits, find a new partner and repeat these steps.

Homework

Homework
  • Continue reading in your independent reading book for this unit.

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