Lesson 1:  Lesson plan utilizing student assessment data


 
Reflection:
It is important to continually assess students progress.  This lesson plan required students to utilize an article I presented to create note and bib cards.  Due to their uncertainty, I felt the need to create a follow-up lesson (lesson 2) to adequately address all of their concerns.  This was very beneficial to all students within the class.  Many of the students began to realize and understand the errors they were making.  A peer review session was incorporated in the lessons for student exchange of ideas.  After completing both parts of the lesson, I was confident students gain more insight into the assignment.
Topic: Reference cards/ research paper.
Grade Level: Grade 11 (College Prep.) and Integrated 
Instructional Objectives:
  • Students will utilize prior knowledge of research techniques to critique note and bib cards.
  • Students will be able to select appropriate thesis statements according to the taught thesis statement model. 
  • Students will collaborate in pairs to successfully create note and bib cards for a selected article.
Concepts addressed: note cards, bib cards, and thesis statements.
Materials:
  • Copies of an article from “U.S. News and World Report, “I want my MP3s, but who pays the bill?”
  • Index cards for each pair (approximately 6).
  • The resource book, Writing Research Papers: A Complete Guide.
Engagement/ Anticipatory set:
  • Warm upà Review of the types of note cards. I will write a general list on the board. .
Types of Note Cards
1.Direct quote
2.Paraphrase
3.Précis
4.Personal note
5.Summary
6.Quote/paraphrase

Procedure:

  • Various students will be asked to go to the board. These students will mimic the correct format of the particular note card with the definition in the body area of the card. While this is occurring, the students in their desks will take notes.  
  • There will be a quick review of the term SLUG. What is it and why use it?
  • After reviewing this information, the article, “I want my MP3s, but who will pay the bill?” will be distributed.
  • Students will read this individually, jotting down a few notes as they read.
  • I will place the students in pairs for the next part of the less.
  • Students in the pairs will first discuss what they thought about the article, highlighting what they believe to be the main points of the article.
  • Students will take out their notes and research resource books.
  • The various note cards discussed in the warm-up will now be generated within the pair. Students will be reminded to look at their notes and research books if they are unsure about the correct format.
  • After approximately 15 minutes, I will ask some of the students to share their note cards. 
  • We will briefly touch upon the correct format of a bib card. I will provide the correct format on the board for all students.
Key discussion questions:
I will be circulating throughout the classroom as the students discuss the reference card evaluations. I will pose the following key questions to each pair of students. 
  1. What do you think the main points of the article are? 
  2. How would you display this on a note card? 
  3. How would you correctly add that bit of information into a bib card? 
  4. Why do you need to insert the author's name and page number following a direct quote or paraphrase? 
  5. What is a SLUG? 
  6. Why is a SLUG so important on a note card? 
Closure:
  • Students will orally once again describe what each of the note cards are.
  • I will walk around the classroom at this time to check on correct format.
Extension Activity:
  • All rough note and bib cards are sue for review 
Based upon my observations, I concluded that more work needed to be done with note and bib cards.The rough copies of both types of cards were due the following day.The next lesson plan utilizes the observations I took during this class period and requires students to critique each other's rough note cards.

               On to Lesson 2