Research Paper Lesson Plans
Day 1 - purpose for writing (i.e., to entertain, to inform, and to share experiences)
United Streaming Discovering Language Arts: Reading (Grades 3-5) The Author's Purpose (04:24)
Use acronym PIES to help students remember the purposes of writing
S (share ideas)
Have students write the four purposes on index cards. For each example below students must choose the purpose for this type of writing and hold up the appropriate index card to indicate the answer.
a sales ad wanting you to purchase a motorcycle
the list of movies showing in your town and the times
the comic strips
a flyer about a missing puppy
a post card from your friend from Hawaii
a letter to the editor explaining the need to recycle more
a report about George Washington
a fairy tale
fire safety brochure
a poster about a community walk-a-thon for charity
appointment card from the dentist
an advertisement for Coca-Cola
a book report
a story read to the school from the Writer of the Week
knock knock jokes
an e-mail that tells a friend you are going to be late
instructions booklet on how to assemble a bicycle
step by step recipe
half price ad from Wal-Mart
directions for taking medication
PowerPoint Author's Purpose
Day 2 - audience
Tell students they will be writing a short research paper during this unit. Discuss the following.
Ask the purpose of this type of writing.
If the research papers are going to be placed on the bulletin board in the hall who would be the audience?
Could you go to the store and buy clothes for someone, if you didn't know the size of the person?
Would it make a difference if you were buying clothes for one of your parents or a smaller brother or sister?
Writing can be the same way. Would they write the same if the audience was a group of teachers or a group of classmates?
the mayor of Mountain City?
for a newspaper article? etc.
Have students brainstorm to determine people in which they could write.
|adults||peers||relatives such as aunts or uncles||grandparents|
|teachers||classmates||principal||the President of the U.S.|
|young children||Governor of Tennessee||senators or congressmen||best friend|
|president of a company||mayor||doctor|
Ask these questions:
Would you write the same way to each to the people listed during the brainstorming activity?
Which people would you address formally? informally?
Which people from the list would you invite on an outing?
Which people from the list would you state your opinion on a topic?
Which people from the list would you ask to change a law?
Use RAFTS to discuss each of the following:
Day 3 - Most Reliable Resources & Sources From Which to Gather Information
Have students brainstorm places, types of books, etc. where they can gather information to write a report. When student ideas stop, show the three United Streaming videos, and list additional sources as they are mentioned in the videos.
|encyclopedia||websites||library books||newspaper articles|
|magazine articles||textbooks||interviews||atlases, almanacs|
|videos, DVDs||photos||audio tapes||letters, diaries|
Language Arts: Nonfiction (Grades 3-5)
Sources of Information
United Streaming Discovering Language Arts: Research (Grades 3-5) Electronic Media (04:27)
United Streaming Discovering Language Arts: Research (Grades 3-5) Visual Resources (04:17)
Discuss the reliability of each source listed from the brainstorming activity.
|encyclopedia||Which is more reliable?
|websites||Which is more reliable?
How do you determine if the information is correct?
|magazines or newspapers||Which is more reliable?
|library books (textbooks)||Which is more reliable?
|letters, diaries, journals, interviews||Which is more reliable?
PowerPoint on Most Reliable Resources & Sources From Which to Gather Information
Day 4 - Most Reliable Resources & Sources From Which to Gather Information
Discuss primary and secondary sources.
|primary||original material from time period
|secondary||interpretations of primary sources
(discussion of evidence) - second hand version
|tertiary||collection of primary and secondary sources
|original painting of Sistine Chapel ceiling||article critiquing the Michelangelo's painting||database of artwork|
|George Washington's diary||biography of a George Washington's life||encyclopedia of US Presidents|
|letters written by Frederick Douglass||website about a Frederick Douglass's writings||dictionary of Abolitionist|
|notes taken by a Neil Armstrong about his walk on the moon||magazine article about a the Neil Armstrong||textbook about science|
|movie||biography on the director of the movie||guide to the movie|
|interview with a person living during the Great Depression||history textbook about the Great Depression||fact book about the Great Depression|
Brain Pop http://www.brainpop.com/english/studyandreadingskills/research/
Day 5 - Use table of contents, title page, and glossary to locate information
Language Arts: Nonfiction (Grades 3-5)
Parts of a Book
Worksheet from Teach-nology
Discuss that knowing how to use the table of contents and index will help the students locate information for their research papers.
Language for Daily Use Level 4 - Unit 4 - Lesson 6 "Using a Title Page and a Table of Contents" and Lesson 7 "Using a Glossary and an Index"
Resources and Organization
Locate 3 resources for Paper
Create a bibliography http://www.easybib.com/
United Streaming Discovering Language Arts: Research (Grades 3-5) Space Shuttle Citing (04:03)
Note Taking and Outlining
Three Easy Models for Note Taking http://wwwfp.education.tas.gov.au/english/targeting.htm#report
Narrow down topic to three subtopics.
Language for Daily Use Level 4 - Unit 4 - Lesson 1 "Understanding Paragraphs" and Lesson 2 "Understanding Topic Sentences"
How to Write a Paragraph
Understanding Paragraphs and Topic Sentences
WHAT IS A PARAGRAPH? A collection of related sentences dealing ...
Language for Daily Use Level 4 - Unit 4 - Lesson 3 "Understanding Details in Paragraphs"
Writing a paragraph the right way! http://home.cogeco.ca/~rayser3/joke.txt
Staying on Topic
Language for Daily Use Level 4 - Unit 4 - Lesson 4 "Understanding Sentence Order in Paragraphs"
Lesson 5 ""Keeping to the Topic"
Language for Daily Use Level 4 - Unit 4 - Language Review
Write 1st draft from outline.