Lesson 1
Identify and Annotate Key Sources
We will choose and begin to read closely four key sources from those we have compiled so far, quoting and paraphrasing sections that are relevant to our research and taking detailed notes to share with our team.
Lesson Goals
Can I read sources closely to use them for my research, annotating them in a way that will help me organize and compile my key findings?
Texts
There are no texts for this Lesson.Materials
Tools
Editable Google Docs
Activity 1: Read – Write – Discuss
We will begin the section by reading the Section Diagnostic, reviewing the Research Process, and understanding how the work in this section builds toward the Culminating Task.
Step 1
Review the Section 3 Diagnostic Checklist, Research Evaluation Checklist, and Research Process. Write down in your Learning Log what you notice and wonder about this next section of the unit and how it helps to support your work toward the Culminating Task.
Share your observations and questions with the class during discussion.
Remember that the Research Evaluation Checklist is used as a way for you to self-assess your group’s work, to assess other research teams’ work, and for your teacher to assess and provide feedback. In this section of the unit, only parts 1, 2, and 3 are relevant, given the stage of the research process. Part 1 is focused on adequacy and sufficiency of research, which will be addressed in this section of the unit. Part 2 is focused on credibility and richness of sources, and Part 3 is focused on the range of perspectives, both of which were addressed during Section 2.
Step 2
Note that your team is now moving into the next phase of the research process. Remember that this process is not necessarily linear, as you will revisit, revise, and continue to move forward throughout all the sections of this unit. In this section, your team will deepen your understanding of your sources and topic, annotate potential sources, form and revise claims, and continue to revise the research frame and your potential sources as needed to enable and guide your investigation.
Activity 2: Read – Discuss – Write
We will connect our sources to our inquiry paths and select four key sources from those we have compiled that each member of our team can evaluate. While we also might use additional sources in our final presentation, this list of credible, rich, relevant sources will give us a strong foundation for our work.
Step 1
Working as a team, use the Research Frame Tool, the general comments on your Potential Sources Tools, your annotations on the texts, and your Research Note-Taking Tool to connect each of your sources to its relevant inquiry path. Make notes about which texts link to which inquiry path.
Step 2
Still working as a team, use your observations about how the sources connect to your inquiry paths to choose the four sources that seem most significant and central: key sources that are the richest, most credible, and most relevant to your inquiry questions. Use the Research Evaluation Checklist and your completed Potential Sources Tools to help you select which are the key sources, based on the assessment of credibility, accessibility and interest level, and relevance and richness. Of the sources you don’t choose, purge the least credible, relevant, and rich, to be replaced by more valuable sources later. If you find more than four rich, credible, and relevant sources, write them down to annotate later. Conversely, determine whether additional searching is needed to find more quality sources.
Make sure that the four sources together give a complex, balanced selection of perspectives on the topic. Note which texts are your four key sources.
Activity 3: Read – Write
Each member of our team will begin to annotate each of the four key sources, recording key information and personal impressions.
It is useful for each team member to closely read and annotate each of your key sources. Multiple readers bring diverse perspectives to a text, and each member of your team might find and highlight different information relevant to your topic, especially within texts that are complex.
Decide which group member will start with which of the key sources. Independently, read and annotate each of the potential key sources using the Research Note-Taking Tool. Write down the page numbers of places where you find quotes or relevant information.
Activity 4: Discuss
We will learn how to gather information from audiovisual sources to yield rich information about our inquiry questions or problems.
If your team is using visual, technological, or multimedia components in your presentation, some of the sources might include the following:
film and video
photographs
original research that you are conducting, such as first-hand interviews with experts or visits to a site connected to your theme (e.g., if you are researching homeownership, you might interview a homeowner, a real-estate agent, or a lender ).
Your teacher will meet with your team to help you strategize the best ways to compile, annotate, and synthesize information and insights from these audiovisual sources.
Activity 5: Discuss – Write
We will review and practice how to create a bibliography that contains all of our research sources.
Step 1
Listen as your teacher reviews the formatting guidelines for a list of research sources, also known as a bibliography.
Step 2
Using the resources provided by your teacher, work with your research team to collaboratively draft your bibliography, being sure to include all of your possible sources to date. Remember that just as the research process is cyclical and iterative, your team will revise and adjust your bibliography as you continue the research process.
Step 3
Trade your draft bibliography with another research team. Review and revise the references listed on their draft bibliography as needed to ensure conformity to the required research style. Confer as needed with your teacher with questions about unusual sources or tricky references.
Step 4
Participate in a brief discussion, reflecting on challenges or asking lingering questions.
Activity 6: Read – Write
For homework, we will continue to complete the research Note-Taking Tool for the remaining key sources.
Continue to complete the Research Note-Taking Tool for the remaining key sources. You will also have time in the next lesson to continue this reading and annotating work.
Record new or interesting words you encounter in your Vocabulary Journal.