Research Project: ParaphrasingFebruary 19th and 20th, 2013

Common Core Standards

RI2- Determine a central idea of a text and how itis conveyed through particular details; provide

a summary of the text distinct from personalopinions or judgments.

W2-Write informative/explanatory texts to examine atopic and convey ideas, concepts, and information

through the selection, organization, and analysisof relevant content.

b. Develop the topic with relevant facts,definitions, concrete details, quotations, orother information and examples.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

W7- Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W8- Gather relevant information from multiple printand digital sources; assess the credibility of eachsource; and quote or paraphrase the data andconclusions of others while avoiding plagiarismand providing basic bibliographic information for sources.

Objective:

I will understand the concept of paraphrasing by taking notes on the process.

I will apply my knowledge of paraphrasing to a nonfiction article while working collaboratively with a group.

LEQ:

  1. What is paraphrasing?
  2. Why is it important to paraphrase?
  3. What is plagiarism?
  4. How can I use paraphrasing to write a research paper?

Warm-Up:

Day One:

Use your own words to summarize the following information:

On August 4, 2006, two Japanese companies made the world's longest hot dog. The hot dog was 197.83 feet long. The hot dog was part of a 50th anniversary event for the All-Japan Bread Association. The company made the bun for the hot dog. Shizouka Meat Producers made the meat. The hot dog was presented in a hotel ballroom in Tokyo, Japan. The media was present for the official measurement. Later, the hot dog was cut up and eaten by these present. The companies broke a record set one month earlier. That hot dog was 104.75 feet long.

Day Two:

1. Trade your online source and your paraphrasing homework with someone at your group.

2. Look over your partner's paraphrasing and see if they have put the information into their own words by using synonyms and changing the structure of the text.

3. Put a start check mark the paraphrasing that you think is too close to the original. Put a star by the paraphrasing that looks perfect!!

Teacher Input/Guided Practice

Day One:

TSW go over notes for paraphrasing and show examples.

TSW model paraphrasing using an online source and source pages.

Independent Practice

Day Two:

TSW analyze a nonfiction text with a group of their peers.

TSW paraphrase each paragraph of the text and share their responses during a class discussion.

TSW compare their answers to their peers and discuss any improvements that can be made.

Closure: How does this relate to my research project?

Assessment: discussion/paraphrase responses/research paper

Differentiation:

Emergent: students struggling with finding the main idea, details or paraphrasing as a whole, will be pulled for small group instruction

Above Grade Level: Will be given a Kelly Gallagher article to practice paraphrasing / time to work on paraphrasing for their own research project.

21st century learning: collaboration with group members, smartboard file

Global Awareness: “Crocs on the Loose” article about South Africa-Why would these crocs want to live in South Africa? What do they need in their habitat in order to survive?

Enrichment: See above grade level activity under differentiation

Remediation:Students who are struggling with paraphrasing will attend remediation

Critical Thinking Questions: Using Marzano’s Question Stems

Emergent:

  1. Identify the main idea and supporting details within the passage. (Knowledge)
  2. Define the word paraphrase. (Knowledge)
  3. What is the purpose of paraphrasing? (Knowledge)
  4. What is the purpose of this paragraph or sentence? (Organize)
  5. How else might you say this sentence? (Organize)

On Grade Level:

  1. Which of these would best demonstrate a good paraphrase of the information? (Apply)
  2. Show how this information could be paraphrased. (Apply)
  3. How are these examples alike? How are they different? (Analyzing)
  4. What conclusion can you draw from this information? (Generate)

Above Grade Level:

  1. Summarize the information in your own words. (Integrate)
  2. How would you change the structure of this paragraph, or sentence? (Integrate)
  3. What is the most important information in this paragraph? Why? (Evaluate)