Theory in Action MLA Format Lesson Plan

Theory in Action MLA Format Lesson Plan

EDUC 701

Theory in Action–MLA Format Lesson Plan

NAME: Deborah Davis

I. Subject and Grade Level: English Composition, College Freshman
II. Topic: Use of Modern Language Association (MLA) in Writing Research Papers
III. Instructional Objective(s): The student will write a simple paper in MLA format to learn the structure, then compile a research paper on an approved topic using several academic resources and MLA format.
IV. Theory (with explanation): Information Processing theory –The “information-processing approach studies how human symbol-manipulation systems work” (Miller, 2002, p. 275). The theory describes information considers three major areas: sensory memory, working memory, and long term memory as would be in some models of computers. Within this theory, “development involves learning how to overcome” limitations. (Miller, 2002, pp. 275-277).
This lesson will aid adult students in garnering the process of writing in a differing format. Prior work on writing research papers will provide a basis for this learning. Through the action of drafting and following the teacher’s presentation of the basic format, sensory and working memory will be engaged. Through the process of composing a research paper (with a second, more elaborate research paper to follow), the concepts will be contructed into long term memory. These are practical exercises to promot building memory skills.
V. Materials Needed: Research topic, research elements, overhead projector tied to professor’s computer, individual computers. The textbook for the course will also be required. Research materials for the practice session will be provided by the professor.
VI. Technology Connection: Professor will be using the overhead projector in a step-by-step method as students use hands-on individual computers.
VII. Biblical Integration:
  1. Role Modeling (Teacher) -- Acts 17:18 tells us, “A group of Epicurean and Stoic philosophers began to debate with him. Some of them asked, ‘What is this babbler trying to say?’ Others remarked, ‘He seems to be advocating foreign gods.’ They said this because Paul was preaching the good newsabout Jesus and the resurrection” (New International Version).When something new is presented, if often seems like babbling to the students. The purpose of this lesson is to take the unfamiliar, and make it familiar. In this case, it is MLA format. All things will become clear for the students if the LORD allows me to teach them correctly.
  2. Persistence leads to success(Students) – Joshua 1:8 says, “This book of the law shall not depart from your mouth, but you shall meditate on it day and night, so that you may be careful to do according to all that is written in it; for then you will make your way prosperous, and then you will have success” (New International Version).These students will spend eight weeks working on the papers related to this lesson. In doing so, they will have many assessments and evaluations of each part of the assignment. Consequently, they will be reflecting on it and advancing their knowledge, to lead them to success in this class and in future writing assignments.

VIII. Procedure
  1. Instruction:
  1. The professor introduces the preferred format of the humanities, that defined by the Modern Language Association (MLA). She emphasizes the importance of attendance and diligent practice to perform the work correctly.
  2. The professor then shows the students where in the text an example and specific references can be found.
  3. The professor has all students log into their individual computers while she prepares the overhead projector and her instructor computer.
  4. Starting from the blank start-up screen, the professor will walk the students quickly through the process of creating a generic MLA style paper.
  5. The professor will repeat the process having the students follow her every action on the individual computers.
  6. Students will print out and turn in the generic papers they have created. The professor will give individual feedback on them.
  7. Students will use their own papers, and the textbook references to generate a paper in MLA format within a prescribed topic with a minimum of four academic resources.
  8. Students will submitted an annotated bibliography of the resources including appropriate MLA formatted citations and notes of information, paragraph, summaries, and quotes from each source.
  9. The professor will individually review the annotated bibliographies and return them to the students with corrections so the students may include the information (appropriately cited) in their papers.
  10. Students will provide a rough draft in appropriate format to two other students for feedback prior to submission to the professor.
  11. Students will make corrections from the peers and then submit to the professor for brief formatting perusal.
  12. Students will make corrections indicated by the professor prior to submission of final draft.
  13. The professor will open the floor to questions throughout the process and again at the end to encourage discourse on the issue.

IX. Practice
  1. Guided Practice: The professor will oversee the work of the students in the classroom and provide individual feedback of the simple element paper composed in class under direction. The review of the papers for formatting errors after peer reviews will provide further guidance. The textbook provides the students with additional references.
  2. Independent Practice: Students will provide a paper they have crafted individually (though reviewed by at least two peers and the professor) for grading purposes.

X. Evaluation: The professor will evaluate the students projects and return them during the next class session (due on a Thursday, returned on a Tuesday). The students will have demonstrated an ability to select and appropriate, collegiate image, reference it in accordance with the training, and use tools to broadent their individual perspectives of image analysis. They will understand the need and benefit of a peer review. The grade they receive is 20% of the final course grade. The elements of MLA formatting make up half of that grade, so the MLA element is worth 10% of the final grade in the course.

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