Name: Jeanna Watson

Title of lesson: Annotated Bibliography

ISTE Standard Addressed: Knowledge Constructor

3c - Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.

Content Standard(s) Addressed:

CCSS.ELA-LITERACY.WHST.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization that
logically sequences the claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.WHST.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.

CCSS.ELA-LITERACY.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.

Learning outcomes:
1. The students will choose their own research topic or claim to find information
about. Students should be able to develop their own claim to foster ownership of the
assignment. Once decided on, this will be what their paper is about and what their
research will be based on.
a. Example: Animal testing should be illegal in the state of
Michigan
b. Example: The death penalty should be banned in all United
States.
2. Students will create an annotated bibliography with 10 credible sources. They
will summarize the main points of the source and connect it to their claim. See this
helpful link for how to format an annotated bibliography and what it is.
https://owl.english.purdue.edu/owl/resource/614/1/.
Brief description of lesson:
Students will develop their claim to write a research paper on and then begin researching.
They will need to find 10 credible sources and create an annotated bibliography. Assuming
this is a low-income district with minimal opportunities at home for technology, this lesson will
take up to 2-3 days in class to complete. So, there will be no need for research at home.

Students will first get their claim approved. Once approved, they will find half of their sources
and get them approved by the teacher. This will allow the teacher to see if they are finding
credible, peer-edited resources and also give the students a better idea of what is expected of
them. Once approved, they will start typing out their annotated bibliography starting with the
first four approved resources. They will then find the last five sources and finish their
annotated bibliography.

The broader scheme of the unit, the students will eventually bring all their research together
into a 3-5 page research paper about their claim. They will also create a work cited page with
all their research included. The students will most likely create a short 3-5 minute presentation
on their research to share with the class in some format (in person, video, etc.).

Technology used (by both teachers and students):

The students will need one-to-one technology. This may be laptops or computer lab
personal computers. In order for students to find their own research.

Students will need research databases to find peer-edited, credible sources for their
annotated bibliography. Here are a couple examples:
JSTOR - https://www.jstor.org/
Google Scholar - https://scholar.google.com/

Students will need to be connected to Google Classroom and Google Documents to share
their work with the teacher. This will be especially important during formative and summative
assessment to provide quick and effective feedback. Google Classroom can also be a home
to provide helpful research links such as the links above. The teacher can just add an
announcement and share the information with students.

A projector will also be needed for the teacher to project different research databases and
show the students how to properly search for material. Such as date published, if it is peer-
edited, credibility, and using key words. The teacher can also model creating an annotated
bibliography for the students to reference.

Justification of need for technology:

HLPs used:
1. Explaining and modeling content, practices and strategies
a. The teacher can model how to find sources and make sure they
are credible on the projector with the students.
b. The teacher can model how to create an annotated bibliography
before the students are expected to make their own.
 2. Checking student understanding during and at the conclusion of lessons
a. The students will get their first five sources checked by the
teacher before they begin their annotated bibliography.
b. Then, the students will have their work checked again when
they have half of the annotated bibliography. These checks will help to make
sure the students are on the right track and that they are finding reliable
sources. It is also good accountability to make sure the students are doing their
work.
3. Interpreting the results of student work, including routine assignments, quizzes,
tests, projects, and standardized assessments
a. The annotated bibliography will be a project/assignment that the
students will be required to know how to do.
b. The final research paper at the end of this unit will also be a
project.
4. Providing oral and written feedback to students.
a. The students will submit their sources and annotated
bibliography to the teacher via Google Documents on Google Classroom. The
teacher will then add comments and provide feedback for the students.
Strategies with High Effect Sizes used:
1. Provide formative evaluation
a. When the students get their first five sources checked by the
teacher this is a formative assessment to check and see if the students
understand how to find credible sources on their topic.
b. When the students get half their annotated bibliography
checked, this is also an example of a formative assessment to make sure the
students are on the right track. This is an opportunity for the teacher to check
and see if the students understand how to make an annotated bibliography and
provide them with feedback to improve their work before they turn in their final
annotated bibliography.
2. Feedback
a. In the two formative evaluations mentioned above, the teacher
will be able to give the students individual feedback on the chosen sources and
their annotated bibliography.
b. When the students submit their final annotated bibliography,
they will get more feedback to make sure all their sources are credible and
helpful to the final papers purpose.
Purpose of technology:
Technology is essential in this lesson because it expedites the research process and writing
process. It also allows the teacher to give quick and helpful feedback through Google
Classroom and Google Docs. The purpose of technology is to aid the learning process. This
lesson would be difficult to achieve in a timely and effective way without technology.
Need for technology:
The lesson could potentially be done without technology if the school library provided current
encyclopedias or research books and if the students wrote the papers by hand (keep in mind
all of these methods are considered to be archaic by most). However, this would take much
more time and make the assignment both tedious and removed from practical, technology
driven research. This would also require much mure unnecessary effort because it would take
students longer to hand-write their annotated bibliographies and to find necessary information
in books.

Technology and Learning Goals:

Technology related to the learning goals because the ISTE standard states that students
should be able to find digital resources to be used for demonstrating meaningful connections
or conclusions. In this lesson, students are using their laptops and research databases to find
credible sources to support their claims. This also connects to the English Common Core
Standards because students are finding evidence to support their claims and researching
reliable data. They are also synthesizing multiple sources in their final research paper.

Student Access to Technology at Home:

This lesson is built so that all the research will be done in class with the assumption that
students do not have technology available at home. If this lesson was not completed in a low-
income district, the students could be expected to do research as part of their homework.
However, teachers still need to be aware that even in districts with higher socioeconomic
status, there are students that do not have technology at home. This may mean problem-
solving on the teacher's part by allowing the student or students to stay after school and work
on one of the school computers, allowing that student to have a little extra time to work on the
assignment, or having the student rent out one of the classroom laptops for a night.

Technology Rating:
I would rate the technology use in this framework high because without technology this lesson
would be incredibly tedious and time-consuming. Technology is a necessary part of expediting
the learning process.

How will you formatively and summatively assess whether standards/outcomes were
met/achieved?
Formative Assessment -
The formative assessment will be in two parts. First the students will find half of their credible
sources to support their claim. The teacher will then check the four sources to make sure they
are credible and helpful in supporting the students claim. This is a good checkpoint to make
sure students are finding credible sources and have a claim they can back up with evidence.

The second formative assessment or checkpoint is when half of the annotated bibliography is
completed. This would mean five credible sources have been found and they have been
summarized and connected to the claim. This is a good opportunity to again check and make
sure students found credible resources, are able to synthesize information to support their
claim, and are able to complete the annotated bibliography in the right way. Students will need
feedback at this point to know how they can improve and what they are doing right with their
annotated bibliography.
Summative Assessment
For this lesson, the summative assessment will be the completed annotated bibliography with
10 sources. The students will submit their annotated bibliographies on a Google Document
through a Google Classroom assignment. This will allow for the teacher to give each student
individual feedback on their bibliographies. Eventually, this unit will end with the students
completing their research paper.

Rubric for finished annotated bibliography:

Annotated Bibliography Rubric

5 4 3 2 1
All sources are peer- Most sources are Some sources are Many sources are Almost all sources
Quality of reviewed, credible, peer-reviewed, peer-reviewed, not peer-reviewed, are not peer-
Resources published within last credible, published credible, published credible, published reviewed, credible,
10 years and relate within last 10 years within last 10 years within last 10 years published within last
to the claim and relate to the and relate to the and relate to the 10 years and relate
claim claim claim to the claim

There are 10 There are 8-9 There are 6-7 There are 4-5 There are less than 4
Quantity of credible resources credible resources credible resources credible resources credible resources
Resources found to support found to support found to support found to support found to support
research and claim research and claim research and claim research and claim research and claim

Annotations are Annotations are Annotations are Annotations are Annotations

Resource summative and summative and summative but poor summative but summarize a little but
Annotations clearly written. written somewhat word choice and poorly written. The poorly written. The
Research connects clearly. The research grammar. The research somewhat research hardly
to and supports connects and research connects connects to and connects to or
claim supports claim to/ supports claim supports claim supports claim

The bibliography is The bibliography is The bibliography is The bibliography is The bibliography is
Organization organized and organized but some somewhat organized somewhat organized not well organized
and everything is in errors in MLA but many errors in and lacks MLA and lacks MLA
correct MLA formatting the MLA formating formatting formatting
Formatting formatting

Total: /20