Research Paper Lesson Plan
Introduction:
In this lesson, students will learn the step-by-step process for writing a college-level research paper, from selecting a topic to final revisions. Writing research papers is an essential skill for college and career. This lesson provides students with clear guidelines, models, and scaffolds to write their first research paper successfully.
Over the course of several class periods, students will learn research strategies, how to develop arguments, incorporate sources, structure papers effectively, and avoid plagiarism. Formative assessments will check their understanding along the way. The goal is for students to complete a full draft of a research paper to the best of their ability by the end of the unit.
Standards:
CCSS.ELA-LITERACY.W.9-10.7 – 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.W.9-10.8 – Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
Lesson Objectives:
Define research and explain the purpose and process of writing a research paper.
Choose a topic and develop a research question.
Use effective search strategies to find relevant, credible sources.
Evaluate sources and take notes using proper citation.
Create an outline to organize evidence and structure arguments.
Compose a draft that integrates sources, develops ideas, and provides analysis.
Revise for clarity, depth, flow, grammar/mechanics using peer and self-editing.
Anticipatory Set (Hook):
Show students samples of published research papers from magazines, journals, or past student work. Ask what they notice – structure, citations, complexity, etc. Ask how researching and writing at this level might differ from other papers they’ve done. Introduce the skills this unit will teach.
Procedures:
Day 1: Defining Research & Choosing a Topic
Explain the purpose and key components of a research paper. Clarify the difference between research and simple essays.
Brainstorm potential research topics of interest. Refine ideas by determining scope and feasibility. Research and narrow to a solid question or problem.
Day 2: Finding Credible Sources
Model effective search strategies using library databases and search engines. Demonstrate identifying trustworthy sites.
Students practice finding 3 potential sources on their topic to determine availability of info.
Day 3: Evaluating & Note-taking
Teach SPIDER method of evaluating sources on accuracy, currency, bias, etc.
Model annotating a sample article for content and citations. Students try with their sources.
Day 4: Creating an Outline
Display a sample outline and explain its structure and purpose.
Guide students as they write their own outlines breaking the paper into clear sections.
Day 5: Drafting the Introduction
Model an effective hook and thesis statement. Students draft their intros in class.
Day 6: Body Paragraph Drafting
Circulate to assist as students draft the analysis, evidence, explanation body paragraphs.
Day 7: Conclusion & Internal Citation
Explain conclusions and demonstrate citation integration during drafting. Students add conclusions.
Day 8: Starring Peer Revision Sessions
Students work in groups using starring method to find strengths and opportunities.
Day 9: Self-Editing & Finalizing Drafts
Guide self-editing checklist for content, structure, flow, conventions. Final due date.
Day 10: Student Presentations & Reflection
Volunteers share thesis and findings. Whole class reflection on process and lessons learned.
Closure:
Assign optional revising and extra credit opportunities. Preview future skills needed for research and college/career, emphasizing lifelong learning. Affirm progress students made in developing an essential research and writing process.
Assessment:
Formative – Questioning, ticket out strategies, peer/self-evaluations
Summative – Completed research paper draft scoring rubric on:
Focus on research question
Quality, integration and citation of sources
Credibility and depth of information and analysis
Organization, grammar and mechanics
Differentiation:
Provide varying supports – scaffolds, samples, checklists. Allow alternate topics. Adjust due dates. Partner struggling students with peers. Simplify sources for below level. Extend analysis for above level. Alternative assessments focus on process.