Lesson Plan – Teaching Middle School Students How to Write a Research Paper
Unit Title: Research and Writing Skills
Lesson Title: How to Write a Research Paper
Content Area: Language Arts/English
Grade Level: 7th Grade
Time Needed: 5 class periods (approximately 45-60 minutes each)
Standards Addressed:
CCSS.ELA-LITERACY.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
CCSS.ELA-LITERACY.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Lesson Overview:
In this 5-day lesson, students will learn the step-by-step process for writing a standard research paper. They will choose a topic, conduct research using valid sources, take notes, create an outline, and write a rough draft. The goal is for students to understand the major components of a research paper and practice skills like evaluating sources, organizing information, and incorporating citations.
Day 1: Choosing a Topic & Conducting Initial Research
Begin with a brief discussion reviewing what constitutes a research paper and it’s main components. Explain that they will be walking through the entire writing process together over the next several class periods.
Have students brainstorm potential research topics that interest them. Ideally topics should be focused enough for the scope of the assignment but broad enough to find sufficient sources. Provide guidance and have students refine their topic choices.
Once topics are chosen, model effective search strategies for finding valid information using the school library catalog and databases. Show students how to generate effective search terms and evaluate sources based on author/publication credentials and date.
Allow time in the computer lab for students to conduct initial searches and locate 3-5 potential sources to use in their papers. Remind them to take brief notes in their research log as they go.
Day 2: Evaluating Sources & Taking Notes
Briefly review effective note-taking strategies like creating a research log/worksheet to capture source info, direct quotes, and paraphrased ideas.
Model how to thoroughly read a source and evaluate its credibility, accuracy, and relevance to the research question. Discuss red flags and what makes a source trustworthy.
Provide more individual work time for students to thoroughly read selected sources, evaluate each, and take notes in their research log using proper citation format (e.g. MLA).
Circulate to check understanding and monitor progress. Address questions or roadblocks students encounter with evaluating sources or capturing information accurately.
Day 3: Creating an Outline
Explain that outlines help to organize ideas and structure the paper. Model outlining a sample research topic using major headings (e.g. Introduction, Body Paragraph 1, etc).
In small groups, have students review their notes and begin drafting an outline for their paper using the main ideas or quotes they want to include in each section.
3.Provide feedback while walking around to check outlines. Address recurrent issues and invite students to peer review/give feedback to ensure outlines are coherent and in a logical flow.
Collect outlines at the end to check for understanding of outlining structure and information organization. Answer any remaining questions.
Day 4: Writing the Rough Draft
Remind students of the basic components of an introductory paragraph that engages the reader and states the research question/thesis.
Model transitioning from the outline to write a full introductory paragraph on the board. Explain the thinking process out loud.
Allow extended work period for students to begin translating their outline into full draft form, starting with the introduction and at least one body paragraph.
Circulate to check progress, provide targeted feedback, and ensure proper MLA citation format is being used within the text of the paper.
Collect rough drafts in progress to review for the next class period. Identify students who may need extra support or time.
Day 5: Peer Review & Next Steps
Return rough drafts with feedback and model how to conduct a thoughtful peer review using a rubric/checklist.
Organize students into small groups and have them work to review each other’s drafts and give constructive feedback to help improve papers.
Once drafts have been peer reviewed, provide individual work time for incorporating suggestions and refining drafts further.
Review project expectations – final draft due date, formatting guidelines, optional opportunity for a rewrite.
Assign extension task for students to write 2-3 additional focused research questions generated from their initial findings that could lead to further investigation.
Collect final reflections to gauge student understanding/comfort with research process. Address any lingering uncertainties.
Assessment: Review final drafts using a standard research paper rubric assessing content, organization, proper citation, grammar/mechanics. Also evaluate quality of refined research questions as an extension task. Informal checks of student notes, outlines and drafts provide formative feedback throughout process.
This lesson plan follows all the necessary components for a middle school research paper lesson including choosing topics, evaluating sources, taking notes, outlining, writing drafts, conducting peer reviews, and providing assessment guidelines. Going through the full research and writing process step-by-step helps ensure students understand expectations and gain important research skills.
Andrew Stroud