Non-Fiction Unit: Research and Synthesis
Interdisciplinary Unit - Research Brief
This unit required students to engage in the research process as though they were true social scientists. Students picked various interest groups dealing with the Amazon Rainforest and studied each groups perspective. Once they researched various points of view, they summarized their research in a research brief format, ending the policy brief with a recommendation for who should have access to the Amazon Rainforest. Students used their content knowledge from Social Studies and their research, reading and writing skills from English to complete this unit. Throughout the unit various formative assessments were completed to ensure that students had the skills necessary to complete the following (Common Core language - 9-10 grade level):
Many strategies were used to ensure students had the skills necessary to complete this task. A rubric was developed for students to gain clarity on expectations. students had a stake in developing what each descriptor of the rubric looked like, and these student developed descriptors were posted in the room for the entire unit. Modeling was an essential piece of this research project to ensure students understood the expectations. Finally, the revision and editing process was key for students, not only to help improve their work, but also to help students understand that the writing process is never really "finished".
- Identify the audience for the brief
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
- Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
- Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (Recommendation - in the case of a research brief)
- 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.
Many strategies were used to ensure students had the skills necessary to complete this task. A rubric was developed for students to gain clarity on expectations. students had a stake in developing what each descriptor of the rubric looked like, and these student developed descriptors were posted in the room for the entire unit. Modeling was an essential piece of this research project to ensure students understood the expectations. Finally, the revision and editing process was key for students, not only to help improve their work, but also to help students understand that the writing process is never really "finished".
Rubric - Example
Research Brief Rubric - Language developed for the brief used the Iowa Core Standards (based on Common Core)
- Image and files attached to show the rubric and what students developed for descriptors in each area
rubric.docx | |
File Size: | 20 kb |
File Type: | docx |
developing_category.jpg | |
File Size: | 2708 kb |
File Type: | jpg |
beginning_category.jpg | |
File Size: | 2808 kb |
File Type: | jpg |
Various levels of support for the brief (based on formative data, IEP data and pre-assessment data some students were given additional supports beyond the modeling done in class)
- Sentence Starters
- Organization Suggestions
- Writing frames
- Organizational frames
writing_frame_-_brief.docx | |
File Size: | 15 kb |
File Type: | docx |
brief_sentence_starters.docx | |
File Size: | 21 kb |
File Type: | docx |
ways_to_organize_your_brief.docx | |
File Size: | 15 kb |
File Type: | docx |
research_brief_outline_frame.docx | |
File Size: | 28 kb |
File Type: | docx |
Editing and Revision Process
- Various activities developed to help students revise and edit their paper
- Direct instruction was given to ensure students understood the difference between editing and revising a piece of writing
revising_and_editing_tasks_-_research_brief.docx | |
File Size: | 15 kb |
File Type: | docx |
Student Samples - Research Brief
amazon_rainforest_brief_-_sample_one.docx | |
File Size: | 399 kb |
File Type: | docx |
amazon_rainforest_brief_-_sample_two.docx | |
File Size: | 2970 kb |
File Type: | docx |
amazon_rainforest_brief_sample_three.docx | |
File Size: | 187 kb |
File Type: | docx |