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6th Grade Research Paper Powerpoint For Middle School

Lesson Topic:

·Thesis statement

Learning Objectives:What should students be able to do at the end of this lesson?

·The student will write a thesis statement for their research paper.

Standards:

Materials Needed:

·Steps to Writing a Research Paper PPT

·Thesis Statement PPT

·Thesis(document for reference)

·The Thesis Machine

·Research Paper Graphic Organizer.

·Prior to class have chart paper filled out with the Thesis Machine Formula.

Level of Bloom’s Taxonomy:

·

Background information: what do I need to know to teach this lesson?

Instructional Procedures:How will I…?

…recall prior relevant information?Make connections to prior learning?

·

….present new material?

·Begin the lesson by having the students pull out their questions graphic organizer and their brainstorming web.Explain to the students that these brainstorming pieces will help guide them to determining a position statement, which will be their thesis statement.They will need to look through the brainstorming to find a position on their topic.For example, I could have brainstormed about apples and decided to write about how I think apples are colorful, juicy and delicious.My thesis statement would support my opinion that apples are the best fruit because they are colorful, healthy, and delicious!

·Show the students the powerpoint that shows Step 3 – writing a thesis statement.Go over this slide briefly and then jump to the powerpoint on writing a thesis statement.

·The writing a thesis statement powerpoint shows examples to the students on how to take a position on what they are writing about.The students will learn that they must state their opinion in the thesis statement and then at the very end of the powerpoint there is a “formula†for writing a basic thesis statement.

·Give the students the handout that has the formula on it and have them work on their thesis statement based on the formula.

·Prior to class write the formula on a piece of chart paper.Go over the formula with the students using the apply idea.Show the students how to use the formula step by step one more time – this time they should be writing their ideas with you while you are writing on the chart paper about apples.Show the students how to reference their idea webs and questions while formulating the thesis.

·After the students have had their thesis statement okayed by the teacher they need to copyit over to the Research Paper Graphic Organizer.Then they need to put their three sub ideas from their idea webs, onto that graphic organizer.

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

Students will use scaffolding to research and organize information for writing a research paper. A research paper scaffold provides students with clear support for writing expository papers that include a question (problem), literature review, analysis, methodology for original research, results, conclusion, and references. Students examine informational text, use an inquiry-based approach, and practice genre-specific strategies for expository writing. Depending on the goals of the assignment, students may work collaboratively or as individuals. A student-written paper about color psychology provides an authentic model of a scaffold and the corresponding finished paper. The research paper scaffold is designed to be completed during seven or eight sessions over the course of four to six weeks.

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FEATURED RESOURCES

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FROM THEORY TO PRACTICE

O'Day, S. (2006) Setting the stage for creative writing: Plot scaffolds for beginning and intermediate writers. Newark, DE: International Reading Association.

  • Research paper scaffolding provides a temporary linguistic tool to assist students as they organize their expository writing. Scaffolding assists students in moving to levels of language performance they might be unable to obtain without this support.

  • An instructional scaffold essentially changes the role of the teacher from that of giver of knowledge to leader in inquiry. This relationship encourages creative intelligence on the part of both teacher and student, which in turn may broaden the notion of literacy so as to include more learning styles.

  • An instructional scaffold is useful for expository writing because of its basis in problem solving, ownership, appropriateness, support, collaboration, and internalization. It allows students to start where they are comfortable, and provides a genre-based structure for organizing creative ideas.

 

Biancarosa, G., and Snow, C. E. (2004.) Reading next-A vision for action and research in middle and high school literacy: A report from the Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

  • In order for students to take ownership of knowledge, they must learn to rework raw information, use details and facts, and write.

  • Teaching writing should involve direct, explicit comprehension instruction, effective instructional principles embedded in content, motivation and self-directed learning, and text-based collaborative learning to improve middle school and high school literacy.

  • Expository writing, because its organizational structure is rooted in classical rhetoric, needs to be taught.

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