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Research unit

This research unit provides an overview of various research techniques and encourages independent reading. Students will explore major themes including identity, influence, change, systems, power, and choice. They will choose a topic related to these themes and conduct research to gain a deeper understanding. The unit culminates in a product or presentation showcasing their findings.

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Research unit

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  1. Research unit

  2. Unit overview • Overview of research unit • Choose topic • Introduction to research (lesson) • Research guide, Google Scholar, Citation pages (lesson) • Independent research and reading • Mini-lessons relevant to common themes as needed • Product choice and plan • Presentation

  3. Some major themes of the year... • IDENTITY • Characters, Short Stories, Characterization of classmates (action, attitude, appearance), what creates and influences YOUR identity (individual, family, friends, school, society, the world) • INFLUENCE • Create Short Story (vignette), MLK, Appeals, Rhetoric, Fallacies • CHANGE • Flowers for Algernon, Do the Write Thing • SYSTEMS • Persuasive Writing, Poetry, Connections across genres • POWER • Blackout Poetry, Figurative Language • CHOICE • RESEARCH Your topic MUST connect to a theme we’ve studied throughout the school year! Look over the anchor questions for each theme to help develop a topic choice

  4. Research topic Ideas • Your research could include… • A Social Movement, Individuals, or organizations working together, formally or informally to bring about social change • Reform – goal is to change elements of a system for the better • Revolution – goal is to get rid of the old system and replace it • Reactionary – goal is to “roll back” change to more traditional structures • Resistance – goal is to resist change that is currently taking place • Utopian – goal is to move society toward a state of perfection • A powerful person who initiates events and influences people. • Could be an author, activist, artist, survivor, victim, or witness • OR something you have seen in a movie/film/the news, read throughout the year, learned in another class, or interests you in some significant way. • REMEMBER--- your topic need to connect to a theme we’ve studied throughout the school year in a meaningful way!

  5. Unit Timeline & expectations • By the end of class, turn in your top three topic choices. • Once you’ve checked in with me and chosen your topic, your parent must sign off on your topic • You must check out and read a book related to your topic. • You may chose historical fiction, nonfiction, or biography (or some other genre that relates to your topic) • You are expected to finish your book by May 9th • You will have 4-5 days to research your topic (week of April 22nd) • You will have 5-6 days to create your product/presentation (week of April 29th) • Products/presentations will be due May 7th. • LATE PROJECTS WILL NOT BE ACCEPTED. • Presentations will begin on May 8th. • You must present on your assigned day. • Research Unit – Your goal is to figure out what you already know about your chosen topic, what you need to know, and how and where to access information that brings awareness about what you are researching. • One of your goals will be to write a position letter on your topic to your state representative

  6. Wrap-up: choose your topic • On a half sheet of paper, write your name and class period. • Write down your top THREE choices for a topic. • Be as specific as you can! If you have a specific idea, write it down! • Hint: It would be a good idea to also focus on one time period, event, person, or movement • If you already know a specific important person, write it down • If you are totally lost and need help, see me for suggestions! Choices are due BEFORE you leave class today!

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