Ank Writing (S4, B7-9) - Research to Build & Present Knowledge


1

2	Kindergarten - Standard 4: Writing - Research to Build & Present Knowledge
3	Benchmark:
4	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
5	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
6	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
7	Curriculum: What do we want each student to learn?
8	Objective:
9	Participate in shared research and writing projects. (W.K.7)
10	With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.(W.K.8.)
11	Begin in grade 4.
12	Essential Questions	Students will understand that effective writers (Big ideas, generalizations, principles, ideas that transfer across situations)...
13	Why do writers research before writing about a topic?	Writers conduct research to gather information for writing.
14	Where do writers find information about a topic?	Information can be shared through writing.
15		They can gather information from experiences and resources to answer a question.
16	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
17	Research is gathering facts and information.	Work cooperatively with others to produce writing projects.
18	There are many types of sources of information (database, website, book, magazine).	Use experiences and resources to answer questions.
19	Assessment: How will we know when each student has learned it?
20	Formative Assessment (What evidence will the teacher see or hear?):
21	Sharing information gathered from group research.
22
23
24	Instruction: What will we do if they don't learn or already know it?
25	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
26	Anchor Experiences	Resources
27
28
29
30	If students don't know it (or don't learn it)...	Resources
31
32
33
34	If students already know it...	Resources
35
36
37
38	Infusion of 21st Century Learning Skills:
39
40


1	First Grade - Standard 4: Writing - Research to Build & Present Knowledge
2	Benchmark:
3	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
5	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	Curriculum: What do we want each student to learn?
7	Objective:
8	Participate in shared research and writing projects. (W.1.7)
9	With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (W.1.8)
10	Begin in grade 4.
11	Essential Questions	Students will understand that effective writers (Big ideas, generalizations, principles, ideas that transfer across situations)...
12	Why do writers research before writing about a topic?	Writers conduct research to gather information for writing.
13	Where do writers find information about a topic?	Information can be shared through writing.
14		They can gather information from experiences and resources to answer a question.
15	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
16	Research is gathering facts and information.	Work cooperatively with others to produce writing projects.
17	There are many types of sources of information (database, website, book, magazine).	Use experiences and resources to answer questions.
18	Assessment: How will we know when each student has learned it?
19	Formative Assessment (What evidence will the teacher see or hear?):
20	Written or verbal evidence of information gathered from group research.
21
22
23	Instruction: What will we do if they don't learn or already know it?
24	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
25	Anchor Experiences	Resources
26
27
28
29	If students don't know it (or don't learn it)...	Resources
30
31
32
33	If students already know it...	Resources
34
35
36
37	Infusion of 21st Century Learning Skills:
38
39
40


1	Second Grade - Standard 4: Writing - Research to Build & Present Knowledge
2	Benchmark:
3	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
5	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	Curriculum: What do we want each student to learn?
7	Objective:
8	Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (W.2.7)
9	Recall information from experiences or gather information from provided sources to answer a question. (W.2.8)
10	Begin in grade 4.
11	Essential Questions	Students will understand that effective writers(Big ideas, generalizations, principles, ideas that transfer across situations)...
12	Why do writers research before writing about a topic?	Writers conduct research to gather information for writing.
13	Where do writers find information about a topic?	Information can be shared through writing.
14		They can gather information from experiences and resources to answer a question.
15	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
16	Research is gathering facts and information.	Work cooperatively with others to produce writing projects.
17	There are many types of sources of information (database, website, book, magazine).	Use experiences and resources to answer questions.
18		Determine if a source has relevant information to answer a question.
19	Assessment: How will we know when each student has learned it?
20	Formative Assessment (What evidence will the teacher see or hear?):
21	Written evidence of information gathered from group research.
22
23
24	Instruction: What will we do if they don't learn or already know it?
25	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
26	Anchor Experiences	Resources
27
28
29
30	If students don't know it (or don't learn it)...	Resources
31
32
33
34	If students already know it...	Resources
35
36
37
38	Infusion of 21st Century Learning Skills:
39
40


1	Third Grade - Standard 4: Writing - Research to Build & Present Knowledge
2	Benchmark:
3	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
5	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	Curriculum: What do we want each student to learn?
7	Objective:
8	Conduct short research projects that build knowledge about a topic. (W.3.7)
9	Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (W.3.8)
10	Begin in grade 4.
11	Essential Questions	Students will understand that effective writers (Big ideas, generalizations, principles, ideas that transfer across situations)...
12	How do we learn something new?	Research leads to new understanding.
13		Research projects are a multiple step process.
14		Organize information from a variety of sources to learn something new.
15	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
16	Research means reading and learning, then communicating your findings into your own words.	Conduct a short research project.
17	A variety of sources (print and digital) and use them appropriately.	Take organized notes.
18	Resources that are available to them.	Sort evidence into categories.
19	Information can be sorted into categories.	Recall pertinent information from past experiences
20	Organize notes in a variety of ways.	Gather information from print and digital sources
21	Assessment: How will we know when each student has learned it?
22	Formative Assessment (What evidence will the teacher see or hear?):
23	A completed research project
24	Evidence of relevant note taking from multiple sources
25	Organized notes into categories
26
27
28	Instruction: What will we do if they don't learn or already know it?
29	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
30	Anchor Experiences	Resources
31
32
33
34	If students don't know it (or don't learn it)...	Resources
35
36
37
38	If students already know it...	Resources
39
40
41
42	Infusion of 21st Century Learning Skills:
43
44


1	Fourth Grade - Standard 4: Writing - Research to Build & Present Knowledge
2	Benchmark:
3	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
5	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	Curriculum: What do we want each student to learn?
7	Objective:
8	Conduct short research projects that build knowledge through investigation of different aspects of a topic. (W.4.7)
9	Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (W.4.8)
10	Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9)
11	Essential Questions	Students will understand that effective writers (Big ideas, generalizations, principles, ideas that transfer across situations)...
12	How do we learn something new?	Research leads to new understandings
13		Research projects are a multiple step process.
14		Organize information from a variety of sources to learn something new.
15		Analysis, reflection, and research should be supported with evidence.
16	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
17	Research means reading and learning, then communicating your findings in your own words.	Conduct a short research project based on a purpose.
18	A variety of sources (print and digital) and use them appropriately.	Investigate different aspects of a topic.
19	Resources that are available to them.	Take organized notes.
20	Note taking incorporates reading strategies such as summarizing, synthesizing, main idea, etc.	Sort evidence into categories.
21	Information can be sorted into categories.	Recall pertinent information from past experiences
22	Organize notes in a variety of ways.	Gather information from print and digital sources
23	Evidence is proof and validation provided in details by the author.	Provide a list of sources.
24		Use evidence to support analysis, reflection, and research.
25	Assessment: How will we know when each student has learned it?
26	Formative Assessment (What evidence will the teacher see or hear?):
27	A completed research project which contains different aspects of a topic
28	Evidence of relevant note taking from multiple sources
29	Organized notes into categories
30	List of sources
31	Evidence that supports analysis, reflection, and research
32	Instruction: What will we do if they don't learn or already know it?
33	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
34	Anchor Experiences	Resources
35
36
37
38	If students don't know it (or don't learn it)...	Resources
39
40
41
42	If students already know it...	Resources
43
44
45
46	Infusion of 21st Century Learning Skills:
47
48


1	Fifth Grade - Standard 4: Writing - Research to Build & Present Knowledge
2	Benchmark:
3	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
5	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	Curriculum: What do we want each student to learn?
7	Objective:
8	Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (W.5.7)
9	Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (W.5.8)
10	Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.5.9)
11	Essential Questions	Students will understand that effective writers (Big ideas, generalizations, principles, ideas that transfer across situations)...
12	How do we learn something new?	Multiple sources can give you different or additional information on a topic.
13		Research leads to new understandings
14		Research projects are a multiple step process.
15		Organize information from a variety of sources to learn something new.
16		Analysis, reflection, and research should be supported with evidence.
17	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
18	One can use more than one source to gain knowledge of a topic.	Conduct a short research project based on a purpose, using several sources.
19	A variety of sources (print and digital) and use them appropriately.	Investigate different aspects of a topic.
20	Resources that are available to them.	Summarize or paraphrase information in notes.
21	Note taking helps us gather our information	Take organized notes.
22	A summary is a brief statement of the main points of a text.	Recall pertinent information from past experiences
23	A paraphrase is a restatement of the meaning of a text.	Gather information from print and digital sources
24	Organize notes in a variety of ways.	Provide a list of sources.
25	Evidence is proof and validation provided in details by the author.	Use evidence to support analysis, reflection, and research.
26	.
27	Assessment: How will we know when each student has learned it?
28	Formative Assessment (What evidence will the teacher see or hear?):
29	A completed research project which contains different aspects of a topic
30	Evidence of relevant note taking from multiple sources
31	Organized notes into categories
32	List of sources
33	Summarized and paraphrased information in notes
34	Evidence that supports analysis, reflection, and research
35
36
37	Instruction: What will we do if they don't learn or already know it?
38	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
39	Anchor Experiences	Resources
40
41
42
43	If students don't know it (or don't learn it)...	Resources
44
45
46
47	If students already know it...	Resources
48
49
50
51	Infusion of 21st Century Learning Skills:
52
53


1	Sixth Grade - Standard 4: Writing - Research to Build & Present Knowledge
2	Benchmark:
3	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
5	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	Curriculum: What do we want each student to learn?
7	Objective:
8	Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. (W.6.7)
9	Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (W.6.8)
10	Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.6.9)
11	Essential Questions	Students will understand that effective writers (Big ideas, generalizations, principles, ideas that transfer across situations)...
12	Can I believe everything I read? Why or why not?	Know that they cannot trust only one source when trying to find an answer to a question.
13	What if I don't find an answer to my question?	Use a variety of credible and reliable sources from multiple and digital sources.
14	Where can I find relevant, interesting information about a topic?	Must restate words and ideas from sources to avoid plagiarism.
15	How do I avoid plagiarism?	Paraphrase and quote data or conclusions of others.
16		Create a bibliography of sources used.
17		Support their research with evidence.
18	.
19	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
20	Synthesizing is when you summarize from several sources and explain how they are similar/different.	Choose a question, conduct research, synthesize information from several sources, and produce a final product.
21	A variety of sources (print and digital) to use appropriately.	Use relevant information from several credible sources while avoiding plagiarism.
22	A variety of resources are available to them.	Select and use appropriate evidence to support their research.
23	A paraphrase is a restatement of the meaning of a text in one's own words.
24	Plagiarism is copying another's work or borrowing someone else's original ideas without giving them credit.
25	Evidence is proof and validation provided in details by the author.
26	Assessment: How will we know when each student has learned it?
27	Formative Assessment (What evidence might the teacher see or hear?):
28	A research product with a works cited page
29	Synthesis of multiple sources
30	Evidence to support research
31
32	Instruction: What will we do if they don't learn or already know it?
33	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
34	Anchor Experiences	Resources
35
36
37
38	If students don't know it (or don't learn it)...	Resources
39
40
41
42	If students already know it...	Resources
43
44
45
46	Infusion of 21st Century Learning Skills:
47
48


1	Seventh Grade - Standard 4: Writing - Research to Build & Present Knowledge
2	Benchmark:
3	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
5	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	Curriculum: What do we want each student to learn?
7	Objective:
8	Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (W.7.7)
9	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. (W.7.8)
10	Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
11	Essential Questions	Students will understand that effective writers (Big ideas, generalizations, principles, ideas that transfer across situations)...
12	What makes a search successful?	Investigate topics and conduct research to answer focused questions
13	What other questions are needed to answer the focus question?	Generate additional questions during research
14	How do you know that a source is credible?	Use multiple sources to validate credibility and accuracy of information
15	What keywords should I look while searching for information?	Conduct focused, efficient search strategies
16	What makes a source accurate when put up against other sources?	Use credible sources and measure their accuracy.
17	Why is commentary important when using quotes and paraphrasing to answer a research question?	Quote and paraphrase data and conclusions from others while providing commentary to answer a research question.
18	What is the purpose of citing sources in writing?	Accurately cite sources
19	How do you choose which evidence is best from multiple sources to support writing?	Support claims, analysis, and reflections with well-chosen evidence from literary or informational texts
20
21	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
22	A focus question drives source selection and written commentary.	Answer a pre-selected focus question through multiple source investigation
23	Supporting questions answer the focus question.	Create other related questions to support answering the focus question.
24	Basic internet search terms and techniques.	Search resources effectively online, in a library catalog, in a database, or through a text using search techniques or text feature knowledge.
25	Accuracy of a source is determining if the author's position on the information is precise and correct.	Determine if an author is accurate in their claims or delivery of information by checking against other sources.
26	A paraphrase is a restatement of the meaning of a text in one's own words.	Use MLA formatting when writing their research findings.
27	A direct quote is a word for word piece of text used in a paper to show text evidence.	Select evidence from research to support claims, analysis and reflections in writing.
28	Plagiarism is copying another's work or borrowing someone else's original ideas without giving them credit.
29	That commentary is an explanation that supports their evidence and thinking.
30	MLA citation using a formatting guide (eg. OWL at Purdue website)
31	A claim is a statement of the writer's argument.
32	Analysis is the process of breaking a complex topic or substance into smaller parts to gain a better understanding of it and convey that understanding to others
33	Reflection is the process of gaining a new understanding by combining new knowledge with existing knowledge and experiences
34	Assessment: How will we know when each student has learned it?
35	Formative Assessment (What evidence will the teacher see or hear?):
36	Questions that support answering the focus question.
37	Uses keywords or techniques for searching for resources.
38	Observe multiple sources to evaluate their accuracy.
39	In text citations and a works cited page using MLA formatting.
40	quotes and paraphrases that reference sources used, while providing commentary.
41	Writing includes a claim that analyzes, reflects, and answers the focus question.
42	Instruction: What will we do if they don't learn or already know it?
43	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
44	Anchor Experiences	Resources
45
46
47
48	If students don't know it (or don't learn it)...	Resources
49
50
51
52	If students already know it...	Resources
53
54
55
56	Infusion of 21st Century Learning Skills:
57
58


1	Eighth Grade - Standard 4: Writing - Research to Build & Present Knowledge
2	Benchmark:
3	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
5	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	Curriculum: What do we want each student to learn?
7	Objective:
8	Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (W.8.7)
9	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. (W.8.8)
10	Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.8.9)
11	Essential Questions	Students will understand that effective writers (Big ideas, generalizations, principles, ideas that transfer across situations)...
12	What am I curious about?	Read a variety of texts about a topic to build background and generate questions in the process of narrowing a topic.
13	What makes a source credible and accurate?	Use a variety of credible, accurate, and reliable sources.
14	Why is commentary important when using quotes and paraphrasing to answer a research question?	Restate words and ideas from sources in their own words to avoid plagiarism.
15	What makes some evidence better than others?	Support claims, analysis, and reflections with well-chosen evidence from literary or informational texts
16	What is the purpose of citing sources in writing?
17	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
18	Self-generated questions can be used to guide, focus, and expand thinking during the research process	Generate a question, conduct research, synthesize information from several sources, and produce a final product.
19	A variety of sources (print and digital) and how to use them appropriately.	Use relevant information from several credible and accurate sources while avoiding plagiarism and citing sources correctly using MLA format
20	Resources that are available to them.	Select relevant evidence from literary or informational texts to support claims, analysis, and reflection
21	Effective search terms can be used to narrow a topic
22	A paraphrase is a restatement of the meaning of a text in one's own words.
23	Plagiarism is copying another's work or borrowing someone else's original ideas without giving them credit.
24	MLA citation guidelines
25	The difference between relevant and irrelevant evidence
26	A claim is a statement of the writer's argument.
27	Analysis is the process of breaking a complex topic or substance into smaller parts to gain a better understanding of it and convey that understanding to others
28	Reflection is the process of gaining a new understanding by combining new knowledge with existing knowledge and experiences
29	Assessment: How will we know when each student has learned it?
30	Formative Assessment (What evidence will the teacher see or hear?):
31	Self-generated questions
32	Synthesis of ideas, concepts, and evidence from several sources.
33	Summarization and paraphrasing from credible sources
34	Citing of sources (MLA format)
35	The selection and use of relevant evidence to support claims, analysis, and reflections
36	Instruction: What will we do if they don't learn or already know it?
37	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
38	Anchor Experiences	Resources
39
40
41
42	If students don't know it (or don't learn it)...	Resources
43
44
45
46	If students already know it...	Resources
47
48
49
50	Infusion of 21st Century Learning Skills:
51
52


1
2	Benchmark:
3	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
5	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	Curriculum: What do we want each student to learn?
7	Objective:
8	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. (W.9-10.7) 10th grade
9	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. (W.9-10.8) 9th grade
10	Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.9-10.9) 9th grade
11	Essential Questions	Students will understand that effective writers (Big ideas, generalizations, principles, ideas that transfer across situations)...
12	Why is it important to evaluate sources?	Use inquiry to drive research.
13	What makes a source useful?	Evaluate the quality of their sources.
14	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
15	Criteria to evaluate sources.	Evaluate sources using a set of criteria.
16	That quoting, paraphrasing, and summarizing have different purposes.	Integrate direct quotes effectively with signal phrases.
17	How to use appropriate signal phrases.	Use advanced search methods.
18	Appropriate search terms and methods.	Integrate both quotation and paraphrased evidence into writing.
19	The definition of plagiarism.	Utilize standard MLA format for citations.
20		Draw evidence from literary or informational texts to support analysis, reflection, and research.
21	Assessment: How will we know when each student has learned it?
22	Formative Assessment (What evidence will the teacher see or hear?):
23	A set of criteria used to evaluate sources (e.g., annotated bibliography).
24	Direct quotes integrated in writing with signal phrases.
25	Advanced researching methods.
26	Quotations and paraphrases integrated as evidence into writing.
27	Standard MLA formatting of citations.
28	Analysis, reflection, and research to drawing evidence from literary or informational texts.
29	Instruction: What will we do if they don't learn or already know it?
30	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
31	Anchor Experiences	Resources
32
33
34
35	If students don't know it (or don't learn it)...	Resources
36
37
38
39	If students already know it...	Resources
40
41
42
43	Infusion of 21st Century Learning Skills:
44
45
46


1	Tenth Grade - Standard 4: Writing - Research to Build & Present Knowledge
2	Benchmark:
3	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
5	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	Curriculum: What do we want each student to learn?
7	Objective:
8	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. (W.9-10.7)
9	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. (W.9-10.8)
10	Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.9-10.9)
11	Essential Questions	Students will understand that effective writers (Big ideas, generalizations, principles, ideas that transfer across situations)...
12	How do I integrate information from a variety of sources to answer a question?	Use inquiry to drive research.
13	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
14	Where to find credible information.	Develop a specific research question.
15	How to organize information into logical patterns.	Narrow or broaden research question based on findings.
16		Synthesize multiple sources on the subject.
17	Assessment: How will we know when each student has learned it?
18	Formative Assessment (What evidence will the teacher see or hear?):
19	Specific research questions to guide research.
20	Revised research questions (e.g., narrowed or broadened based on findings).
21	Synthesis of multiple sources on a subject in writing.
22	Instruction: What will we do if they don't learn or already know it?
23	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
24	Anchor Experiences	Resources
25
26
27
28	If students don't know it (or don't learn it)...	Resources
29
30
31
32	If students already know it...	Resources
33
34
35
36	Infusion of 21st Century Learning Skills:
37
38
39


1	Eleventh Grade - Standard 4: Writing - Research to Build & Present Knowledge
2	Benchmark:
3	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
5	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	Curriculum: What do we want each student to learn?
7	Objective:
8	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. (W.11-12.7)
9	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (W.11-12.8)
10	Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.11-12.9)
11	Essential Questions	Students will understand that effective writers (Big ideas, generalizations, principles, ideas that transfer across situations)...
12	How do I draw evidence from text to support my purpose?	Use support and evidence in all types of writing.
13	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
14	That reading critically increases the quality of research.	Assess the strengths and limitations of a source.
15		Evaluate pieces of evidence to support purpose.
16	Assessment: How will we know when each student has learned it?
17	Formative Assessment (What evidence will the teacher see or hear?):
18	Assessment of the strengths and limitations of a source.
19	Evaluation of evidence to support purpose.
20
21	Instruction: What will we do if they don't learn or already know it?
22	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
23	Anchor Experiences	Resources
24
25
26
27	If students don't know it (or don't learn it)...	Resources
28
29
30
31	If students already know it...	Resources
32
33
34
35	Infusion of 21st Century Learning Skills:
36
37


1	Twelfth Grade - Standard 4: Writing - Research to Build & Present Knowledge
2	Benchmark:
3	Benchmark 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
4	Benchmark 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
5	Benchmark 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
6	Curriculum: What do we want each student to learn?
7	Objective:
8	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. (W.11-12.7) 12th grade
9	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (W.11-12.8) 12th grade
10	Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.11-12.9) 11th grade
11	Essential Questions	Students will understand that effective writers (Big ideas, generalizations, principles, ideas that transfer across situations)...
12	What are the components of the research process?	Are frequently motivated by their own curiosity.
13	What qualities determine a credible source?	Can access any text or media as a source.
14	Students will know (Facts, names, dates, places, information, vocabulary)...	Students will be able to (Skills of the discipline, social skills, production skills, processes)...
15	That writers narrow and broaden the scope of their research and writing.	Develop a specific research question.
16	How to use open-ended and close-ended questions effectively.	Narrow or broaden research question based on findings.
17	The criteria to assess a source for credibility.	Synthesize multiple sources on the subject.
18	Multiple ways to search a topic.	Assess the strengths and limitations of each sources in terms of the task, purpose, and audience.
19	The definition of plagiarism.	Integrate the ideas of others in their own writing by applying a documentation system.
20	Assessment: How will we know when each student has learned it?
21	Formative Assessment (What evidence will the teacher see or hear?):
22	Specific research questions to guide research.
23	Revised research questions based on findings (e.g., narrowed or broadened questions).
24	Synthesis of multiple sources on a subject in writing.
25	Assessment of the strengths and limitations of each sources in terms of the task, purpose, and audience.
26	Integration of the ideas of others in student's writing by applying a documentation system.
27	Instruction: What will we do if they don't learn or already know it?
28	This section is designed to guide PLC conversations at the building and team level. Knowledge of student readiness, interests, and learning profiles are necessary to provide an appropriate match for learning needs and must be considered when developing and selecting the learning experiences.
29	Anchor Experiences	Resources
30
31
32
33	If students don't know it (or don't learn it)...	Resources
34
35
36
37	If students already know it...	Resources
38
39
40
41	Infusion of 21st Century Learning Skills:
42
43