week 2

Tuesday: Day 3

By the end of this class, students will be able to...

•  Understand which topics are too broad, and work to narrow topics
•  Differentiate general research questions from specific research questions 
• Search for key terms related to their topic to generate ideas

I. Warm-Up Questions and "Categories"  9-9:15
The instructor will begin the class by asking students a few questions: how are you? How was the first week of classes? How was your weekend? How are your other classes? Do you have any questions from this class?

Then, the instructor will group the class into groups of three using the Group Randomizer. Once the students have been grouped, the instructor will tell them they are going to play a game called "Categories".

The rules for "Categories" are simple. They are....

1. Students will create a chart like the one in the example below. 
2. The instructor will give them a letter (for example, "A" is the letter for the model below) 
3. Students will work in their groups to brainstorm words for each category that start with the letter.
4. The first group to finish wins! 

Example

Animal	City	Food	Verb	Girl’s Name	Adjective
Alligator	Astana	Apple	Act	Ashley	Amazing

The first team to win three games wins! 

SIGN IN SHEET

2. Quiz on Research Terms 9:15-9:30
Quiz 

3. Homework Reminder: Your research questions/themes are due. They will be graded this week and we will be meeting on Friday to discuss your revised versions again.

4. How do I find information on my topic? 9:30-9:40 
Tips to help you in your research process...

1. Refer to the slide on research questions to ensure that you have good questions.
2. To research or narrow your topic, you need to read first to get ideas
3. use correct academic field-specific terms when you search
4. if you don't know the terms, discover them first. 
5. you can search on google scholar for articles
6. I suggest looking for articles in these published journals:  https://www.elejournals.com/

5. Make New Name Cards 9:40-9:50
 Name, picture, hobbies, future dream job, etc


6. Where we are going with this class 10:00

1.     Review content on blog 
2.     Show them where resources are located
3.     Show students homework due dates
4.     Give students layout of course
5.     Google Drive tutorial
6.     Take questions on course

7. Brief lecture 
Starting your research
refining your research questions
searching for research ideas

8. Pair Share 10:20-10:40

Groups should pair with other groups, individuals with a group or another individual. Share your homework with your classmates. 
Pair Share Handout

9. Individual teacher meetings (15 minutes per group)

10. Remind students on upcoming homework

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Friday: Day 4

By the end of this class, students will be able to...

• distinguish difference between strong and weak research objectives 
• distinguish difference between general and specific research objectives
• draft their own research objectives as they relate to their research question
• locate and write 4 summaries of sources in the form of annotated bibliographies

1. Warm-Up: The Research Process 11:00-11:15
Write the following seven terms on the board in this order. Then, have the students work in groups of three to put them in the order that they think is correct. The order is a little subjective, but not that much. The group that gets the correct order wins.

1. Outline
2. Develop a research question
3. Chose a topic
4. Writing
5. Formal Source Search
6. Re-research
7. Note-taking

Warm-up Answers

2. Writing Research Objectives 11:15-11:35
Make sure to explain to students that the research question and the research objectives will go into the paper and therefore they need to be done well. Everything is a process and each step is important to the next step. Here, pull up the Writing Research Objectives handout and go over it with the students. Then, give 20-30 minutes in class for students to work on drafting their objectives. Circulate for assistance. They will have to simply write out the form on paper...leave the examples on the board

Writing Research Objectives handout

3. Collecting Sources 11:35-12:00
I added an assignment to the class because it is very important that you start reading about your themes in order to narrow to your topics. You will mostly likely end up altering your questions when you start to research your topics. I am going to have you do annotated bibliographies so that I KNOW you are reading. It may seem like a lot of work right now, but I assure you that it will actually save you time in the long run.  

Annotated Bibliography PPT
Annotated Bibliography Sample
Annotated Bibliography Homework

Homework & Blog Assistance 12:00-12:50
Show students where to find things on the blog and demonstrate again how to share a folder with me. Ensure that students know they must pull it out to read my comments. Reiterate the importance of placing the name on all the documents and sharing between 3 people. Decide which folder you want me to look for homework, or delete one of them. The future is technology, lets all be part of it. 

Homework
1. names on document
2. folder is shared with everyone needed
3. decide which folder you want me to grade
4. pull off drive to read
5. strongly encourage you to download drive onto your computer
6. strongly encourage you to watch tutorials on how to use drive