General time allotment for a lesson on database research in Opposing Viewpoints in Context for 10th graders (social issues and current events): - Discussion and formation of search terms: 6 minutes - Guided practice search through Opposing Viewpoints: 15 minutes - Citation of sources found in Opposing Viewpoints: 4 minutes - Student independent practice: 20 minutes
Detailed directions:_________________________________________________ Discussion and formation of search terms: 6 minutes - "I want you to write down the search terms you plan to use today. You have two minutes. Ready? Go!" - Discussion of effective search terms (3 minutes) - "Alright, now revise your terms. You've got another two minutes. Go!"... "And eyes up front in three, two, one..." Guided practice search through Opposing Viewpoints: 15 minutes - Overview of Opposing Viewpoints (2 minutes) - "Now I want you to begin your practice search. Use your revised search terms. I'll give you three minutes." ... "Alright, finish up and give me your eyes." - Review search results and limiters (3 minutes) - "Begin refining your results list by using your limiters." ... "Raise your hands when you're ready to show me an article you plan to use for your assignment." (3 minutes) - Save research articles to OneNote (4 minutes) Citation of sources found in Opposing Viewpoints: 4 minutes - Overview of citation tools in Opposing Viewpoints (2 minutes) - "Take down citation information for your source. You have two minutes. Begin." Student independent practice: 20 minutes - "Alright, students. It's time for independent practice. Begin searching for additional sources. Try to find at least three sources before our time ends today. Don't forget to take down citation information into OneNote."
For the independent practice block of the lesson, I might break that time into finding research articles based on specific requirements: the first 10 minutes might find students searching for a good news article, while the second 10 minutes, they would look for a peer-reviewed journal source. These two sections could be divided into three by checking in with students after the interval I would give them to find the first source. What problems are they running into? Who needs to further revise search terms? Why is it important to vary source types when conducting academic research?