For homework, if students can access these databases remotely, have students continue to review their choices. Record the character's name as the main heading over a two-column chart-one for crimes, the other for motivation. Checking Literature Review entries on the same day is best practice, as it gives both you and the student time to plan and address any problems before proceeding. Let them know that this search should make them aware of what a wide range of interpretations of the work scholars have put forth, but that you also want them to explore the diversity in the way they presented those thoughts through writing, specifically through the academic essay form. Have students identify one of the author's interpretation or arguments and engage students in the following discussion points: Does the author provide evidence for this claim, and if so, where is the evidence?
Hoffman, J. Hand out an agenda to the students so they know the timeframe for the mock trial. Is there a better place that you could place it? Focus Session Six primarily on rehearsal. Remind students that if they copy directly from a text they need to put the copied material in quotation marks and note the page number of the source.
Students present their arguments, following the guidelines and agenda presented in previous sessions. If students do not have access to such databases, you can make collections of criticism available in the classroom as described in the Preparation section. How can they tell the difference between claim and evidence? Make sure that the motivations are recorded next to the appropriate character so it is clear which motivation is related to which crime. What is the history of cheerleading?
Introduce this session by explaining that students will collect five articles that help to answer their research question. Check that students have correctly identified and marked relevant information before allowing them to proceed to the Literature Review section on the Research Paper Scaffold. In The Giver, Jonas could be tried for questioning the values of his society. Make sure that the motivations are recorded next to the appropriate character so it is clear which motivation is related to which crime. Ask the students to identify the similarities and differences between the trials presented in these different media.
Open-ended questions are implicit and evaluative, while closed questions are explicit. For example, you can ask one student to respond to four selected elements on the handout and then direct the next student to respond to a different set of four items, providing variety and taking up less time in actual presentations.
Give students time to begin the process of annotating the text of the article. Session Three: Roles, Rules and Research Once characters and roles have been selected or assigned, discuss the expectations and requirements of the trial and the accompanying persuasive writing piece. 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. Now place the Annotated Sample Scholarly Article or an article you selected and annotated on the overhead and discuss it as a model for what they will be doing over the next several days.
Closed questions have only one correct answer, such as, How many continents are there in the world? Encourage peer collaboration at this point of the task. Sessions Four and Five Have students get out their Guide to Annotating the Scholarly Article as you place the Annotated Sample Scholarly Article or an article you selected and annotated on the overhead.
Note: Students may need more research time following this session to find additional information relevant to their research question. Briefly discuss how this research paper works to answer the question, How does color affect mood? Expository writing, because its organizational structure is rooted in classical rhetoric, needs to be taught.
Is a final thought offered? Remind students to read abstracts as short cuts to identifying the article they wish to select.
If students do not have access to such databases, you can make collections of criticism available in the classroom as described in the Preparation section. Since all students will act as a jury, discuss the Jury Verdict Form to the students. Is the evidence from the primary source the work of literature itself or is the scholar citing and documenting another critic's ideas.