Embedded Files
Introduction
Introduction
This is the sixth lesson in this sequence which will finalise the focus on writing with authority. You will engage in a thinking routine that further extends your understanding of the text ‘Sources’.
This thinking routine will allow you to create a template for your research about an issue that is important to you and then present your findings.
The information you present in your findings will then be used within a piece of persuasive writing.
Here are our learning intentions and success criteria for this lesson.
During this lesson you will:
engage in a thinking routine to organise your understanding of the text ‘Sources’
reflect on learning in this learning sequence
Initiate planning for a research and writing task
Student Booklet
Student Booklet
To open your student booklet in Microsoft Word (Docx 213KB), select the icon. It will download automatically.
To open your student booklet in Google Docs, select the icon then select 'Use Template' to create a copy for yourself.
Activity 1 – Levels of thinking
Activity 1 – Levels of thinking
The ‘six thinking hats’ routine allows you to consolidate your understanding about ‘Sources’ and track areas for further understanding or discovery.
Task 1 - Complete the interactive below
Task 1 - Complete the interactive below
Alternative activity
Read through resource 1, table 1 in the student booklet. You do not need to answer any of the questions, you are just reading through the information related to each type of thinking hat. You will complete an activity on this thinking strategy in the following table.
Task 2 - Complete the six hats activity
Task 2 - Complete the six hats activity
Complete the activity by answering the questions below in your workbook or by using table 2 in the student booklet to develop your thinking about sources and the acronym CRAP.
Note, all answers should be in your own words. Do not simply use quotes from the transcript.
White hat
What does C.R.A.P. stand for – briefly explain each term.
Red hat
What do you think and feel about using C.R.A.P. as a way to assess a source?
Black hat
Will C.R.A.P. always work to assess if a source is credible?
Consider if any part of this strategy may skew the assessment. For example, ‘currency’.
Yellow hat
Why is C.R.A.P. a good way to measure a source?
Green hat:
How can you use C.R.A.P. as a checklist for assessing sources in your own research?
Extension activity create this checklist.
Blue hat:
Is the checklist you created (in the ‘green hat activity above) effective? Does it allow you to authentically assess your own selection of sources?
Have you learned something? Activity 3 feedback.
Have you learned something? Activity 3 feedback.
Activity 2 – Levels of knowing
Activity 2 – Levels of knowing
Task 1 - I used to think…, now I think – thinking routine
Task 1 - I used to think…, now I think – thinking routine
Now we would like you to engage in another thinking routine to identify how your thinking about ‘research’, ‘citing sources’ and ‘writing with authority’ has changed.
Write a response using each of the sentence stems:
I used to think research...
Now, I think research...
I used to think citing sources...
Now, I think citing sources...
I used to think writing with authority...
Now, I think writing with authority...
CC0 Public Domain
Activity 3 – Brainstorming
Activity 3 – Brainstorming
Throughout this learning sequence, you have been working towards a research task that you will then use to write with authority.
More details about this task will be provided and explained in the next lesson.
To conclude this lesson, you are going to choose a topic for this research task. To do this in a way that is strategic and so that you don’t limit yourself to the first topic that comes to mind, you will use a structured brainstorming template, using graphic organisers.
Task 1 - Graphic organiser 1
Task 1 - Graphic organiser 1
Use this template to initiate your brainstorm about topics that you might want to research and write about next week.
In the bubbles branching out from the centre bubble jot down all ideas, as they come to you, without worrying about the relationship between them.
The aim is to list as many topics of interest to you as possible.
To access the template click the button above.
Select, 'Use Template' to create a copy for yourself.
Task 2 - Graphic organiser 2
Task 2 - Graphic organiser 2
Use this template to organise the brainstorm in graphic organiser one.
Select up to three topics that you would still like to think about.
Place these in the top row of each column. For each topic, engage in a more detailed brainstorm.
The topic with the most ideas, could become the one on which you choose to focus.
If you find that you cannot elaborate on any or one of these topics, erase it from the brainstorm.
The topic with the most developed list will most likely become the topic you choose for the research task.
To access the template click the button above.
Select, 'Use Template' to create a copy for yourself.
Task 3 - Graphic organiser 3
Task 3 - Graphic organiser 3
Now use this next template to plan your ideas for the topic you chose.
This template allows you to elaborate on the specific topic, once you have decided what you want to write about.
This type of brainstorm is effective when you have already engaged in some bigger brainstorming, such as above.
To access the template click the button above.
Select, 'Use Template' to create a copy for yourself.
When we write about something we are interested in, we are willing to research widely. After you have completed all three steps in the brainstorming and planning stages, you can be certain that you have already commenced the pathway to writing with authority.
Next Lesson
Next Lesson
In the next three lessons, you will use the planning you have just completed to conduct research about your chosen topic. Leading on from this, you will compose a text – in a form of your choosing – to write with authority!
Handing in your work
Handing in your work
Don't forget to hand in the work you completed today!
Your teacher will have told you to do one of the following:
Upload any digital documents you created and any photos you took of your written work to your Learning Management system (MS Teams, Google Classroom for example).
Email any digital documents you created and any photos you took of your written work to your teacher.
Make sure you keep any hand written work you did in your exercise book or folder as your teacher may need to see these when you are back in class.
Student reflection
Student reflection
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