This example is part one of the lesson that focuses on researching a topic to then turn those notes into an expository paragraph. During day one of this lesson, students selected and researched a discrimination topic, pulling specific details from those websites or articles as evidence to use in their paragraph. On day two of the lesson, students then watched as I modeled how to turn their notes into an expository (perfect) paragraph. This entire lesson focused on credible sources, using notes, and writing an expository piece using their notes.

This part of the two-day lesson involved analyzing, interpreting, and comprehending online information and texts. The students were asked to choose a topic on discrimination, then use their newly acquired skill of analyzing credible sources to obtain credible information that they would use (and cite) in an expository paragraph. Students used the notes sheet pictured above to write down three to five points of information that they could use to describe their topic to readers, citing where they found the information and who to credit the information to. I modeled for students how to look for credible sources (".org" sites, library websites, dictionaries, encyclopedias, online databases, etc.) and how I would take that information and write an informational paragraph using my own words while also citing where I found the evidence. The instructions set students up for success because they followed a step-by-step process so as to not overwhelm or intimidate the students. The resulting expository paragraphs can be viewed in ELA TPE E.

I taught the part one lesson twice, to two different periods. In the first rendition, I quickly modeled how to search and highlighted with my mouse what information I could use. However, as most students started their research, they kept inquiring how to write down notes. For the 2nd period, I physically modeled researching my topic and writing my notes down for students to reference during their work time. This proved more useful as the 2nd period students were quicker to start writing their notes and asked questions that involved interpreting and organizer their thoughts rather than what they were supposed to do and how to complete the process.