GRADE. NFORMATION in. Action UNIT 1. Research Notebook SAMPLE. Name. Michael Jones

Transcription

1 NFORMATION in Action GRADE 5 UNIT 1 Research Notebook SAMPLE Name Michael Jones

2 Use this Research Notebook Sample alongside the Teacher s Guide Sample and student text samples to see how Information in Action works in the classroom.

3 Project: Survive-That-Environment Travel Cards Text Type of Project: Informative/Explanatory Source Texts You ll Use: Unit

4 Notes on the Dangers of Facts about the danger: How to avoid the danger: What to do if you face the danger: How likely you are to face the danger: 2

5 Where the danger might happen: Other myths related to the danger: Sources that prove or disprove the Bust a Myth! information: Additional information: 3

6 WWWDOT Source: Who wrote this? What credentials do they have? Why did they write it? When was it written? 4

7 Does this help meet my needs? How? Organization of site (You can write and/or draw.) To-do list for the future 5

8 Planning Map Danger Danger Environment Danger Danger 6

9 Paragraph Draft: Avoiding Dangerous Animals Photos: top: McXas/iStockphoto; bottom: abadonian/istockphoto 7

10 Paragraph Draft: Getting Water 8 Photo: portishead1/istockphoto

11 Paragraph Draft: Using the Stars to Navigate Photo: pixelparticle/istockphoto 9

12 How to Survive Source 1: Notes: Source 2: Notes: Source 3: Notes: 10

13 Paragraph Draft: Additional Danger 11

14 Introduction Conclusion 12

15 Self-Reflection Form Writer: Is the information grouped logically? Do paragraphs include important facts and details? Does information come from trustworthy sources? Introduction: Does the first paragraph grab the reader s attention, name the topic clearly, and provide some information about the environment? Body: Does the body contain solid information on avoiding dangerous animals? Does it contain solid information on getting water to survive? Does it contain solid information on using the stars to navigate? Does it contain solid information on another danger? Conclusion: Does the last paragraph contain a concluding statement related to the information presented? Is the language precise and specific? Does it explain or inform about the topic? Will the information on this card help the audience? Yes No. What I could try: 13

16 Peer Feedback Form Writer: Is the information grouped logically? Do paragraphs include important facts and details? Reviewer: Yes No. What you could try: Does information come from trustworthy sources? Introduction: Does the first paragraph grab the reader s attention, name the topic clearly, and provide some information about the environment? Body: Does the body contain solid information on avoiding dangerous animals? Does it contain solid information on getting water to survive? Does it contain solid information on using the stars to navigate? Does it contain solid information on another danger? Conclusion: Does the last paragraph contain a concluding statement related to the information presented? Is the language precise and specific? Does it explain or inform about the topic? Will the information on this card help the audience? Something I especially like: A suggestion I have: A question I have: 14

17 Audience Feedback Form Writer: Is the information grouped logically? Do paragraphs include important facts and details? Reviewer: Yes No. What you could try: Does information come from trustworthy sources? Introduction: Does the first paragraph grab the reader s attention, name the topic clearly, and provide some information about the environment? Body: Does the body contain solid information on avoiding dangerous animals? Does it contain solid information on getting water to survive? Does it contain solid information on using the stars to navigate? Does it contain solid information on another danger? Conclusion: Does the last paragraph contain a concluding statement related to the information presented? Is the language precise and specific? Does it explain or inform about the topic? Will the information on this card help the audience? Something I especially like: A suggestion I have: A question I have: 15

18 Editing Checklist Writer: Spelling spelled words for my grade correctly checked references for words I wasn t sure I spelled correctly Capitalization capitalized words in all the right places Punctuation used punctuation to separate items in a list used underlining, quotation marks, or italics for titles of books, movies, and other works used commas to separate introductory statements from the rest of the sentence (example: Although many people fear sharks, most species are harmless to humans.) used commas to set off the words yes and no (example: Was the Declaration of Independence signed in 1776? Yes, it was.) used commas to set off tag questions from the rest of the sentence (example: Penguins live in Antarctica, don t they?) used commas to address someone (example: Welcome to our school, Mayor Martinez.) used commas and quotation marks for direct speech and quotations from text (example: The sun is actually a star, she said.) used commas in compound sentences (example: The Pilgrims first settled in Provincetown, but they moved on to Plymouth.) This checklist is based on CCSS expectations for grades 4 and 5. 16

19 Peer Editing Checklist Writer: Reviewer: Spelling spelled words for our grade correctly Capitalization capitalized words in all the right places Punctuation used punctuation to separate items in a list used underlining, quotation marks, or italics for titles of books, movies, and other works used commas to separate introductory statements from the rest of the sentence (example: Although many people fear sharks, most species are harmless to humans.) used commas to set off the words yes and no (example: Was the Declaration of Independence signed in 1776? Yes, it was.) used commas to set off tag questions from the rest of the sentence (example: Penguins live in Antarctica, don t they?) used commas to address someone (example: Welcome to our school, Mayor Martinez.) used commas and quotation marks for direct speech and quotations from text (example: The sun is actually a star, she said.) used commas in compound sentences (example: The Pilgrims first settled in Provincetown, but they moved on to Plymouth.) This checklist is based on CCSS expectations for grades 4 and 5. 17

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