Periodical Research
In the Know About Current Info
Objective: Students will be able to conduct a search on a periodical database based upon their own topics.
Materials: Copies of the worksheet below for each student, access to a computer lab,
Steps:
1. Explain to the students what periodical databases are, and how they are very useful as research tools. Explain that in most circumstances periodicals are the first to provide information on current events therefore they will be useful in researching their current event speeches.
2. Next explain how to use the databases and provide a short list of recommended databases to the class that they have access to through the school.
3. Hand out the worksheet to the students and ask them write down their topics and brainstorm keywords, have each student select a database from the list and search in it.
4. Walk around the room and help students who need it. You should give them at least 20 minutes to browse (making sure that they remain on task of course).
5. If there is time at the end, have some students report back their findings. Follow along with the student by going to the database and having them guide you through their search process. Along the way, point out other features of the database.
Results: Students leave the class with at least one resource for an actual assignment.
Periodical Research Worksheet
1. Write down your topic.
2. Brainstorm keywords related to your topic.
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_______________ __________________ ________________
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3. Based on your topic, choose one of the recommended databases from the handout. Which database did you choose and what does it contain?
4. Do a search in the database. What terms did you search? Was this a useful search?
5. If necessary, modify your search (broaden, narrow or change). What did you do? How did it change your results?
6. Find one good article and write down the citation. (Hint: Citations include the author, article title, journal title, volume, issue, date and page numbers.)
Where did you find this?
Book Research
Objective: Students will be able to do book research.
Materials: Students need to bring their own set of index cards and a book relevant to their topic they have not read yet; paper clips (highlighters optional)
Steps:
1) Each student should start reading their books, when they find something relating to their topic they need to write the exact quote down with the page number, if the quote takes more than one card, number them, if the quote is more than one page make a copy of it and highlight what you need.
a) they need to write the exact quote in its entirety so they’ll know when writing their speech whether they’re paraphrasing or quoting a resource.
b) By waiting until after they find their first quote in a book, is saves a lot of excess source cards made in step two.
2) Once most students have had a chance to write a quote, they need to be able to remember where they received the information. For each book they find information in the students need to make a separate index card with the following information in this format:
Book’s call number
Title. Author’s name. (last, first) Publisher, Place of publication: Date.
a) Always paperclip the source index card with the information from its book, it also helps if you color coordinate them with highlighters.
b) This format is not only to be able to find the book quickly, but to make an easier transition when writing a work cited page.
3) When doing book research students should only and always write things relevant to their topic, they can go back later and weed out what they don’t want to use, but for now they need to write down everything they read relating to their topic.
a) Incase they remember reading something and decide later they want to use it, topics constantly evolve.
4) Since topics do constantly evolve, students also need to write anything that seems interesting to them, incase they decide to steer their topic in another direction.
Result: Students now will be able to do book research by themselves and keep it in order.
Fall 2007
Can You Find Me Now?
Periodical Research
Objective: After completing this activity, students will research their chosen topic using two different search topics and timelines. Students will be able to explain why their article is relevant to their search.
Materials: Computer for each student (portable computer lab if applicable), Periodical Research Practice
Steps:
1. Before class, the teacher will bring in a portable laptop computer lab.
2. Begin class by talking about sources for a research paper. This may include books, pamphlets, encyclopedias, web cites, and periodicals.
3. Stress the importance of a combination of sources in their research paper. To find good periodicals, though, they need to go to a good search engine and have detailed and specific topics they want to search for in mind.
a. The more specific the topic, the more narrowed their search will be. This would be good if the student is focusing on a specific place, time period or idea.
b. Timeline is also helpful. Is some cases, only the most current and relevant topics are needed. In other cases, older articles are useful to back up claims and such.
c. Remind students they need to think about what topic it is they are trying to discuss and what information might be needed.
4. Check out computers to students. Then hand out the practice sheet.
5. Explain that the students will first be using the given search engine for practice. There will be slight differences each time. They must pay attention to those.
a. The second page is for them to keep. They must start thinking about periodical research. Before they leave class, the teacher must check the student off in the grade book for completing the second page.
6. Model the first example with the class. Ask for volunteers to answer the questions given. Then let the class work. Leave about 10-20 minutes open for individual work.
7. Go over the questions on the first page. Ask for volunteers. Ask the students why these questions are so important.
8. Ask students to hand in first page of the practice sheet.
Results: For the next class period, students come to class with a list of two other periodical articles they can use. If they are printed out, that is even better.
Periodical Research Practice
Name: _________________
Date: _____________
Period: ___________
Directions:
We will be reviewing how to use a periodical search engine to find articles that will be relevant to your research topics. For each of the three searches, enter in the given topic and time criteria. The last two will help you begin to search for articles you need for your research paper.
JSTOR or LexisNexis
Topic: Paranormal Phenomenon
Timeline: Within the last 20 years
How many articles did the search come up with? _______
Name one article you would use if this were your research topic and why you would use it (include name of article, author, date, and name of the journal/magazine/newsletter).
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Topic: Haunted Castles
Timeline: Within the last 10 years
How many articles did the search come up with? __________
What did you notice about this search compared to the last search?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Topic: Haunted Castles in England
Timeline: Within the last 50 years
How many articles did the search come up with? __________
Why do you think changing the topic would help finding a better article?
Why would changing the timeline in the search engine would make a difference?
Research Paper Topic: ____________________________
1st Search Topic: ______________________
Timeline: _________________________
Cite one article you found relevant to your research topic and why.
2nd Search Topic: __________________________
Timeline: ________________________________
Cite one article you found relevant to your research topic and why.
Stacy Laue
Fall 2009
How to Use a Book
Book Research
Objective: Following the lesson on book research, the students will be able to use a book correctly to do research.
Materials: “Get to Know Your Textbook” worksheet, various types of books, the library
Steps:
1. Talk to the students about what they know/don’t know about book research and why they either do it a lot, or choose not to.
2. It is important that they understand that books aren’t all knowing, just like Internet sources are not.
3. After you have a conversation with the students you will understand better what they need from you in relation to book research.
4. Have the students pair up, or get in groups and give them a book and have them fill out the worksheet.
5. If they are leery about using books, they might better understand how to use them after they fill out the worksheet and see where to find helpful information.
6. Another activity that would be helpful might be to take students into the library and show them how to find books in the library pertinent to their subject or topic area.
Results: As a result of this lesson, students should have a better relationship with books and how to use them as a source of research. They should feel better and more confident in finding research materials in books.
Familiarize Yourself with the Text Name_________________
1. What is the title of the book? (Be sure to capitalize and underline correctly.)
_____________________________________________________(.5 pts.)
2. What do you learn about the book from the cover?____________________
____________________________________________________________________________________________________________________
3. Give the full name of each author._________________________________ What does each author do for a living and how might his/her background influence his/her writing?_______________________________________
_________________________________________________________________________________________________________________________________________________________________________________
4. What is the copyright of the book?_______ How might that influence what is in the book? _______________________________________________
______________________________________________________________________________________________________________________________________________________________________________
5. Examine the Table of Contents. How many units of study are presented?____
(.5 pts.)
6. What “special features” are presented in this book? List and describe them.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7. Close the book and make a list of what you learned about the book so it will be a helpful learning tool.__________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Abbie Weidner
Fall 2009
Government Documents
Objectives: Students will demonstrate the ability to find a Congressional hearing on a specific subject.
Materials: Internet access for each student (or for groups, if necessary).
Activity:
Steps:
1: Ask students to think of that a number of people around the country would know about. Give them examples like “Hollywood, cloud seeding, bungee jumping, etc.” Have them write down what they say. Have one student keep a master list of what everyone said.
2: After completing activity one tell the students their job is to find a Congressional hearing on the topic.
3: It will likely be necessary to show the students where to find these documents. Each individual likely has its own online database that could be used. Since it’s impossible to cover all these possibilities let’s use a generic one. Google search “Congressional Hearings”. Go to the first site in the search, “Congressional Hearings: Main Page”. These are tech savy students so they can likely figure out what to do from here. Encourage them to play with the site. If they need help have them select either the “House” box, “Senate” Box, or both.
4: Once they have found a hearing they are to skim it and write a one paragraph
summation of what they read. These hearings are LONG so give the students
help – have them read only the 1st sentence of each paragraph.
Result: Students will write a short summary of a topic by finding a Congressional hearing with info on that topic.
Scott Ritterbush
Fall 2009
Book Report Assignment
This speech assignment is a book report speech. Today (Friday), we are going to go to the library so that each of you can pick out a book to be approved by me. I expect you to pick something at your reading level. On Tuesday, we will begin giving the speeches, so you might not want to pick out huge novels. I will give you one day of class time on Monday to work on your speech.
The time limit for your speeches will be 3-4 minutes. If you are under or over time by more than 30 seconds, you will lose points. Note cards will be allowed; however, you are limited to three. Remember, you can only use one side of the note card. A typed outline, following the format we have learned, will be due right before you give your speech. If it does not follow our format, I will hand it back to you to redo. For a visual aid, you are required to bring the book.
Your speeches should include a summary of the book, your opinion about the book (did you like it or not?), what you learned from reading it, and whether you would recommend it to your classmates (this will be the conclusion of your speech). Also, you must state the title, author, and original date of publication as part of your introduction. Remember to be honest; if you do not like the book that you pick, that is fine. Just make sure to tell us why without bashing the book. And remember, have fun! This is a chance to show us what you are interested in.
Heather Shotkoski
Summer 2007
Book Report Presentation
Your next assignment is a book report presentation over a book that you have not read before. This speech must be 4-6 minutes long; if you are over or under by 30 seconds or more, you will lose points. You must read the book, find at least one scholarly article or book review, and create a PowerPoint of at least 7 slides with the following information:
• Title/Author/Date Published
• Setting/Characters
• Plot (without giving away the ending)
• Personal reaction/connection to book and why you chose to read it
• Explanation and citation (author, title) of the scholarly article/book review and your reaction to it (whether you agree or disagree with it)
• Whether you would recommend this book to your classmates and why or why not
Today (Thursday), we will be going to the library and you will select a book that you haven’t read before about which you will write and present a book report. You will have the rest of the class period and class tomorrow to read your books. Continue reading over the weekend, and you will have Monday and Tuesday to work in the computer lab on your PowerPoint presentations and written reports and to search for your additional article. Any extra work will have to be done outside of class, so you might want to come into class with your PowerPoint or report information handwritten and ready to type into the PowerPoint or Word document. We will begin presentations on Wednesday, and your written reports are due when you present. I will be drawing names for who goes first, so you all must be ready. If you are not ready, your presentation will be dropped a letter grade. Remember, this is your chance to show us what you are interested in, so have fun with this assignment!
Nicole Peters
Fall 2009