Creating a Bibliography Practice Exercise Lesson Plan by stariya

VIEWS: 10 PAGES: 2

									Unit of Study Title: Creating a Bibliography Practice Exercise
Content Area: Language Arts (primarily)
Grade Level: 6-12? (Any that wants to introduce/review bibliographic citation skills)
Unit Designer: Sheila Hansen
Unit Designer E-mail: shansen@spearfish.k12.sd.us
School District: Spearfish School District

Duration: homework or 1-2 class periods

Objectives: To recognize the importance of correctly citing sources used in a research
papers and then developing skills for identifying various forms of sources, citing the
sources, and creating a formal MLA bibliography using Citation Maker, an online tool.

Materials: WebCT, Source Citation Practice Exercise/Final Bibliography Product (Key)
attachments, Citation Maker at <http://www.oslis.k12.or.us/secondary/>, Sticky Note
feature, Journal Note, or Word tools (insert voice feature, for example).

Procedure:

First: Students will have a discussion on the importance of creating accurate, correctly
formatted bibliographies as part of an overall successful research project. Students can be
directed to the section in their language arts textbooks that covers MLA forms for
bibliographic entries. Show them all the different types of forms that are out there (print,
online database, Internet, media, etc.) and show them a sample of a correctly formatted
bibliography so they have a picture in their minds of the desired end product. (I briefly
project the answer key for them to see.) I would recommend having students practice a
couple sample entries by hand to understand the need for precision in creating a citation
and the effort required to successfully create a citation before letting them know that you
are going to now show them a very easy way to create and save their various entries into
a bibliography.

Second: Attach the source citation practice exercise on WebCT so that students can
access the eight practice entries. Create a description of the reason for the exercise to put
in WebCT as well as making sure that in the instructions section the address of the
Citation Maker website at <http://www.oslis.k12.or.us/secondary/> is included.

Third: Students should open the practice exercise and have the Citation Maker website
open at the same time because they will be examining each practice entry to determine
what kind of entry it will be, selecting the appropriate form in Citation Maker (print,
online database, Internet, media, etc), and then creating a citation using the provided
information on the practice exercise. Some may even decide to cut and paste the
information from the exercise into the website itself, particularly to avoid printing the
exercise page.

Fourth: After students have created a citation, they need to hit “save citation” and then
“show citation”; they then have to cut and paste the completed citation into a Word
document because once the program closes all information is lost. So I recommend they
cut and paste after every entry is completed. Stress that entries in bibliographies are
alphabetical by author’s last name and if no author, then by title. Also stress that
bibliographies are double-spaced and second and subsequent lines are indented. They will
have to apply those rules when they cut and paste their bib entries.

Fifth: After they have completed all eight citations, reviewed their work (suggestions for
review are provided on the exercise itself), they need to upload their final bibliography to
WebCT for review/correction. (Answer key is also attached as part of this lesson plan.)

Sixth: The manner of assessment varies. Ideally requiring students to get their
bibliography back for corrections is desired since it makes them see/address early on their
mistakes in this very precise process. To assess there are several options: 1) save student
work into Journal Writer, correct, and return with inked teacher comments 2) open
student work in Word, dictate areas of concern using the Sticky Note feature, drag and
drop, save, and then return for students to make corrections by listening to teacher
comments 3) make notes for students directly onto their Word document by using one of
the available tools, particularly insert voice feature. (See Tools, Customize, Command,
Insert...) in Word document to explore this feature.)

Seventh: Students should upload revised work for final grade. Conference with any who
are still making large-scale errors. I am generally very particular on their final bib as they
had the opportunity to use an online tool and an earlier opportunity to make corrections.

Follow-Up, Extension:

As a follow-up activity, I sometimes have my students take their final bibliographies, pair
up, and attempt to find each of the sources that are cited so that they leave this lesson
with a true understanding of the purpose for the bibliography in the first place. In this
particular practice exercise that I attached, that won’t work since I made up several of the
citations () and others are part of subscription databases that you may not subscribe to
so students couldn’t find them. Maybe your librarian could assist you in making up a
similar exercise for materials you have in your library or subscribe to.

								
To top