Writing a Research Paper: Grades 9 and 10

The unit below is a guide that library media specialist can use when collaborating with 9th and 10th grade
teachers in writing a Research Paper. Lesson Ideas may need to be modified to meet the needs of
student population. Please pay close attention MLA/APA sources as they may not reflect the most
updated information.

Overarching Standard(s):
CCSS.ELA-LITERACY.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation
CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.

Week One:

Establish/Select a Topic

Common Core Standard(s):

CCSS.ELA-LITERACY.W.9-10.10
Write routinely over extended
time frames (time for research,
reflection, and revision) and
shorter time frames (a single
sitting or a day or two) for a
range of tasks, purposes, and
audiences
CCSS.ELA-LITERACY.W.9-10.2.B
Develop the topic with wellchosen, relevant, and sufficient
facts, extended definitions,
concrete details, quotations, or
other information and examples
appropriate to the audience's
knowledge of the topic.

Week Two:

Research topic:
Look for sources of
information

Common Core Standard(s):

CCSS.ELA-LITERACY.W.9-10.2.B
Develop the topic with wellchosen, relevant, and sufficient
facts, extended definitions,
concrete details, quotations, or
other information and examples
appropriate to the audience's
knowledge of the topic.

Teaching Tips
Resources
Teaching Tip:
Discuss with students the following questions when
selecting their topic:
1. Is there enough material on my topic?
2. Will I be able to access all the sources?
3. Does the topic address the needs of assignment (see
teacher)?
Activity:
Brainstorming Chart where students write down all the
information they know about topic
Web Resource:
http://www.bernardsboe.com/WilliamAnninMiddleScho
ol/CMFiles/Docs/Research/Page3_10.pdf (brainstorm
example)

Teaching Tips
Resources
Teaching Tip:
Lead students in a discussion about variety of sources
available to research their topic (online databases,
books, etc.) Highlight databases that a majority of
students may use; show helpful features.
Consult with classroom teacher to determine
notecard/paper format (APA or MLA)

CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information
from multiple authoritative print
and digital sources, using
advanced searches effectively;
assess the usefulness of each
source in answering the research
question; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
following a standard format for
citation.

Activity:
Introduce students to how to create bibliographic cards;
either on note cards or a note log.
Mini lesson on citing sources (how to paraphrase, direct
quotations, etc.) Show a sample paper with correct
citations.
Student demonstration: Using assigned topic, students
are to create at least two bibliographic card using an
electronic database, online journal, and book
Web Resources:
http://www.paulding.k12.ga.us/userfiles/2593/my%20fil
es/ppt%20note%20cards%20and%20bib%20cards.pdf?id
=500341 (tutorial on creating note cards)
http://www.easybib.com/ (online citation log)

Week Three

Take notes:
Develop a Thesis

Common Core Standard(s):

Teaching Tips
Resources

CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s),
distinguish the claim(s) from
alternate or opposing claims,
and create an organization that
establishes clear relationships
among claim(s), counterclaims,
reasons, and evidence.

Teaching Tip:
Define thesis to student. Show examples of a variety of
papers with similar topics. Discuss weak and strong
thesis examples.

CCSS.ELA-LITERACY.W.9-10.2.E
Establish and maintain a formal
style and objective tone while
attending to the norms and
conventions of the discipline in
which they are writing.

Activity:
View note-taking slide share while elaborating on key
information. Have students create one note-card in class
from the information presented in slide share
http://www.slideshare.net/es99.trish.turner/usingnotecards-in-research

Define plagiarism ask students to tell why its

important to cite where they found information. (Refer
back to bibliographic cards)

Student demonstration: Using assigned research topic,

students are to create note cards and determine their
thesis statements (allow at least 2 sessions in class for
information retrieval and thesis creation; remaining days
and weekend to continue note taking on cards)
**students will need complete set of note cards for next
weeks lesson***
Web Resources:
https://www4.csudh.edu/Assets/CSUDH-Sites/TL
C/docs/thesis-statements-worksheet.pdf (teacher and
student guide)
http://www.smccd.edu/accounts/erpelol/Courses/sprin

g06/lit265aa/worksheets/intro_to_thesis.pdf (teacher
and student guide)

Week Four

Organize Thoughts:
Create an outline

Common Core Standard(s):

Teaching Tips
Resources

CCSS.ELA-LITERACY.W.9-10.2.A
Introduce a topic; organize
complex ideas, concepts, and
information to make important
connections and distinctions;
include formatting (e.g.,
headings), graphics (e.g., figures,
tables), and multimedia when
useful to aiding comprehension.

Teaching Tip:
Have students construct a 5-8 minute quick write about
all the information they have learned the last 3 weeks
(look for understanding of: plagiarism, thesis statement,
bibliographic cards, etc.)

CCSS.ELA-LITERACY.W.9-10.2.B

Have students to pull out note cards they have been

collecting since last week
Perform quick mini-lesson on how to categorize cards
into themes. Allow time for students to categorize
their cards into themes.

Develop the topic with wellchosen, relevant, and sufficient

facts, extended definitions,
concrete details, quotations, or
other information and examples
appropriate to the audience's
knowledge of the topic.

Activity:
Discuss components on an outline: Introduction
(w/thesis), body, and conclusion. Model with students
using Elmo; show a number of notecards on a specific
topic show students how you would categorize them
into categories to form outline
Student demonstration: Student to complete outline (by
middle week and turn in for feedback)
**student will need outline for next weeks lesson**

CCSS.ELA-LITERACY.W.9-10.2.C
Use appropriate and varied
transitions to link the major
sections of the text, create
cohesion, and clarify the
relationships among complex
ideas and concepts.
CCSS.ELA-LITERACY.W.9-10.2.D
Use precise language and
domain-specific vocabulary to
manage the complexity of the
topic.

Web Resource:

https://explorable.com/research-paper-outlineexamples (teacher guide)

http://www.sewanhaka.k12.ny.us/cms/lib3/NY010
01491/Centricity/Domain/1349/Research_Made_E
asy%20revised.pdf (pg. 26 outline printable for
student work)

Week Five
and
Week Six

Develop Rough Draft

Common Core Standard(s):

CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s),
distinguish the claim(s) from
alternate or opposing claims,
and create an organization that
establishes clear relationships
among claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s),
distinguish the claim(s) from
alternate or opposing claims,
and create an organization that
establishes clear relationships
among claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.2.F
Provide a concluding statement
or section that follows from and
supports the information or
explanation presented (e.g.,
articulating implications or the
significance of the topic)

Teaching Tips
Resources
Teaching Tip:
Have a couple of student volunteers share (using Elmo)
their outlines with the class. Take time to provide
feedback that will benefit the whole.
Activity: Review the three main components of research
paper (see previous lesson). Have students break into
triads (groups of three) and share their outlines. Have
each member give one suggestion for improvement.
Next have triads review the following link
https://www.boundless.com/communications/textbook
s/boundless-communications-textbook/organizing-andoutlining-the-speech-10/outlining-56/the-rough-draftoutline-223-7317/ . (just info and quiz)
The next week to week and should be spent in writing
conferences with individual/groups of students as they
work to complete rough draft.
**teacher should return rough draft with
recommendations by end of week seven; to allow
students time to make corrections**
Student demonstration: Rough draft turned in by end of
Week Six. **students will need citation note cards for
week seven
Web Resource:
http://betterlesson.com/community/lesson/20436/wri
ting-paper-lesson-8 (teacher information)

Week Seven

Organize Works Cited

Page

Common Core Standard(s):

CCSS.ELA-LITERACY.W.9-10.8
Gather relevant information
from multiple authoritative print
and digital sources, using
advanced searches effectively;
assess the usefulness of each
source in answering the research
question; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
following a standard format for
citation.

Teaching Tips
Resources
Teaching Tip:
Have students to organize all their notecards and/or
online citation log in alphabetical order if possible prior
to class.
Activity:
Show and discuss the following citation slide show
http://www.slideshare.net/grandolph/creating-workscited-page. Allow time in class for students to complete
Student demonstration: Completing of works cited page
by end of the week; shared with a peer.
Web Resources:

https://owl.english.purdue.edu/owl/resource/560/02/
(owl at Purdue examples of work citied page)
http://www.easybib.com/ (online citation maker)
file:///C:/Users/lmbrinson/Desktop/researchsurvival_gui
de.pdf (pg. 47 teacher background information)
http://www.sewanhaka.k12.ny.us/cms/lib3/NY0100149
1/Centricity/Domain/1349/Research_Made_Easy%20rev
ised.pdf (pg. 22 print off rough draft check-list for next
weeks lesson)

Week Eight
Revise Rough Draft
Publish Product

Common Core Standard(s):

CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent
writing in which the
development, organization, and
style are appropriate to task,
purpose, and audience. (Grade-

Teaching Tips
Resources
Teaching Tip:
Pass out student graded rough draft along with the
check-list for correcting a rough draft (see link above)
Activity:
Reserve library and/or computer carts and allow
students the next three-four class periods to type their
final draft and works cited page. Work with teacher to
monitor and assist as needed.
**discuss with teacher presentation method if any**

specific expectations for writing

types are defined in standards 1-

Student demonstration: Revision of Rough Draft

including works cited page.

3 above.)
CCSS.ELA-LITERACY.W.9-10.5
Develop and strengthen writing
as needed by planning, revising,

Web Resources:
http://www.sewanhaka.k12.ny.us/cms/lib3/NY0100149
1/Centricity/Domain/1349/Research_Made_Easy%20rev
ised.pdf (pg. 22 print off rough draft check-list for next
weeks lesson)

editing, rewriting, or trying a

new approach, focusing on
addressing what is most
significant for a specific purpose
and audience. (Editing for
conventions should demonstrate
command of Language standards
1-3 up to and including grades 910 here.)

Week Nine
Publication and

Common Core Standard(s):

CCSS.ELA-LITERACY.W.9-10.6

Teaching Tips
Resources
Teaching Tip:

Presentation

Use technology, including the

Internet, to produce, publish,
and update individual or shared
writing products, taking
advantage of technology's
capacity to link to other
information and to display
information flexibly and
dynamically.

Congratulate and affirm students on their completion of

research project.
Activity:
Serve as an authentic community representative as
students present findings in method determined by
classroom teacher.
Student demonstration: Completed Research Paper
Web Resource: