Students can utilize the annotated bibliography they create in this unit to assist with writing a research paper by using the information they have gathered from their studies. At the end of this lesson, students are going to:
- examine their findings.
- complete the unit performance assessment by creating an annotated bibliography.

- How do literary and informational texts become meaningful to strategic readers? 
- How does interaction with text elicit thought and response? 
- What is the true purpose of this text? 
- What makes writing clear and effective? 
- How can a reader find what they're looking for? 
- How can readers decide which information from what they hear, read, and see to believe? 
- How can a reader determine whether a source is reliable? 
- What effects do language conventions and grammar have on written and spoken communication?

- Annotated Bibliography: A document that presents the research conducted about a specific topic while evaluating the sources.

-http://issuu.com/txstwritingcenter/docs/annotated_bibliography_mla/1 
- copies of the Annotated Bibliography Organizer (LW-8-3-3_Annotated Bibliography Organizer)
- copies of the Annotated Bibliography Peer Review worksheet (LW-8-3-3_Peer Review)
access to the Internet

- Provide more examples, reteaching, or extra research time as needed.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Using an annotated bibliography organizer, students will gather their research to assist them in organizing and writing an annotated bibliography. 
H: As part of their first assignment, students evaluate their research findings through an inductive journaling exercise. 
E: Students receive detailed guidance on how to create an annotated bibliography. Following completion of the organizer, students will evaluate one another's efforts. 
R: The Annotated Bibliography Organizer, several modeled examples, and the peer review are all provided to reinforce. 
E: Students fill out an annotated bibliography worksheet and examine the worksheets of their peers to demonstrate their comprehension of the need to cite sources and assess credibility. 
T: Activities and instruction are customized based on each student's topic and reference list. Allowing students to finish the final drafts after school or at home can be one way to adapt the assignment to their needs. 
O: The progression of activities builds the foundation from knowledge to application by switching between in-class activities and individual practice. 

Focus Question: How does a writer arrange their research materials to produce an annotated bibliography?

Part 1

Ask the class to journal about what the world would look like if no one ever conducted research. This is the question from Lesson 1. Get the students' journal entries and have them read. Find out if they have any updated opinions. What knowledge do they have about research? What have they discovered about their question or topic? Each student's entry may address any one of these questions. Next, assign students to groups so they can talk to their peers about their research and answers. Invite volunteers to share their insights after the class has had a chance to discuss them.

Part 2

"In the previous lesson, we talked about how to correctly credit the research you did on your subject. A thesis statement that you also wrote served as a roadmap for any further research you required. We'll cover how to organize the way you compile your research today.

"Consider that you are researching and writing a paper on your subject. It's normal to feel overpowered after assembling several resources. How would you begin? You can accomplish multiple goals by creating an annotated bibliography: it facilitates the creation of a works cited page, helps you arrange your assessment of the sources, and allows you to highlight the key ideas in each source. It gives you a guide that you can utilize to write a research paper or presentation at a later time."

Discuss the basic structure of an annotated bibliography. For example, http://owl.english.purdue.edu/owl/resource/614/01/, a writing text, or http://issuu.com/txstwritingcenter/docs/annotated_bibliography_mla/1 can be used to demonstrate to students the format required for an annotated bibliography. Use authentic sources as examples when demonstrating to the students how to create an annotated bibliography so they can follow the steps involved in gathering the data required for each entry.

The format of annotated bibliographies does not have a set standard. It is a tool that can be adjusted to the researcher's needs. "To complete this assignment, place your thesis statement and the first source's citation at the top of your annotated bibliography." Students include at least one instance of in-text citation for the source as well as a brief, formal synopsis of it beneath the full citation. Students then discuss how the source relates to the thesis statement and offer their opinions on the reliability of the source. For every source, students should repeat the procedure. The Annotated Bibliography Organizer goes into detail about all of this. The final version of the annotated bibliography must list the sources alphabetically by the first word of each entry.

Distribute copies of the Annotated Bibliography Organizer (LW-8-3-3_Annotated Bibliography Organizer). Students can properly format their research with the aid of this worksheet.

Allocate time for students to finish the worksheet, filling in the blanks with their investigation and evaluation. Whenever possible, arrange for students to have access to their research online during class. Give the students the worksheet to finish before the next class meeting.

Part 3

"In the previous lessons, you selected a topic, assessed sources, assembled supporting documentation, and learned how to properly cite sources using MLA (or your school's) format. You've finished the annotated bibliography worksheet. We will carry out a peer review before starting to compile this data into an official document."

Divide the students into ability-based groups, and ask them to assess each other's worksheets with annotations for bibliographies. Distribute copies of the LW-8-3-3_Peer Review worksheet to your students. Encourage the groups to ask each other questions once they've completed their work. Give students time to review their finished peer review sheets and come up with ideas for how to make their annotated bibliographies better.

Gather their worksheets that have been peer-reviewed and those with an annotated bibliography, then write a response. In this manner, you will assess students' abilities to arrange their research as well as their capacity to assess the work of others.

Part 4

Give students a copy of the Performance Assessment Scoring Rubric, which is the last page of this document, so they are aware of the evaluation criteria.

Use a computer lab if at all possible for your class. If this resource isn't available, you can have a conversation with the students about what they need to do and let them finish it at home.

Return the assignments from the students that you gathered. "We're going to discuss moving your work from the annotated bibliography organizer to a formal document now." The transition from worksheet to word processor should be straightforward. Suggest that they arrange their sources alphabetically by the first word in each entry (typically the author's last name) if they haven't already. Then give the students instructions to fill out a clean document with the following: The header, title, and thesis statement should all be centered at the top of the page. The title should simply read "Annotated Bibliography." The first source should have the correct MLA citation, followed by one to three paragraphs that summarize the work (with at least one in-text citation); these paragraphs should also address the source's credibility and relevance to the thesis. The next step is for students to include the following paragraphs of analysis along with the citation for the second source. This process should be repeated until all sources have been cited, summarized, and assessed by the students. If necessary, present a model for the class to use.

Compile each student's annotated bibliography final draft.

Extension:

If a student thinks they are going above and beyond the requirements, they can apply their findings to a research paper or presentation or do more research. These students can also assist students who are having difficulty.