ALEX Learning Activity

  

Cite Your Site

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Tracy Glenn
System:Decatur City
School:Brookhaven Middle School
  General Activity Information  
Activity ID: 1565
Title:
Cite Your Site
Digital Tool/Resource:
EasyBib
Web Address – URL:
Overview:

EasyBib is a free website that helps students create citations for research projects. Students typically struggle with citing sources, and this free website makes it very easy. If the students are typing a paper, it even allows them to copy and paste the citation directly into their paper.

  Associated Standards and Objectives  
Content Standard(s):
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 6-8
Reading Standards for Literacy in History/Social Studies
1 ) Cite specific textual evidence to support analysis of primary and secondary sources.

Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Key Ideas and Details
Evidence Of Student Attainment:
Students:
  • analyze primary sources
  • analyze secondary sources
  • cite specific textual evidence to support analysis
  • share analysis in written or spoken form
Teacher Vocabulary:
  • cite
  • specific textual evidence
  • support analysis
  • primary sources
  • secondary sources
Knowledge:
Students know:
  • techniques for selecting textual evidence
  • features of primary sources
  • features of secondary sources
  • questions to ask when analyzing sources
  • techniques for constructing an analysis of sources
  • VOCABULARY: primary sources, secondary source, textual evidence
Skills:
Students are able to:
  • analyze primary sources
  • analyze secondary sources
  • construct an analysis (written or spoken) of sources
  • cite specific textual evidence to support analysis
Understanding:
Students understand that strength of the analysis of primary and secondary sources depends upon citing specific textual evidence.
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 9-10
Reading Standards for Literacy in History/Social Studies
1 ) Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Unpacked Content
Strand: Reading (RH)
CCR Anchor:
Key Ideas and Details
Evidence Of Student Attainment:
Students:
  • analyze primary sources
  • analyze secondary sources
  • cite specific textual evidence to support analysis
  • attend to features (such as date and origin of information) when analyzing sources
  • share analysis in written or spoken form
Teacher Vocabulary:
  • cite
  • specific textual evidence
  • support analysis
  • primary sources
  • secondary sources
  • features
Knowledge:
Students know:
  • techniques for selecting textual evidence
  • features of primary sources
  • features of secondary sources
  • techniques for understanding features of sources (such as date and origin of the information)
  • questions to ask when analyzing sources
  • techniques for constructing an analysis of sources
  • VOCABULARY: primary source, secondary source, textual evidence
Skills:
Students are able to:
  • analyze primary sources
  • analyze secondary sources
  • construct an analysis (written or spoken) of sources
  • attend to features of sources (such as date and origin of the information) in analysis
  • cite specific textual evidence to support analysis
Understanding:
Students understand that strength of the analysis of primary and secondary sources depends upon citing specific textual evidence.
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 6-8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
7 ) Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence Of Student Attainment:
Students use several sources and multiple avenues of exploration to conduct short research projects that:
  • answer self-generated questions
  • develop new questions based on investigation
Teacher Vocabulary:
  • short research project
  • answer a question
  • self-generated question
  • several sources
  • additional related, focused questions
  • multiple avenues of exploration
Knowledge:
Students know:
  • research answers a self-generated question
  • steps in the research process (i.e. develop multi-faceted questions, locate sources, evaluate sources, organize findings, etc.)
  • thorough research uses several sources
  • thorough research investigates multiple facets of a topic
Skills:
Students are able to:
  • select a topic for short research
  • develop a single research question based on individual interest
  • locate several varied sources to answer research question
  • generate additional focus questions based on findings
  • use a graphic organizer to record thoughts
  • answer questions through research
Understanding:
Students understand that research is a process that involves answering a focused question, investigating several varied sources, and generating related questions.
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 6-8
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
8 ) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence Of Student Attainment:
Students learn relevant information from multiple credible and accurate print and digital sources by:
  • effectively using search terms
  • quoting or paraphrasing data and conclusions
  • avoiding plagiarism
  • following standard citation format
Teacher Vocabulary:
  • gather relevant information
  • multiple print and digital sources
  • using search terms effectively
  • assess the credibility and accuracy
  • quote or paraphrase data and conclusions
  • avoiding plagiarism
  • standard format for citation
Knowledge:
Students know:
  • differences between print and digital sources
  • techniques for assessing credibility and accuracy of sources
  • techniques for avoiding plagiarism (quoting sources or paraphrasing)
  • processes for note-taking during and after reading
  • information to include in a standard format for citation
  • VOCABULARY: plagiarism, paraphrase
Skills:
Students are able to:
  • locate relevant print and digital sources
  • use search terms effectively
  • gather relevant information from print and digital sources
  • assess credibility and accuracy of sources
  • take notes on sources
  • quote or paraphrase data and conclusions
  • avoid plagiarism
  • follow standard format for citation
Understanding:
Students understand that research involves systematically gathering information from multiple credible, accurate print and digital sources, avoiding plagiarism, and creating a standard bibliography.
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 9-10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
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.

Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence Of Student Attainment:
Students learn relevant information from multiple authoritative print and digital sources by:
  • effectively using advanced searches
  • assessing the usefulness of each source in answering research questions
  • integrating information into the text to maintain flow of ideas
  • avoiding plagiarism
  • following standard citation format
Teacher Vocabulary:
  • gather relevant information
  • multiple authoritative print sources
  • multiple authoritative digital sources
  • using advanced searches effectively
  • integrate information
  • maintain flow of ideas
  • avoiding plagiarism
  • standard format for citation
Knowledge:
Students know:
  • advanced search types and procedures
  • qualities of authoritative sources
  • common print and digital sources
  • techniques for assessing usefulness of sources
  • techniques for integrating information into original writing to maintain flow of ideas
  • rules regarding use of outside sources in original writing
  • definition and detection of plagiarism
  • techniques for avoiding plagiarism
  • standard citation format
  • VOCABULARY: plagiarism, citation, authoritative
Skills:
Students are able to:
  • use advanced search types and procedures
  • identify authoritative print and digital sources
  • assess usefulness of sources
  • integrate information into original writing to maintain flow of ideas
  • apply rules regarding use of outside sources in original writing
  • avoid plagiarism
  • follow standard format for citation
Understanding:
Students understand that research involves systematically gathering information from multiple authoritative print and digital sources while avoiding plagiarism, integrating the strongest information, and creating a standard bibliography.
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 11-12
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
8 ) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Unpacked Content
Strand: Writing (WHST)
CCR Anchor:
Research to Build and Present Knowledge
Evidence Of Student Attainment:
Students learn relevant information from multiple authoritative print and digital sources by:
  • effectively using advanced searches
  • assessing the strengths and limitations of each source in answering research questions
  • considering the task, purpose, and audience when selecting sources
  • integrating information into original writing to maintain the flow of ideas
  • avoiding plagiarism
  • avoiding overreliance on any one source
  • following a standard format for citation
Teacher Vocabulary:
  • gather relevant information
  • multiple authoritative print sources
  • multiple authoritative digital sources
  • using advanced searches effectively
  • strengths and limitations of sources
  • task
  • purpose
  • audience
  • integrate information
  • maintain flow of ideas
  • avoiding plagiarism
  • overreliance on any one source
  • standard format for citation
Knowledge:
Students know:
  • advanced search types and procedures
  • qualities of authoritative sources
  • common print and digital sources
  • techniques for assessing strengths and limitations of sources considering audience, task, and purpose
  • techniques for integrating information into original writing to maintain flow of ideas
  • rules regarding use of outside sources in original writing
  • definition and detection of plagiarism
  • techniques for avoiding plagiarism
  • techniques for avoiding overreliance on any one source
  • standard format for citation
Skills:
Students are able to:
  • use advanced search types and procedures
  • identify authoritative print and digital sources
  • assess usefulness of sources
  • integrate information into original writing to maintain flow of ideas
  • apply rules regarding use of outside sources in original writing
  • avoid plagiarism
  • avoid overreliance on any one source
  • follow standard format for citation
Understanding:
Students understand that research involves systematically gathering information from multiple authoritative print and digital sources while avoiding plagiarism, integrating the strongest information, and creating a standard bibliography.
Learning Objectives:

1. The student should be able to properly cite an internet source using the citation style required by the teacher.

2. The student should be able to properly cite a print source using the citation style required by the teacher.

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

This website can be used for any research project.

1. As students are doing research online, they must copy the URL of the website where they obtain their information. This shows where they found the information, but it is NOT the only information needed for a proper citation.

2. Direct students to the EasyBib website.

3. Remind students which citation style they are expected to use.

4. Demonstrate how to use the EasyBib site by pasting a website URL into the "Cite Source" bar and click "Cite It." Show students how they can see the citation and can even click "copy and paste citation" directly into their digital document.

Assessment Strategies:

Check the student's bibliography page in their paper to make sure they are pasting the citation correctly and using the properly citation style.


Advanced Preparation:

Before using EasyBib with a class, the teacher should practice using it to make sure she understands how it works. 

Variation Tips (optional):

As a variation, the teacher can have students create citations without the help of EasyBib using written instructions to show how useful the tool is.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: