Lesson 29: Discovering Hidden Innovators, Gathering Evidence

This section introduces the next phase of research by helping students move from selecting relevant sources to extracting usable evidence. Students will revisit their strongest sources and begin thinking about how information becomes writing. Emphasize that strong research depends not only on which sources students choose but also on how they use them. All students are expected to turn source information into their own words with clear source credit. This is the bridge between reading and writing in the research process and prepares students to later combine evidence from multiple sources and use it to develop full explanations and arguments.

Have students take out their Research Notes graphic organizer, their top two or three sources from the previous lesson, and their homework, and mark one section that directly answers an inquiry question. Connect the previous lesson’s work on relevance to this lesson’s writing move of drawing evidence from sources.

Think-Pair-Share

Say these Directions: Yesterday, we chose the sources that were most relevant to our inquiry questions and wrote those top sources into our Research Notes organizer. Today, we are taking that next step by turning those sources into fact notes in our own words and by adding short quotes. This matters because research only builds a fuller record when we use evidence accurately and avoid plagiarism.

• Ask: Why is paraphrasing such an important step between reading a source and writing your project?

  • Paraphrasing is important because it helps me show that I understand the information instead of just copying it. It also helps me avoid plagiarism and prepare notes that I can actually use later in my own writing.

Connection to Today's Learning

• Say: Now that you know why paraphrasing matters, you are ready to learn how to turn source information into clear notes that still give credit to the source. This is the kind of work all researchers do. Today you are starting with paraphrasing and short quotations, and in later writing you will use these same skills to combine information from multiple sources and build full arguments.

This section teaches students how to transform quotations into complete evidence sentences by combining paraphrasing with short, embedded quotations. Students learn a repeatable structure that includes attribution, paraphrase, precise quotation, and explanation. The focus is on helping students avoid dropped quotations and instead build grammatically complete, meaningful sentences.

Language Study

Strong writers do not just drop quotes into their writing. Instead, they:

• introduce the source with a reporting verb

• paraphrase most of the idea

• embed a short quotation

• explain why it matters

Model and Deconstruct

Display Source Language:

• Her maps gave scientists the first clear picture of the ocean floor.

Display Dropped quotation:

• “the first clear picture of the ocean floor”

• Say: This is a dropped quotation. It does not name the source or connect to a complete sentence.

Display Blended Sentence:

The source explains that Marie Tharp’s maps gave scientists the “first clear picture of the ocean floor,” which demonstrates how her work changed ocean science.

• Ask: What introduces the source? (The source explains that.)

• Ask: What is paraphrased? (Most of the idea is in the writer’s own words.)

• Ask: What is quoted? (The phrase “the first clear picture of the ocean floor”)

• Ask: What explains why it matters? (The part that says “which demonstrates how her work changed ocean science” explains why the evidence is important.)

To embed a quotation into original syntax, we:

• introduce the source using a reporting verb

• paraphrase most of the idea

• embed a short quotation for precise wording

• add a relative clause to explain significance

This structure turns a quote into a clear, complete, and analytical sentence.

Say these Directions: On journal paper or in your journal, rewrite one note as a complete evidence sentence. Start with a reporting phrase, paraphrase the idea, include one short quote, and explain why it matters if possible.

• The article explains that the inventor created a “safer design,” which demonstrates how innovation solved a real problem.

Connection to Today's Learning

• Say: You will now apply this same move to your actual research sources as you fill in the Fact sections of the Research Notes organizer.

Part A: Turn a Source into Strong Notes (RI.6.1, W.6.8) (15 minutes)

This section models how to move from reading a source to recording clear, concise research notes. Students will practice identifying key facts, paraphrasing information, and deciding when a short quotation is necessary. Emphasize that notes should capture one idea at a time and remain useful for future writing tasks.

Transfer information from a source into the Fact columns of the Research Notes organizer. The focus is on selecting key facts, paraphrasing them, and deciding when a short quote is worth keeping.

• Say: A strong fact note is short, accurate, and useful. It captures one key idea and uses your own words.

Teach: Model

Instruct students to transfer information from a source into the Fact columns of the Research Notes organizer, focusing on selecting key facts, paraphrasing, and deciding when a short quote is worth keeping. Model reading a section of a source that answers the inquiry question and writing a brief paraphrase, such as “According to the source, the innovator improved the process so scientists could get more accurate results.” Show how to include a precise phrase as a short quote with attribution when necessary—for example, “The source states that the method was ‘more efficient’”—to highlight the impact of the change. Remind students that this approach keeps their notes concise, supported, and in their own words.

• Ask: What makes the note “The source states that the method was ‘more efficient’” strong enough to keep in the Fact column?

  • The note is strong because it records one important fact, gives credit to the source, and uses the writer’s own words. The short quotation is also connected to the sentence instead of being dropped by itself.

Say these Directions: Write one paraphrased fact from your top source in the Fact column. Include one short quoted phrase with attribution if it helps explain the fact. Check your work:

• Is it one key fact?

• Is it in your own words?

• Did you include source credit?

By the end of this section, students should be able to record at least one strong fact note that reflects their own wording, includes source attribution, and, when appropriate, integrates a short quotation. They should understand that effective notes are concise, accurate, and directly connected to their research questions.

Part B: Gather Facts from Sources (RI.6.1, W.6.8) (15 minutes)

This section provides extended practice as students continue gathering evidence and refining their notes through peer interaction. Students focus on strengthening paraphrasing, ensuring proper attribution, and improving clarity through feedback.

Say these Directions: Complete the Fact columns for your top sources. Then, connect with a partner to evaluate and refine your notes.

• Ask: Which note sounds most clearly paraphrased, and how do you know?

  • The stronger note sounds clearly paraphrased because it keeps the meaning of the source but changes the sentence structure and wording. It also names the source with an attribution stem, so it does not sound like copied information.

• Say: Strong peer feedback is specific. Listen for three things:

  • Connection to source

  • Original wording

  • Strength of evidence

By the end of this section, students should have added multiple fact notes and revised at least one note based on peer feedback. They should be able to distinguish between strong paraphrasing and close copying, and use feedback to improve the clarity and originality of their evidence.

Check for Understanding

Provide students with a confidence continuum (i.e., 1–5). As needed, model how to demonstrate a level of confidence using the continuum.

This section allows students to independently demonstrate their ability to use evidence from sources in writing. Students will apply both paraphrasing and integration of quotations in a short written response. The focus is on transferring practiced skills into independent production.

Quick Write

Say these Directions: Write two evidence sentences:

• one paraphrase with attribution

• one with a short embedded quote

Then answer: How can you show evidence without plagiarizing?

• I can use my own words and name the source. If I use exact words, I keep the quote short and connect it to my sentence.

Optional Sentence Starters:

• According to the source, ___.

• The article states that ___, which demonstrates ___.

Prompt students to continue using their top sources to fill the remaining Fact columns in their Research Notes graphic organizer. Direct students to take notes in their Journal on the following prompt:

• Add at least two more fact notes from your top sources. Write one paraphrased fact and one sentence with a short integrated quotation, and be ready to explain how you avoided plagiarism.