In this final project-based lesson, students synthesize their learning by creating a "Research Credits" poster. They select a topic of interest, find three sources, summarize key information, and produce a perfectly formatted Works Cited section.

Students create a mini-research poster on a topic of their choice. They apply their knowledge by including three facts and a correctly formatted, alphabetized bibliography with at least three sources. The lesson includes a gallery walk for peer feedback.

Students learn the mechanics of in-text attribution, practicing how to introduce sources using "signal phrases" (e.g., 'According to...'). They understand how to bridge the gap between their own ideas and those of external experts.

Students engage in a 'shadowing' technique, repeating audio immediately after hearing it to internalize the rhythm and flow of connected speech. This active processing reinforces their ability to predict and process sound streams.

In this culminating activity, students solve a series of puzzles where the clues are delivered via audio recordings. Success depends on synthesizing sequence markers, spatial details, and specific vocabulary.

Students learn how to organize individual citations into a list, emphasizing alphabetical order. They practice formatting a simple bibliography page using citations generated in previous lessons. This prepares them for the final structural requirement of research papers.

Students engage in a timed simulation that combines pacing, skipping, and anxiety management strategies. Afterwards, they debrief on which strategies helped them feel calm and finish on time.

Students learn the benefits and risks of using digital citation tools. This lesson focuses on identifying common machine errors, such as capitalization issues and missing data, and emphasizes student accountability for final accuracy.

Focusing on function words, this lesson tackles common reductions like 'gonna,' 'wanna,' and weak forms of auxiliary verbs. Students analyze unscripted interviews to catch these reductions in context.

Students are given intentionally vague or rapid instructions and must use specific question structures to ask for repetition or clarification. The class analyzes which questions yield the best information.

Students learn how to find citation information on websites, which is often harder to locate. They practice finding the URL, site name, and access date. Students compare the differences between book and website citations.

A practical lesson on the physical act of testing: bubbling correctly, checking that question numbers match answer numbers, and maintaining focus. Students correct a 'messy' answer sheet to identify common pitfalls.

Students learn to identify and format the four core elements of an MLA citation: Author, Title, Publisher, and Date. They use color-coding to demystify the punctuation and structure of citations.

Students learn how sounds influence their neighbors (e.g., 'hand bag' becoming 'hambag'). The lesson uses minimal pair discrimination and dictation exercises to train ears to recognize words despite phonological changes.

Using a grid map, students follow oral directions to navigate from a starting point to a destination. The lesson introduces compass directions and landmarks as key listening anchors.

Students handle physical books to locate the title page, author, publisher, and copyright date. They learn a simplified citation format and practice finding bibliographic data.

The final stage where students review citations, credit images, and finalize their bibliography for presentation.