Grade 7 · English language arts · 35 minutes
Unit 2 · Developing and revising writing · Lesson 2 of 3
Synthesize Research on Shared Bikes
Combine information from two fictional documents while checking what each can establish.
Mr. S Teaches · Original starter mini-lesson · MS7-ELA-04Learning objective
Write a categorized informative explanation with attributed paraphrases and an unanswered research question.
Before you begin
- Paraphrasing
- Basic citation information
Gather your materials
- Paper or a word processor
- The original text and fictional source cards supplied in this lesson
Language to know
- synthesis
- Combining sources to develop an understanding instead of listing summaries.
- corroboration
- Agreement between sources on a specific point.
- citation
- Information that identifies where a borrowed idea came from.
Understand the concept
Fictional practice sources: Dana Lewis, “Bike-Share Operations Guide,” Town Mobility Office, 2026, states that riders unlock a bike at a station, return it to an approved dock and report damage. “Autumn Station Audit,” Town Mobility Office, 2026, reports that 18 of 100 checked docks were full at 5 p.m., while 7 were empty. A bicycle shop advertisement claims the system is always available but offers no method or data. These are original invented documents, not findings about a real program. A useful explanation separates operating rules from evidence about availability.
Teach it step by step
- Focus the question: “How does a docked system work, and what can interrupt access?”
- Organize notes into procedure, availability evidence and unsupported claims.
- Assess each source’s purpose and method; an advertisement’s commercial aim does not automatically make every statement false, but its absolute claim lacks support here.
- Paraphrase both useful documents and include author or organization, title and year in a consistent citation format.
- Write a focused follow-up question and two search terms that would help investigate it using teacher-approved real sources.
Make the thinking visible
Worked example or model response
“The operations guide describes a system requiring returns to approved docks (Lewis, 2026). However, available bikes and spaces may vary: the office’s ‘Autumn Station Audit’ (2026) found both full and empty docks at 5 p.m. The audit describes one check, so it cannot show that every station is available at every time.”
Guided practice
Draft an explanation sentence linking the return rule to the full-dock problem. Create source entries in the teacher’s chosen format.
Independent practice
Write two short sections, “Using the system” and “Availability limits,” drawing on both credible-for-purpose cards. Add consistent references, one research question and two useful search terms.
Quick assessment
Why would copying three separate source summaries be weaker than organizing the explanation by procedure and limitation?
Answer key & assessment criteria
Answers and teaching guidance
- Guided: A full approved dock can prevent a rider from returning a bike there; this links a rule with an access limitation. References must identify Lewis/office, titles and 2026.
- Independent criteria: Accurate counts, distinction between a snapshot and universal availability, both sources paraphrased and credited, clear categories and a focused question such as how availability changes by time. Search terms could be “bike share dock availability time of day.”
- Quick check: Categories show relationships among source ideas; disconnected summaries leave the reader to build those connections.
Look for: Look for an explanation of the choices, not only a final answer. Accept alternative interpretations when the learner supports them with precise textual evidence.
Make it work for your learner
More support
Provide a note table with source, claim, evidence and limitation columns.
Extension challenge
Add a teacher-approved real source found with the chosen terms and evaluate whether it answers the follow-up question.
Selected contributions · Official sources
Standards connections
Contributes to Common Core standard
W.7.2.aCommon Core · Grade 7
Organize an informative explanation into purposeful sections.
Read the official standard ↗This lesson contributes selected skills; it does not fully address the standard.
Source and mapping checked 2026-11-04. This mini-lesson contributes selected skills; it does not claim full attainment.
Contributes to Common Core standard
W.7.8Common Core · Grade 7
Evaluate source credibility and paraphrase with consistent attribution.
Read the official standard ↗Supplied fictional cards model source use; independent gathering and full citation-format practice need an added real-source research task.
Source and mapping checked 2026-11-04. This mini-lesson contributes selected skills; it does not claim full attainment.