April 19th 2016

3rd Grade English Language Arts

Learning Focus Section:
TOPIC:Research
LESSON TIME: 2-60 minute class period to explain project, conduct research and make poster
2-90 minute class period to present their finished product
In both 1st and 2nd grade students should have worked on shared research projects. This lesson
will focus on how students will conduct research and make a finished product by theirself.

Overview Section:
Lesson Objective/Goals:
Objective 3.W.7- Conduct short research projects that build knowledge about a topic.
Objective 3.TT.1.1- Use a variety of technology tools to gather data and information
(e.g., Web-based resources, e-books, online communication tools, etc).

Performance Objective:
Given a famous person, the student will be able to conduct research from credible
online websites and textbooks and be able to create a power point about this
person.

Appropriate Instructional Media/Materials:

Student issued laptops
Rubric for Board (1 for each student)

Teaching and Assessment Overview:

This lesson will focus on students researching books and websites to get facts and information on
a certain topic. In these case the students will be getting information on the famous person that
they chose. They students will then have class time to research their person. The assessment will
be each student has to make a power point of the person and what they learned to share with the
class.

North Carolina 6-point Lesson Plan

Subject: English Language Arts

Topic: Research

Teacher: Ms. Locy

Date: 4/14/2016

NC Standard Course of Study Objective:

Objective 3.W.7- Conduct short research projects that build knowledge about a topic.
Objective 3.TT.1.1- Use a variety of technology tools to gather data and information
(e.g., Web-based resources, e-books, online communication tools, etc).

Activity

Description of Activities and

Setting

Materials and Time

I. Focus and Review

The teacher will ask the
Whiteboard and markers
(Establish prior knowledge)
students what they think of
10 minutes
when they hear the word
Research
The teacher will write the
student's thoughts on the
board from the students who
are sitting quietly and waiting
to be called on.
The class will then discuss the
thoughts on the board
The teacher will ask students
if they have ever worked on a
research project before? And
if they worked on it alone or
with a partner?
II. Statement (Inform student The teacher will inform the
of objectives)
class of the project and how
they will be working on it
alone.
The teacher will tell the
students they have a few
minutes (5) to decide who
they want to research, inform

Whiteboard and markers

5 minutes to explain and 5
minutes for students to pick

them that only 1 student can

do a person so the sooner they
decide the more likely they
are to get who they want.
Once the student tells the
teacher who they want the
teacher will write it on the
board so they other students
know.
III. Teacher Input (Present Once all the students have
10 minutes
tasks, information, and
their person the teacher will
guidance)
show examples from last year Examples from previous year,
Rubric
The teacher will hand out a
rubric to eat student so they
know what and how they will
be graded.
explain how they will have
the rest of class time today
and tomorrow to work on it
(whatever isn't done then will
be homework)
The teacher will also explain
how the students can use the
internet and/or books to find
their information.
The teacher will also tell
students that for a 5 bonus
points they can dress up as the
famous person the day of
their presentation.
IV. Guided Practice (Elicit The teacher will explain how
performance, provide
she is their if they have any
assessment and feedback)
questions but that this is to be
done on their own
The teacher will also pass out
the laptops to each student

5 minutes

V. Independent Practice -Seatwork and Homework

(Retention and transfer)

25 minutes in the first class

The whole 60 minutes the
next class

Students will research the

topic they choose
Once research the topic they
will choose at least 10 facts
and at least 3 pictures about
the person to include on their
power point

laptop

VI. Closure (Plan for

maintenance)

After allowing the students

enough time to work on their
research and make their
power point they will present
it to the class

2- 90 minute class periods

Assessment Procedures/Instrument(s):
Hand out rubric to students so they will know how and what they will be graded on

HyperStudio/Powerpoint Appearance and Content : Famous

Person Powerpoint

Teacher Name: Ms. Locy

Student Name:
CATEGORY
Text - Font
Choice &
Formatting

Spelling and
Grammar

________________________________________
4
Font formats
(e.g., color,
bold, italic)
have been
carefully
planned to
enhance
readability and
content.
Presentation
has no
misspellings or
grammatical
errors.

3
Font formats
have been
carefully
planned to
enhance
readability.

2
Font formatting
has been
carefully
planned to
complement
the content. It
may be a little
hard to read.

1
Font formatting
makes it very
difficult to read
the material.

Presentation
has 1-2
misspellings,
but no
grammatical
errors.

Presentation
has 1-2
grammatical
errors but no
misspellings.

Presentation
has more than
2 grammatical
and/or spelling
errors.

Sequencing of
Information

Use of Graphics

Effectiveness

Information is
organized in a
clear, logical
way. It is easy
to anticipate
the type of
material that
might be on
the next card.
All graphics are
attractive (size
and colors) and
support the
theme/content
of the
presentation.

Most
information is
organized in a
clear, logical
way. One card
or item of
information
seems out of
place.
A few graphics
are not
attractive but
all support the
theme/content
of the
presentation.

Project includes
all material
needed to gain
a comfortable
understanding
of the topic. It
is a highly
effective study
guide.

Project includes
most material
needed to gain
a comfortable
understanding
of the material
but is lacking
one or two key
elements. It is
an adequate
study guide.

Some
information is
logically
sequenced. An
occasional card
or item of
information
seems out of
place.
All graphics are
attractive but a
few do not
seem to
support the
theme/content
of the
presentation.
Project is
missing more
than two key
elements. It
would make an
incomplete
study guide.

There is no
clear plan for
the
organization of
information.

Several
graphics are
unattractive
AND detract
from the
content of the
presentation.
Project is
lacking several
key elements
and has
inaccuracies
that make it a
poor study
guide.