UNIT 5 LESSON 3

TWS LESSON PLAN 2

Research Paper: Introduction to Research

CCU Teacher Candidate: Emily Maddock

Student ID #: 0484495

Program Code: Secondary Licensure

Lesson Date: April 8, 2016

District: Mapleton

Mentor Teacher: Tracy Reynolds

School: Colorado Connections Academy

University Supervisor:

Content Area: Reading, Writing, and Communicating

Valerie Perciante

Grade Level: 11th

Grade Level Expectation: Self-designed research provides insightful information, conclusions,

and possible solutions

Desired Evidence Outcome(s): Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.11-12.7)

Lesson Objective(s): Gather information and evaluate sources for the research report.

Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 2: Choosing a
Subject (see attachment) and the Choosing a Subject Quick Check. If the students have not
finished the Quick Check before the lesson, during the Anticipatory Set (Blondie One way or
another & the poll pod) I will give students a chance to finish the Lesson 2 Quick Check (it
should not take them more than 3-5 minutes). We will be using the Quick Check as a starting
point for the lesson, in particular the question Which of the following is not a guideline for
choosing a research subject? This will bring us to introduction to research, since choose a
subject for which you can find a variety of information in the library or media center is one of
the correct answer in the Quick Check and today we will be focusing on finding reliable sources.

UNIT 5 LESSON 3

TWS LESSON PLAN 2

Materials Needed: Computer, Internet, Word Processing Program (such as Word or Pages),
Writing with Power online textbook, paper and pen (if desired)

Introduction: (Motivation/Anticipatory Set): While students are entering into our Live Lesson
virtual classroom I will have Blondie One way or Another playing with three different poll
pods asking students a question about starting a research paper (relating back to the Quick
Check from the lesson beforehand) and how can you tell a source is reliable. That way we can
ease into what the different is between reliable sources and unreliable sources. The reason for the
music and poll pod is to help the students transition into class and provide students who have not
done the pre-assessment with time to finish it before we start. After students have had enough
time I have a short video on How to Know If a Source Is Reliable by Shmoop.

Student Adjustment(s): This Unit will really be concentrated on individualized help, since each
student will have a different topic. I have some example topics for students who cant think of
something to write on or are not inspired by the prompts. I will also have Open Office Hours on
Fridays for students to ask for help. If Fridays dont work, I will also have scheduled meeting
times where we can work on the paper one-on-one in our Live Lesson virtual classroom. I have
research paper video recordings which give step by step instructions on the different components
of the research paper and written outlines on how to write a research paper. After our 30 minute
sessions I will keep the virtual room open for any students who wish to work on a particular
section, giving them their own break out room to work in (like a study room in a library) where I
can come in to see if they need help. Once they have topics selected, later in the Unit, they will
work in breakout rooms to work on their papers with classmates. I have also arranged for our
Special Education teacher to come and help with some lessons, to help explain confusing
concepts and to address any other needs for our special education students (dates TBA).

Instructional Input: Instruction will mainly be using a PowerPoint within different breakout
rooms to help facilitate them through our independent practice. Students will be asked to
research topics for credible sources. Relaying back to the objective of gathering information and
evaluate sources.

Guided Practice: Students will be asked to research topics for 3 credible sources, give a quote
or summary from each source, and the reason why the source is credible. I will start by having a
research topic and sharing my screen on how I can look online for credible sources. Then I will
demonstrate for them how I can take simple notes from each source, and my reasoning on why
they are credible sources.

UNIT 5 LESSON 3

TWS LESSON PLAN 2

Independent Practice: Students will be put into one of three breakout rooms where a question is
already posted with the directions from the example prompt. Each group will have a different
question and note pod to type their answers. They will be given 10 minutes to finish the
assignment. After they have done so I will pull them back into the main room to discuss our
questions and findings.

Lesson Post Assessment: Students will complete the Unit 5 Lesson 3: Introduction to Research
and Introduction to Research Quick Check post assessment in their course tree.

Closure: At the end of the lesson I will have a poll pod with a question asking what are some
common un-reliable sources?. Recapping what makes these sources unreliable and that they
should be avoided in their research process. (This will also serve partially for the lesson post
assessment)

Next Steps: Unit 5 Lesson 4: Gathering Information

Teacher Performance Standards Addressed in this Lesson:

Standard Seven: Knowledge of Technology: The teacher is skilled in technology and is
knowledgeable about using technology to support instruction and enhance student learning.

The teacher has demonstrated the ability to:

7.1 Apply technology to the delivery of standards-based instruction.
7.2 Use technology to increase student achievement.
7.3 Utilize technology to manage and communicate information.
7.5 Instruct students in basic technology skills.
Post Lesson Reflection:

UNIT 5 LESSON 3

TWS LESSON PLAN 2

This lesson I was hoping to accomplish more but unfortunately we did not get the number
of students that signed up for the class. We had 9 students signed up but only 3 showed. I wanted
to do breakout room group work (3 per room) in order to practice finding reliable sources and
make a small competition of it. But since we only had 3 show up, and one dropped out halfway
through the assignment, it was disappointing to say the least.
In order to accommodate for this lack of class size I instead put each student in a different
breakout room and made it a small competition to see who could find 3 sources for their question
in the 10 minutes given. Besides the lack of students, 2 of the 3 students that fully participated in
the lesson were very successful and felt comfortable researching topics for reliable sources.
I did have one issue of classroom disruption when two of the students were spamming
the chat pod. Spamming the chat pod is essentially having a conversation during the lesson that
is on a personal level and not on classroom material. This happened during the short video that I
played which covered reliable sources. After one written warning in the chat pod the students
stopped and apologized. I understand the temptation; they are high schoolers after all. But I think
I will try to refrain from using videos in the future unless I think its really necessary and I give
the students direct instructions that the chat pod be kept for class related discussion.
Something that I thought was successful during the lesson was that this was my first time
using the breakout room option in my Live Lesson virtual classroom. I felt that I handled the new
challenge very well, both with moving between the rooms and time management of the lesson.
Jeremiah 29:11: For I know the plans I have for you, declares the LORD, plans to prosper you
and not to harm you, plans to give you hope and a future.
Lesson Recording: http://ww2.livelesson.com/p52jwo9ivz2/