Student ID #: 0484495
District: Mapleton
University Supervisor:
Valerie Perciante
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 Pre-Assessment: Students will have already completed Unit 5 Lesson 3: Introduction to
Research and the Introduction to Research Quick Check. If the students have not finished the
Quick Check before the lesson, during the Anticipatory Set (Taylor Swifts Shake It Off & the
poll pod) I will give students a chance to finish the Lesson 3 Quick Check (it should not take
them more than 3-5 minutes). We will be using the last lesson, Introduction to Research, as a
jumping off point for today. The poll pods will be used to see if the students have a topic and
research questions to work with, if not I will work with the students one-on-one to figure out
these components.
UNIT 5 LESSON 4
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 Taylor Swifts Shake It Off playing with two different poll pods
asking students if they have a Research Paper Topic and Research Questions, to ascertain where
the class is starting off in their individual papers. We will review where we left off last class,
finding reliable sources off the internet.
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 (April 19th- Unit 5
Lesson 12: Drafting).
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 their paper topics for credible sources, using the research questions they have created. If
students have not either narrowed down a topic or created research questions I will be able to
give them one-on-one instruction in their individual breakout rooms. This will also allow
students to work at their own pace, and not be embarrassed if they dont have a topic or questions
to work with.
Guided Practice: Students will be asked to research their paper topics in their individual
breakout rooms. Researching for reliable sources was demonstrated and practiced last session. I
will review again what a credible source is and how to search for it on the internet, drawing
attention again to the websites reliable PDF.
UNIT 5 LESSON 4
Independent Practice: Students will be put into individual breakout rooms where they will
work on researching their individual topics and research questions. In each breakout room is a
file pod with the websites reliable PDF, a PowerPoint with instructions and reminders on: the
topic options and appropriate research questions. We will spend a majority of the class period
working on reaching their topics. I will go from room to room checking on the students. A few
minutes before class ends I will pull them back into the main room to discuss their findings and
any difficulties they encountered.
Lesson Post Assessment: Students will complete the Unit 5 Lesson 4: Gathering Information
and Gathering Information 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 three
things you will be taking from this lesson? as an exit ticket. (This will also serve partially for
the lesson post assessment)
UNIT 5 LESSON 4