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Common Core Aligned Lesson Plan All McNeese pre-service teachers (student teachers & interns) need to provide detailed information about the content and procedures used to teach a single lesson. All areas are addressed as part of planning and preparing for teaching.
Contact Information: Brittany Norwood Sam Houston High School
[email protected] Thursday, September 27, 2012 thru Tuesday, October 9, 2012
Title: Research Project
Primary Subject Area and Grade Level: English I Ninth Grade
Overview: Students will research a topic and create and present a project that includes the information they will gather.
Approximate Duration: Ten 50 minute classes
Class Information: First hour is a small class of fifteen. Fifth hour is a large class of thirty-two. Sixth hour is a class of many resource students. Seventh hour is a class of many personalities and behavior problems.
Common Core Learning Standard(s) Addressed: Instructional Information on the Louisiana Framework may be obtained by following these steps: 1. http://www.doe.state.la.us 2. Curriculum/Standards tab 3. Grade Level Expectations or Common Core State Standards (GLEs or CCSS depending on level of state implementation)
Day One: Introduction GLEs: ELA.9.24 Apply standard rules of mechanics, including: • using commas to set off appositives or parenthetical phrases • using quotation marks to set off titles of short works • using colons preceding a list and after a salutation in a business letter • using standard capitalization for names of political and ethnic groups, religions, and continents ELA.9.27 Use standard English grammar, diction, and syntax when responding to questions, participating in informal group discussions, and making presentations CCSS: L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Day Two and Three: Research in Library: GLEs: ELA.9.37 Locate, analyze, and synthesize information from a variety of grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) • electronic sources (e.g., Web sites, databases) • other media sources (e.g., community and government data, television and radio resources, and other audio and visual materials) CCSS: W.9-10.7 Research to Build and Present Knowledge: 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. SL.9-10.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
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Day Four and Five: Research in the Computer Lab: GLEs: ELA.9.37 Locate, analyze, and synthesize information from a variety of grade-appropriate resources, including: • multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) • electronic sources (e.g., Web sites, databases) • other media sources (e.g., community and government data, television and radio resources, and other audio and visual materials) CCSS: W.9-10.7 Research to Build and Present Knowledge: 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. SL.9-10.2 Comprehension and Collaboration: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Day Six: Brainstorming GLEs: ELA.9.36 Identify and use organizational features to locate relevant information for research projects using a variety of resources, including: • print resources (e.g., prefaces, appendices, annotations, citations, bibliographic references) • electronic texts (e.g., database keyword searches, search engines, e-mail addresses) CCSS: W.9-10.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Day Seven and Eight: PhotoStory GLEs: ELA.9.41 Use word processing and/or other technology (e.g., illustration, page-layout, Web-design programs) to draft, revise, and publish various works, including research reports documented with parenthetical citations and bibliographies or works cited lists CCSS: W.9-10.6 Production and Distribution of Writing: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Day Nine and Ten: Presentations GLEs: ELA.9.33 Deliver clear, coherent, and concise oral presentations about information and ideas in texts CCSS: SL.9-10.4 Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Interdisciplinary Connections: American History US.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by: conducting short and sustained research evaluating conclusions from evidence (broad variety, primary and secondary sources) evaluating varied explanations for actions/events determining the meaning of words and phrases from historical texts analyzing historians’ points of view World History WH.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by: conducting historical research evaluating a broad variety of primary and secondary sources comparing and contrasting varied points of view determining the meaning of words and phrases from historical texts using technology to research, produce, or publish a written product
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Educational Technology Standards: http://www.louisianaschools.net/lde/uploads/13338.pdf I. Create electronic media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1,5)
Outcomes/Objectives: Day One: Introduction: The learner will demonstrate MLA format by creating bibliography cards. Day Two and Three: Research in Library: The learner will locate reliable sources by researching books in the library. Day Four and Five: Research in Computer Lab: The learner will locate reliable sources by researching online websites. Day Six: Brainstorming: The learner will organize and analyze information by using graphic organizers. Day Seven and Eight: Photostory: The learner will create a slide show with information by using photostory. Day Nine and Ten: Presentations: The learner will present information on a research topic by using photostory with 80 percent accuracy.
Technologies and Other Materials /Resources: Powerpoint Photostory Mrs. McGregor
Activities/Tasks (Lesson Procedure): Enter the lesson procedures using numbered bullets. The procedures should clearly describe the sequence of learning activities and should identify where and how all materials, technology tools and student-created technology products, and reproducible materials/handouts are utilized in the lesson. Be very precise when explaining the teacher and student tasks during the learning activities. Danielson, 1e,2c,3c,3b
Lesson Procedures: Day One: Introduction Introduction/Gain Attention: Give me five: I raise my hand and this signals the students to stop talking and give me their attention. Review Class Rules: Students are to follow along in the packet and highlight any information that they feel is important. Outcomes and Relevance: Students will focus on how to create a bibliography card for their research. Motivating Introduction: Model how to write a bibliography card and then have the students create one as a class. Content of Lesson: -Go over what is expected out of the research project. -Go over when everything is due -Sign up for research topics -Go over how to write a bibliography card Closure and Review: - Plagiarism Statement -Review Activity: Bring back the Plagiarism Statement signed by student and parent. Day Two and Three: Research in Library Introduction/Gain Attention: Give me five: I raise my hand and this signals the students to stop talking and give me their attention. Review Class Rules: Library/Computer Routine: -Report to the Library/Computer Lab B on time. Tardies will be counted! -Leave your backpack at the door and sit in your assigned chair. You must sit in your seat or you will be placed in the H-Drive. -When you receive your envelope and the instruction for the day, you will begin working. In the library you MUST put your Book Stick on the shelf to mark where you got a book. You have only one Book Stick, so you can use only one book at a time. DO NOT MOVE ANYONE ELSE’S BOOK STICK! -You will not be allowed to check out research books this week because if you leave it at home, other students may not be able to complete their work. -If you are doing anything you are not supposed to or you are not following directions you will lose points from your daily grade. You could be sent to the office. Outcomes and Relevance: Students will research a specific topic to answer the questions: Who?, What?, Where?, When?, Why?, How?, How did the event affect the world? Motivating Introduction: Go over what to do in the library, how to access the library catalog. Content of Lesson: Students search for two books and create bibliography cards. For every bib. Card they create, they are required to write 3 note cards for that book. By the end of the day, students should have 2 bibliography cards and 6 note cards. 3
4 Closure and Review: -Students put books back where they found them -Put book stick on shelf. -Put all cards(with name on back)in rubber band and leave on table. Activity: If a student was absent, they are to go to the library either during lunch or after school to make up the research. They also may go to a public library. Day Four and Five: Research in the Computer Lab: Introduction/Gain Attention: Give me five: I raise my hand and this signals the students to stop talking and give me their attention. Review Class Rules: Library/Computer Routine: -Report to the Library/Computer Lab B on time. Tardies will be counted! -Leave your backpack at the door and sit in your assigned chair. You must sit in your seat or you will be placed in the H-Drive. -When you receive your envelope and the instruction for the day, you will begin working. -If you are doing anything you are not supposed to or you are not following directions you will lose points from your daily grade. You could be sent to the office. Outcomes and Relevance: Students will use the resources online to research their specific topics. There are to answer the question: Who? What? Where? When? How? It’s effect on the world? Motivating Introduction: Go over directions for the computer lab. Content of Lesson: Students will research internet sources for their research topic. Closure and Review: Students are to put their cards in their rubber band and put in the envelope. Activity: If a student was absent, they are to go to the library either during lunch or after school to make up the research. They also may go to a public library. Day Six: Brainstorm: Introduction/Gain Attention: Give me five: I raise my hand and this signals the students to stop talking and give me their attention. Review Class Rules: Students will work independently on their graphic organizers. Outcomes and Relevance: Students will organize all the information they researched. Motivating Introduction: I will model for them what is needed to organize their information Content of Lesson: Students will input their research the information into the graphic organizer, the time line, and the filmstrip. This is like a rough draft of the slide show Closure and Review: Students will begin to work on slide show Activity: If students have not completed their brainstorming, it is their responsibility to work on it for homework. Day Seven and Eight: Photo Story Introduction/Gain Attention: Give me five: I raise my hand and this signals the students to stop talking and give me their attention. Review Class Rules: Library/Computer Routine: -Report to the Library/Computer Lab B on time. Tardies will be counted! -Leave your backpack at the door and sit in your assigned chair. You must sit in your seat or you will be placed in the H-Drive. -When you receive your envelope and the instruction for the day, you will begin working. -If you are doing anything you are not supposed to or you are not following directions you will lose points from your daily grade. You could be sent to the office. Outcomes and Relevance: Students will create a slide show to demonstrate their understanding of their research topic. Motivating Introduction: I will model how to use StoryPhoto and I will have directions at each computer to show them how to use the software. Content of Lesson: Students will work individually to create a storyphoto for their final project. Closure and Review: Preview/Review: Presentations begin the next day. Activity: If students need extra time they are to see me. Day Nine and Ten: Presentations Introduction/Gain Attention: Give me five: I raise my hand and this signals the students to stop talking and give me their attention. Review Class Rules: Students are to quietly watch the presentations. Outcomes and Relevance: Students will present their project to the class. Motivating Introduction: Content of Lesson: Students spend 1 to 2 minutes presenting their project to the class. 4
5 Closure and Review: Review/Preview: Students will answer a few questions about which was their favorite presentation and why. Higher Level Thinking Skills Noted How has your topic affected our history? What would have happened to our world if your topic had never happened?
Relevance/Rationale: This lesson provides the students with the knowledge of researching that will be useful throughout the students’ academic career. Students will also learn about real world events that affect our lives.
Explorations and Extensions: Students that require extra work time will be allowed to have extra time for research and for the creation of a presentation.
Assessment Criteria for Success:
Daily Participation: Graded by Observation Bibliography Cards: Graded for Accuracy Note Cards: Graded for Accuracy Timeline: Graded for completion Film Strip: Graded for completion The 5 Ws and How: Graded for Completion Project Rubric : Graded for Accuracy
Reflections: What would have made this lesson better? What other major issues should have been addressed? How did the students respond to the lesson?
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