Expert Groups: Research 2 | EL Education Curriculum

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ELA 2012 G6:M2B:U1:L7

Expert Groups: Research 2

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Long Term Learning Targets

  • I can conduct short research projects to answer a question. (W.6.7)
  • I can use several sources in my research. (W.6.7)
  • I can refocus or refine my question when appropriate. (W.6.7)

Supporting Targets

  • I can identify details in a text that answer my research question.
  • I can summarize the relevant details for my research.

Ongoing Assessment

  • Researcher's notebook

Agenda

AgendaTeaching Notes

1. Opening

A. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Jigsaw Part 1: Research (25 minutes)

B. Jigsaw Part 2: Sharing Research with Expert Groups (10 minutes)

3. Closing and Assessment

A. Finishing Researcher's Notebook (8 minutes)

4. Homework

A. Finish completing your researcher's notebook.

B. Read the three assessment research texts in preparation for the next lesson.

  • In this lesson, students continue the research they began in the previous lesson. This is their final research lesson, so encourage them to gather as much information as they can before the end of the lesson and to record it in their researcher's notebook.
  • Gauge student progress in this lesson. If you feel they need more time with the texts in their research folders to gather enough information to write an essay that describes three adversities faced by the specific group they are focused on, consider adding a lesson.
  • Remember that not all texts have glossaries. This is because not all require glossaries--some are aimed at children, so most of the words should be familiar. Any unfamiliar words should not impinge student understanding of the text.
  • In Lesson 8, students will take their Mid-Unit 1 Assessment, which gauges their growing research skills. Note that students are given the three assessment research texts (see supporting materials) to read for Lesson 7 homework, so they are familiar with the texts when they use them to research.
  • In advance: Prepare the assessment texts, one of each per student.
  • Post: Learning targets.

Vocabulary

specific to each group; see glossaries in research folders

Materials

  • Researcher's notebook (from Lesson 5; one per student)
  • Research folders (from Lesson 6; one per team)
  • Research task card (from Lesson 6; one per student
  • Mid-Unit 1 Assessment Text 1: The Plague (one per student; for homework)
  • Mid-Unit 1 Assessment Text 2: "Disasters and Disease." The City (one per student; for homework)
  • Mid-Unit 1 Assessment Text 3: Bubonic Plague (one per student; for homework)

Opening

OpeningMeeting Students' Needs

A. Unpacking Learning Targets (2 minutes)

  • Invite students to read the learning targets with you:

* "I can identify details in a text that answer my research question."

* "I can summarize the relevant details for my research."

  • Remind students that they had similar learning targets in the previous lesson, because in this lesson they are continuing to research using the texts in the research folders distributed in the previous lesson.
  • Learning targets are a research-based strategy that helps all students, especially challenged learners.
  • Posting learning targets allows students to reference them throughout the lesson to check their understanding. The learning targets also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.

Work Time

Work TimeMeeting Students' Needs

A. Jigsaw Part 1: Research (25 minutes)

  • Invite students to reread their refined research question at the top of their researcher's notebook to remind themselves what they are looking for in their research.
  • Ask them to read any revised and refined questions they have may have written after reading texts in the previous lesson and remind them that as they are researching in this lesson, they should keep those questions in mind to see if they can find the answers in the texts they read.
  • Remind students that they are in expert groups so that they can divide and conquer the workload of researching. This means that different students can research from different texts at the same time and then share the information they have found with the rest of the group later on.
  • Invite students to take out their research folders and the research task card and reread Part A silently in their heads as you read it aloud.
  • Remind them that this task card will guide them in how to effectively research the answer to their refined research question.
  • Invite students to follow the directions on the task card to research using the texts in their research folders.
  • Circulate to support them in reading the texts and recording relevant information in their researcher's notebooks.
  • Refer students to the glossary for texts in the research folders to help them understand unfamiliar words.
  • Providing students with task cards ensures that expectations are consistently available.
  • Encourage students to choose a text from the research folder that is most appropriate for their reading level, but to challenge themselves within reason.
  • Graphic organizers and recording forms engage students more actively and provide scaffolding that is especially critical for learners with lower levels of language proficiency and/or learning.

B. Jigsaw Part 2: Sharing Research with Expert Groups (10 minutes)

  • Ask students to reread Part B of the research task card silently in their heads as you read it aloud.
  • Invite them to share the research they have found with their expert groups. If working in a group of three, students can team up with another expert group to share their research.
  • Invite students to follow the directions on Part B of their task card to share the research they have collected and to record any new information in their researcher's notebook.

Closing & Assessments

Closing

A. Finishing Researcher's Notebook (8 minutes)

  • Invite students to spend the rest of the lesson making sure their researcher's notebook has been completed as comprehensively as possible for as many of the texts in their research folder as possible.
  • Distribute the three texts students will use for their Mid-Unit 1 Assessment:

-    Mid-Unit 1 Assessment Text 1: The Plague

-    Mid-Unit 1 Assessment Text 2: "Disasters and Disease." The City.

-    Mid-Unit 1 Assessment Text 3: Bubonic Plague

Homework

Homework
  • Finish completing your researcher's notebook.
  • Read the three assessment research texts in preparation for the next lesson.

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