- I can conduct a short research project, draw on several sources, and gather relevant information about my focus figure. (W.6.7, W.6.8)
- I can share my independent research reading with my peers. (RL.6.10, RI.6.10)
Focus Standards: These are the standards the instruction addresses.
- RI.6.1, RI.6.3, W.6.1, W.6.7, W.6.8, W.6.9b
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RL.6.10, RI.6.10, W.6.10
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 3, Lesson 6 (W.6.8)
- Work Time A: Independent Argument Evidence note-catcher (RI.6.1, RI.6.3, W.6.1, W.6.7, W.6.8, W.6.9b, W.6.10)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner - W.6.8 (5 minutes) 2. Work Time A. Research Focus Figure - W.6.7, W.6.8 (20 minutes) B. Debrief: Focus Figure Research - W.6.7 (5 minutes) 3. Closing and Assessment A. Share Independent Research Reading - RL.6.10, RI.6.10 (15 minutes) 4. Homework A. Research Focus Figure: Students continue to research their focus figure and document information on the Independent Argument Evidence note-catcher. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
|
In Advance
- Gather computers or tablets necessary for students to begin research online during Work Time A. Ensure computers are logged in and in good working order. Provide plenty of research texts as well; a resurgence of interest in this topic has led to a number of newly published books that uncover hidden figures as students will be doing for the performance task.
- Become familiar with several of the focus figures from the Focus Figures Options List; be prepared to direct students toward resources that will help them complete their research about their chosen focus figure.
- Prepare for the research reading share using the Independent Reading Sample Plans document (see the Tools page), or use another independent reading routine for students to reflect on and share what they have learned about the module topic from their independent work.
- Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
- Prepare copies of handouts for students, including entrance ticket (see Materials list).
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time B: Provide computers or tablets for students to conduct online research.
- Work Time B: Consult the Recommended Reading list located on the Tools page for other texts that may help students complete their research.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 6.I.A.1 and 6.I.B.6.
Important Points in the Lesson Itself
- To support ELLs, this lesson includes built-in research time that will help students develop the claims and reasons of their independent argument essays, which they plan during the following lesson and write during the mid-unit assessment. After independent research time, students have the opportunity to debrief with their crewmates to share findings. These processes are important for all students, including ELLs, who may especially benefit from the opportunity to collaborate and have clarifying questions addressed.
- ELLs may find it challenging to complete their independent research about their focus figures, and since this is the last research opportunity students will have before they plan and write their essays, it is important that this session is a productive one. Before Work Time A, consider checking in with individuals or small groups of ELLs who need heavier support to gauge their research progress and help them develop goals for the research session.
Vocabulary
- N/A
Materials from Previous Lessons
Teacher
Student
- Independent Argument Evidence note-catcher (example for teacher reference) (from Module 4, Unit 2, Lesson 14, Work Time B)
- Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time C)
- Independent Reading Sample Plans (for teacher reference) (from the Tools page)
- Independent Argument Evidence note-catcher (one per student; from Module 4, Unit 2, Lesson 14, Work Time B)
New Materials
Teacher
Student
- Entrance Ticket: Unit 3, Lesson 6 (example for teacher reference)
- Timer (optional)
- Entrance Ticket: Unit 3, Lesson 6 (one per student)
- Device for online research (one per student)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening |
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A. Engage the Learner - W.6.8 (5 minutes)
"Why is it important to properly cite our sources when conducting research?" (To give credit to the authors who have provided the information. To help readers who want to know more about our topic to access our original sources. To avoid plagiarism.)
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Work Time
Work Time | Levels of Support |
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A. Research Focus Figure - W.6.7, W.6.8 (20 minutes)
"I can conduct a short research project, draw on several sources, and gather relevant information about my focus figure."
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For Lighter Support
For Heavier Support
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B. Debrief: Focus Figure Research - W.6.7 (5 minutes)
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For Lighter Support
For Heavier Support
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Closing & Assessments
Closing |
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A. Share Independent Research Reading - RL.6.10, RI.6.10 (15 minutes)
"I can share my independent research reading with my peers."
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Homework
Homework |
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A. Research Focus Figure
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