Teachers: Emily Giddens

Subject: Reading
Grade: 6th

Standard:
Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate. (6.W.7)
PO 1. Write essential questions to investigate a topic or issue using digital tools and
resources.
Objective: Write essential questions to investigate about a particular female athlete and
conduct a short research project to answer those questions.
Evidence of Mastery (Measurable)
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Evidence of Mastery: Students will write questions about a particular female athlete and
answer those questions.
Exceeds: Student wrote and answered more than three questions. Answers are accurate,
detailed and written as full sentences.
Meets: Student wrote and answered three questions. The answers are accurate, detailed and
written as full sentences.
Approaches: Student wrote two or three questions and answered two questions. The answers
are accurate but might not be very detailed.
Falls Far Below: Student wrote one to three questions but answers one or none of them.
Answers are given as single words or phrases instead of full sentences.
Sub-objectives, SWBAT (knowledge, skill, purpose)
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
Sub-objectives, SWBAT (knowledge, skill, purpose):

Write essential questions

Develop research skills and strategies
Record responses to questions

Key Vocabulary:

Materials:

Consequences: Results
Technique: Way of accomplishing a task
Perspective: Viewpoint
Shank: A golf term meaning to accidentally hit a golf
ball with the wrong part of the golf club
Triathlete: A person who participates in a three-part
athletic contest

Computers, notebooks, pencil,

smartboard

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your
students?
Opening: Show a minute-long clip. It is a short montage of Serena Williams matches and
experiences.
https://www.youtube.com/watch?v=x6XWdi2mZoM
Backup plan: if the technology does not work share this fact. Do you know what year women
were allowed to play in the modern Olympics? 1900. They were only allowed to play in three
sports: tennis, golf and croquet.
Instructional Input: (Teacher Will)
How will you model/explain/demonstrate all
knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?

Instructional Input: (Students Will)

What will students be doing
to actively capture and
process the new material?
How will students be
engaged?

Instructional Input: (Teacher Will)

This week we read, Face Your Fears: Choking Under
Pressure is Every Athletes Worst Nightmare. Through
that we learned about a few female athletes who
struggled but were able to overcome their fears to win
their competitions.
Yesterday we did some further research about
another female athlete. Which athlete did we
research? (Sheryl Swoopes) What was one of the
questions we researched? What did we find out
through our research? What did we have to do to find
that information?
Go over agenda:
Today we are going to research another female
athlete together (Serena Williams). Then you will get
to pick from a list of female athletes and on your own
you will research the one you picked. After that you
will get into a group of two or three and share who you
researched and what you learned.

Instructional Input: (Students Will)

Participate in whole class discussion.

Co-Teaching Strategy/Differentiation: A couple of the students

experience more behavioral problems when sitting close together. These
students will be seated apart from one another during this portion of the

lesson.
Guided Practice: (Teacher Will)
How will you ensure that all students have
multiple opportunities to practice new content
and skills?
What types of questions can you ask students
as you are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students
as they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?

Guided Practice: (Students Will)

How will students practice all
knowledge/skills required of
the objective, with your
support, such that they
continue to internalize the
sub-objectives?
How will students be
engaged?
How will you elicit student-tostudent interaction?
How are students practicing
in ways that align to
independent practice?

Guided Practice: (Teacher Will)

Guided Practice: (Students Will)

Today we are going to research Serena Williams.

Before we get on the computer and start researching
what do we need to do? How will we know what to
research? (Write essential questions to investigate.)
The questions need to be important and relevant to her
athletic career. What are some questions we should
research? (Students should come up with at least
three questions. Prompts will be given if students
questions are not essential.) Students should be writing
the questions in their notebooks.
Now that we have our questions to research what do
we need to do? (Get on the computer. Begin typing
keywords or the whole question into the search
engine.) We need to look for reliable sources. As we
read we should be keeping in mind the vocabulary
words we have been working on since Monday. If you
see any vocabulary words point it out, make a note of
it and how it is being used. Students should read the
webpage on the smartboard to find the answers to our
questions. Once they find the answers they should
write them in their notebooks.

Students will come up with essential

questions to research about Serena
Williams. They will help the teacher
research the questions and find the
answers. Students will be writing the
questions and answers in their
notebooks.

Co-Teaching Strategy/Differentiation: One of the students is allowed to

go to the back of the room to stretch for a minute if they are feeling hyper.
This student must give a signal to the teacher, the teacher will signal back
to let the student know if they can go to the back and stretch at that
moment.
Independent Practice: (Teacher Will)

Independent Practice: (Students

How will you plan to coach and correct during

this practice?
How will you provide opportunities for
remediation and extension?
How will you clearly state and model academic
and behavioral expectations?
Did you provide enough detail so that another
person could facilitate the practice?

Will)

Independent Practice: (Teacher Will)

Now you will be doing the same thing we just did but on
your own. I will call you up one at a time and you will pick
one of these female athletes to research. But before you get
on the computer what do you need to do? (Write essential
questions.) What do the questions need to be? (Important
and relevant to their athletic career.) You are going to work
by yourself to come up with and write down your questions.
Once you are finished raise your hand. I will check your
questions and then you can get on the computer.

How will students

independently practice the
knowledge and skills required
by the objective?
How will students be
engaged?
How are students are
practicing in ways that align
to assessment?
How are students using selfassessment to guide their
own learning?
How are you supporting
students

Independent Practice: (Students

Will)

Pick a female athlete to research.

Write essential questions. Research.
Write the questions and answers in
notebook. Share the information they
gathered with a small group or
partner.

Students will pick from these female athletes:

1. Mia Hamm (Soccer)
2. Lisa Leslie (Basketball)
3. Billie Jean King (Tennis)
After research is complete, partner students up to share
their information. Partners can rotate to learn from
different people if time allows.
Co-Teaching Strategy/Differentiation: A couple of the students easily
become off task and may need to be redirected often. Students will not be
sitting close together while on the computers so that they are less likely to
distract each other.
Closing/Student Reflection/Real-life connections
How will students summarize and state the significance of what they
learned?
Why will students be engaged?
Closing/Student Reflection/Real-life connections:
Pick one of these questions to answer on a sticky note. Stick it on the door

on your way out.

What have you learned about womens participation in athletics?
How has your opinion of female athletes expanded from this research?

Resources: 6 grade Collections and Close Reader Houghton Mifflin Harcourt

Publishing Company
th