UNIT 5 LESSON 4

TWS LESSON PLAN 3

Research Paper: Gathering Information

CCU Teacher Candidate: Emily Maddock

Student ID #: 0484495

Program Code: Secondary Licensure

Lesson Date: April 11, 2016

District: Mapleton

Mentor Teacher: Tracy Reynolds

School: Colorado Connections Academy

University Supervisor:

Valerie Perciante

Content Area: Reading, Writing, and Communicating

Grade Level: 11th

Grade Level Expectation: Self-designed research provides insightful information, conclusions,

and possible solutions

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 Objective(s): Practice successfully using the internet for research.

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

TWS LESSON PLAN 3

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

TWS LESSON PLAN 3

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)

Next Steps: Unit 5 Lesson 5: Using Quotations.

Teacher Performance Standards Addressed in this Lesson:

Standard Seven: Knowledge of Technology: The teacher is skilled in technology and is
knowledgeable about using technology to support instruction and enhance student learning.

The teacher has demonstrated the ability to:

7.1 Apply technology to the delivery of standards-based instruction.
7.2 Use technology to increase student achievement.
7.3 Utilize technology to manage and communicate information.
7.5 Instruct students in basic technology skills.

UNIT 5 LESSON 4

TWS LESSON PLAN 3

Post Lesson Reflection:

We are having the same problems of not enough students showing up to our lessons who have
signed up. I know my students need these lessons to succeed on the paper. This is one due to the
fact that it is just natural that teachers will stress different aspects of a paper, mine is citations,
while another teacher might be a thesis statement, etc. Also for the fact that my seniors just
turned in their research papers about a month ago and had to do between 2-3 drafts in order to
get their research and points into one cohesive paper.
But that being said there is nothing I can do about attendance. Students are not required to come
to my lessons, I email them reminders the day before and day of that we have a lesson and what
it will cover, and even trying to entice them with extra credit does not work (though they will ask
me at the end of the year when they are not passing for it). I know I should be patient and
understanding towards my studentsmaybe they had something come up, maybe they are not at
the Unit yet and dont want to hold back their classmates, maybe they are shybut I just worried
about them stressing over the paper or turning in something that doesnt even resemble a
research paper. But as Proverbs 14:29 states: Whoever is patient has great understanding, but
one who is quick-tempered displays folly. So I will be patient, I will have understanding, and I
will keep reaching out to my students.
Besides the lack of students I had great participation from those who came. We had one Honors
student, one Standard (Regular) student, and one Foundations (remedial) student join us. So that
was a great mix! I felt that they each got individualized attention in the lesson and were able to
really start to figure out what their topic is, what research questions they need to answer, and
how much research they will be able to find on their topic. I feel that the Honors and Standard
students took advantage of my one-on-one guidance the most. While the Foundations student
didnt really reach out with many questions. They all successfully found information on their
topics and are on the right track for starting their papers.
Hopefully tomorrow we will have more students to work with, or at least students who will take
the time to watch the recordings.

Lesson Recording: http://ww2.livelesson.com/p2ds67kvxah/