Lesson Plan Assessment Focus: Beginning research and assessment.

Lesson Plan Unit Focus: Preparing students for the major research papers that they will
start in a week or so.

Common core standards:

W10.2 - Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selections,
organization, and analysis of content.
W10.6 - 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.
W10.9 - Draw evidence from literary or informational texts to support analysis,
reflection, and research.
SL10.5 - Make strategic use of digital media in presentations to enhance understanding
of findings reasoning, and evidence and to add interest.

Differentiation: This class is an honors course so they have elected to be in here and so
they know it moves a little faster. There will be a lot of interacting and making sure that
they are all participating. I had noticed in previous classes that the students note taking
isn’t as effective or efficient as it needs to be and so we wanted to give them a chance
trying out a new system of notes. In differentiating this piece we wanted them to take
notes however they wanted but using this system so that everyone gets the feel of it
and what way they believe worked best for them. Upon doing the research
presentations, each student will take as much or as little notes as they think works for
them that will help them retain the information. There will be a notebook check to make
sure they have the full amount of information when midterms come about. We have also
made arrangements to our seating schedule so that those students who are not doing
so well are paired with students who we believe can help them. Then once we get into
the groups there will mostly be groups of 2 students who are doing well and 2 students
who are needing extra help. This makes it easier for those students to help and rely on
others and ask for help if needed. Since this is a beginning assignment, the focus is to
get them researching and seeing what they know about research to begin with. It is not
meant to test them so I will be walking around offering ideas or facts that I know of that
could help them with what they should be accomplishing. The research presentations
are here to help them understand the information about WW2 and the Holocaust so that
their peers can be teaching rather than me teaching all the time.
Objectives: Students will understand the basic concepts to note taking and researching.
Students will differentiate facts about World War 2 and the Holocaust through peer
presentations.

Materials: Computers, projector, powerpoint, notebooks and digital notebooks,

powerpoint, writing instruments, and internet. Lots of turn to a partner, peer talk, and
teacher instruction.

Time: Teacher Instructions:

Part 1-
5-10 Post test literary quiz on canvas. This was given through the English
minutes department to see if they have retained learning the words from quarter
1. (summative)
5 minutes
Cornell note taking mini lesson. (formative)
Offer that they can do it a different way but this is the most efficient. It
requires you to review your notes and think critically about them.

Write the notes graphic organizer on board.

Teacher notes for discussion:

Who has heard of Cornell notes before?

They are divided into two parts: questions and notes • There is a
reflection/summary at the end • There is room for a topic • They are
labeled with name, date, class, period or other information

What types of questions should I place on the left side? •

Questions which are answered in the notes on the right • Questions
you still need the answer to--ask a friend or the teacher after class •
Questions the teacher might ask on a test • Higher level thinking
questions
 What else could I place on the left side? • Key terms, vocabulary words
or dates • Diagrams or figures • Reference pages in a text • Steps in a
solution process • Notes to myself about actions I need to take

What are some good tips for taking notes on the right side? • Write only
what is most important: listen for repetition, change in pace or volume,
numbering, explicit clues (“this is important,” or “on the test”) watch for
gestures or clues to organization; look for material being written down
by instructor or shared in a visual manner Right side continued… •
Actively listen • Ask relevant questions • Write in your own words
(paraphrase) • Write using abbreviations • Draw a figure or diagram •
Leave space where you think you might need to “fill in” info later • Use
bullets, arrows, and indenting to list key ideas • Write neatly

Remind students that they will be taking notes on the presentations

and this is the format that I want the notes in.

Part 2-
30 minutes Each group has been given a topic including WW2, holocaust, ghettos,
concentration camps, elie wiesel, nazis, jews, hitler, and survivors.
They must create a powerpoint presentation with facts, timelines, or
interesting details to present to the class. Finish working on
30 minutes presentation projects. Remind students to turn their finished
presentations into canvas by midnight tonight. If it is past that then I will
start docking late points. (formative)

30 minutes. Research projects finish and start presenting and they

must take notes on presentations using the cornell method.
(summative)

Part 3 - (end)
5 minutes
ish Let students be aware that we will start our Holocaust survivor
research next class so to start thinking about survivors or who you
would like to start researching. Each student must have one person to
research on their own.
They need to start looking on their own for these and I want them to
research about them. They will have time on Monday and Wednesday
 to research but they need to bring a name to work with because we are
only doing it in one and a half class periods.

HW: Survivor choosing and online discussion 2 due on Saturday. Make

sure to remind them to turn in their presentations if they haven’t already
done so.

If needing activities for differentiation:

Each group is paired with students who are having difficulties and
those who are doing quite well in the class so the entire period is
meant for differentiation. I will also be walking around giving advice or
facts that I know of in order to help students figure out where they
should go with their topic.

Further This assignment is one of the first research presentations that the
Assessment students will be doing this quarter. They will learn the basics from
: researching in this assignment and will then move onto a holocaust
survivor research paper that uses the same skills.

Moving forward we will start implementing mini lessons on accurate

MLA citations and paper guidelines, accurate and credible research,
justifying your sources, topic sentences, transitions, fact vs opinions,
etc. They will have to incorporate all of the skills we have learned into
their final research paper on a topic of their choice. They will be
required to find a topic, refine it, then refine it again to get a specific
thing about that first originally broad topic.

We will have multiple formative and summative assessments that

include finding their topic by using the “in depth of the heart”
assignment, research question, thesis making, justifying your sources,
annotating your sources, as well as mini lessons on MLA, sentences,
and grammar.

Draft 1- authors justification

Draft 2- Outline with sources, thesis, and topics
Draft 3- ½ done, intro, thesis, and first few topics
Final- turned in hard copy
Conferences with me about their grades and whether or not they want
to resubmit
Re-submission if they want to