Lesson Plan

Learning Segment: 1 of 3
Lesson Name: Finding a Topic Duration of Lesson: 80 min
Grade Level: 6th Grade Subject: Research Writing

Common Core Content Standards:

W.6.7 Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess
the credibility of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and providing basic
bibliographic information for sources.
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others' ideas and expressing their own clearly.

Learning Objective:
Students will be able to identify and design their own open-ended (research)
question while collaborating with peers.

Language Objective:
Students will practice asking and analyzing open-ended questions.

English Language Development (ELD) Standards and Proficiency Levels:

Main ELD Standard: (#1 Exchanging information and ideas with others through
oral collaborative discussions on a range of social and academic topics.)
Bridging: ELD.6.I.A.I Exchanging information/ideas: Contribute to class, group,
and partner discussions by following turn-taking rules, asking relevant
questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful feedback.

Academic Language Requirements:

Specialized Vocabulary: brainstorm, cite, credible, overview, research,
sources, topic, research question, topic, broad, narrow, open-ended, analyze

Text Types/Structures: Informative/Explanatory (Research Writing)

Formal and Informal Assessments:

Informal:
Think-Pair-Share: Students will think about the topic at hand, pair up with a
student in the class and discuss their ideas with each other. Students will then
share their ideas with the class. The teacher will listen in on conversation to see
if students understand the material.

Hand Signals: Students will display designated hand signals that shows their
understanding.

Outside Circle: Students will be sharing their answers to the whole class. The
teacher and students can confirm or modify any answers.
Stop Light: The teacher will gather information about what students understand
and what needs to be taught in a different way.

Resources and Materials:

Resources:
https://www.flocabulary.com/unit/research-process/
teacherweb.com/ca/holytrinityschool/mrssulentor/ht6_reseachpacket-1.doc

Materials: PowerPoint, 30 notebooks (to take notes), 120 sticky notes, 30

Research Packets, 30 pencils, 30 laptops, and Internet access.

Anticipatory Set: 5 min

Students need to be taking notes in their notebook. Tell students they will be
writing a research paper. Briefly explain what a research paper is.
PowerPoint Slide 1 and 2: The teacher will show pictures of famous people that
students are interested in: Michael Jordan, Albert Einstein, Amelia Earnhardt
and Leo Messi. The teacher will facilitate a conversation about each person.
They will ask students, what do you know about this person? and what do you
want to learn about them? Students will be contributing to the class discuss by
sharing facts they know and things they wish they knew about the 4 famous
people. Tell students that research papers are a great way to find out more
information on a topic they are interested in. Students can pick their own topic.

I do (Explicit/Direct Instruction): 30 min

The teacher will tell students that over the course of 5 weeks they will be
conducting their own research and writing a paper. Explain to students the
procedures involved in writing a research paper. The PowerPoint goes over the
steps needed to write a research paper. Briefly describing how each section will
be completed throughout the writing process. The main focus is on the first step,
finding a topic.
The teacher will be giving students information about the structure of a research
paper via PowerPoint. Students are taking notes.
Slide 3: Explain to students that their research topic should be interesting to
them. Students need to be able to find a lot of information on topic.
Slide 4: Examples:
Topic: Sleeping Research Question: Why do we sleep?
Topic: Sharks Research Question: How does a shark hunt?
Slide 5: Research questions need to be open-ended, not closed questions
Slide 6: Research question cannot be too narrow or too broad. The question
needs to have an answer and not based off opinion.

Slide 7: (Think-Pair-Share) Students will get into pairs and analyze 3 research
questions looking at which ones would have enough substance (not too narrow)
to write a paper on it but not too much substance (too broad).
1. Why do peoples moods change?
2. Why do doctors traditionally wear white?
3. How does color affect mood?

Some do (differentiated instruction):

(Think-Pair-Share) The teacher will listen in on partner talk, making sure that
conversations are on topic, and students are critically analyzing the questions.
During partner talk, the teacher will check in with the groups that contain a
student that is an ELL first and then check in with the other groups.
Students will be contributing to the class discuss by sharing reasons they chose
the questions as strong or weak research questions. The teacher will read the
question and instruct students to give a thumbs up if they liked the question,
thumb down if they didnt, and a thumb to the side if they were unsure.

Slide 8: The teacher will ask students Where can we find resources to look up
information? Students can find information via
Newspaper articles
Journals
Internet
Books

Slide 9: The teacher explains that after students gather their information they are
going to need to organize the information into 3 paragraphs. An example of the
process would be:
Topic: Swimming Research Question: What are the health benefits of
swimming?
Paragraph 1-Physically Paragraph 2- Socially Paragraph 3- Mentally
Slide 10: Show students the structure of a research paper. When students write
a research paper they will need:
Introduction paragraph
3 body paragraphs
Conclusion paragraph

The teacher will ask students:

What are the steps of writing a research paper? What are the characteristics of a
good research question? What is an example of a possible research question?
Are there any questions?

We do (Guided Instruction): 20 min

Retell student the definition of an open-ended question. Give example topics
such as, sharks, sleeping, Ancient Greece, Math, ect. Students will form a circle
and take turns asking an open-ended question about one of those topics or their
own topic. One student will offer to go first, students will go around 2-4 times
(depending on their ability to correctly formulate an open-ended question)
without repeating questions. Repeat the characteristics of a good research
question (open-ended, multiple resources to find information, not too broad, not
too narrow, not an opinion). Students will continue the activity, repeating the

process of going around in a circle. This time students will share a possible
research question that is also open-ended. At any time during the activity, stop
students and clarify their misconceptions about research questions.

You do alone (Independent Practice): 20 min

The teacher will pass out, read, and discuss the first two pages of the Research
Paper Packet. Page one includes due dates. The teacher will further introduce
the process of writing a research paper by going over the packet. The second
page of the packet is, Select Your Topic and Research Question. Students that
finish early will have time to work on it and there will be time in class the next
day in the morning. The worksheet requires students to write 4 topics and
research questions that go along with the topic. Repeat the components of a
good research question and that t research questions need to be answered
within the essay. Explain to students that out of the 4 research questions,
students need to get 2 signed by their parent or guardian to verify that they
approve of the topic their student will be researching. Give students a few
minutes to review the packet and ask if students have any questions about what
they need to do for homework or any questions regarding the packet. After the
students ask questions, give students time to look up topics for their research
paper online. Remind students that in order to write a research paper they will
need to be able to find information on the topic and this is a time where they can
search for topics and make sure that the topics have enough information.

Some do (differentiated instruction):

During this time, guide a small group. While students are looking up possible
topics, make a general announcement that if anyone needs help or clarification
to go to the kidney table.

Students that finish early will start the Select Your Topic and Research Question
page of their handout.

Closure: 5 min
Exit ticket: Give each table a set of sticky notes. Each student will need 4 sticky
notes. Divide the board in 4 sections and label the 4 sections: Possible
Research Question, Green (I Know This!), Yellow (I Think I Understand, I Might
Need More Support), Red (I Need More Clarification).
(Stop Light Assessment) Instruct students to write down one research question
that they are considering doing for their research paper under that column. This
is the only section that students are required to write their names on the sticky
note. The other 3 sticky notes can be anonymous. With the remaining three
sticky notes students need to put a sticky note under each stop light color. This
will be their exit ticket out the door.

Lesson Plan
Learning Segment: 2 of 3
Lesson Name: Source Search Duration of Lesson: 80 min
th
Grade Level: 6 Grade Subject: Research Writing
Common Core Content Standards:
W.6.7 Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess
the credibility of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and providing basic
bibliographic information for sources.
RI.6.8 Trace and evaluate the argument and specific claims in a text,
distinguishing claims that are supported by reasons and evidence from claims
that are not.

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others' ideas and expressing their own clearly.

SL.6.1.A Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.

Learning Objective:
Students will be able to identify key features in a source that either minimize or
add to its credibility.
Language Objective:
Students will be using specialized vocabulary during class discussions in order
to analyze sources.

English Language Development (ELD) Standards and Proficiency Levels:

Main ELD Standard: (#1 Exchanging information` and ideas with others through
oral collaborative discussions on a range of social and academic topics.)
Bridging: ELD.6.I.A.I Exchanging information/ideas: Contribute to class, group,
and partner discussions by following turn-taking rules, asking relevant
questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful feedback.
ELD 6.1.A.4 Part 1.4.6 Adapting language choices: Adjust language choices
according to task (e.g., facilitating a science experiment, providing peer
feedback on a writing assignment), purpose, task, and audience.

Academic Language Requirements:

Specialized Vocabulary: bias, cite, evaluate, domain suffix, categorize, primary
source, secondary source, author, link, institution, domain, URL, creation,
revision, intended audience, purpose, analyze

Text Types/Structures: Informative/Explanatory (Research Writing)

Sentence Frames: Given the evidence, we can deduce that..., After a

thorough analysis of the evidence, we conclude that...., This ____ is significant
because..., After careful examination of... it appears that... Primary sources
can be differentiated from secondary sources based on...

Formal and Informal Assessments:

Formal: Select Your Topic and Research Question classwork and the
Primary/Secondary Source Assessment

Informal: Think-Pair-Share: Students will think about the topic at hand, pair up
with a student in the class and discuss their ideas with each other. Students will
then share their ideas with the class. The teacher will listen in on conversation to
see if students understand the material.
Hand Signals: Students will display designated hand signals that shows their
understanding.
Source Sort: 3-4 students will organize information into two groups (primary
source and secondary source).
Vocabulary: Students use of vocabulary during classroom discussions.
Specifically when students share a credible website with the class.

Resources:
https://www.flocabulary.com/unit/source-evaluation/
http://libguides.berry.edu/evaluatingweb
http://www.sharks-world.com
http://www.sharkguardian.org/shark-facts-top-100-shark-guardian/
https://en.wikipedia.org/wiki/Shark
Materials: overhead projector, teacher computer, 16 fake articles, 10 pre-cut
source sort worksheets, 30 pencils, 30 laptops, and Internet access.

Write on the whiteboard:

What to look for when checking to see if a website is credible:
Author or contact person Who wrote it?
Link to local home page
Domain the last segment of the "root" of the URL
For example, www.berry.edu www.berry.gov www.berry.org www.berry.com
Date of creation or revision When was it written?
Intended audience Who did they write it for?
Purpose of the information Why did they write it?

Word Bank:
bias, cite, evaluate, domain suffix,
categorize, primary source,
secondary source,
Anticipatory Set: 10 min
Prior Knowledge: Students have completed vocabulary mapping on the word:
analyze. The teacher will refer back to the Stop Light Assessment, completed
during lesson 1. Clarify information related to picking a topic or finding a
resource.

(Think-Pair-Share) Students will get into pairs and pass out one fake article to
each duo. The teacher will read the article aloud as students follow along.
Student will discuss with their partner what they think about the article.

Some do (differentiated instruction): (Think-Pair-Share) The teacher will listen in

on partner talk, making sure that conversations are on topic and students are
critically analyzing the information in the article. During partner talk, the teacher
will check in with the groups that contain a student that is an ELL first and then
check in with the other groups.
The class will discuss the article and share what they talked about with their
partner. Possible questions to prompt students: What do you think about the
article? Who do they think the author is? What is the purpose? Where do they
think the information for the article was found?

I do (Explicit/Direct Instruction): 20 min

Reiterate that the research process takes a lot of time. It is important to not only
find information to answer their research question but to also read and
understand the information on their topic. Tell students that the research
process is a crucial step in writing a successful paper. The teacher will explain
to students that during their quest for sources they need to be aware that not all
websites have credible information. Read and discuss the information written on
the board. (Think-pair-share) Have students talk to a partner about why they
think certain words are red and what those words mean.
Sentence Frame: Given the evidence, we can deduce that...
Some do (differentiated instruction): (Think-Pair-Share) The teacher will listen in
on partner talk, making sure that conversations are on topic and students are
having productive conversations that include the vocabulary words in red.
As a class, have a discussion about language and the vocabulary words used
when verifying sources. Explain to students that the words in red are the words
they should be using when analyzing and finding credible sources. Define any
words the students do not know. The teacher will explain what a primary and
secondary source are, along with the importance of including a primary source
in their research paper.
A primary source tells you about an event and is from the time of that event
A secondary source tell you about an event and is from a time after the event

We do (Guided Instruction): 10 min

Look at sources together, first verify the credibility of the source and then
discuss if its a primary or secondary source. Tell students they will be analyzing
the sources. They are detectives, examining websites to find out if they are
credible.
Sentence Frames: Given the evidence, we can deduce that..., After a
thorough analysis of the evidence, we conclude that...., This ____ is significant
because..., After careful examination of... it appears that...
Website 1: http://www.sharkguardian.org/shark-facts-top-100-shark-guardian/
Think-aloud (I do) using the words in red.
Why do you as the teacher notice about the website? What do you look at first? What does
the title of the article tell you about its credibility? What is the authors purpose for writing it?
Is their bias? Etc.

Website 2: http://www.sharks-world.com
Teacher says, I just showed you what the process looks like now it is your time
to practice. What is the first thing you should look at when evaluating this
website? The teacher will physically be in control of the website but students
will be doing all of the work. The teacher will offer support in the form of
questions, cues, and if needed, direct explanation. Possible cues and prompts:
right here youll see that, notice that, remember when we, take a look at

Website 3: https://en.wikipedia.org/wiki/Shark
The teacher will follow the same instructional method as website 2.

You do together (Collaborative Learning): 10 min

Students will form groups of 3-4 people with the people sitting around them.
Students will physically categorize the primary and secondary sources. Once
students are done with the source sort, the teacher will go over the answers. The
teacher will read the source (example: textbook) and students will put up one
finger if their group put that under primary source and two fingers up if they
labeled it as a secondary source. If there is a common misconception about a
particular source the teacher will clarify. Students will compare primary and
secondary sources using the sentence frame: Primary sources can be
differentiated from secondary sources based on...

Some do (differentiated instruction): The teacher will listen in on groups, making

sure that conversations are on topic and students are critically analyzing the
questions.

You do alone (Independent Practice): 20 min

The teacher will reread the information written on the board. Students will grab a
laptop from the computer cart. Students will be given time to research their
topics and find credible websites that they can use in their research paper.
Students will be asked to write down the URL of at least one credible website.

Some do (differentiated instruction): During this time, guide a small group.

Make a general announcement that if anyone needs help or clarification to go to
the kidney table.

Closure: 10 min
Language Objective: During the analysis of a credible website student will be
using academic language.
Sentence Frames: Given the evidence, we can deduce that..., After a
thorough analysis of the evidence, we conclude that...., This ____ is significant
because...
Tell students the language objective. Students that volunteer, will go to the
teachers computer and show the class one website they found that is a credible
source. Students will show their peers what they looked for on the website to
confirm the sites credible. During the students explanation of their website they
will be asked to use academic language. Students can use the board as a
reference when using specialized vocabulary.

Before students leave: Turn in their Research Packet, the Select Your Topic and
Research Question page is due today.

Lesson Plan
Learning Segment: 3 of 3
Lesson Name: Organizing Ideas Duration of Lesson: 90 min
Grade Level: 6th Grade Subject: Research Writing

Common Core Content Standards:

W.6.7 Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
W.6.2.A Introduce a topic; organize ideas, concepts, and information, using
strategies such as definition, classification, comparison/contrast, and cause/effect;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia
when useful to aiding comprehension.

SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others' ideas and expressing their own clearly.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into
the overall structure of a text and contributes to the development of the ideas.
SL.6.1.A Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines,
and define individual roles as needed.

Learning Objective:
Students will be able to locate, select, and organize information using subtopics.

Language Objective: Analyze information and finding a common theme.

English Language Development (ELD) Standards and Proficiency Levels:

Bridging: ELD.6.I.A.I Exchanging information/ideas: Contribute to class, group,
and partner discussions by following turn-taking rules, asking relevant
questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful feedback.
ELD 6.1.A.4 Adapting language choices: Adjust language choices according to
task (e.g., facilitating a science experiment, providing peer feedback on a
writing assignment), purpose, task, and audience.

Academic Language Requirements:

Specialized Vocabulary: organize, informational, description, detail,
brainstorm, web, subtopics, outline, bibliography, analyze, plagiarism,
paraphrase

Text Types/Structures: Informative/Explanatory (Research Writing), Description

Sentence Frames: After a thorough analysis of the evidence, we conclude

that...., This ____ is significant because..., After careful examination of... it
appears that...

Formal and Informal Assessments:

Formal: Students will complete the research paper post-assessment and fill out
a notecard.

Informal: The shark graphic organizer

Question on the back of the notecard: The teacher will gather information about
what students need more clarity on.

Resources and Materials:

Resources: http://www.sharks-world.com
http://www.sharkguardian.org/shark-facts-top-100-shark-guardian/

Materials: 62 notecards, 31 pencils, 30 research paper assessments, 15 shark

graphic organizers, 15 shark fact lists, 30 laptops, internal access, teacher
computer

Anticipatory Set: 5 min

The teacher will refer back to the stop light assessment completed during
lesson 1 and help clarify anything related to the format of the essay or creating
paragraphs.

I do (Explicit/Direct Instruction): 10 min

Think-aloud: Tell students you are going to be doing a research paper on
sharks. Example Topic: Sharks Research Question: How does a shark hunt?
Explain aloud the process of searching specifically for a certain topic.
1. Google your research question
2. Look at the domain URL
3. Since it is my first time looking up information I will find a .gov, .org, or .edu
4. Read the title of the article

Relate what you are doing to lesson 2. You have already looked at websites and
found 2 credible websites. Go back to the website:
http://www.sharkguardian.org/shark-facts-top-100-shark-guardian/
Read at least 5 sentences from the article and find a fact that helps answer the
research question, How does a shark hunt? (Fact 59) Once you have the fact,
show students how you would write down the information on a notecard. Use the
sample notecard page in the research packet as a resource; fill out a notecard
in front of the students following these steps:
1. Write your first and last name in the upper left-hand corner.
2. Copy the URL in the bibliography forms page under source 2. For now,
students are not writing a bibliography. Explain the process of going to the
bibliography forms page and writing down only the URL next to the source
number.
3. Write 2 in the upper right-hand corner of the notecard.
4. It is not a book so dont write down the page number, leave that blank.
5.Write down the fact in your own words.

10


6. Explain that we dont have enough notecards to for subtopics and this will be
taught later in the unit.

We do (Guided Instruction): 10 min

Have students grab a notecard to fill out alongside the teacher. Students will
look at the same website and find another fact following the steps above. This
time call on students to help guide you in filling out your notecard while they fill
out theirs. Sentence Frame: This ____ is significant because...

I do (Explicit/Direct Instruction): 10 min

Explain the process of organizing information into paragraphs. Students need to
find a common theme. Review the idea of theme, a theme posters is on the
classroom wall.

We do (Guided Instruction): 5 min

Display the following lists one at a time. Have students practice grouping them
into 3 subtopics.
Dog, apple, purple, red, banana, cat, bird, yellow, grapes
Joy, sad, happy, upset, nervous, scared, anxious, cheerful, gloomy
Joshua, Emma, Alex, AJ, Evan, Jordan, Anthony, Elias, Jake

Sentence Frames: After a thorough analysis of the evidence, we conclude

that...., After careful examination of... it appears that...

You do together (Collaborative Learning): 20 min

Have students get into pairs and give each duo 1 shark graphic organizers and
1 list of shark facts. Students are going to take the shark facts provided and look
for common themes. These common themes will be their subtopics. Students
need to find 3 subtopics and write their subtopic next to where it says subtopic
on the graphic organizer. Next students will list the facts that go along with that
subtopic.
Sentence Frames: After a thorough analysis of the evidence, we conclude
that...., After careful examination of... it appears that...

You do alone (Independent Practice)/ Closure: 30 min

Pass out the research paper assessment. Students will have the remainder of
the class to complete the assessment. Students that finish early will:
1. Complete the exit slip
2. Research their topic on the laptops and start filling out their own notecards.

All students must complete the Exit Slip before leaving class.
Exit Slip: Each student will fill out a notecard for any of the facts given about
sharks. On the back of the notecards students will write down one question they
have about the process of research writing. Students will turn in the notecard
(they dont need to fill out the bibliography forms, pretend that the notecard is
from source 2).

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