Day 3 Lesson Plan

Daily Lesson Plans Lesson Plan – Day 3 (Wednesday) Goals Students will think about the different ways research can be done by brainstorming as a class. They will learn about new sources to use in their research as well as sources that are considered unreliable. Rationale Many students only know one or two modes of researching and there are many others to look at. Students also try to find the most convenient information first instead of digging deeper into their research. This lesson will teach them how to think more deeply about their information as well as question the reliability of some sources. Assessments • Students will brainstorm different modes of research as a class (discussion). • Students should not have any of the “stay away from” sources listed on their completed bibliographies. • Students will write a journal on research. • Large group discussion on research and sources. Standards • • •

CE 1.3.1 CE 1.3.5 CE 2.1.8

Objectives Students will be able to: • Write a journal about their opinions/prior knowledge on research. • Find new ways to retrieve information for their research portfolios. • Use the given information on the handout to find reliable sources for their research. • Use the handout to make informed choices on the sources they choose to look at. Tasks 1. Students will begin class by writing for 5 minutes: What makes good research? How do you know? Make sure students are aware they will be sharing. 2. Talk about why research is done, for what purpose. 3. Ask students what they wrote and begin to make a brainstorm list on the board. Encourage each student to add to the list to have as many sources as

possible. 4. Review over the list: for students who said something like Google, ask why it is good, how do they use it, expand upon the information and add it to the board. 5. Ask students if they know the difference between reliable and unreliable sources in research. Write them on the board. 6. Ask for student volunteers in different colored markers to put a check next to what sources or methods they think are reliable and put an x next to those that are not. Have 3-4 students do this. 7. Talk about why they chose these sources for the reasons they did. See if there are any conflicting ideas and have them explain why. 8. As a teacher, give reasons why a source or method might not be reliable (ex. Wikipedia is not because anyone can post an entry without it being edited for credibility.) 9. Give students the handout on reliable and unreliable sources. Explain ones they might not have heard of before and show them on the computer projector briefly how it works (i.e. library resources). Explain why the unreliable ones are labeled as such. 10. Note to students that no unreliable source should be found in their research updates or final bibliography. 11. Ask students to bring the sheet with them to class tomorrow. Materials • • • To-Do List • • •

Whiteboard and markers (different colors) Copies of worksheet for students Computer with projector

Compile list of reliable and unreliable sources onto a worksheet Save sources on computer favorites Make copies

References "Researching and Critiquing Internet Sources." Researching and Critiquing Internet Resources. 19 Apr. 2009 . Reflective teaching, reflective learning how to develop critically engaged readers, writers, and speakers. Portsmouth, NH: Heinemann, 2005. Smagorinsky, Peter. Teaching English by design how to create and carry out instructional units. Portsmouth, NH: Heinemann, 2008. Handout – please see below