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Student ID #: 0484495
District: Mapleton
University Supervisor:
Valerie Perciante
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): Synthesize information from different sources. Compose a working thesis
for the research report.
Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 5: Using
Quotations and the Using Quotations Quick Check. If the students have not finished the Quick
Check before the lesson, during the Anticipatory Set (Andy Grammer Good To Be Alive & the
poll pod) I will give students a chance to finish the Lesson 5 Quick Check (it should not take
them more than 3-5 minutes). We will be using the last lesson, Using Quotations, as a jumping
off point for today. The poll pod will be used to see if the students have any questions regarding
the source cards, citations and/or plagiarism.
UNIT 5 LESSON 6
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 Andy Grammer Good To Be Alive playing with poll pods
asking the students have any questions regarding the source cards, citations and/or plagiarism.
We will review where we left off last class, creating note source cards with MLA citations, and
how it will work into todays topic.
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 create a
working thesis statement. 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. But before working on our thesis we will first review, as
a group, how they can synthesize and evaluate their sources for importance (does your source
help you answer your research questions? Does it follow with your thesis statement?). We will
also review how they can organize their notes: by topic, thesis points, and/or body paragraphs.
Then we will go into the thesis statement and its parts.
UNIT 5 LESSON 6
Guided Practice:. For our guided practice we will go through the parts of the thesis statement
which they will be writing (using one of their topics as an example).
Independent Practice: Students will be put into individual breakout rooms where they will
work on their research paper working thesis. 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 statements and any difficulties they encountered.
Lesson Post Assessment: Students will complete the Unit 5 Lesson 6: Synthesizing and
Organizing and Thesis Statement Discussion 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)
UNIT 5 LESSON 6