Design Topic: Research

Subject(s): English

Grade(s): 4th

Designer(s): Charis Sileo

Stage 3 Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.
Monday

Tuesday

Wednesday

1. Begin with a computer

based quiz that assesses
prior knowledge of basic
research skills

3. Concept map
(introduce/discuss key
vocabulary terms, standards,
and goals)

7. Show teacher-made video

on research

2. Introduce hook: scavenger

hunt

4. Introduce Vocabulary
Journal as the students main
guiding tool for vocabulary
terms
5. Whole group picture-word
matching activity

8. Teacher introduces major

performance task (G.R.A.S.P.
assignment marine life
research eportfolio)

Thursday

Friday

10. Students pair up and

share their Vocabulary
Journals

12. Students fill out

Constructive Question
Worksheet

11. Building Constructive

Questions Madeline-Hunter
lesson

13. Show teacher-made video

on constructive vs. nonconstructive research
questions

20. Students reflect using selfassessment sheet

22. Students collect

information from print
resources through library field
trip

9. Group project: students

make video recording
presentation

6. Term/definition & image

matching in Vocabulary
Journals
14. Teacher briefly introduces
resources to be used in
research

16. Teacher & students create

Resources for Research
brainstorming poster

18. Students self-assess

Resources for Research
booklet with cheat sheet

15. Students create

Resources for Research
booklet

17. Students
compare/contrast resources
with worksheet

19. Students play What Am

I? game

24. Students compile summary

of their findings and used
resources, and briefly present
their explorations and
discoveries to the class

26. Teacher introduces

organizing technology tools
found on the computer/online
and models their use on
SmartBoard

23. Students collect

information from media
resources using student portal
& library

21. Students collect

information from online
resources through student
portal

28. Students find an organizing

technology tool & write a brief
essay (1-2 paragraphs) on it

30. Teacher explains difference

between useful information and
unnecessary information

29. Students present their

31. Teacher introduces

Design Topic: Research

Subject(s): English

Grade(s): 4th

Designer(s): Charis Sileo

group discussion about factbased vs. opinion-based
sources for collected research.

33. Teacher models how to

differentiate b/w useful &
unnecessary information in
sorting activity
34. Students do group
Sorting/Synthesizing Activity

35. Students take group PPT

quiz on research learning
objectives
36. Students take multiple
choice quiz (independent) on
research learning objectives

37. Teacher and students

perform plagiarizing activity
38. Students identify (from
activity above) plagiarizing
problem and make connection
between this and their own
research/use of resources
39. Teacher models how to
correctly credit an information
source used/collected in
research

40. Students begin researching

collecting information for their
marine life G.R.A.S.P.
assignment and organizing it
using their chosen technology
tool

40. Students finalize

G.R.A.S.P. e-portfolio
assignment, self-assessing
their products using a detailed
checklist from teacher

41. Students evaluate their

collected research information
and provide self-feedback
through question/checklist
worksheet
42, Exit ticket for the day:
students write down areas of
struggle, strength, need for
improvement, and specific
questions about their research
project

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Research

Subject(s): English

Grade(s): 4th

Designer(s): Charis Sileo

*The portfolio will include a list

of research questions, a list of
resources, a list of citations,
five pictures of marine life, two
maps, two research articles,
three website links, one book or
magazine, one short video, one
encyclopedia entry, and one
atlas.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Research

Subject(s): English

Grade(s): 4th
Designer(s): Charis Sileo
References

English Standards of Learning Curriculum Framework 2010. (2010) (p. 21). Richmond. Retrieved from
http://www.doe.virginia.gov/testing/sol/frameworks/english_framewks/2010/framework_english _k-5.pdf
GoodComputerKids (2012, November 5). Good Computer Kids Internet Research [Video file]. Retrieved from
https://www.youtube.com/watch?v=510R1jbfvDk

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)