Teacher: Ms, Dee

Lesson number: 3 Lesson Title: Research day

Grade/Subject: 5th
Central focus: Research
Essential literacy strategy: research
Related skill: reading, research, highlighting important factors
Reading and Writing connections: Students will draw from their research to put together their final
projects.
Content/Common Core Standard(s):
CCSS.ELA-LITERACY.RI.5.5
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences
in the point of view they represent.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably.
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences
CCSS.ELA-LITERACY.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
CCSS.ELA-LITERACY.SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes
CCSS.ELA-LITERACY.L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 5 reading and content, choosing flexibly from a range of strategies.

Learning Objectives associated with the content standards:

-Students will conduct research on their topic they plan to present to their fellow classmates.
-Students will be able to define and use new vocabulary.
-Students will support their views using valid information from research.
-Students will learn how to place historic events in sequence order
Academic Language
Vocabulary:
First
Before
After
Language function: Sequence
Additional language demand
Discourse: Students will discuss with their groups their research and important information they find. They
will label the events they want to discuss in sequence.
Student Friendly Daily Learning Target
I can work with my group to conduct research.
I can label historical events in sequence.
I can identify important events while conducting research.
I can work with my group in a collaborative matter.

Monitoring Student Learning: Formal and Informal Assessments prior to, during & after
learning segment
Description of formal/ informal assessments:
Students will be assessed on the final information they chose to present in their final project. Students will
receive a group grade. The final project will reflect on the information they found and their creativity on
presenting it. Students are expected to present facts and have their information in sequence from oldst
news to newest news.
What is being assessed:
Students will be assessed on their abilities to conduct research and present that research. Students are
expected to educate their peers on their topic discussing the past and present situation of their topic.
Assessment accommodations:
Students will receive teacher guidance and peer guidance during the project leading out to the final
presentation. Students will also be able to work on the project at home if needed.
Type of feedback that will be given to students:
Students will receive feedback and guidance from the teacher during the research in the library. The
teacher will also answer all students questions.
What students will do with the feedback:
After students receive their feedback, they will discuss as a group what they want to put in their
presentation and discuss what they want their final presentation to look like.
Instructional Resources and Materials:
-computers (preferably the library ones)
-notebooks
-highlighters
-folders

-pen or pencils
Connection to prior academic learning and prerequisite skills:
Students will reflect on what they discussed when filling out their KWL charts. The information
gathered during their research day and when students filled out their KWL charts will be presented
in their final project.
Connections to cultural/personal/community assets:
Since students were able to pick any topic they wanted to present on related to equality, students
will get to pick what they are personally interested in and some students may even pick a topic
that may be related to their family.

Instructional Strategies & Learning Tasks that support diverse student needs
Motivation/Hook/Anticipatory Set: ( 5 min)

Teacher will inform the students they are going to the library to find research
and go over library manners. Students will then walk together as a class to
the library.
Procedure
Time

Teacher Action
(include higher order thinking
questions, grouping strategies)

Student Action

(10
mins )

Teacher will break the students up in their

groups and hand them back their KWL charts.
Teacher will assign each group to sit.

Students will be broken up into their groups and sit

where assigned.

(20
mins )

Teacher will supervise students on the

computer and offer them guidance throughout
their research, offering them various
suggestions to look up.

Students will conduct research using either the

computer the library offers or books. Students can work
as a group, with one group member, or with their whole
group.

( 5 mins
)

Teacher will tell the students to gather up in a

line to head back to the classroom.

Students will gather up in a line to head back to the

classroom,

(15
mins)

Teacher will tell the students to sit with their

groups and discuss their new findings and any
interesting information they learned and try
they play the information they got in sequence
order.

Students will gather in their groups back in the

classroom and discuss interesting facts and information
they learned. Students will try to place the events in a
time sequence order.

Closure ( 10 min)
Teacher will ask the class if they have any questions from today activities and proceed to
answer them. Teacher will inform the students of their work the following day which will
be the start of their final project. The teacher will suggest the students review their notes
and consider what is important or not making it easier to identify what they want to
mention in their final project.
How students will reflect on their own learning
Students will discuss the notes they took when they get back to the classroom. Students will use
their research for their final project during their presentation. Students will be able to ask
questions to get the answers they need.

Accommodations/Modifications to requirements in IEPs and 504 plans

Students will receive extra time and guidance from their teacher. Students can work on their
research at home and are able to print or make copies or any of the information they found to
reread at home. Teacher will help students make the fonts on the computer bigger as well.
Differentiation
Students will be able to continue their research at home if they need to. In the library, students will
receive guidance from the teacher for suggestions or guidance. Students have the choice to either
use books and/or the computer when conducting research.
Technology Integration to Support Learning
-Computers
-Printers