Fifth Grade Informational Writing- Introduction to Research One session-45 minutes Learning Statement Research writers consider what

they already know and what they need to know so that they can ask questions that fuel their research Objectives Students will bring forth what they already know about their historical figure Students will work together to pose questions about their historical figure Students will consider what norms and expectations allow for the most productive and focused group work. Standards: W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of resources. Instructional Approach. 1. You all did a great job at writing about topics you know a lot about. I noticed a lot of you were very passionate about your writing and got settled into it really nicely, I could tell that you were excited to be sharing your expertise through your writing. As you know, the goal of our informational writing unit is to write an informative paper about a Massachusetts abolitionist. Of course, we dont know very much about these people yet, so how can we write an informational paper about them?! We need to become experts. How will we become experts? Through research! 2. Tell students they will be doing much of their research in groups, so it is very important to set expectations for group work. Give students silent reflecting time to come up with norms for working in groups. Collect student ideas and chart Expectations for Productive Groupwork 3. Read intro to The New York Public Library Kids Guide to Research by Deborah Heiligman (discusses researchers asking themselves what do I already know? and what do I need to know?) 4. So when we get into our groups today were just going to be thinking about what we already know, and what we need to know. Show model Know/Need to Know chart 5. Today each group will have one recorder and one reporter. For today, Ive used fair-sticks to choose these roles. Everyone will make their own know/need to know chart, but the group will work together to choose one question from your need to know column to share and write it on the post-it. The reporter will be in charge of sharing for the class. When youve finished, put your notebooks back into the blue crate, the reporter

will hold on to this sheet for share Must-Do: 1. Create a Know/Need to Know chart for your research topic 2. Discuss Need to Know Questions with your group and choose one to share Share: Each groups reporter shares one Need to Know Question with the class and adds a sticky note with their question to the class chart. Sponge: Students will be prompted to form more questions with their groups. Students will determine the questions that theyd like to find answers to first and develop a plan for answering these questions. Assessment: Students will list facts they already know about their research topic, and develop questions that they need to know in their research notebooks Students will work with their groups to choose a question to share Materials: 1. Student Research Notebooks 2. The New York Public Library Kids Guide to Research by Deborah Heiligman 3. John Brown Know/Need to Know Model 4. Fair-sticks 5. Must-Do Recording Sheets 6. Chart Paper 7. Sticky Notes