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    Key Lesson 1

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    spartansna5020
    "Be a Researcher In Your Own School" introduces students to the research sources that exist all around them. Students will be able to begin questioning what research is and why we research.

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    Key Lesson 1

    Uploaded by

    spartansna5020
    173 views5 pages
    "Be a Researcher In Your Own School" introduces students to the research sources that exist all around them. Students will be able to begin questioning what research is and why we research.

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    "Be a Researcher In Your Own School" introduces students to the research sources that exist all around them. Students will be able to begin questioning what research is and why we research.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    173 views5 pages

    Key Lesson 1

    Uploaded by

    spartansna5020
    "Be a Researcher In Your Own School" introduces students to the research sources that exist all around them. Students will be able to begin questioning what research is and why we research.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 5

    *Key Lesson 1: Day 1

    Lesson: What Is Research? An Introduction

    Underlying Questions:

    • What is research?
    • What are the research modes we have at our fingertips
    everyday?
    • What will our cultural research unit look like for the next
    few weeks?

    Goals:

    • To get students thinking “outside the box” when it


    comes to research modes
    • To familiarize students with basic procedures behind
    research (inquiring, asking questions, letting your
    findings guide subsequent research, etc.)
    • To introduce students to the basics of the unit and allow
    them to ask questions and think about what they’d like
    to research

    Rationale:

    • Studies have shown that students feel a closer tie to


    research and inquiry if it is based in a surrounding
    community or field of interest (Borsheim, Petrone). By
    using the school community as a way of examining
    available research modes and sources, students will feel
    an deeper connection, and thus, and more authentic,
    inquiry-based experience during their research
    • An activity like this one, where students are moving
    around the school in groups, is intended to get students
    out of their chairs and put them in a “real-life”
    investigative role. The intent is that hands-on,
    interactive nature of the research activity will garner
    more interest and enthusiasm among students.
    • Lastly, by introducing and assigning proposals for
    students to complete before they embark on their
    research, they will be given an actual concrete,
    published document that outlines their directions, goals,
    and purposes. The proposal is intended to be a
    document students look back on throughout the
    research process to keep them on task and remind
    them of what they are setting out to achieve. (Marble)

    Assessments:

    • “Be a Researcher In Your Own School” handout answers


    • Research Proposal completed for the following day
    • Contributions to class discussions

    Objectives:

    • Students will be able to discover the research sources


    that exist all around them
    • Students will be able to begin questioning what research
    is and why we research
    • Students will be able to conduct themselves as
    “investigative researchers” around their school,
    conducting themselves maturely and with purpose
    • Students will be able to examine and ask questions
    about the upcoming unit and gain a greater
    understanding oh what the next few weeks of class will
    look like
    • Students will be able to understand how proposals
    function

    MI Standards:

    • 1.4.1; 1.4.2; 1.4.7

    Tasks:

    3 minutes: Attendance, housekeeping

    5 minutes: Review; What is culture? How have we previously


    defined “culture”? What else could we stand to know
    about cultures? We will discuss these questions briefly
    as a whole class. These concepts should be fresh in
    students’ minds, as they’ve come right out of a
    multicultural literature unit. This is just to recap what
    they’ve learned and get them thinking again about
    cultures, since this will be the topic of their research.

    3 minutes: Transition: In School Research Activity (Anticipation


    Activity)
    We will transition with students getting the activity
    handout. We will go over the directions briefly, but not
    explain much about why we are doing it yet. This is
    meant to serve as an anticipation activity, which aims
    at getting students to adjust their mindsets to our new
    unit goals. Once students have the handout, they will be
    broken into groups of four by counting off. Immediately
    after, they will begin the activity. This activity is meant
    to be less guided than most; the hope is that their lack
    of specific guidelines and instruction leads to a more
    inquiry-based experience of research

    20 minutes: “Be a Researcher In Your Own School” activity;


    students will comb the school searching for the
    answer to one of the questions on the handout. They
    will have only 20 minutes to see what they come up
    with. At a specific time 20 minutes after they have been
    dismissed, students will return to the classroom to share
    and discuss their findings.

    5 minutes: Discuss findings from activity; what did this activity


    show us? We will discuss as a class what resources
    students found to answer their questions and why these
    resources worked. Students who could not sufficiently
    answer their questions (or answer them at all) will be
    expected to verbally hypothesize about why they were
    unsuccessful and where they might have turned in order
    to find what they were looking for

    14 minutes: Go over Research Unit Overview handout and


    Proposal handout. Students will now be informed as to
    why we did this activity; we are entering a research
    unit! The unit overview handouts will be distributed, and
    gone over as a class. Students will have a chance to
    ask questions about both the unit overall and the
    proposal sheet. They will be informed about possible
    times to set up proposal conferences, and will complete
    the proposal for homework.

    Materials:

    • “Be A Researcher …” Handout


    • Research Unit Overview Handout
    • Proposal Handout
    • Writing Utensils

    References:

    • Borsheim, Carlin, and Robert Petrone. "Teaching The


    Research Paper For Local Action." The English Journal
    Mar. 2006: 78-83.

    • Marble, Kathleen. Student Outlines/Proposals Idea.


    DeWitt Public Schools. 2008

    • Burke, Jim. The English Teacher’s Companion.


    Portsmouth, NH: Heinemann, 2008. chs. 10, 11, 12, 13

    • Smagorinsky, Peter. Teaching English By Design.


    Portsmouth, NH: Heinemann, 2008. chs. 8, 9, 11, 14

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