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5#$,#'$6 34 0$%%3"1 1hls ls a research pro[ecL LhaL can be used as a posL-readlng assessmenL afLer any
LexL Lo furLher lnvesLlgaLe Lhe conLexL of Lhe sLory. AfLer readlng a ma[or LexL, sLudenLs wlll use lnqulry-
based research Lo furLher lnvesLlgaLe a LexL. uslng Lechnology, sLudenLs wlll analyze lnvesLlgaLlve
quesLlons, conducL Lhelr own research, and presenL Lhelr research Lo Lhe class.
7%%$"&')0 0$),"'"( 3-&839$% :-$%&'3"%1 8y Lhe end of Lhls lesson, sLudenLs wlll be able Lo analyze
lnvesLlgaLlve quesLlonlng and Lhlnk abouL Lhelr own reasonlng, research uslng an lnqulry-based meLhod,
and use new Lechnology Lo compose and presenL Lhelr research flndlngs.
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CCSS.LLA-LlLeracy.W.9-10.7
ConducL shorL as well as more susLalned research pro[ecLs Lo answer a quesLlon (lncludlng a self-
generaLed quesLlon) or solve a problem, narrow or broaden Lhe lnqulry when approprlaLe, synLheslze
mulLlple sources on Lhe sub[ecL, demonsLraLlng undersLandlng of Lhe sub[ecL under lnvesLlgaLlon.
CCSS.LLA-LlLeracy.W.9-10.8
CaLher relevanL lnformaLlon from mulLlple auLhorlLaLlve prlnL and dlglLal sources, uslng advanced
searches effecLlvely, assess Lhe usefulness of each source ln answerlng Lhe research quesLlon, lnLegraLe
lnformaLlon lnLo Lhe LexL selecLlvely Lo malnLaln Lhe flow of ldeas, avoldlng plaglarlsm and followlng a
sLandard formaL for clLaLlon.
=)&$,')0% >$$/$/1 Llbrary and lnLerneL access Lo Lechnology presenLaLlon Lools (aL leasL padleL.com).
?36 &2$ +$%%3" @'00 A0361
1. uay 1: AfLer flnlshlng readlng !" $%&& ' (")*%+,-%./, seL up a class adleL by slgnlng up on
padleL.com. 1hls page ls for sLudenLs Lo posL lnvesLlgaLlve quesLlons abouL Lhe novel. lL can be
culLural quesLlons of Lhe Llme perlod (Was 1om 8oblnson's Lrlal based on a real evenL?"),
llLerary quesLlons (Why dld Parper Lee break up her novel lnLo Lwo parLs?"), exposlLory
quesLlons (WhaL dld Parper Lee mean when she sald.?"), eLc., as long as Lhey Lle ln Lo Lhe
culLure or Lhemes of Lhe novel. Lncourage Lhem Lo ask broad, LhoughL-provoklng quesLlons (Lhe
quesLlons shouldn'L have a one-word or a yes/no answer! erhaps sLarLlng senLences wlLh
words llke how" or why" wlll help Lhem Lo consLrucL good quesLlons). 8emlnd Lhem Lo puL
Lhelr name wlLh Lhelr quesLlon.
8egln ln class by posLlng example quesLlons Lo Lhe adleL page, modellng how Lo posL Lo adleL
as well as Lypes of quesLlons Lo ask. Asslgn sLudenLs Lo posL aL leasL Lhree dlfferenL quesLlons Lo
Lhe adleL for Lhe nexL class for homework Lhe nexL day.
uay 2: ln class, pro[ecL Lhe quesLlons on Lhe screen uslng a lapLop. ulscuss Lhe quesLlons wlLh
Lhe sLudenLs-whlch are Lhe besL? Whlch need Lo be worded more clearly? Pow can we revlse
some of Lhe weaker quesLlons ln order Lo lmprove clarlLy/focus, eLc.? ?ou can have an ln-class
dlscusslon, or you can use anonymous semlnar webslLes such as gosoapbox.com, plnLeresL.com,
or corkboard.com Lo have sLudenLs dlscuss Lhe quesLlons onllne. ulscusslon should be 13-30
mlnuLes long, you may go Lhrough each quesLlon or you may prevlew Lhe quesLlons before and
plck [usL a few Lo dlscuss.
2. uay 2: Pave sLudenLs choose one of Lhe quesLlons dlscussed for Lhelr own focus on a research
lnvesLlgaLlon. lf Lhe sLudenLs choose Lhe same/slmllar quesLlons, leL Lhem know LhaL lL's okay-
Lhelr research wlll lead Lhem Lo dlfferenL places, and lL wlll make for lnLeresLlng presenLaLlons. lf
you have Llme, you can pre-conference wlLh each sLudenL abouL Lhelr quesLlon and anLlclpaLed
followlng quesLlons Lo 1) make sure Lhelr quesLlon wlll bulld crlLlcal Lhlnklng skllls, and 2) help Lo
begln Lo gulde Lhem ln Lhelr lnqulry. Pave Lhem begln Lhlnklng abouL whlch quesLlon for 3
mlnuLes ln Lhe end of class, and commlL Lo a quesLlon by Lhe nexL class as a homework
asslgnmenL.
3. uays 3-3: As you read Lhe lnqulry quesLlons Lhey Lurned ln for homework, allow Lhe sLudenLs Lo
begln Lhelr research. lnsLrucL Lhe sLudenLs LhaL Lhe maln purpose of Lhls asslgnmenL ls Lo answer
Lhelr quesLlon as Lhoroughly as Lhey can. 1hls wlll lnevlLably lead Lo furLher quesLlons. ?ou can
have Lhem use as many or few sources LhaL you Lhlnk ls necessary for Lhe asslgnmenL, buL l
recommend mlnlmum of 3 sources (you can llmlL Lo [usL LexLbooks, or only onllne sources, or a
mlxLure of boLh, and you may even provlde some sample valld sources. lf your school has access
Lo a daLabase, lnsLrucL sLudenLs on how Lo use Lhe daLabase by searchlng key words and
scannlng arLlcles). ?ou can allow Lhe sLudenLs Llme ln class Lo begln Lhelr research, and asslgn
Lhe research compleLlon for homework. SLudenLs should Lake abouL 3 days (ln class and aL
home) Lo research Lhelr quesLlon. 1helr quesLlons, however, musL sLay Wl1Pln Lhe Loplc Lhey
orlglnally chose. lor example, lf Lhe sLudenL's quesLlon focused on Lhe symbollsm of Lhe
mocklngblrd, Lhen Lhey cannoL end Lhelr lnvesLlgaLlon wlLh a dlscusslon on dlfferenL blrds of
norLh Carollna. 1helr research may Lake Lhem lnLo dlfferenL llLerary devlces of Lhe novel,
dlfferenL symbols ln Lhe novel, or even dlfferenL meanlngs of Lhe mocklngblrd wlLhln Lhe novel,
eLc. lf Lhey do sLray far from Lhe Loplc, lL's okay-LhaL's good for Lhe sLudenL Lo learn. 8uL Lo
keep Lhem on Lrack, leL Lhem know LhaL each resource musL provlde anoLher plece of Lhelr
answer Lo Lhelr quesLlon-LhaL way Lhey've aL leasL begun from a slmllar place each Llme Lhey
flnd a new source, and can Lalk somewhaL knowledgeably abouL Lhelr Loplc.
4. uays 3-3: As Lhey research, Lell Lhe sLudenLs Lo keep Lrack of Lhelr own Lhlnklng and quesLlonlng.
As Lhey answer a quesLlon, whaL oLher quesLlons arlse? uo Lhey follow Lhese quesLlons ln order
Lo galn furLher undersLandlng and conLexL, or Lry Lo conLlnue Lo answer Lhelr maln quesLlon?
WhaL do Lhey Lhlnk abouL? WhaL oLher connecLlons do Lhey make? uld Lhey have Lo sLarL over
and plck a new quesLlon, or was Lhelr quesLlon golng Lo Lake MuCP more research Lo answer?
LLc.
3. uay 6: Pave Lhe sLudenLs begln crafLlng Lhelr presenLaLlon durlng class. 1helr presenLaLlon
should conLaln enough lnformaLlon for a 2-3 mlnuLe presenLaLlon on Lhelr lnqulry. 1hey can use
as many quesLlons and lnformaLlon as Lhey see flL, buL Lhelr concluslon should conLaln a
reflecLlon on Lhe research process: Pow dld Lhey feel abouL Lhls pro[ecL? WhaL lL easy or
dlfflculL? uld Lhey feel llke lL was real world," or a wasLe of Llme? uld Lhey flnd Lhe research
lnLeresLlng/valuable? WhaL was poslLlve abouL lL, and whaL was frusLraLlng? LLc. lor Lhelr
presenLaLlon, allow Lhem Lo choose Lhe medlum ln whlch Lo presenL Lhelr pro[ecLs: make a
rezl, creaLe a ?ou1ube vldeo, make a collage Lhrough plxlr uslng Lhe CreaLlve Commons phoLos
and LexL, eLc. Lncourage Lhem Lo Lry a new Lechnology Lool.
6. uay 7: 8efore Lhe sLudenLs presenL, have Lhem wrlLe Lhelr concluslon as a reflecLlon ln
paragraph form. 1hls ls Lo pracLlce arLlculaLlng Lhelr wrlLlng and make Lhem accounLable for
havlng Lhelr presenLaLlon done on Llme. uue LhaL day-glve sLudenLs 13-20 mlnuLes Lo wrlLe.
7. uay 7: Pave Lhe sLudenLs presenL Lhelr research Lo Lhe class. Make sure Lhey llsLen Lo each
oLher's presenLaLlons-you can glve each sLudenL a lus/uelLa sheeL Lo flll ouL and glve Lo Lhe
presenLer as soon as Lhey're done for lmmedlaLe peer feedback. LeL Lhem know Lhey wlll be
wrlLlng abouL Lhelr peer's research ln an lnformal essay.
8. uay 7: Cnce done wlLh all Lhe presenLaLlons, have Lhe sLudenLs wrlLe an lnformal essay
addresslng how Lhelr research was slmllar/dlfferenL Lo Lhelr peers (for example: 1wo sLudenLs
begln wlLh dlfferenL quesLlons, buL Lhelr flndlngs overlap aL one polnL, Lwo sLudenLs sLarL wlLh
dlfferenL quesLlons and have dlfferenL flnal answers, eLc.).
B%%$%%9$"&1
1. resenLaLlon: 1he presenLaLlon should be beLween 2-3 mlnuLes long, and should lnclude all of
Lhelr quesLlons and deLalls Lhey have LhoughL abouL ln Lhe search for Lhe answer Lo Lhelr
quesLlon. 1he concluslon should be a reflecLlon on Lhe research process. MusL lnclude clLed
sources as well (aL leasL 3) as well as a focus on Lhe Loplc Lo aLLempL Lo fully answer an lnqulry
quesLlon.
2. lnformal essay: Should be Lwo-Lhree paragraph (8-10 senLences) and conLaln speclflc deLalls
comparlng Lhelr research Lo Lhelr peers'. Should compare wlLh aL leasL Lwo oLher sLudenLs. Can
be deLalls LhaL were slmllar, deLalls LhaL dlffered from slmllar research, or [usL a reflecLlon on
someone else's research-whaL dld Lhelr peer's research make Lhem Lhlnk abouL?
3. !ournal enLry: Should be one paragraph (8-10 senLences) and conLaln a reflecLlon abouL Lhelr
experlence of Lhe process of lnqulry-based research.
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8ased on Lhe chapLer we read abouL lnqulry-based research raLher Lhan Lhesls-based research, l came
up wlLh Lhls lesson plan.