TEAM Lesson Plan Template

Teacher: Michelle Gilliam

Class: Mrs. Rippy-English 10
Course Unit: Research Skills
Lesson Title: Research Help
LESSON OVERVIEW Summary of the task, challenge, investigation, career-related
scenario, problem, or community link.
Students will be introduced to LiveBinders and the PHS student LiveBinder. The
LiveBinder can be located on the PHS Library website. The students will explore the
Reference Sources and Research Sources tabs since they pertain to the research
paper. Students will also learn about conducting a good Internet search to determine
reliability and credibility of websites.

STANDARDS Identify what you want to teach. Reference State, Common

Core, ACT College Readiness Standards and/or State Competencies.
CLE 3003.4.1 Define and narrow a problem or research topic.
CLE 3003.4.3 Make distinctions about the credibility, reliability, consistency,
strengths, and
limitations of resources, including information gathered from websites.

OBJECTIVE Clear, Specific, and Measurable NOT ACTIVITIES

Student-Friendly

The Learner will explore the Student LiveBinder with a focus on the Reference
Sources and Research Sources tabs
The Learner will conduct an Internet search using search tips to narrow a topic

ASSESSMENT/EVALUATION Students show evidence of proficiency through a variety of

assessments.
Aligned with the Lesson Objective
Formative/Summative
Performance-Based/Rubric
Formal/Informal
The students will be assessed on:
The ability to conduct an Internet search to narrow a topic
Application of knowledge to navigate the LiveBinder to assist in research
The ability to choose the appropriate website for the assignment

MATERIALS Aligned with the Lesson Objective

Rigorous & Relevant

-Computer/projector from computer lab

-Internet search engine
-Portland High School Library website
-Prezi website

ACTIVATING STRATEGY Motivator/Hook

An Essential Question encourages students to put forth more effort
when faced with a complex, open-ended, challenging, meaningful
and authentic questions.

How many of you carry a 3-ring binder? How many do you carry? Dont you wish you could
have all your work in one binder that would be easy to carry around? A LiveBinder is an on-line
3-ring binder. You dont have to worry about losing it or misplacing it. You always have access to
it on which electronic device you have. I have created on for you so lets take a look at it now.

INSTRUCTION Step-by-Step Procedures-Sequence

Discover/Explain Direct Instruction
Modeling Expectations I Do
Questioning/Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension

-I will Introduce and talk about LiveBinders

-We will explore the Student LiveBinder on the PHS Library website with a focus on the
Reference Sources and Research Sources tabs.
-We will go over and discuss the Prezi on how to Conduct a Good Internet Search.
There will be examples shown throughout the presentation. (One with citation and one
without, find the author of a site (ESPN), can we find a copyright date)
-We will discuss the half sheet of white paper with the Google Search Tips on it. We will
talk about needing to be as specific as possible when narrowing a topic.
-Students will conduct an Internet search with the tips given from the Prezi. We will do
this as a class to see how the results go from millions to thousands or less. Today I will
use Eating Disorders. the class will put in the term eating disorders and the other
will use eating disorders. We will discuss the results of each set and how that is not
even manageable, but the one with quotations will give fewer results because being
specific. Still need to narrow topic. Then we all will add a + sign or sign. We want
results about eating disorders and teens, so adults. We check that result. Lower, but
still too high. I proposed I wanted eating disorders, teens, so not adults, and I wanted
results from the government. We will add a site operator of site:gov. The results will be
in the thousands. Still too much, but students will get the idea of how to narrow a topic
with the search tips to a manageable amount of results.
*Since this project is for an individual research to complete a paper, I will not be
grouping. If students have similar topics, we can group to share resources.

GUIDED & INDEPENDENT We Do-You Do

PRACTICE Encourage Higher Order Thinking & Problem Solving
Relevance
 Differentiated Strategies for Practice to Provide Intervention &
Extension

The guided practice will be the Internet search using the term Eating Disorders. Through this
practice, students will see how to narrow a topic for the best results that are manageable for
research.
The independent practice will be the students conducting their own search for their research
topic. Students will have to experiment with search words and a mixture of tips to reduce their
topic. This will be done on the Internet as well as the card catalog. As students find their
resources in the library, I will guide and ask questions to make them think about their topic in a
different way if they are having problems.

CLOSURE Reflection/Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting

The closure will be reviewing the LiveBinder and the Prezi on conducting a good Internet
search. Students will be reminded of how important it is to be as specific as they can.
The more specific, the better results they will get. Students will be given a Tip Sheet
with the search strategies.

The students will already have a cheat sheet with webpage addresses to use for
research (ones presented during class as the best), the Media Specialists emails, and
reference books of interest.

CROSS-CURRICULAR
CONNECTIONS

The LiveBinder is set up to be cross-curricular. There are tabs for each subject area with
websites pertaining to each subject. Students can use this binder at any given time.
The search tips can also be used in all subject areas. Anytime the students conduct an
Internet search, they can use a mixture of tips to get their desired results.

NOTES: