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Lesson Plan Guide
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Lesson Designer: Linda Sakai
Teacher ___ LMS __x_ (Check one/both)
Summary of Lesson
In our research to investigate the overthrow of the Hawaiian Monarchy, as LMS, I will conduct a lesson for informational literacy skills with the informational process model Pathways to Knowledge® in the Presearch Stage. The students will connect their previous knowledge, their desire to expand their present knowledge and gain background knowledge to set the context for new learning for future knowledge. The student will develop essential questions needed to engage in inquiry.
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Lesson Plan Title: Generating Questions for Research
Unit Theme: The Overthrow of the Hawaiian Monarchy: Analyzing the Significance.
Lesson Curriculum Area(s): Social Studies Hawaiian History/ Information Literacy/ Language Arts Note: More than one area may be relevant here.
Grade Level: Grade 7
Time Frame: 50 minutes per day/ 2 days
Description/Introduction: (Limit 75 words)In developing appreciation and engagement for the subject, students have watched the video Betrayal, formulated their opinions and shared them in dyads and small and large group discussions. Now in small groups the students will develop essential questions to guide their research. Three handouts will help them formulate questions. Afterward during the class discussion and group will share of these questions to help establish focus of their search.
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Students will demonstrate the knowledge of the following:
Students will demonstrate the ability to
write questions with higher level thinking that are essential to their research project of analyzing the overthrow of the Hawaiian Monarchy.
Articles, Paper, Pencils, Journals, Kagan's Question Matrix
Chong, J., & Tamayose T. (1993). Betrayal. Honolulu, HI: Kukui Foundation and Hawaii Public Television
Cleveland, Glover. (1893). Essential Documents in American History: Essential Documents, 1492-Present, p5892, 13p. Available in full text in Searchasaurus.
Harrison, Benjamin. (1893). President Benjamin Harrison's message on the Annexation of Hawaii.
Pitzer, Pat. (May,1994). The Overthrow of the Monarch. Spirit of Aloha (The in-flight magazine of Aloha Airlines)
Web Sites
Dalton, J. & Smith, D. (1986) “Extending Children’s Special Abilities – Strategies for primary classrooms” pp 36-7 Accessed on June 27, 2006, from http://teachers.ash.org.au/researchskills/dalton.htm
McKenzie, Jamie. The Question Mark(n.d.) Accessed on June 26, 2006, from http://question.org/
Information Process Model:
Pathways to Knowledge® by Marjorie Pappas & Ann Tepe
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Model Step
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Related subskill(s)
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Stage 2:
Presearch
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<!--[if !supportLists]-->· <!--[endif]-->Establishes a focus for their search
<!--[if !supportLists]-->· <!--[endif]-->Develops questions about the topic and identifying information needed.
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Teacher
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LMS
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Student
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Has students divide in groups to share their list of questions. Have each group agree on a list of 3 questions to contribute to the whole class.
Has groups share their questions and guide class discussion to arrive at list of essential questions.
Posts the essential questions in the classroom where all can see. Assists LMS in facilitating brainstorming session.
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Uses webbing to lead a brainstorming session on the monarchy. Students are encouraged to use the essential questions as a catalyst for their brainstorming.
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Participate in small group and large group discussions.
Participate in brainstorming session on essential questions and construct the beginning part of a mind map.
Make daily entries in their journals, reflecting on process.
Ask:
What did I learn?
What do I have questions about?
What surprised me today?
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Assessment
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Criteria
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Methods
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Students will demonstrate the ability to generate essential and foundation question to simulate personal curiosity and enthusiasm to help with their research.
Finding a Focus
Understanding of Skill:
Do improved questioning skills better focus the time spent on locating and selecting so that there is more time for processing information and developing understanding?
Pre-writing, warm-up exercises can flow smoothly if they begin with a question-listing process.
"What do I mean by overthrow?"
"What do most people mean by overthrow?"
"When does overthrow become an issue in my life?"
"When was the last time someone betrayed to me?"
"How well are the ideas connected?"
"Am I assuming that my readers have background in this area?"
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Direct instruction/modeling
Interaction
Guided practice/feedback
Independent practice /feedback
Journal Writing
Rubric to assess effective research question.
I can ask questions that
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Rubric for assessing questions
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Criteria
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Exceeding
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Satisfying
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Emerging
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Focus/scope
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completely
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mostly
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to some degree
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Evidence of need for higher level thinking
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completely
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mostly
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to some degree
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Personal interest
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Relates topic to self
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Some ideas of how topic relates to self.
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No mention of personal interest
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Application of knowledge
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fully done with concrete details
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mostly done with adequate details
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details are adequate, but could be developed further.
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