Daily Lesson Plans

Lesson Plan – Day 3 (Wednesday)

Goals
Students will think about the different ways research can be done by brainstorming as a
class. They will learn about new sources to use in their research as well as sources that
are considered unreliable.

Rationale
Many students only know one or two modes of researching and there are many others to
look at. Students also try to find the most convenient information first instead of digging
deeper into their research. This lesson will teach them how to think more deeply about
their information as well as question the reliability of some sources.

Assessments
• Students will brainstorm different modes of research as a class
(discussion).
• Students should not have any of the “stay away from” sources listed on
their completed bibliographies.
• Students will write a journal on research.
• Large group discussion on research and sources.

Standards
• CE 1.3.1
• CE 1.3.5
• CE 2.1.8

Objectives
Students will be able to:
• Write a journal about their opinions/prior knowledge on research.
• Find new ways to retrieve information for their research portfolios.
• Use the given information on the handout to find reliable sources for their
research.
• Use the handout to make informed choices on the sources they choose to
look at.

Tasks
1. Students will begin class by writing for 5 minutes: What makes good
research? How do you know? Make sure students are aware they will be
sharing.
2. Talk about why research is done, for what purpose.
3. Ask students what they wrote and begin to make a brainstorm list on the
board. Encourage each student to add to the list to have as many sources as
 possible.
4. Review over the list: for students who said something like Google, ask why it
is good, how do they use it, expand upon the information and add it to the
board.
5. Ask students if they know the difference between reliable and unreliable
sources in research. Write them on the board.
6. Ask for student volunteers in different colored markers to put a check next to
what sources or methods they think are reliable and put an x next to those that
are not. Have 3-4 students do this.
7. Talk about why they chose these sources for the reasons they did. See if there
are any conflicting ideas and have them explain why.
8. As a teacher, give reasons why a source or method might not be reliable (ex.
Wikipedia is not because anyone can post an entry without it being edited for
credibility.)
9. Give students the handout on reliable and unreliable sources. Explain ones
they might not have heard of before and show them on the computer projector
briefly how it works (i.e. library resources). Explain why the unreliable ones
are labeled as such.
10. Note to students that no unreliable source should be found in their research
updates or final bibliography.
11. Ask students to bring the sheet with them to class tomorrow.

Materials
• Whiteboard and markers (different colors)
• Copies of worksheet for students
• Computer with projector

To-Do List
• Compile list of reliable and unreliable sources onto a worksheet
• Save sources on computer favorites
• Make copies

References
"Researching and Critiquing Internet Sources." Researching and Critiquing Internet
Resources. 19 Apr. 2009 <http://mason.gmu.edu/~montecin/nclc349-analyzeweb.htm>.

Reflective teaching, reflective learning how to develop critically engaged readers,

writers, and speakers. Portsmouth, NH: Heinemann, 2005.

Smagorinsky, Peter. Teaching English by design how to create and carry out instructional
units. Portsmouth, NH: Heinemann, 2008.

Handout – please see below