FRIT 7734

Jessica Shuff
Collaborative Lesson

Lesson 1
Materials:
 Smartboard with research packet & Powtoon: https://youtu.be/y_1GFdwaBjI
 Curated Research Thinglink
 Chart paper & marker
 Citing Sources Document
 Stop, Think, & Cite Poster

Standards:

ELAGSE1SL2: Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.

ELAGSE1SL3: Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.

ALA/AASL Standard 1: Teaching for Learning

Candidates are effective teachers who demonstrate knowledge of learners and learning and who
model and promote collaborative planning, instruction in multiple literacies, and inquiry-based
learning, enabling members of the learning community to become effective users and creators of
ideas and information. Candidates design and implement instruction that engages students'
interests and develops their ability to inquire, think critically, gain and share knowledge.

ALA/AASL Standard 3: Information and Knowledge

Candidates model and promote ethical, equitable access to and use of physical, digital, and
virtual collections of resources. Candidates demonstrate knowledge of a variety of information
sources and services that support the needs of the diverse learning community. Candidates
demonstrate the use of a variety of research strategies to generate knowledge to improve
practice.

Essential Question: How can we become responsible researchers?

Opening: The research packet will be projected on the Smartboard. This will introduce the
students to the research they will be conducting on the animals they have chosen to research. The
students will be asked:
1. What is research?
2. How do you think we can become responsible researchers?

Mini Lesson: The students will then watch “Citing Your Sources” by Jessica Shuff:
https://youtu.be/y_1GFdwaBjI . The students will then be asked:
1. What did Jerry learn?
2. How can we be responsible researchers like Jerry?
 3. Why should we cite our sources?

The teacher will show her “Stop, Think, & Cite” poster to help remind students to write down
the title of a book or the title of a database where they receive new information.

The teacher will then direct the students to the curated Thinglink on the Smartboard. She will use
a database (Pebble Go) to demonstrate how to cite her source. She will have a copy of the first
page of the research packet written on chart paper. She will also have the “Cite your Sources”
page on the chart paper as well. She will demonstrate for the class how to locate the information
needed on Pebble Go. She will then write this new information on the chart paper. Next, she will
refer back to her “Stop, Think, & Cite” poster. She will show the students how to write down the
name of the database on the “Cite your Sources” page.

Closing: The class will review the essential question again and the teacher will check for
understanding.

Evaluation: Throughout the lesson, the teacher will check for understanding.

Lesson 2

Materials:
 iPad cart
 Animal Research Packet
 Pencils
 Cite your Sources page
 Curated Research Thinglink
 Nonfiction animal texts
 Stop, Think, & Cite Posters

Standards:

ELAGSE1RI10: With prompting and support, read informational texts appropriately complex
for grade 1.

ELAGSE1RI7: Use illustrations and details in a text to describe its key ideas.

ELAGSE1RI5: Know and use various text features (e.g., headings, tables of content, glossaries,
electronic menus, icons) to locate key facts or information in a text.

ELAGSE1W2: Write informative/ explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.

ALA/AASL Standard 1: Teaching for Learning

Candidates are effective teachers who demonstrate knowledge of learners and learning and who
model and promote collaborative planning, instruction in multiple literacies, and inquiry-based
 learning, enabling members of the learning community to become effective users and creators of
ideas and information. Candidates design and implement instruction that engages students'
interests and develops their ability to inquire, think critically, gain and share knowledge.

ALA/AASL Standard 3: Information and Knowledge

Candidates model and promote ethical, equitable access to and use of physical, digital, and
virtual collections of resources. Candidates demonstrate knowledge of a variety of information
sources and services that support the needs of the diverse learning community. Candidates
demonstrate the use of a variety of research strategies to generate knowledge to improve
practice.

Essential Question: How can we become responsible researchers?

Opening: The students will review the research packet and citing page. The “Stop, Think &
Cite” posters will be placed around the room. The teacher will explain how to access the curated
research Thinglink to access databases. Directions will be given for students to receive their
materials.

Work Session: *This work session should be scheduled for 1.5 hours. Students will use this time
to work independently or with a small group to complete their research. Several teachers will
assist students to find information about their chosen animal. Students will be reminded
throughout this session to cite the book title or database where they received the new
information.

Closing: The students will share 1-2 facts with a partner about their animal. The students will
then inform the partner of their source.

*The students who don’t finish will be given time to work in the library during morning stations.

Evaluation: Each student will be evaluated using the rubric below.

Student Name:

Habitat I included 0-1 facts I included 2-3 facts I included 4 facts

about my animal. about my animal. about my animal.

I included 0-1 facts I included 2 facts I included 3 facts

Eating Habits about my animal. about my animal. about my animal.
Body Adaptations I included 0-1 facts I included 2-3 facts I included 4 facts
about my animal. about my animal. about my animal.
 I included 0-1 facts I included 2 facts I included 3 facts
about my animal. about my animal. about my animal.
Fun Facts
I didn’t cite any I cited 1 source. I cited all my
sources. sources.
Citations

Additional Information: I was intending to help the first grade classroom teachers and students
create individual nonfiction texts based on their research. These books would have included
nonfiction text features, the research, and works cited (only to include book title & database
title). However, due to school closures from Covid 19, this project could not be completed.
Schools closed March 13, 2020 right after the research was completed with first grade (March
11).