A. Engage the Learner - W.6.8 (5 minutes)

• Repeated routine: Follow the same routine as in previous lessons to distribute and review the Entrance Ticket: Unit 3, Lesson 6. Refer to the Entrance Ticket: Unit 3, Lesson 6 (example for teacher reference) for possible responses. Students will also need their Independent Argument Evidence note-catcher.

• Turn and Talk:

"Why is it important to properly cite our sources when conducting research?" (To give credit to the authors who have provided the information. To help readers who want to know more about our topic to access our original sources. To avoid plagiarism.)

• Repeated routine: Follow the same routine as in previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons. Invite students to choose a habit of character focus for themselves for this lesson.

A. Research Focus Figure - W.6.7, W.6.8 (20 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

"I can conduct a short research project, draw on several sources, and gather relevant information about my focus figure."

• Students will now have an opportunity to continue researching their focus figure. Pause to have students review the research they have already completed and consider the best place to resume their research. Have students mark the places where they need additional information on their note-catchers. Remind students that this is the last research session they have before they write their essays for the Mid-Unit 3 Assessment; staying on task is critical.

MEETING STUDENTS' NEEDS

During Work Time A, as students research their focus figures, consider seating students who need heavier support near one another and monitoring their progress.

• Distribute devices for online research. Remind students that when working on technology, it is important to uplift the habit of integrity by only accessing the relevant information needed for their research. As necessary, use the Work to Become Ethical People anchor chart to review integrity.

• Invite students to begin individually researching their focus figure, gathering information on the Independent Argument Evidence note-catcher. Circulate and monitor student activity. Refer to Independent Argument Evidence note-catcher (example for teacher reference) as needed.

• Repeated routine: invite students to reflect on their progress toward the relevant learning targets.

B. Debrief: Focus Figure Research - W.6.7 (5 minutes)

• Move students back together with their crewmates. Invite them to share what they learned during their research time. Crewmates should update their Independent Argument Evidence note-catcher accordingly. Remind students that they will write their essays independently, but they will work together to create their children's book pages.

• Remind students to indicate the sources they used and connect which pieces of evidence come from which sources.

MEETING STUDENTS' NEEDS

During Work Time B, as crewmates share what they learned during research time, it may be challenging for students who need heavier support to quickly and concisely relay their findings to crewmates. Invite groups to use equity sticks, Brain Balls, or some other mechanism for tracking contributions and ensuring that each student has a chance to share ideas aloud.

• Repeated routine: invite students to reflect on their progress toward the relevant learning targets.

A. Share Independent Research Reading - RL.6.10, RI.6.10 (15 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

"I can share my independent research reading with my peers."

• Refer to the Independent Reading Sample Plans to guide students through a research reading share, or use another routine.

• Remind students that this is the final sharing of independent research reading for the unit and that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts. Praise students for demonstrating integrity by keeping up with their independent research reading even though it might have been challenging.

• Repeated routine: invite students to reflect on their habit of character focus for this lesson.