A. Engage the Learner - W.8.8 (5 minutes)

• Repeated routine: As students arrive, invite them to complete Entrance Ticket: Unit 2, Lesson 5.

• Repeated routine: Follow the same routine as the 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.

A. Mini Lesson: Research - W.8.7 (15 minutes)

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

"I can conduct research to answer a question about factors that influence our access to healthy food."

• Remind students that they read a text about their case study in the previous lesson and gathered evidence from the text that answers their central research question. Explain to students that they will build upon that research as they conduct independent internet research in this lesson.

• Display Access to Healthy Food: Independent Research note-catcher, and ask students to retrieve their copy. Ask a volunteer to reread the directions.

• Focus students on the top section of the note-catcher. Instruct students to write the additional related focus questions they will use to guide their research, in the space provided. Encourage students to use at least one of the additional related focus questions from the previous lesson that their classmates suggested in Closing and Assessment A, if helpful. Students may also continue using the same questions they used in the previous lesson if needed.

• Instruct students to also record the search terms they will use, in the space provided. Remind students that they generated and used additional related focus questions and search terms in previous lessons to conduct their research.

• Circulate as students work to ensure they are on task. Support struggling students as needed with prompting questions to help them determine the additional related focus questions and search terms they need to guide their internet research. See Access to Healthy Food: Independent Research note-catcher (example for teacher reference).

• Inform students that based on their research in the previous lesson, research mini lessons have been selected to address their specific research needs to help them be more effective researchers. Use Research Mini Lessons (for teacher reference) based on students' needs. Encourage students to refer to the Researcher's Toolbox handout as needed.

• Release those students who are proficient in the research process to begin researching independently.

• Repeated routine: Invite students to reflect on their progress toward the learning target.

MEETING STUDENTS' NEEDS 

During Work Time A, modify the mini research lessons so that practice tasks can be accomplished in small groups as student-led activities. Group students according to their needs, and, if time allows, have students come together as a whole class to share what they learned during their work with a mini lesson topic.

B. Independent Research – W.8.8 (20 minutes)

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

“I can conduct research to answer a question about factors that influence our access to healthy food.”

• Remind students that their research will answer the question:

  • “How do(es) _________ influence our access to healthy food?”

• Allow students a few minutes to review their notes, then have them Turn and Talk to share their plan for researching. Use a Thumb-O-Meter to assess who needs help researching.

• Display the Researchers Do These Things anchor chart, and ask a volunteer to read through the steps listed to remind them of how they should conduct their research.

• Invite students to retrieve the Research Texts and distribute devices for students to conduct their research.

• Remind students to gather their evidence, sources, and research findings in their Access to Healthy Food: Independent Research note-catcher as they track how their case study influences our access to healthy food.

• Circulate and support students. Depending on needs, pair students or draw them into a small group to assist them, using the suggestions in Research Mini Lessons (for teacher reference). If many students need support, group them by steps in the research process (e.g., groups of students working together to cite sources, take notes, and find and evaluate new sources). ▲ Refer to Access to Healthy Food: Independent Research note-catcher (example for teacher reference).

• Repeated routine: Invite students to reflect on their progress toward the learning target.

A. Whole Group Share (5 minutes)

• Refocus the whole class.

• Direct students' attention to the Access to Healthy Food: Independent Research note-catcher.

• Ask:

"What is the most interesting or surprising information you discovered in your research?" (Responses will vary.)

• Explain that students will be assessed on their research skills in the next lesson.

MEETING STUDENTS' NEEDS 

Encourage ELLs to discuss their research findings with peers who share the same home language before talking about it in English. This will help students to process the information they are gathering without linguistic interference; some students may understand what they read but struggle to apply the productive skills needed to explain it in English.