# Lesson Plan: Research Skills
## Grade Level:
8th Grade
## Subject:
English Language Arts
## Duration:
1 class period (approximately 60 minutes)
## Objective:
Students will understand the basic skills needed for conducting research, including forming research questions, finding reliable sources, and organizing information.
## Materials:
- Whiteboard and markers
- Projector and computer with internet access
- Handouts with research tips and worksheets
- Access to computers or tablets for students
- Books, magazines, and other physical resources
## Standards:
- CCSS.ELA-LITERACY.W.8.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
- CCSS.ELA-LITERACY.W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
## Lesson Activities:
### Introduction (10 minutes)
1. **Hook**: Begin with a brief discussion on the importance of research skills in both academic and everyday contexts. Ask students how they use research skills in their daily lives (e.g., selecting a book, choosing a movie to watch, or finding information for personal interests).
2. **Objective Overview**: Explain the objectives of the lesson and what students will learn about forming research questions, finding credible sources, and organizing their findings.
### Direct Instruction (15 minutes)
1. **Research Questions**:
- Explain the importance of starting with a clear research question.
- Demonstrate how to narrow down broad topics into specific, researchable questions using examples.
2. **Finding Reliable Sources**:
- Discuss different types of sources (books, scholarly articles, websites, etc.)
- Introduce criteria for evaluating the reliability of sources (author credentials, publication date, publisher, etc.)
- Show examples of reliable and unreliable sources.
3. **Organizing Information**:
- Illustrate methods of organizing research findings (note-taking, outlining, using graphic organizers).
- Importance of keeping track of sources for citation purposes.
### Guided Practice (15 minutes)
1. **Formulating Research Questions**:
- In pairs, students will brainstorm topics of interest and draft at least two research questions.
- Share a few examples with the class and discuss.
2. **Evaluating Sources**:
- Provide handouts with different web pages and print articles. Have students work in small groups to evaluate the credibility of each source using the criteria discussed.
- Discuss findings as a class and why certain sources were more credible than others.
3. **Organizing Information**:
- Provide a scenario and sample information. Have students organize the information into a coherent outline or graphic organizer.
- Review a few examples with the class.
### Independent Practice (15 minutes)
1. **Research Activity**:
- Students will choose a topic of interest and use the library resources or the internet to find at least three reliable sources.
- They will use a structured worksheet to take notes and organize their information.
- Students will write down citations for the sources they find.
### Closure (5 minutes)
1. **Review Key Points**: Summarize the main points discussed during the lesson, including forming research questions, finding reliable sources, and organizing information.
2. **Exit Ticket**: Have students write down one new thing they learned about research skills and one question they still have. Collect these as they leave.
## Assessment:
- Participation in class discussions and activities
- Completed worksheets and notes
- Exit ticket responses
## Differentiation:
- Provide additional scaffolded materials and support for students who need extra help.
- Offer advanced students the opportunity to explore more complex sources or more difficult topics.