OUTCOME: Students will select a research topic and begin to define the parameters. Students will know that research is organized around keywords and will begin to understand the concept of categorizing.
CONDITIONS: The lesson will take one full class period. The class will be broken into small groups.
ACTIVITIES:
| TEACHER | STUDENT |
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¨ Remind the students of the lesson about brainstorming and explain that you are going to use this technique again. Remind them that there are no "wrong" answers. Explain that you are going to spend a few minutes as a class with this activity and then break into small groups to continue it. List the following topics on the board: MUSIC, MONEY, INDEPENDENCE, RELATIONSHIPS. If you choose, you may want to add another category or two or substitute according to some subject that your class is particularly interested in. ¨ Then lead the class in brainstorming keywords in each of those categories. This should take about 5 minutes.¨ Divide the class into 4 groups and then assign one topic per group. Ask each group to decide on one student who will record everything and another who will report the group findings. Tell them that they will have about 15 minutes to brainstorm around their topic. Explain that you will be going around the classroom to help the groups as they brainstorm. ¨ Ask each group reporter to report the group’s results. Either write them on a large piece of paper yourself or ask a student to do so. ¨ Hand out small strips of paper. Ask each student to write the topic that most interests him on this piece of paper. |
¨ Think about the last time you were brainstorming. Let your mind go free and say what pops into your mind when your teacher reads one of these words. ¨ Think a little about the person whom you want to record everything. He or she will probably not be able to participate very much in the actual brainstorming. Remember to choose a reporter for your group. ¨ The group reporter uses the notes taken by the recorder. ¨ Think carefully about the topic. You will not be able to change later. You want to have some interest in this topic. Do you have some idea of where you could go to get information on it already? |
MATERIALS: Large pieces of paper (an easel?), small strips of paper.
MODIFICATIONS/ACCOMMODATIONS: Take more time to brainstorm as a group. Select the group that you think will have the most difficulty, and spend time helping them. Group for diverse abilities. Ask students for additional topics. Add an "Other" category.
ASSESSMENT: Teacher observation using Life Skills’ Rubric, assessing for teamwork and creativity.
STANDARDS: Language Arts, Writing/Research and Technology.(1.3) , Comprehension and Analysis of Grade-Level-Appropriate Text (2.3)
Life Skills, #64,#65,#66.