The document outlines a lesson plan for 9th-grade students focused on creating a literature review using various research materials. It details the preparation required by the teacher, the objectives for students, and the stages of the lesson including class discussions, organizing research materials, and group work to assemble their literature reviews. Ultimately, the goal is for students to practice sorting and connecting information from the provided articles without a specific research outcome.

1. Literature Review 2- 9th Grade
May 11
The learning intention:
Students will practice:
Creating a literature review
They will use these resources:
Pen and blank paper
Sample Literature Review and Literature Review PPT handout from previous class
Stack of research materials (About 20 articles)
Research Organization Handout
Students will be asked to display their understanding through:
Creating a literature review
Teacher's Preparation
Read this lesson plan
Pick up handouts from Sam before class
Note: It is not necessary to read the articles. There is no desired outcome to this research. Just letting
the students play with it will be helpful to practice sorting information and reinforce the last lesson.
Discover the material with them and help them make connections between the sources.
Stages of the lesson and methods to be used:
1. Review Literature Review PPTfrom last class. Teacher led Q & A.
2. Discuss and prepare the pre-research questions. Teacher led and group work.
3. Organize research materials according to research questions. Whole class.
4. Assemble literature review. Group work.
1 - Review Literature Review PPT from last class (5 minutes)
Pull up the PPT and ask students to fill in the blanks. If they have trouble remembering just give them
the answers. There is no reason to dwell on this step.
2 -Discuss and prepare the pre-research questions. (10 minutes)

2. Go over these 5 objectives. For two of them the students will have to brainstorm additional information.
1. What is your research goal? Explore the reason why high schools require students to wear
uniforms.
2. What are your research questions?Give them this one: Do school uniforms have an impact on
bullying?Students have three minutes to come up with at least one more question in groups.
Then they write them on the board.
3. Who is your audience? Their peers
4. What do you already know?Students have three minutes to come up with any answers or
relevant information. Quickly go through all the groups and ask them what they already know,
or what questions on the board they can answer.
5. How will you plan your time? We will use this class period to sort through the provided
research materials to find useful and relevant sources.
3 Organize research materials according to questions (10 minutes)
Put the stack of articles on a desk and invite all the students to start sorting through them, and
according to title decide what questions they might help to answer. Remind them to write down any
new research questions they think of on the board. Most articles will probably help answer multiple
questions. Have students write the article number next to the question it will help answer.
4 Analyze sources for usability (25 minutes)
Make students break into groups of three or four. How many groups do you have? Choose that many
questions from the board according to which ones have the most sources. Assign one question to each
group. Their job is now to start creating a literature review from those sources.