Speed Dating and Research Paper

I. Standard(s) and Objective(s)

Standard(s)
CCR 6: Use technology, including the internet, to produce and
publish writing and to interact and collaborate with others
CCR 8: Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism
CCR 9: Draw evidence from literary or informational texts to
support analysis, reflection, and research
NCTE/IRA 7. Students conduct research on issues and interests by
generating ideas and questions, and by posing problems. They
gather, evaluate, and synthesize data from a variety of sources to
communicate their discoveries in ways that fit their purpose and
audience.
CCR 2: Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing
CCR 6: Acquire and use accurately a range of general academic
and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase
important to comprehension or expression
Objective(s)
Students will gather information from credible
sources to compose a research paper about a wellknown person who faced adversity in their life,
drawing evidence from texts to support their writing.
Students will compose a reflection to the research
paper expressing their view on how attitude and
actions impacted how these people faced adversity.
Students will verbally share information about their
research topic during a Speed Dating activity.

 Students will reflect on which research topic

candidate was the most motivational them and why.

II. Assessment
Pre-assessmentstudents will journal about a person in their life
who they know has faced adversity. They will analyze how that
person faced adversity looking for evidence that caused or
supports positive or negative effects because of their choices.
Post-assessment Students will turn in a 5-7 page research paper
about a well-known person who has faced adversity. The paper
will cite factual evidence from credible sources explaining the kind
of adversity, what caused that adversity to surface, what actions
followed the adversity, and what happened to that person at the
conclusion of adversity. The students will also include a 1-2 page
personal reflection analyzing how that person faced adversity
looking for evidence that caused or supports positive or negative
effects because of their choices.
III. Planning
Students will research well-known people (sports figures,
presidents, celebrities, religious figures, world leaders, activists,
humanitarians, lawyers, doctors, etc.) who have faced great
adversity. The student will be looking for credible sources to pull
evidence of the adversity and different elements that impacted
how they were able to fall to or overcome the adversity. Students
will receive loud library time that will allow for constructive
collaboration while using the library resources to find pertinent
information. Students will complete these research papers with
the intent of sharing the information with their peers in a Speed
Dating activity.
IV. Engaging the Learner

Students will watch a clip on Michael Jordans childhood. They will

help analyze the adversity that Jordan faced. We will work
together to look at what caused the adversity, what influenced
him, what positive or negative outcomes were a results of
adversity, and what steps he took to overcome it. I will model
how to search for credible sources, where to find interviews, and
how to cite information. This will not be the students first
research paper, so students should be familiar with the process.
Students will then choose a well-known person to research and
begin working on their papers. The students will also watch a clip
of a speed date. I will explain the culminating activity of sharing
their research topics subject during a Speed Dating activity.
V. Methods, Activities and Resources
Methods: Students will mostly work independently on their paper,
often using peer support through discussions and peer editing.
Students will utilize library resources and media specialists when
needed. Students will share their research with peers during a
Speed Dating activity where students will be encouraged to dress
like/bring props for their subject and have a 1-2 minute time
period to tell all that they can about their subject. Students will
reflect on their peers presentations and choose one that was
most interesting to them to journal about.
Week 1:
Day 5Michael Jordan video/group activity and research.
Week 2:
Day 1: Choose well-known person who has faced adversity to
research.
Day 2: "Loud Library" work day to research.
Day 3: Peer support/Conferencing

Day 4: "Loud Library" work day to research.

Day 5: Peer support/ConferencingActivities:
Week 3:
Day 1: Peer editing/drafting/Library
Day 2: Peer editing/drafting/Library
Day 3: SPEED DATING ACTIVITY

Whole Group Modeling: Michael Jordan

Individual research with support if needed
Peer support available in loud library
Conferencing time with teacher
Speed Dating sharing activity

VI. Potential Adaptations to the Lesson {PAL}

If technology fails, students will use class time to work together
on planning their projects, conference with the teacher, and/or
complete their reflection. If there is a last minute schedule
change, the project dates can be adjusted as needed. If the
project completion is faster, preplanned lessons can begin even
though the presentations have not occurred. If the project
completion is slower, the dates can be pressed back allowing
more collaborative days and the teacher can support the group as
needed.
VII. CollaborationSuggestions:
Parents could be involved in the planning process and researching
aspect from home, helping find online resources, or helping find
books at public libraries. Librarians and media specialists could
assist in research ideas, resources, and citing.
VIII. Reflection and efficacy (to be completed after
teaching this lesson)