LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
 Alexis Padgett
 Ms. Zehr – Cub Run Elementary
 December 4 – 1:40

A. TITLE/TYPE OF LESSON
Encyclopedia Research
B. CONTEXT OF LESSON

Within the past two weeks, students have been learning about reference materials and navigating
nonfiction text. Students have learned how to use the index, headings, glossary, dictionary and thesaurus.
The next on the list of reference materials that the students will be learning about is the encyclopedia.
Students will be well prepared for this lesson because of their previous knowledge of looking up words
and using their alphabetical strategies as well as using the guide words. Students will be well prepared for
this lesson.

C. LEARNING OBJECTIVES
Understand – Know – Do –
Students will understand the use of an Students will know how to use the Students will be able to apply
encyclopedia. encyclopedia to look up topics. knowledge found in the encyclopedia
through research.
Students will understand what they Student will know how to find
can find in the encyclopedia. information in an encyclopedia.

D. ASSESSING LEARNING

Following the lesson introducing an encyclopedia, online and in a book, the students will apply what
they have learned to create a slideshow. Students will have the ability to pick a topic from a list of
options. After finding a topic, students will then be given time to research their topic, either online on
by book. Before starting their presentation, they will be given a research sheet listing out what should
be on each slide. This will allow me to assess their basic understanding at the beginning and then
finally, Friday, when they present their findings.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

F. MATERIALS NEEDED

 Smartboard
 Research sheet
 Ipad
 Encyclopedia (World Book)

G. PROCEDURE
1. Students will be asked to come to the front.
2. We will review the topic from the day before (thesaurus) and ask them questions about what
they learned and what it can be used for.
 3. I will then transition into the lesson on encyclopedia. I will prompt them with a question “Lets
say you wanted to find out a little information on the country Chile but you have no internet.
How would you go about finding the information?”
4. I will then allow the students to share their thoughts. After, I will ask if they have ever heard
of an encyclopedia.
5. I will then tell the students what an encyclopedia is and how they can be used. This will
include:
 A print encyclopedia comes in a set, covering the whole alphabet. Each book is this
set is called a volume. I will ask the students to go and observe the books to see what
they find out about each volume and how they are separated. I will then ask, “what
volume will I find something that starts with an O like Octopus.” I will then ask a
student to share the answer and another to explain why. I will then ask, “Are there
volumes that share a letter or are there letters that are separated between two
volumes?” I will then ask why.
 I will then point out that the encyclopedia uses guide words. I will ask the class what
guide words are and how they are used.
 When looking inside at the topic example octopus or chile I will be able to point out
the headings and subheadings and graphics that may appear such as charts, diagrams,
and picture.
6. I will then let the students know that there is also an online version that will also give you the
same information. I will show this by projecting the ipad on the screen. The search bar will
pop up and I all ask what they believe should be typed on the line and why.
7. I will prompt the question, “why do you think this may be a better search engine over google?
8. I will then ask for students to tell me what topic they would like to learn more information
about. Two of those topics will be chosen. Together we will find a topic in the print version
and then find on online.
9. I will then introduce the research that they will perform. I will post a list of the topics that they
are able to choose from on the board. Each topic will have two boxes next to in. Two students
will be able to put their name next to a topic. Those students will be the only two that will be
able to research that topic – therefore it will be first come first serve.
10. Students will then be given the sheet that they will follow, answering the questions that will be
covered on each slide when they put their slide show together.
11. Students will then be given the option to use the print or online – encouraged to use both for
their research.
12. They will be able to spread out around the room to complete their research.
13. If the students finish their research, they will be able to start on the slide show. It not, the
students will start and complete the slide show Friday.

H. DIFFERENTIATION
 The topics options should appeal to all of the students. These options include animals, history,
countries, and more.
 Along with the different topics, the amount of text for each topic varies.
 students will be given two days to complete their presentations to insure they are fully able to
utilize their time and get all of the information they can.
 Questions for research are pretty open ended to allow the students to interpret the way they would
like and there is no right or wrong answer.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
 If students choose to use worldbook.com and the internet goes down, I have specifically picked
topics that are all in different books and there are two sets of encyclopedias that will be offered.
 Students will be not happy with the topic options that are given.
o If a student feels strongly about not wanting to do one of the topics and will not want to
perform the activity, then I will let them pick out their topic. This is only after they
convince me why they one they chose is the best option for them.