Capstone Inquiry Collaborative Planning

Grade Level: 5 Teacher/Team: Wagner/Hodson Planning Date:11-1-19

Content area(s): LA Unit of Study: Intro to Research/Demo Speech Timeline: 2 weeks

State Content Standards/Benchmarks/Indicators:

LA 5.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing
using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-
level.
o LA 5.2.1.a Use prewriting activities and inquiry tools to generate ideas, organize information, guide
writing, and answer questions.
o LA 5.2.1.b Generate a draft that develops a clear topic suited to the purpose and intended audience and
organizational pattern, including a strong thesis, body, conclusion, and appropriate transitions linked to
the purpose of the composition. LA 5.2.1.c Gather and use relevant information and evidence from
multiple authoritative print and/or digital sources to support claims or theses.
o LA 5.2.1.h Proofread and edit writing recursively for format and conventions of standard English (e.g.,
spelling, capitalization, grammar, punctuation, syntax, semantics).
o LA 5.2.1.i Display academic honesty and integrity by avoiding plagiarism and/or overreliance on any one
source and by following a standard format for citation.
LA 5.2.2 Writing Modes: Students will write in multiple modes for a variety of purposes and audiences across
disciplines.
o LA 5.2.2.a Communicate information and ideas effectively in analytic, descriptive, informative, narrative,
poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.
o LA 5.2.2.c Conduct and publish research projects to answer questions or solve problems using multiple
resources to support theses.
o LA 5.2.2.d Use precise word choice and domain-specific vocabulary to write in a variety of modes.
LA 5.3.1 Speaking: Students will develop, apply, and refine speaking skills and strategies to communicate key
ideas in a variety of situations.
o LA 5.3.1.a Communicate ideas and information in a clear and concise manner suited to the purpose,
setting, and audience (formal voice or informal voice), using appropriate word choice, grammar, and
sentence structure.
o LA 5.3.1.b Demonstrate appropriate speaking techniques (e.g., appropriate eye contact, adequate
volume, clear pronunciation, word choice) for a variety of purposes and situations, including interpreting
text.
o LA 5.3.1.c Utilize appropriate visual and/or digital tools to enhance verbal communication and add
interest.
LA 5.4.1 Information Fluency: Students will evaluate, create, and communicate information in a variety of
media and formats (textual, visual, and digital).
o LA 5.4.1.a Locate, organize, analyze, and evaluate information from print and digital resources to
generate and answer questions and create new understandings.
o LA 5.4.1.b Demonstrate ethical use of information and copyright guidelines by appropriately quoting or
paraphrasing from a text and citing the source using available resources (e.g., online citation tools).
LA 5.4.2 Digital Citizenship: Students will practice the norms of appropriate and responsible technology use.
o LA 5.4.2.a Practice safe and ethical behaviors when communicating and interacting with others digitally
(e.g., safe information to share, appropriate language use, utilize appropriate sites and materials,
respect diverse perspectives).
o LA 5.4.2.b Use appropriate digital tools (e.g., social media, online collaborative tools, apps) to
communicate with others for conveying information, gathering opinions, and solving problems.
AASL Standards I. Inquire II. Include III. Collaborate IV. Curate V. Explore VI. Engage
Shared
Foundations
(Using the AASL
Standards Framework for
Learners, type shared
foundation, domain, and
competency in rectangles
below, e.g., I.A.1.)
Domains

A. Think I.A.1. II.A.1. III.A.1 IV.A.1., V.A.3. VI.A.1., 2., &

2., & 3. 3.
B. Create I.B.2. II.B.1. IV.B.1. V.B.2. VI.B.1. & 2.

C. Share I.C.4. III.C.1. IV.C.2. V.C.1. VI.C.1. & 2.

D. Grow I.D.3. II.D.1. IV.D.3. V.D.3. VI.D.1.

Description of Pre-Assessment: Teachers will assess through observation of student understand

through oral discussion with students about proper reporting.
Results of Pre-Assessment: 20 Students participated. 100% Students had limited knowledge of the
proper way to take notes and give credit to sources.

Learning Activities/Projects: Materials/Resources Person(s) Responsible:

Needed:
Class project discussion of “How to…” rubric per student by Classroom Teacher
objectives. Students will choose a creator Nicole Chavanne at
demonstrative topic. www.NicolesLearningLab.com

Put together an “Intro to Need “Intro to Research” flip Librarian

Research” flip book. Moving book” resource from
through each stage (page) of the
discussion and taking steps along Access to library print and digital Librarian
the way to creating the resources
demonstration. When students are
done with flip book, their
demonstrative speech should be
complete.

Google drawings topic poster Computer or iPad Librarian

(who, what, how, why)

Demonstration materials collection Materials check-list Classroom Teacher

and practice

Small group demonstration Poster, demo materials, grading Classroom Teacher/Librarian

rubric per student,
Description of Post-Assessment: Rubric
Results of Post-Assessment: 20 Students participated. (See Assessment Section)

Comments/Evaluation of the Unit:

See the Teaching section that follows.

Created by Sherry R. Crow Courtesy Colorado Springs District 11; adapted 2008, 2018

Planning:

Jen and I sat down to plan a combination of two projects that we normally do on our own. This project

was a true collaboration and a time saver for each of us. I only see my students 30 minutes per week; and it

drags out projects over months. Collaborating with Jen means I can see them on a regular basis over the next

two weeks. We are using her LA arts time each day, along with a once per week 5th grade skills meetings. We

discussed the tools and materials needed, the time frame, and how we would make sure all students had the

materials they needed for their final demonstration. A materials donation list was sent home and around to

teachers. Items on the list are usually items that the students have at home. It could be a game, decks of

cards, ingredients, it all depends.

Resources & Materials:

We begin our discussion with how to find dependable information through your sources. We gave

students a list of good sources.

o Librarian/Teacher

o Online or print encyclopedias (Do not use any that give everyone editing assess.)

o Google, Duck Duck Go, Bing, etc. (Check the source for credible information.)

o Online scholarly database

o Non-fiction books

o Digital/print newspapers and magazines

Project materials include computers, rubric and scoring sheets, digital sources, flip book from TPT, note

cards and materials for each student demonstration (depending on their topic).
(The following is an example of the flip book from TPT.)

Created by Nicole Chavanne at www.NicolesLearningLab.com or on Teacher’s Pay Teachers.

Teaching:

I began with the 5th graders compiling our flip book create by Nicole Chavanne at

www.NicolesLearningLab.com .Once the flip books were decorated and assembled, we began making our way

through the booklet. The first step in our research was to find a demonstrative topic.

Topic/Notes:

o Write legibly so you can read it later

o After picking a topic: use the who, what, where, when, how and why approach to collecting

information.

o Organize your writing into sections or paragraphs to separate information

o Immediately cite each source right after each section or paragraph of information

o Summarize important information

Restating information/ Plagiarism:

o Find the information you want to use

o Read it carefully

o Look away and write down what you remember in your own words

o Compare your notes with source notes to check for accuracy of your words

o Cite you source immediately after each set of facts

o Using someone else’s work, no matter who they are, as your own is illegal

o If in doubt, cite you source

Plagiarism is a process that students announced as a weakness of their research skills. Students practiced

paraphrasing short paragraphs. We used the two practice paraphrasing paragraphs within the flip book to

model and revamp together. Then students were provided with two different 4-5 sentence paragraphs and

asked to read them and rewrite what they recalled from the paragraph. Then they checked the original to see

if they had all the correct facts listed. All students felt they understood how to go forward rewriting sources in

their own words.

Citing sources:

o Use quotes around words written by someone else and give the writer’s name immediately after.

Students worked through the flipbook and put together their demonstration information as they worked

through the lessons. We had cards games and games, recipes, magic tricks, origami, and many more.

Next, Mrs. Hodson reviewed speaking techniques with them. Techniques such as proper eye contact,

speaking volume, clear pronunciation and using suitable word choice. Student also, practiced communicating

their demonstration information clearly and exact for their audience in small groups of 3. It was at this time

the students began practicing and honing-in on the information that would be condensed down and written

on their note card. Student were put into the peer groups by the teacher/librarian to assure students that

may struggle would be paired with a student who may understand the process easier.

During library time students designed a google drawing poster to display during their demonstration which

will be graded by observation of content. Students K-12 have access to a google account. Student loved being

creative and coming up with their posters. This was conducive to all learning abilities. Depending on their time

management, students could make their poster as busy or as simple as they chose. They had to stick to the

who, what, why, and how of their topic and demonstration.

Using any available classroom time students continued to practice with peers for constructive criticism.

They had to practice with at least 2 different groups over the week. The peer groups consisted of two student

using the “Rubric for Demonstration” rubric and two using the “scoring demo speech” as guides to the

constructive criticism. It worked well to have 2 using the same rubric, and two others using the scoring sheets,

so that the two peers could compare their scoring and all three students could discuss the outcome.

During the weeks leading up to the finale we had material donations coming in and students bringing

games, cards, pots and pans, etc. needed for the demonstration. We had to ask to use the school’s hot plates

microwaves, and the kitchen ovens. We held the demonstrations over a 3 days. Rotating groups to different

stations.
 Capstone Inquiry Project AASL Standards Checklist Template

Class: 5TH LA

Project: Intro to Research/Demonstrative Speech

Skills/Tasks:

7. Present the demonstration to all

3. What is paraphrasing and how

5. What is plagiarism and how to

1. Discuss intro to research and

classmates within small groups

resources for a demonstrative
inquire into information from

6. Create a poster in google

drawings to introduce the
to paraphrase correctly

4. How to cite sources

2. Proper note taking

demonstration
speech.

avoid it
AASL Standards I.A.1. III.A.1 IV.A.2. VI.A.2. IV.A.2. IV.B.4. I.C.4.
Addressed: I.B.2. IV.A.1. IV.A.3. VI.B.1. IV.C.2. V.B.2. I.D.3.
II.A.1. IV.A.2. IV.C.2. VI.B.2 VI.A.2. VI.A.1. II.B.1.
III.A.1 IV.A.3. VI.A.2. VI.C.1. VI.B.1. VI.C.2. II.D.1.
IV.A.1. IV.B.4. VI.A.3. . VI.B.2 VI.D.1. III.A.1.
IV.A.2. V.C.1. VI.B.1. III.C.1.
IV.A.3. VI.D.1 VI.D.1. IV.D.3.
IV.B.1. V.B.2.
V.A.3. V.C.1.
V.D.3.
VI.A.1.
VI.A.3.
VI.C.2.

Students:

Kohen X X X X X X X
Zach X X X X X X X
Jaegar X X X X X X X
Cole X X X X X X X
Makenzie X X X X X X X
Collin X X X X X X X
Camielle X X X X X X X
Katherine X X X X X X X
Meleah X X X X X X X
Wyatt X X X X X X X
Bernardo X X X X X X X
Ashlyn X X X X X X X
Josie X X X X X X X
Bernardo X X X X X X X
Ashlyn X X X X X X X
Josie X X X X X X X
Colt X X X X X X X
Blake X X X X X X X
Jaylin X X X X X X X
Beau X X X X X X X
Charlie X X X X X X X
Mercedes X X X X X X X
Scoring Rubric for final print demo speech:
 Scoring for Demonstration Speech

1. Prepared for speech (has all supplies BEFORE you present) ____/5

2. Gives instructions in logical order ____/5

3. Provides appropriate amount of details ____/5

4. Knowledgeable about the topic of speech ____/5

5. Models to the group and then addresses questions if needed ____/5

6. Voice is loud enough that it can be heard by all ____/5

7. Eye contact is made with the audience ____/5

8. Includes everyone in the demonstration ____/5

Total Points ____/40

Assessment:

Students scored fairly good overall. Most students got caught up on the final demonstrative speech scoring

assessment. We had two other students double check their peers spelling and grammar. We tried to cover

different learning styles in the peer check. The two students had to use visual and auditory skills to check the

student’s final draft. They were to check it visually making correction and listening

for errors. Unfortunately, some students didn’t do a final digital spell and grammar check which would have

made a huge difference for them. Out of 30 possible points on the final demonstrative draft rubric , 5 students

received a 28, 2 scored a 27; 9 scored 26; 3 scored 25, and 1 scored a 22. Below are the results:

Final Print Demonstration Speech Rubric Score

10

9 9

7
Number of Students

5 5

3 3

2 2

1 1

0
28 27 26 25 22
Stufent Scores
 There was also the scoring rubric for the actual demonstration speech itself. The actual demonstration

speech overall score was 40. Each demonstrative skill was worth 5 points. The majority of the class did a great

job. The areas of contention were eye contact and appropriate voice volume which was probably due to lack

of confidence or shyness for a few. Most students picked something they were familiar with which made a

huge difference in their confidence and overall grade.

Below are the results for the actual demonstration:

Student Examples:

The following are student examples. The first two final speech examples are from a low and a high

student. You can tell by the spelling and grammatical errors the first example is a low academic student. She

actually didn’t do too badly, but if she would have taken the time to use spell and grammar check one last

time, she would have done better. Mercedes struggles in all academic areas. The next speech example is done

by a student who rarely gets any score lower than 100% in all areas of academics. These speeches were then

outlined on a note card for their small group demonstrations.

 How to make toast

by Mercedes

One of the best things to eat when your sick is toast. It is about the only thing you can keep

down when your are reelly sick. It is easy to make. Follow these easy steps and you will be a

healther person.

The first thing you need to do is make sure you have all the ingredents. You need bread and a

toaster and knife and plate or napkin and a toping of you choice to begin. You need to open the bag

of bread and get as many slices of bread you want. Next put them in the toaster. Make sure the knob

is at the appropraite temperture and push the lever down.

While your toast is cooking pick your topping. Remember to open the lid on your topping while

your toast is cooking this way every thing is ready when your toast is done. When the toast pops up

grab it. Be careful it will be hot. You put the toast on the plate or napkin. Then take the knfie and

spread your topping on your toast. Finally you have completed the job and you can eat it. Enjoy!!

Some peoples choose to eat it by itself or with other stuff.

One other thing, make sure you put everything away and unplug the toaster so it can cool

down. Do not forget to clean up your area. It should look like what you started with. Remember these

easy directions, especially when you are sick.

 DICEcapades!
(By Haywire Group)

By Kohen

In order to play this game, you must first set the game up. You can start by sorting the two white trays

and filling them with the die. The tray labeled white number needs to be filled with the six triangle shaped

dice. The trays are labeled with the type of dice that needs to go in each compartment. You can refer to the

picture for technical names for each dice if you are unsure on names. After you fill the trays then you need to

set up the board. The board needs to be unfolded and the cards need to be sorted. You will find three

different sets of cards (Triviaville, Thinkingtown & Actionland). The Triviaville cards need to lay near the red

Triviaville section of the board, the Thinktown cards need to lay somewhere near the Thinktown section of the

board & Actionland cards need to lay somewhere near the Actionland section of the board. Next you need to

find the six pencils and pad of paper and lay them somewhere near the board. The last thing that needs to

happen when setting up the game is to lay the timer down somewhere near the board and arrange the pawns

on the starting point of the board. The number of pawns will depend on the number of players playing.

Now I will explain what you do when it is your turn and how to win. You ALWAYS start your turn by

drawing a card that matches the section of the board where your pawn is standing. For example if you are

standing in the Actionland section you will draw an Actionland card. The card will give you instructions on

what to do. You must complete the challenge on the card in order to move your pawn. If you cannot

complete the challenge, then you do not move your pawn. Your turn is over after you attempt to answer the

question on the card and the next person clockwise will go. The object of the game is travel around the board

by successfully completing challenges. The first person to reach the “End” space and successfully answer a

FINAL CHALLENGE right away after landing there wins the game. The FINAL CHALLENGE is answering a

question from any of the cards immediately after you land on the “End” space. If you are unable to answer

the FINAL CHALLENGE, then you will have to wait for your turn to try again.
 There are also a few side notes you need to know about playing this game. When you read the cards it

will tell you at the top of each card which dice you need to complete the challenge. The questions are listed

on the middle of the challenge cards and if you answer it correctly the number of spaces you can move is

listed on the bottom of the card. The six-color die is rolled before answering a Trivialand or Actionland card to

determine which question is asked. The white triangle die’s value is determined by rolling and then reading

the number of closest to the table. Next is a funky die, which rolling & adding the value of the inner and outer

dice together determine its value. If you are lucky to land on a “PICK” space, then that means you get to pick

your challenge. A timer is included and set for 30 seconds. You use the timer when answering challenge

questions. Not all cards have answers if no answer is given then you get to choose the answer. It is important

to “Stay Friends” and agrees on an answer. The last die used is a poker dice. Poker hands rank from highest

to lowest which includes a royal flush, straight flush, four of a kind, full house, flush, straight, three of a kind,

two pairs, pair, and high cards. You will use that order when using the poker die.
Google Drawing Posters:

If you take a look at the google drawings, they were created by a middle to high student and mid-to-

low student. Bernardo’s is the middle to low level. Bernardo does tend to get a bit lazy sometimes and this

was one of them. His google drawing lacks the “how” and has very little of the “why”. If you take a look at the

mid-to-high project, Jaylin has most of the information required. All students did a fairly good job.
 This is a project that is easy for students of all academic levels. We have used google drawings in the

past, so they are very comfortable with the technology.

After Thoughts:

I feel this whole project was successful overall. We have a “what did you like” and “what did you not

like” suggestion box for student responses at the end of the unit. Students enjoyed the google drawings and

the actual demonstration the most. The most popular demonstrations were the ones that allowed them to eat

cookies, root beer floats, and any other edible demonstration. This was a fun experience for all of us according

to them. The demonstration can be as easy, or as difficult, as the student needs to feel successful, which is

good for a diverse group of learners. This project introduces students to the importance of speaking in difficult

situations such as, public speaking and speaking for an interview. Many students don’t realize that one day

they will have to speak confidently to someone else.