Research Skills Start

Overview

In this lesson (Lesson 15 of 20), students begin a short mini-research project linked to their chosen narrative topic. They focus on how authors’ language choices create tone and how imagery and description shape meaning, while also learning core research skills: selecting reliable information and using quotes accurately.

Learning intentions

Students will:

• analyse how sentence patterns and imagery affect tone and meaning in short text excerpts
• use basic comprehension strategies to interpret and evaluate information from short sources
• plan a mini-research task by generating questions and selecting quotations to support ideas

Success criteria

Students will be able to:

• identify at least one language feature that changes tone (for example, active vs passive voice) and explain its effect
• explain how imagery/description shapes meaning or creates an impression
• use a simple note-taking template to record source details, key points, and one relevant quotation
• write a short paragraph plan that includes a claim, evidence (quote), and a comment on how it supports meaning

Curriculum links

• Analyse how language features such as sentence patterns create tone, and literary devices such as imagery create meaning and effect
• Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to interpret and evaluate ideas in texts
• Analyse and evaluate the ways that language features vary according to purpose and audience of the text, and the ways that sources and quotations are used in a text
• Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs with examples, quotations and substantiation of claims

Lesson structure (30 minutes)

1. 0–4 min · Hook (topic check-in). Teacher shows the research choice prompt on the board: “What narrative topic are we researching, and why does it matter?” and highlights that the research will support their narrative writing. Student shares (or selects) their narrative topic and one question they already have about it.

2. 4–10 min · Mini text analysis (tone + imagery). Teacher displays two very short excerpts related to common narrative topics (e.g., place, identity, conflict, survival). One excerpt should include a sentence pattern that suggests tone (active/passive or formal/less formal), and both should include vivid imagery. Student completes a quick “Two-part Response”: (a) underline one language feature that affects tone, (b) circle one image/phrase that shapes meaning, then writes one sentence explaining each effect.

3. 10–14 min · Teach: comprehension + evaluation. Teacher models a think-aloud using three comprehension strategies: questioning, inferring, and summarising. For reliability, teacher also models “check the author/publisher, date, and whether it matches the question.” Student answers on a worksheet: “What is the main idea?” and “What detail would be useful for my narrative?” using complete sentences.

4. 14–22 min · Teach: research note-taking (with quotation). Teacher explains a simple note template: Source title, author/organisation, date (if given), relevance to topic, and one quotation copied accurately with a short note about what it shows. Teacher provides two short, print-based sources (age-appropriate, non-controversial). Student chooses one and selects one quotation to record, then writes a brief note: “This helps my story because…”

5. 22–27 min · Draft a claim–evidence plan. Teacher demonstrates a 3-sentence scaffold: Claim → Evidence (quote) → Explanation of effect on tone/meaning. Student writes a short plan for their narrative paragraph: one claim about their theme/topic, one chosen quote, and a sentence explaining how the language/imagery/evidence helps shape tone or meaning.

6. 27–30 min · Exit ticket (readiness check). Teacher asks for the two key pieces of evidence from the student’s work: (1) one tone/imagery effect statement, (2) the quotation they plan to use in their narrative. Student submits the exit ticket and confirms their next-step question for the mini-research task.

Resources

• Short printed excerpts (2) with clear language features (tone via sentence pattern) and at least one vivid image/description each
• Two short printed research sources (teacher-selected, age-appropriate, topic-connected)
• Note-taking template with fields for source details, quotation, and relevance
• Claim–evidence plan scaffold sheet (3-sentence template)
• Highlighters/colour pencils (for underlining language features and circling imagery)
• Timer/projected prompt for the hook

Assessment

• Formative observation during the mini text analysis (student identifies tone feature + imagery and gives an effect explanation)
• Check of research notes (quotation is copied accurately; relevance is stated; source details recorded as far as available)
• Exit ticket: one clear statement about tone/meaning + one planned quotation

Differentiation

• Provide sentence starters for explanation (e.g., “The author uses… to create a tone of…”, “This image makes me visualise… which suggests…”)
• If needed, reduce to one source and one quotation, then extend explanation rather than selecting multiple quotes
• For extension within the lesson (if the student finishes early), ask for an additional sentence evaluating audience/purpose (e.g., “Would this source suit a narrative or an information report? Why?”)
• For EAL support, allow verbal planning first, then sentence scaffolds; ensure sources use clear, readable vocabulary

Learning progression note (for the teacher)

This lesson intentionally blends language analysis (tone + imagery) with the start of research skills. The student’s quotation and explanation will become evidence for a later narrative paragraph, supporting cohesion by linking claims to substantiated evidence.