Researching Local Landmarks

Lesson Overview

Grade: 7
Duration: 90 minutes
Class Size: 14 students
Unit: Exploring Local Heritage (Lesson 2 of 6)
Lesson Focus: Students will select a local landmark to research, learn how to gather credible information from various sources (books, articles, online databases), and practice effective research and note-taking strategies.

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Common Core State Standards (CCSS) Alignment

Reading Informational Text (RI)

• CCSS.ELA-LITERACY.RI.7.1
  Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-LITERACY.RI.7.7
  Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.

Writing (W)

• CCSS.ELA-LITERACY.W.7.7
  Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
• CCSS.ELA-LITERACY.W.7.8
  Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions while avoiding plagiarism and following a standard format for citation.

Speaking and Listening (SL)

• CCSS.ELA-LITERACY.SL.7.1
  Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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Learning Objectives (I Can Statements)

• I can select a local landmark to research based on my interest and relevance to my community.
• I can locate and use multiple credible sources (books, articles, digital databases) for research.
• I can take organized, clear notes using effective strategies.
• I can evaluate the credibility of sources and distinguish between fact and opinion.
• I can work collaboratively to discuss my research process and findings.

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Success Criteria

• Student selects a unique local landmark with justification.
• Student gathers at least three different types of sources to research the landmark.
• Student produces organized notes with clear paraphrasing and direct quotes correctly cited.
• Student actively participates in peer discussions, providing constructive feedback based on research content.

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Materials Needed

• Printed or digital local landmark list (if needed)
• Access to library books, articles, and school-approved websites or databases
• Note-taking templates (skeletal outline and Cornell notes format)
• Whiteboard and markers
• Tablets or computers (one per 2 students)
• Research strategy handout (steps for effective research and evaluating sources)

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Lesson Breakdown

1. Introduction & Objective Setting (10 minutes)

• Welcome and quick review of last lesson on local heritage.
• Present I Can Statements and success criteria on the board.
• Brief discussion: “What makes a place a landmark?” Brainstorm and chart responses.
• Introduce the day’s goal: Choose your own local landmark and become a research expert on it by the end of the unit.

Differentiation:

• Visual aids to illustrate landmark examples.
• Sentence starters for students who struggle to express ideas orally (e.g., "A landmark is important because...").

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2. Mini-Workshop: Research Techniques & Note-Taking (25 minutes)

• Teacher models how to research a landmark using a mix of sources, emphasizing:
  • Keyword selection for searching
  • How to skim and scan for relevant information
  • Identifying credible sources (author, publisher, date, evidence supporting claims)
• Demonstrate note-taking strategies:
  • Cornell note system focused on facts, questions, and reflections
  • Paraphrasing vs. direct quotes
• Hand out research strategy sheet.
• Guided group practice: Using a sample landmark, students search a pre-defined source and jot down notes collaboratively.

Differentiation:

• Provide scaffolding notes for ELL and struggling learners with sentence frames and vocabulary banks.
• Challenge advanced learners to identify the bias or perspective in provided sources and summarize differing viewpoints.

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3. Landmark Selection & Initial Research Planning (20 minutes)

• Students browse through a curated list of hometown landmarks or propose their own with teacher approval.
• Each student selects their landmark and writes a brief explanation why they chose it.
• With tablets/computers or library materials, students perform a preliminary search to identify at least one book, one article, and one digital source related to their landmark.
• Begin initial note-taking on importance, history, or unique features of their landmark.

Differentiation:

• For students with limited reading skills, teacher or peer partner reads aloud or assists with summarizing text.
• Allow students choice in the medium they research to match their strengths (audio, video, text).

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4. Peer Sharing & Feedback (15 minutes)

• In pairs or small groups, students share their landmark choice and one interesting fact found so far.
• Peers provide feedback using a simple checklist: relevance of landmark, interest sparked, source variety.
• Teacher circulates, guiding discussions and providing additional resources or prompts.

Differentiation:

• Provide sentence frames for peer feedback, e.g., “I learned that...,” “Have you considered looking at...?”
• Quiet students given option to share in writing or via a short recorded video/audio message.

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5. Reflection & Assignment Setup (10 minutes)

• Whole class reflection: What research methods worked best? What was challenging?
• Set homework: Continue gathering at least two more sources and fill in notes using strategies learned.
• Preview next lesson: Organizing research and crafting an outline.

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Extension Activities for Advanced Learners

• Analyze historical impact of their landmark on community identity or local economy using additional sources.
• Create a mini digital presentation or infographic summarizing their initial findings with multimedia elements.
• Begin exploring connections between their landmark and broader themes like migration, cultural diversity, or environmental changes.

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Notes for Teachers

• Encourage inquiry mindset — emphasize questions over answers.
• Use research logs/journals for ongoing student reflection throughout the unit.
• Consider inviting a local librarian or historian for a live Q&A or virtual session during the unit, to further deepen student engagement and validation of sources.

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This lesson plan will both build foundational research skills crucial for academic success and deepen students’ connection to their local heritage through an engaging, student-centered investigation.