Objectives (5 - 7 minutes)

1. The teacher will introduce the concept of conducting short research to answer a specific question in the English language. The aim is to develop the students' skills in locating, analyzing, and synthesizing information from various sources.
2. The teacher will set the following objectives for the lesson:
   • Students will learn how to construct clear, concise questions that can be answered through research.
   • Students will learn to identify reliable sources of information and evaluate the credibility and relevance of these sources.
   • Students will learn to summarize and present the information they find in a coherent and organized manner.
3. Secondary objectives that will accompany the main objectives include:
   • Developing critical thinking skills by encouraging students to question the information they encounter during the research process.
   • Enhancing digital literacy skills by introducing students to online research tools and resources.
4. The teacher will explain that the lesson will involve a hands-on activity where students will work in groups to conduct short research on a topic of their choice. This activity will allow them to apply the skills they learn during the lesson in a practical and engaging way.

Introduction (10 - 12 minutes)

1. The teacher will begin by reminding students of the importance of research in their academic lives and beyond. They will explain that research is not just about finding information, but also about asking the right questions, evaluating the credibility of sources, and presenting findings in a clear and organized manner. The teacher will stress that these are skills that will benefit them in all their subjects, as well as in their future careers.
2. The teacher will then present two hypothetical scenarios to the class to spark their interest and demonstrate the practical application of the lesson's objectives. The first scenario could be about a student who has to write a report on a historical event but doesn't know where to start. The second scenario could be about someone who wants to learn a new skill, like playing a musical instrument, but is overwhelmed by the amount of information available. The teacher will emphasize that in both cases, the ability to conduct short research to answer specific questions would be invaluable.
3. To contextualize the importance of the topic, the teacher will share real-world examples of how professionals use these research skills in their jobs. For instance, a journalist might need to quickly gather information on a breaking news story, or a scientist might need to find the latest research on a particular topic for a conference presentation. The teacher will stress that these examples show how the skills they are learning in this English class can be applied in a wide range of contexts.
4. To grab the students' attention and make the lesson more engaging, the teacher will share two interesting facts related to research. The first could be about the world's largest library, the Library of Congress, which contains over 167 million items, including books, photographs, and manuscripts. The second could be about the Guinness World Records, which is often used as a source of information for many types of research. The teacher will encourage students to think about all the questions that could be answered by these vast sources of information and how exciting it is that they now have the skills to conduct their own research.
5. To conclude the introduction, the teacher will provide a brief overview of the lesson's objectives and how they will be achieved through a hands-on group activity. The teacher will reassure the students that, by the end of the lesson, they will have a better understanding of how to conduct short research to answer specific questions and will be able to apply these skills in their own lives.

Development (20 - 25 minutes)

The development stage of the lesson plan is designed to encourage students to actively engage in the learning process. It involves hands-on activities aimed at helping students understand the process of conducting short research to answer specific questions and develop the necessary skills.

1. Activity 1 - Creating a Research Question - (7 - 10 minutes)
   • The teacher will divide the students into groups of 3 or 4. Each group will be given a topic that they must conduct short research on. The topics can be related to the current curriculum, such as a novel they are reading or a historical period they are studying. Alternatively, the topics can be fun and engaging, like the history of video games or the impact of social media on society.
   • The teacher will explain that the first step in any research process is to ask a question. Each group will have to come up with a research question related to their topic. The teacher will guide the students on how to create a good research question that is specific, clear, and answerable within the scope of their research. For example, a group studying a novel might ask, "How does the author use symbolism to convey the novel's themes?"
   • The teacher will remind the students that their research question should not be too broad or too narrow. A broad question would be difficult to answer in the scope of their research, while a narrow question would not provide enough material to work with.
   • Once the groups have formulated their research questions, they will present them to the class for feedback. The teacher will guide the class in providing constructive criticism and suggestions for improvement.
2. Activity 2 - Finding and Evaluating Sources - (7 - 10 minutes)
   • The teacher will explain that the next step in the research process is to find sources that can help answer their research question. The teacher will introduce the concept of primary and secondary sources and explain the difference between the two.
   • The groups will be given time to search for sources related to their research question. The sources can be books, articles, websites, or any other reliable resources. The teacher will demonstrate how to use different search engines and databases to find relevant sources.
   • Once the groups have found their sources, they will have to evaluate their reliability and relevance. The teacher will provide a checklist of criteria for evaluating sources, such as the author's credentials, the publication date, and the source's reputation.
   • Each group will take turns presenting one of their sources to the class. They will explain why they chose the source, how it is relevant to their research question, and how they evaluated its credibility. The class will have the opportunity to ask questions and provide feedback.
3. Activity 3 - Summarizing and Presenting Findings - (6 - 8 minutes)
   • The teacher will explain that the final step in the research process is to synthesize and present the information they have found. The teacher will introduce the concept of summarizing and paraphrasing and explain why these skills are important in research.
   • Each group will be given time to read through their sources and summarize the key points that are relevant to their research question. The teacher will provide guidance on how to identify the main ideas and how to paraphrase them without plagiarizing.
   • Once the summaries are ready, each group will have to present their findings to the class. They will explain how their research question was answered, what they found surprising or interesting, and how their research has deepened their understanding of the topic.
   • The teacher will evaluate each group's presentation, providing constructive feedback on their summarizing and presentation skills. The class will also have the opportunity to ask questions and provide comments.

Feedback (8 - 10 minutes)

The feedback stage of the lesson plan is crucial as it allows the teacher to assess the students' understanding of the topic and provides an opportunity for the students to reflect on their learning. This stage will also assist in bridging the connection between the theory and practical aspects of the lesson.

1. Group Discussion - (3 - 4 minutes)

   • The teacher will facilitate a group discussion where each group will share their experiences and the conclusions they have drawn from their research.
   • Each group will have up to 3 minutes to present their findings. They will discuss their research question, the sources they found, how they evaluated the sources, and the key points they learned from the sources.
   • The teacher will encourage other groups to ask questions or provide feedback on the presented research. This will stimulate a peer-learning environment and allow the students to learn from each other's experiences.
   • The teacher will use this opportunity to assess the students' understanding of the research process and their ability to apply the skills learned in the lesson. They will also take note of any common issues or misconceptions that can be addressed in future lessons.

2. Reflection - (3 - 4 minutes)

   • The teacher will then ask the students to take a moment to reflect on the research process they have just completed. They will be given guiding questions to help them reflect. These questions could include:
     1. What was the most challenging part of the research process for your group?
     2. What strategies did you use to overcome these challenges?
     3. How did your group decide which sources to use and how to evaluate their credibility?
     4. How did you summarize the information you found in your sources and why did you choose these specific points?
     5. How did conducting this research help you answer your research question and deepen your understanding of the topic?
   • The teacher will emphasize that these reflection questions are designed to help the students consolidate their learning and identify areas for improvement. They will also provide valuable feedback that the teacher can use to adjust future lessons.

3. Individual Reflection - (2 minutes)

   • Finally, the teacher will ask the students to individually reflect on what they have learned in the lesson. They will be given a minute to think and write down their responses to the following questions:
     1. What was the most important concept you learned in today's lesson?
     2. What questions do you still have about conducting short research?
   • The teacher will collect these individual reflections and use them to gauge the overall understanding of the class and to plan for future lessons. The teacher will also address any common questions or concerns in the next class, ensuring that all students have a clear understanding of the topic.

By the end of the feedback stage, the teacher would have assessed the students' learning, provided constructive feedback, and identified areas for improvement. The students would have reflected on their learning, consolidated their understanding of the topic, and identified any areas where they need further clarification. This feedback stage would thus complete the lesson on conducting short research to answer a question, ensuring that the objectives of the lesson are met.

Conclusion (5 - 7 minutes)

1. Summary and Recap - (2 minutes)

   • The teacher will begin the conclusion by summarizing and recapping the main points of the lesson. They will reiterate that the lesson was about the process of conducting short research to answer specific questions.
   • The teacher will remind the students of the three main steps in the research process - creating a research question, finding and evaluating sources, and summarizing and presenting findings. They will also highlight the importance of critical thinking, digital literacy, and effective communication in this process.
   • The teacher will then briefly review the group activity, highlighting how each step was connected to the theory and objectives of the lesson. They will also remind the students of the real-world examples and scenarios that were used to contextualize the lesson.

2. Connecting Theory and Practice - (1 - 2 minutes)

   • To further solidify the students' understanding, the teacher will explain how the lesson connected theory with practice. They will emphasize that the hands-on group activity allowed the students to apply the theoretical concepts they learned in a practical context.
   • The teacher will also highlight how the reflection stage of the lesson helped the students make this connection. They will explain that by reflecting on their learning and the research process, the students were able to see how the theoretical concepts they learned were applied in the group activity.

3. Additional Resources - (1 minute)

   • The teacher will then suggest additional resources that the students can use to further their understanding of the topic. These resources could include books on research methodology, online tutorials on effective research techniques, and websites with examples of well-conducted research.
   • The teacher will also remind the students of the importance of practicing these skills outside of the classroom. They will encourage the students to use their newly acquired research skills in their other subjects and in their personal lives.
   • The teacher will stress that the more they practice these skills, the better they will become at conducting short research and answering questions effectively.

4. Real-world Importance - (1 - 2 minutes)

   • To conclude the lesson, the teacher will reemphasize the real-world importance of the skills they have learned. They will remind the students that the ability to conduct short research to answer specific questions is not just an academic skill, but also a life skill that they will use in many areas of their lives.
   • The teacher will provide examples of how they can use these skills in their daily lives - from writing a report for another class, to preparing a presentation for a job interview, to finding information to make informed decisions. They will also stress that these skills are particularly relevant in today's digital age, where information is abundant but not always reliable.

By the end of the conclusion, the students will have a clear understanding of the key points of the lesson, the connection between theory and practice, and the real-world importance of the skills they have learned. They will also have additional resources to further their understanding and practice these skills. Thus, the conclusion will effectively wrap up the lesson on conducting short research to answer a question.