Title of activity: Researching the Iditarod
Concept covered in activity: How can multiple sources be used to support a single piece of expository writing?
How can a broad subject be focused into a researchable topic?
Grade level or other prerequisites for activity: 9th grade English class
Standards: Colorado Academic Standards
1.Informational materials, including electronic sources, need to be collected, evaluated, and analyzed for
accuracy, relevance, and effectiveness for answering research questions. (CCSS: WHST.9-10.7-9)
a. Integrate information from different sources to research and complete a project
Learning objectives: SWBAT
Locate at least 3 reliable sources related to their expository writing piece on the Iditarod (to be used for
the end-of-unit summative assessment).
Use these sources to create an outline for the summative expository writing piece on the Iditarod.
Materials: Teacher will need: whiteboard, markers, computer lab, or extra laptops for students. Students will
need: paper, pen/pencil, tablet or other device with Internet capability.
Instructional planning: Students will use the same online research databases as in Lesson 2. Links will again be
provided. Also, a link to the Purdue OWL website will again be provided for references of essay outline
templates. https://owl.english.purdue.edu/
Procedure/activity
Student Activity
Teacher Activity
Engage
Participate in discussion on famous sporting
events, and the history of organized sporting
events both in the United States and the world
at large. Discuss prior knowledge regarding
the sport of dog mushing, and the Iditarod.
Lead a whole-class discussion on famous
sporting events, beginning with asking
students the question “what is the most
famous/influential sporting event in
today’s world?” (possible answers may
include the Olympics, World Cup, Super
Bowl, World Series, etc.) Segue this
conversation into a discussion regarding
students’ prior knowledge of the Iditarod.
Explore
Use online research databases to find reliable
information regarding the Iditarod, its
participants, and/or its history. Write down
potentially useful sources for future use.
Have students use databases to search for
information regarding the Iditarod.
Instruct students that they may work in
pairs, but each student will have to find at
least 3 sources. Assist any students
requiring extra help locating reliable
Balgopal, 2014
sources.
Explain
Discuss research findings in pairs, look for
ways in which findings are similar to or
different from partner’s findings, and discuss
other information about the Iditarod that
might be interesting to learn more about.
Then, participate in whole-class discussion.
Have students get into pairs and discuss
their research findings, and what other
topics they would like to research further.
Afterwards, have the pairs share
interesting findings with the whole class.
Elaborate
After introduction of the assignment, return to
pairs and discuss with partner possible
strategies for using research to create an
expository essay regarding the Iditarod. Find
online templates for essay outlines, and create
an initial outline (including sources) for the
Iditarod essay.
Introduce the summative assessment
assignment to the class. Instruct pairs of
students to discuss potential focuses of
essays, and provide instructions for
creating outlines for their essays, to be
reviewed before the end of class. Answer
any questions that students may have
about the assignment.
Evaluate
Continue to work on outlines, and discuss
with teacher the plans for essays. Refine essay
topics, and begin working on essays after
teacher approval of outlines.
While pairs of students are still working
on finalizing their outlines, inspect student
outlines to ensure that they have a solid
plan for their essays. Answer any
remaining questions, and assist students
who may need extra help with the
assigned essay/outline.
Assessment
Formative- Informal: Inspection of student essay outlines, to check for comprehension of subject matter,
as well as for a solid base of research for the summative essay.
Summative: Students will complete a 500-word expository research essay on the Iditarod. This essay
will require at least 3 reliable sources, and a demonstration of the standard conventions of the expository style
of writing.
Anticipated misconceptions/ alternative conceptions: Students may still be struggling with understanding what
exactly will make a resource academically reliable.
Accommodations/modifications of activity: As stated above, students who are struggling with completing the
research activity or the creation of an essay outline will receive extra help from the teacher in class.
Balgopal, 2014