1. Slam-dunk Title 1. Question Type Essential Question Here Next 1 2 3 45 6
1. Question
What information and linked resource(s) can you provide here to introduce the lesson topic, engage student interest, and help them to activate/build background knowledge? How will you engage the “3rd Space” to connect this content to students’ real world/lives?
What image, video or other digital content will you insert to the right to engage students or build background knowledge? Cite the source in a caption to demonstrate respect for intellectual property and copyright compliance.
What important question requiring analysis, interpretation, inference and/or synthesis will you pose to guide this inquiry?
Image Source: Use only copyright-friendly or licensed images.
Type Essential Question Here

2. 2. Information Sources Next 1 2 3 4 5 6
What digital resources did you find that match your objective and your students’ reading and developmental levels? Here is where you introduce these resources and explain how the information will cast light on the essential question.
Digital resources could be:
Informational Websites or InfoGraphics
Direct links to specific BCPS-licensed digital content (databases content, Safari Montage video or playlist, etc.)
Multimedia or visual resources: photos, slideshows, maps, diagrams, podcasts, video clips
Online Learning Object or simulation
Consider differentiating text resources by reading level using symbols like silver/gold stars (silver = basic/gold = challenging)
What choices or additional information can you add here as an introduction to the task to be outlined on the next page?
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3. Next
3. Student Activity 1 2 3 4 5 6
In this section you will explain in very clear terms what it is you expect the students to do with the information they are accessing from the resources you have provided on Slide 2.
You are outlining clear tasks, step by step, to help learners build an answer to the essential question. This might involve collaboration or communication between students.
You may want to create and link to a graphic organizer that will allow students to organize their notes or interact with the data they have collected.
See the BCPS Office of Digital Learning Resource wiki for technology tools supporting various types of instructional activities.
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4. 4. Assessment Activity Next 1 2 3 4 5 6
At this point you will create an assessment activity that pulls together what your students have learned about the essential question after using the digital resources and gathering information.
What performance or product will show the extent to which they have reached some important understandings?
This could be an interactive form; a written or oral response or reflection; participation in a group activity or discussion; virtual or face-to-face. See the BCPS Office of Digital Learning Resource wiki for technology tools supporting various types of instructional activities.
Create and link to the scoring tool you will use to assess student learning.
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5. 5. Enrichment Activities
Next
5. Enrichment Activities 1 2 3 4 5 6
Here you may provide additional digital resources, learning objects, or tutorials related to:
the content/topic of this Slam Dunk
an information literacy skill
digital citizenship or
career connections
These are engaging sites you have checked for relevance and reading level which will reinforce, extend, or enrich student learning about the content or develop their 21st century skills.
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6. 6. Teacher Support Materials1 2 3 4 5 6
Digital Citizenship: Middle School or High School
Maryland Technology Literacy Standards
Standard 2.0 Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and responsible use of technology to assure safety.
Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Standards for the 21st Century Learner Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly.
ISTE Standards for Students
1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new Ideas, products, or processes. b. Create original works as a means of personal or group expression 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions. 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 5a. Advocate and practice safe, legal, and responsible use of information and technology.
Time Frame: Indicate the number of days needed to implement
Differentiation strategies for this lesson:
Direct students to use learning tools included in our BCPS-licensed databases, such as: audio read-aloud, labeled reading levels/Lexiles, and embedded dictionaries.
Use of mixed media allows learners of all types to be engaged.
Students can complete independently or with a partner.
Notes to the teacher:
Collaborate with your school library media specialist to implement this lesson.
Students may complete this lesson independently in school or at home.
SLAM DUNK WRITER: Provide a key to symbols used to differentiate resources by reading level (such as gold/silver stars)
Last updated: Month YYYY Created by Author Name, BCPS Position BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.