Comprehensive 2-Week Sprint Lesson Plan: Project Managers

Section A: Strategies & Tasks Checklist
DCSD Unit Task	[ ]	Interdisciplinary Integration	[X]	Differentiated Instruction	[X]
GADOE Task/Activity/Resource	[ ]	Intervention Strategies	[X]	21st Century Learning Skills	[X]
STEM/STEAM Integration	[X]	Gifted-Extensions for Learning	[X]	Research-Based Instructional Strategies	[X]
Nonlinguistic Representations	[X]	Cooperative Learning	[X]	Summarizing/Note Taking	[X]
Generating/Testing Hypotheses	[X]	Setting Objectives/Feedback	[X]	Cues, Questions, Organizers	[X]

Section B: Unit & Sprint (2-Week) Overview
UNIT AT-A-GLANCE
Unit Name & Pacing	Unit 3: "Discovery Project: Curiosity in Action" (Open Duration)
Unit Driving Question	How can we use disciplined research and collaboration to investigate the world and solve problems?
Unit Description & Rationale	This unit transforms students into active researchers ("Project Managers"). Utilizing a persistent team framework, students investigate topics in Science or Social Studies. The unit integrates non-verbal leadership training ("Stealth Squads"), novel study ("Hoot"), critical thinking puzzles, and a rigorous, step-by-step research project. The pedagogy emphasizes student-led discovery, role-based collaboration, and the creation of tangible artifacts.
Engaging Scenario / Unit Hook	Students act as Project Managers in a "Lab" environment, signing contracts and managing specific roles (Leader, Scribe, Manager, Speaker) to produce a final research product.
THIS SPRINT'S FOCUS (2 Weeks)
School Name / Teacher Name	Huntley Hills Elementary / Mr. Ian
Grade/Subject/Course	Grades 4-5 / Gifted Enrichment (Project Managers)
Sprint Dates / Pacing	January 20, 2026 - January 30, 2026 / Weeks 3 & 4 of Semester 2
Sprint Focus & Summary	Theme: Investigation & Design. Students move from topic selection to active research and planning. Teams will generate specific research questions, gather sources using safe search engines/library tools, and begin taking notes. They will also design their specific experiment or engineering prototypes. Simultaneously, Stealth Squads focus on trust (Secret Handshakes, Pulse passing) and the novel study Hoot explores deeper themes of bullying, courage, and environmental science (Cottonmouth snakes).
Sprint Learning Targets & Success Criteria	Learning Targets (Sprint Level): I can break a broad topic down into specific, answerable research questions. I can locate and cite reliable sources to answer my research questions. I can design a procedure (experiment, build, or explanation) to test my hypothesis or solve a problem. I can interpret literary devices (similes, cliffhangers) and connect fiction to real-world science. Success Criteria (Sprint Level): I have completed the "Detective Work" (Pg 6) and "Bibliography" (Pg 7) in my packet. I have drafted a specific plan (Experiment, Engineering, or Social Studies) on the correct planning page. I have participated in Stealth Squad missions without verbal communication. I have completed the "Science Connection" research on Cottonmouth Moccasins.
Standards for the Sprint	Priority Standard(s): ELAGSE(4-5)W7: Conduct short research projects that build knowledge through investigation. ELAGSE(4-5)RI9: Integrate information from several texts on the same topic. Supporting/Integrated Standard(s): ELAGSE(4-5)RL4: Determine the meaning of words and phrases as they are used in a text (Similes). S(4-5)L1: Obtain, evaluate, and communicate information about organisms (Cottonmouths/Owls). Non-Content Standard(s): NAGC 3.4: Instructional Strategies (Critical Thinking/Problem Solving). MGSE.MP.1: Make sense of problems and persevere in solving them.
Essential Question(s) for the Sprint	How do we verify if information is true or useful? How does a plan on paper become a reality?
Big Ideas for the Sprint	Planning: A successful project requires a detailed plan before action begins. Integrity: We must cite our sources and report data accurately. Trust: A team must rely on each other to succeed (Stealth Squads).

Section C: Instructional Logistics & Resources for the Sprint
Key Vocabulary	Tier 2 (Academic): Intrigued, Sullen, Despondent, Impenetrable, Altercation, Commendable, Ominous, Trudging. Tier 3 (Domain-Specific): Simile, Cliffhanger, Bibliography, Variable, Prototype, Feasibility.
Materials & Resources	Texts: Hoot by Carl Hiaasen (Class Set), Hoot Novel-Ties Study Guide (Pages 8-9). Technology: Chromebooks (Safe Search Engines, Epic!, School Library Database, XtraMath, Arcademics). Manipulatives: Logic Puzzles (Critical Thinking Sheets), Stealth Squad Mission Deck & Keys (Printed/Cut). Supplies/Printables: Project Packets (Individual), Choice Time Logs.
Differentiation & Adaptive Practices	Project Tracks: Blue Group: Social Studies (Problem Solving/Exposition) - AI vs Real Media. Green Group: Engineering (Science) - Minecraft Habitat. Red Group: Experiment (Science) - Boba Texture. Yellow Group: Experiment (Science) - Soda & Tooth Decay. Stealth Squads: Roles rotate (Leader/Squad Member). Leaders choose specific "Keys" for setup/debrief.
Homework & Extensions	Extension: Choice Time activities (Coding/Art/Reading) allow self-paced extension. No mandatory homework.
Parental Engagement	Students encouraged to ask parents about their specific research topics (e.g., "Do you drink soda? Do you worry about your teeth?").

Section D: Assessment Plan for the Sprint
Formative Assessment Strategies	Packet Check: Teacher verifies research questions (Pg 6) and Bibliography (Pg 7). Puzzle Check: Teacher checks Critical Thinking sheets for accuracy. Observation: Teacher observes "Pass the Pulse" and "Secret Handshake" for unison/cohesion.
Summative Assessment Note	The "Design Plan" (Packet Pg 9-12) completed on Thursday 1/29 serves as the major milestone assessment for this sprint, ensuring students are ready to build/test in the next phase.

Week 3: Monday, January 19, 2026

CONTEXT FOR TODAY'S LESSON
Unit / Focus	Martin Luther King Jr. Day
PLAN FOR TODAY'S LESSON
Note	NO SCHOOL - Holiday.

Week 3: Tuesday, January 20, 2026

CONTEXT FOR TODAY'S LESSON
Unit / Focus	Discovery Project / Generating Questions
Standard(s)	ELAGSE(4-5)W7: Conduct short research projects.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target	I can break a big topic down into specific questions for my team to answer.
Success Criteria	I know I am successful when every member of my team has been assigned a specific "Who, What, Where, When, or Why" question on Page 6 of the packet.
Materials	Project Packets, Chromebooks (for initial look-up/Epic/Library).
Differentiation	Group Topics: Blue (AI), Green (Minecraft), Red (Boba), Yellow (Soda).
IGNITE (8 min)	Fluency Lab: Games Students choose between Arcademics or Sheppard Software (Fruit Splat). Goal: Beat a previous high score.
EXPLORE (20 min)	Research Session: Generating Questions Teacher Action: Direct groups to open Project Packets to Page 6 (The Research Questions). Review the "W" questions (Who, What, When, Where, Why, How). Instruct teams to look at their "Guiding Question" (e.g., "What sodas cause tooth decay?") and break it into smaller parts. Example: "WHO discovered soda?" "WHAT ingredients hurt teeth?" "HOW do we measure decay?" Student Action: Scribe: Writes the specific questions in the table on Page 6. Leader: Assigns one question to each group member to be responsible for research. All: Begin initial broad research (Epic/Library) to verify if questions are answerable.
REFLECT (5 min)	Status Check: Each student points to the specific question they are responsible for answering next time.

Week 3: Wednesday, January 21, 2026

CONTEXT FOR TODAY'S LESSON
Unit / Focus	Stealth Squads & Hoot / Trust & Courage
Standard(s)	ELAGSE5RL4: Determine meaning of words/phrases (Simile).
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target	I can use non-verbal signals to build trust. I can identify similes in text.
Success Criteria	I know I am successful when I perform the Secret Handshake flawlessly. I know I am successful when I can explain the simile on Page 9 of the packet.
Materials	Stealth Squad Keys (Weather, Anchor), Mission Deck (Secret Handshake), Hoot novels, Study Guide Packet.
IGNITE (8 min)	Stealth Squads: Secret Handshake Setup: Student Leader uses The Weather Key (Brain status: Sunny/Foggy/Stormy). Mission: Secret Handshake. Invent a 6-part handshake. Teach it to the squad. Perform it in unison. Debrief: Student Leader uses The Anchor Key ("Did you feel safe?").
EXPLORE (20 min)	Novel Study: Hoot Day 4 (Chapter 4) Student Leader (Pre-Read): Open Study Guide p.8. Match Vocab: Intrigued, Sullen, Despondent. Teacher Action: Read Aloud Chapter 4. Discussion (Whole Group): Discuss Q1-3 (p.8). Focus on Roy's fame, Officer Delinko's motivation, and the concept of courage/individuality. Menu Activity (Partner): Complete "Literary Devices: II. Simile" on Study Guide p.9.
REFLECT (5 min)	Share Out: Ask one pair to share the simile they found/analyzed.

Week 3: Thursday, January 22, 2026

CONTEXT FOR TODAY'S LESSON
Unit / Focus	Discovery Project / Finding Resources
Standard(s)	ELAGSE(4-5)W8: Recall relevant information/gather information from print and digital sources.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target	I can locate reliable sources and record bibliographic information.
Success Criteria	I know I am successful when I have listed at least two sources on Page 7 (Bibliography) and started notes on Page 8.
Materials	Chromebooks (Safe Search/Epic), Project Packets.
IGNITE (8 min)	Fluency Lab: XtraMath Students log in to XtraMath. Goal: Complete a full session (Race the Teacher/Green Light).
EXPLORE (20 min)	Research Session: Resources & Notes Teacher Action: Review Page 7 (Bibliography Worksheet). Explain why we list title/author/URL. Review Page 8 (Note-Taking). Remind students: "Read. Close Tab. Write note." (No copying). Circulate to assist with Safe Search terms (e.g., "Boba tapioca texture science" or "Minecraft biome design"). Student Action: All: Locate specific articles/books that answer their assigned Question from Tuesday. Scribe: Records source info on Page 7. All: Begin writing facts on Page 8 (Note-Taking Sheet).
REFLECT (5 min)	Citation Check: Have students trade packets with a partner to check if the URL/Title is written clearly.

Week 3: Friday, January 23, 2026

CONTEXT FOR TODAY'S LESSON
Unit / Focus	Critical Thinking & Choice
Standard(s)	MGSE.MP.1: Make sense of problems and persevere.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target	I can persevere through challenges.
Success Criteria	I know I am successful when I complete one puzzle sheet and document my choice time activity.
Materials	Critical Thinking Folders, Choice Time Hub/Materials.
IGNITE (0 min)	Immediate transition to workflow.
EXPLORE (35 min)	Part 1: Critical Thinking (20 min) Students work on sheets from folder. Submit to "Check Tray" when done. Teacher Action: Verify answers. Circle errors for retry. Part 2: Choice Time (15 min) Students select activity (Coding, Reading, etc.). Task: Students reference the Choice Time Hub for specific challenges (e.g., Coding: "The Boss Block"). Log: Complete log entry.
REFLECT (5 min)	Clean Up & Log: Ensure all folders are stacked and logs are filled out.

Week 4: Monday, January 26, 2026

CONTEXT FOR TODAY'S LESSON
Unit / Focus	Stealth Squads & Hoot / Focus & Clues
Standard(s)	ELAGSE5RL1: Quote accurately from text.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target	I can transmit a signal quickly without breaking focus. I can identify text evidence to solve a mystery.
Success Criteria	I know I am successful when we pass the pulse in under 5 seconds. I know I am successful when I list the clues found at the campsite (p.9).
Materials	Stealth Squad Keys (Setup, Anchor), Mission Deck (Pass the Pulse), Hoot novels, Packet.
IGNITE (8 min)	Stealth Squads: Pass the Pulse Setup: Student Leader uses The Battery Key (Energy Level 1-5). Mission: Pass the Pulse. In a circle, hold hands. Squeeze to pass the signal. Time it. Debrief: Student Leader uses The Anchor Key ("Did you feel safe?").
EXPLORE (20 min)	Novel Study: Hoot Day 5 (Chapter 5) Student Leader (Pre-Read): Open Study Guide p.8. Match Vocab: Impenetrable, Altercation. Teacher Action: Read Aloud Chapter 5. Discussion (Whole Group): Discuss Q5-6 (p.9): Clues at the campsite (sparkles, footprints) and how Mullet Fingers got away. Menu Activity (Partner): Begin "Science Connection #2" on Study Guide p.9 (Cottonmouth Moccasin Research).
REFLECT (5 min)	Prediction: Who is the running boy? Why is he barefoot?

Week 4: Tuesday, January 27, 2026

CONTEXT FOR TODAY'S LESSON
Unit / Focus	Discovery Project / Deep Note-Taking
Standard(s)	ELAGSE(4-5)W8: Summarize or paraphrase information in notes.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target	I can extract key facts from a source and explain why they are important.
Success Criteria	I know I am successful when I have filled at least 3 rows on the Note-Taking Sheet (Page 8) with facts relevant to my specific question.
Materials	Project Packets, Chromebooks.
IGNITE (8 min)	Fluency Lab: Games Arcademics or Sheppard Software. Goal: Accuracy over speed today.
EXPLORE (20 min)	Research Session: Continue Note-Taking Teacher Action: Remind students of their assigned "W" Question from last Tuesday. "Does this fact answer YOUR question?" Monitor the Blue Group (AI/Media) to ensure they are finding balanced sources. Monitor Science Groups (Green/Red/Yellow) to ensure they are finding scientific data (ingredients, biome details). Student Action: All: Continue reading and writing notes on Page 8. Focus: Column 3 ("Why is this important?"). Students must justify why they wrote the fact down.
REFLECT (5 min)	Fact Swap: Share the most surprising fact you found today with your group.

Week 4: Wednesday, January 28, 2026

CONTEXT FOR TODAY'S LESSON
Unit / Focus	Stealth Squads & Hoot / Precision & Suspense
Standard(s)	ELAGSE5RL5: Explain how a series of chapters fits together (Cliffhanger).
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target	I can collaborate to shape a result. I can explain the function of a cliffhanger.
Success Criteria	I know I am successful when the 'Clay' matches the 'Sculptor's' intent. I know I am successful when I identify the cliffhanger at the end of Chapter 6.
Materials	Stealth Squad Keys (Setup, Debrief), Mission Deck (Sculptor), Hoot novels, Packet.
IGNITE (8 min)	Stealth Squads: Sculptor and Clay Setup: Student Leader uses The Prediction Key ("What will be hardest?"). Mission: Sculptor and Clay. One partner moves the other's arms/head into a pose. The 'Clay' must hold it. Debrief: Student Leader uses The Friction Key ("Where did we get stuck?").
EXPLORE (20 min)	Novel Study: Hoot Day 6 (Chapter 6) Student Leader (Pre-Read): Open Study Guide p.8. Match Vocab: Commendable, Ominous, Trudging. Teacher Action: Read Aloud Chapter 6. Discussion (Whole Group): Literary Devices: Cliffhanger (p.9). Why did the author end the chapter there? Menu Activity (Partner): Finish "Science Connection #2" (Cottonmouths) on Study Guide p.9. Share findings.
REFLECT (5 min)	Share Out: What is one dangerous thing about a Cottonmouth Moccasin?

Week 4: Thursday, January 29, 2026

CONTEXT FOR TODAY'S LESSON
Unit / Focus	Discovery Project / Design Phase
Standard(s)	ELAGSE(4-5)W7: Investigation of different aspects of a topic.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target	I can outline a specific plan (Experiment, Build, or Exposition) for my project.
Success Criteria	I know I am successful when I have completed the Planning Page (9, 10, or 11/12) matching my group's color.
Materials	Project Packets.
Differentiation	Red/Yellow (Science): Use Pg 9 (Experiment Plan). Green (Engineering): Use Pg 10 (Engineering Design). Blue (Social Studies): Use Pg 11/12 (Problem Solving/Exposition).
IGNITE (8 min)	Fluency Lab: XtraMath Log in. Complete session.
EXPLORE (20 min)	Research Session: Design the Plan Teacher Action: Direct groups to the correct page for their track (see Differentiation). Red/Yellow: Define Variables (Independent/Dependent) and Materials List. Green: Define Constraints (e.g., "Must include water and shelter") and Sketch Prototype. Blue: Define the Problem (Real vs AI) or Chapters of the story. Student Action: Scribe: Writes the group's consensus on the planning page. All: Discuss exactly what they will do/build/test next week.
REFLECT (5 min)	Readiness Check: "Do we have everything we need to start building/testing next week?" List missing items.

Week 4: Friday, January 30, 2026

CONTEXT FOR TODAY'S LESSON
Unit / Focus	Critical Thinking & Choice
Standard(s)	MGSE.MP.1: Persevere in solving problems.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target	I can solve logic problems and manage my own learning time.
Success Criteria	I know I am successful when I complete a puzzle sheet and a Choice Time task.
Materials	Critical Thinking Folders, Choice Time Hub.
IGNITE (0 min)	Immediate transition.
EXPLORE (35 min)	Part 1: Critical Thinking (20 min) Complete one or more sheets from folder. Submit to Check Tray. Teacher Action: Verify and track progress. Part 2: Choice Time (15 min) Select activity. Complete log. Task: Refer to Hub for "The Smartest Move" (Games) or "Make a Connection" (Reading).
REFLECT (5 min)	Clean Up & Log Check.