Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Eva Maxwell

Date 11/20/2017 Subject/ Topic/ Theme Research Skills (Part 1) Grade 9-12 ESL______________

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson of my study-skills unit plan.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Know what website domains are reliable R, U, E X
Determine if a website is a good/credible source U, An, E
Find 2 credible sources about research topic R,Ap,E, C
Take notes using a note-taking strategy R, Ap, C X
Research about a topic U, Ap, An X
Common Core standards (or GLCEs if not available in Common Core) addressed:
ELA: Reading: Informational Text: 11-12: 3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

ELA: Writing: 11-12: 4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 13 above.)

ELA: Writing: 11-12: 6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new
arguments or information.

WIDA Social & Instructional Language

ELP 1: English Learners communicate for Social and Instructional purposes within the school setting.
ELP 2: English Learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
-know what website domains stand for (.com, .org, etc.)
-know how to take notes
-have done some form of online research before
Pre-assessment (for learning):
-Have students write on white board Think We Know about research and domains
Formative (for learning):
-think/pair/share
Formative (as learning):
-come up with 2 things they know about research or domains
-write 2 things on the board
-create a vocab list of the definitions of the domains
-learn how to determine a credible source
-create a graph to find a credible source
-research online and take notes
Summative (of learning):
-note-taking worksheets
-research findings
Provide Multiple Means of Engagement Provide Multiple Means of Provide
Representation Multiple
Means of
Action and
Expression

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 Provide options for self-regulation- expectations, Provide options for Provide options
personal skills and strategies, self-assessment & comprehension- activate, apply & for executive
reflection highlight functions-
-write on whiteboard 2 things they know coordinate
short & long-
term goals,
monitor
progress, and
modify
strategies
-create a graph
that helps
determine a
credible source
What will it take -use this to find
neurodevelopmentally, a good research
experientially, emotionally, source
etc., for your students to do Provide options for sustaining effort and persistence- Provide options for language, Provide options
optimize challenge, collaboration, mastery-oriented mathematical expressions, and for expression
this lesson?
feedback symbols- clarify & connect and
-use a website other than google to find a source language communication
(Lesson 4) - increase
medium of
expression

Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
Provide options for recruiting interest- choice, relevance, Provide options for perception- Provide options
value, authenticity, minimize threats making information perceptible for physical
-choose a relevant research topic (Thanksgiving) -use doc cam action- increase
-write out notes that you want options for
students to have interaction
-come up to
whiteboard to
write on it
-whiteboard &markers
-doc cam
-chromebooks
-note-taking worksheets
-class journals/notebook

-whiteboard in front
-students sitting in table groups
How will your classroom be
set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Tim Components for each component of the lesson. Include important higher order thinking questions and/or prompts.
e
-Have whiteboard set up with "Think We Know", "Confirmed", "Not -Raise hand and tell
Motivation teacher what you know
(opening/ Confirmed" and "Learned"
-walk up to white
introduction/ Ask: What do you use when you research?
board and write it
engagement) Ask: What are good websites to use?
-Have student come up and write their response under "Think We Know"

Development
1) Have students take out journal and take notes (style that they like); use -Take notes in journal
(the largest of what is written
component or doc-cam and take notes too
under doc cam
main body of Ask: What are some good domains to use when we research something?
-answer question
the lesson) Domains:
-take notes
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 .com: commercial site (generally credible, but people are paying
money to publish things)
.edu: educational institution (can be credible if publishing
research)
.gov: government (credible source)
.org: non-profit organization (usually credible and unbiased but
sometimes can demonstrate strong viewpoints)
.mil: military
.net: network (unreliable or needs to be viewed carefully)
-answer question
Ask: What are some websites you use often?
Wikipedia is like the McDonalds of researchit will get you info
quickly, but its not quality information.
-create a chart/grid
How to recognize a credible online source:
Author- someone gets credit for their work
Date- helps determine if its useful based on how recent it is
Sources- Credible websites, should cite the source of the
information presented.
Domain- credible domain
Site Design- good design makes information more accessible
Writing Style- poor spelling or grammar may mean its not
credible
-follow along on
2) Let's find a credible source together (set-up journal grid-like) Chromebook to find
-Look up Thanksgiving articles: I will write under the doc cam: grid-style credible source
-Author
-Date
-Sources
-Domain
-Site Design
-Writing Style
--TYPE: "The First Thanksgiving" into Google
https://www.neh.gov/humanities/2015/novemberdecember/feature/wh
o-were-the-pilgrims-who-celebrated-the-first-thanksgiving
--fill out grid
-find 2 sources on your
3) Have students look up a research topic (write them on the own using
board): history of Thanksgiving, the first Thanksgiving, Life of Native Chromebook
Americans, Life of Pilgrims, etc. -fill out chart/grid for
each finding
-show teacher
--Need to find 2 credible sources and fill out a grid
--show Ms. Maxwell or Mrs. Womack the sources grid -start taking notes on
--Take notes on what you find using your favorite note-taking strategy (use findings using favorite
printed copies) note-taking strategy

Closure -Fill out rest of white board: "confirmed" "not confirmed" "learned" -reflect on learned
(conclusion, -Say: Tomorrow we will be learning about how to find sources not using knowledge
culmination, -put away Chromebook
google (MelCat)! And we will start writing about our Thanksgiving
wrap-up) and hand-in notes
research!

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Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process
of preparing the lesson.)

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