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Direct Instruction Lesson Plan Template

Teachers: Allison Kikkert Subject: 8th grade English

Common Core State Standards:


8.W.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation.

Objective (Explicit):
 Students will be able to identify characteristics of credible and noncredible sources.
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.
Students will be able to analyze and investigate different sources to conclude whether or not they are reliable.

Sub-objectives, SWBAT (Sequenced from basic to complex):


 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?
N/A

Key vocabulary: N/A Materials: N/A


Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?
 How would our lives be different if there was no differentiation between credible and non-credible news
sources?
 Being able to decipher credible and non-credible sources when writing papers
 Begin with light-hearted and exaggerated examples of fake news, ex. “loch ness monster sightings”
 Tie it all back to how non-credible news sources can warp an entire story, and how they can relate it to their
own lives through gossip and social media

Teacher Will: Student Will:


 How will you model/explain/demonstrate all  What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
Instructional Input

 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could teach it?

1
I will give multiple examples of various news Students will obtain the skill by actively capturing and
stories, articles, etc. from varied non-credible and processing the new material. They may choose to take
credible sources. I will identify for students what notes or simply watch.
makes a source credible or not and identify the
different characteristics of both. I will give
examples or demonstrations of common sites or
certain news stories that may be difficult to tell as
credible or not, but always point out a telling
feature
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
N/A

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
N/A

Teacher Will: Student Will:


 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
 What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice?  How will students be engaged?
 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as  How are students practicing in ways that align to
they practice? independent practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
Students will assist me in analyzing multiple Students will analyze different sources via google doc
Guided Practice

different sources/websites. I will share the google with the teacher to determine their reliability and
doc link with them and we will look at them explain why. Students will practice in a way that moves
together. After looking at each website, we’ll towards independent learning by navigating different
describe why they may or may not be reliable. types of websites. Students will cohesively learn by
I’ll ask guiding questions to assist in student engaging with other students and the teacher.
learning.
https://docs.google.com/document/d/1AA9-
bdmClUjW0PeTrMUNAl2jwor26I7mmvtB73i9Tz4/e
dit?usp=sharing

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
N/A
Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 How can you utilize grouping strategies?
N/A
Teacher Will: Student Will:
 How will you plan to coach and correct during this  How will students independently practice the knowledge and
practice? skills required by the objective?
Independent

 How will you provide opportunities for remediation and  How will students be engaged?
Practice

extension?  How are students practicing in ways that align to


 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
could facilitate the practice?
 How are you supporting students giving feedback to one
another?

2
I will assign students to go on a scavenger hunt Students will engage in learning by self-assessing their
through various websites. While they are work through the credibility sheet. Students will engage
completing it, they must also fill out a credibility with peers by providing feedback to one another.
checklist sheet Students will work independently to practice the
http://www.education.wisc.edu/docs/Web knowledge and skill required by the objective.
Dispenser/soe-documents/aics-lesson3-
webpagecredibilitychecklist.pdf?sfvrsn=2
If the URL receives 7 or more points, its probably
reliable. 4-6 points, it might be a good source, but
should investigate further, and 3 points or less, it’s
not reliable. I will allow students to work with a
partner or individually.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?
N/A

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
N/A

Closing/Student Reflection/Real-life connections:


 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
Students will complete an exit slip/reflection sheet on how determining the reliability of different news sources
relate to how certain social media sites cannot have completely accurate or credible information and the sources
they get them from.