LESSON PLAN

Subject: Language Arts

Grade:
8
Date: March 27, 2015
Critical Inquiry Question:
Lesson:
Time: 55 minutes
SLOs: From the Program of Studies
1.2 iiia. Reconsider and revise initial understandings and responses in light of new ideas,
information and feedback from others.
2.1 ia) Use strategies to supplement and extend prior knowledge and experiences when
interpreting new ideas and experiences
2.2 ic) Expect that there is more than one interpretation for oral, print and other media
texts, and discuss other points of view
2.2 id) Explain connections between own interpretations and information in texts, and
infer how texts will influence others
2.3 iid) Summarize the content of media texts, and discuss the choices made in planning
and producing them
3.1 ib) Identify and trace the development of arguments, opinions or points of view in
oral, print and other media texts
3.2 iia) Expand and use a variety of tools and text features to access information
3.2 iiia) Develop and use criteria for evaluating the usefulness, currency and reliability of
information for a particular research project
3,3 ia) organize ideas and information to establish an overall impression or point of view
in oral, print and other media texts
3.3 iiia) Evaluate the relevance and importance of gathered information; address
information gaps
3.4 ib) integrate appropriate visual, print and other media to inform and engage the
audience
3.4 iia) Assess the research the process, and consider alternative ways of achieving
research goals
4.1 iia) Revise by adding words and phrases that emphasize important ideas or create
dominant impressions
4.1 iib) Revise to enhance sentence variety, word choice and appropriate tone
4.1 iiic) Enhance the coherence and impact of documents, using electronic editing
functions
5.1 iva) Use inclusive language and actions that demonstrate respect for people of
different races, culture, genders, ages and abilities
Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of
lesson procedure, but an indication of what students will know or be able to do by the
end of the lesson).
Knowledge:
Students will complete a project in groups based off of a specific critical research
question
Skill:
Research and problem solving

Critical and creative thinking

Presentation
Key Questions:
What is the focus question for this lesson? What are some related questions?
What is digital citizenship and why is it so important?
How can we overcome cyber bullying?
To what extent is online talk safe?
How can we effectively protect a creators right?
Should we be worried about scams and schemes in Pincher Creek?
What are the perils of too much technology use?
Should students be aware of how to purchase goods and service through digital formats?
Materials:
32 student and group log books
Preparation:
Gather computers, have a list of groups as a back up if the ones students choose do not
work.
Adaptations:
Students who struggle with reading a writing will work on a graphic organizer and will
not have to complete a presentation.
Lesson Procedure:
(Use numbered or bulleted steps. Indicate lesson introduction, development and
conclusion if that helps clarify the flow of the lesson. Write it with enough detail that a
substitute teacher could teach the lesson.)
1. Explain that students will be completing a PBL
2. Inform students that you have a fun activity on Thursday planned but if they do
not get enough done this week they will not be able to complete it (Blanket
Activity)
3. Students will get into groups of 3-4 people
4. Present the possible critical inquiry questions students can base their project off of
5. Present the different options they have to present their project
6. Go over the group handout and the individual handout
7. Create a rubric with the class on what they think they should be marked on.
a. (From that, create a rubric that hits all the main points while incorporating
their ideas)
b. Ask students to put their thumb up if they understand the requirements, a
thumb side ways if they are slightly confused and down if they have no
idea what is going on.
8. Students will then choose their question and begin to fill out their group and
individual handout
9. Students have the rest of the class to prove that the chose good groups to work
with. If they do not behave they will be separated.

Assessment:
How will you know if students met your lesson objectives? What are you looking for in
this formative assessment?
Thumbs up, thumbs down: students understand what they need to do
Student and Group Logbooks: Can students identify goals, skill and a research
question? Can they work with their groups to plan out their calendar? Can students
collaborate effectively with group members? Students will use these booklets as a guides
through out the project
Lesson Reflection: