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Teaching Internship Observed Lesson Plan #4

Unit Working Title: How do we know what is real or true?

Unit Big Idea (Concept/Theme): Fact or Fiction

Unit Primary Skill focus: Research, Text Analysis & Comparison

Week __12__ ; Observation #__4__ of 6; [60 mins.]

Learning Objectives:


a. Students will know important structural features of websites and news articles.
b. Students will know what reliability is.

Affective and/or Non-Cognitive:
c. Students will be able to work independently and collaboratively.

d. Students will be able to analyze informational texts.
e. Students will able to use a Venn Diagram to compare and contrast their findings about informational texts.

KCMS Objective (student friendly):
KCMS Success Criteria:
Today you will analyze features of websites and
You are successful when you have answered your
news articles.
expert group questions and created a Venn Diagram
in your jigsaw group.
Conditions & Behavior
Students will work in small groups to answer analysis questions about an informational text. These will be
their expert groups. Then, students will collaborate into Jigsaw groups to create a Venn Diagram.

6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.
a. Use text structures such as type, headings, and graphics to predict and categorize information in both print
and digital texts.

Methods of Assessment:

At the start of this lesson, I
I will lead a Think Aloud for
Eventually, students will be
will give students an
the website and news article
tested on informational texts
anticipation guide to paste
examples found in our
in a benchmark test.
into their bellwork
textbook. Our class
notebooks. This will include
discussions at this time could
key features of websites and
informally reveal what
news articles. This will give
students understand. (Obj. a,
me quick information
b, d)
regarding what they know
Students will answer three
about informational texts
analysis questions with their
before we jump in to the
expert groups related to the
Jigsaw discussion. (Obj. a, b,
informational text they are


& d)

working on. (Obj. a, b, d)

Students will share their
findings with other students
to create a Venn Diagram.
This will require students to
synthesize and further
analyze their information and
ideas. (Obj. a, b, c, & d)
At the end of class, we will
return to the anticipation
guide to take note of student
learning. (Obj. a, b, & d)

Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]

Students will be arranged in their regular tables of 2 students.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

1. [__20__ mins] Bellwork & Class Preparation Check:

Good morning everyone! As always, please take note of the directions on the white board and the SmartBoard
this morning. We are doing another Anticipation Guide, much like what we did for the Drive-In movies story. This
anticipation guide is going to ask you True or False questions about websites and news articles. The terms you see are
examples of structural features, or in other words the different parts of each of these texts. Please pick up your
anticipation guide from the front of the room and paste it to the top of the next page in your bellwork notebook. You
still need to write the date like we always do!

I will circulate around the class and ensure that students are following directions. I will also take attendance. Though
we dont typically paste anything in bellwork notebooks, I have done this once before. This worked fairly well for
students and eliminated the need for them to write everything down. After students are finished, we will not go
over the answers because we will wait to do this until after the lesson.

Alright everyone, when you have finished your bellwork and shown me that it is complete, you may put that
away and clear your desk with the exception of your stream and your book. As I said, we will return to this anticipation
guide at the end of the lesson to see how much you knew beforehand and to check what you learned.

Lets take a look at our goals and agenda for the day. First, I will do what is called a teacher think aloud. This
means that we will look at both kinds of informational texts, and I will share my thinking process with you. We actually
do this almost every class. I will show an example of a website on the SmartBoard and point out the different features. I
will tell you what I look for when I am determining if a website is reliable. Does anyone know what I mean by reliable?
Pause for student responses. For this particular question, I will not use the popsicle sticks since this is a quick
diagnostic question, and I will ultimately explain reliability. You are on the right track! Reliability is essentially how
dependable, consistent a piece of information is. So, if a website or news article is reliable, that means that we can fact
check it, and find the same information in several other sources. Remember when Mrs. Forbes talked about the different
kinds of websites that are typically reliable? Do you remember what those are? Pause for student responses. For this, I
could use my popsicle sticks to quick review these kinds of websites. Im looking for org, edu, and gov.

After reviewing this, we will transition into the think aloud. I will open the Pearson Informational Texts for this unit.


2. [__15__ mins] Teacher Think Aloud About Websites and News Articles

Now that we have reviewed reliability and the kinds of websites we are looking for, lets take a look at the example we
have in our series. I will pause to pull up the example. Lets first take notice of the things they have pointed out for us.
First, we have a list of the features we are looking for. The particular page shows us the home page of the website with
some links to other web pages. We can also tell that is an informational text because it is providing us with information
about how to prevent animal cruelty. Finally, there are photos and images to enhance the information and there may
also be some audio or video content that will enhance the information.

The first thing I notice is that the URL, or the website, has a .org. This lets me know right away that this website
probably has reliable information. I can see all of the buttons here that will are basically links or a menu on the website
that will lead to other information on this topic. If this were a live website right now and we clicked on them, these
would lead us to different pages of the website. You probably know this, and can recognize what they would be for.
These are kind of like the menus we might see on social media that are links to other profiles. Most websites are set up
the same way. Another way to know if something is a link is if it is a different color or is underlined. I will move on to the
next page, and summarize that it is basically set up the exact same.

Now Im going to switch over to the news article. Lets take a look at some of the features here. The first thing we can
notice is the headline. This gives us a title and tells us what the article will be about. Here, we can see that this article is
going to be related to the website we just saw, and that it is about how rescuers carry oxygen masks for pets, maybe in
emergency situations. The next line tells us who published or wrote the article. This part is called the byline. Do you
see where it says by? This is why this line of a news article is called a byline. So you can remember byline because this is
the line that tells who the article is by. Then, we have the dateline. This, fairly obvious, tells us when the article was
written or published. I will switch over to the next page of the news article. The last feature to notice here is the
caption of the photo. This can provide us with information about the photo when we cant always tell what is going on
in a photo or who is in a photo. Now, this can be something that we see in websites and news articles this example
happens to be in the news article here.

3. [__10__ mins] Expert Pairs Answer Questions

Now, turn Im going to give each pair a handout to answer some analysis questions about these kinds of texts.
You and your partner will answer three questions about either website or news articles. Half of the room will work on
websites and the other half will work on news articles. Then, after we have gathered our expert information, you will
form jigsaw groups to create a Venn diagram on Google Classroom.

So, Im going to give you your handout now and you will have about 10 minutes to work with your partner to answer
these questions. You will find the website example and news article example in your textbooks. As soon as you have
your handout, get started!

The students working on the website will answer these questions:
What does the Web sites URL suggest about its reliability?
What other sources might you use to check the facts presented by this Web site?
How does checking facts help you to test an online Web sites reliability?

The students working on the website will answer these questions:
What do the articles byline and dateline tell you?
What does that information tell you about the reliability of the article?
What sources might you check to confirm information in the article?

4. [__15__ mins] Jigsaw Venn Diagrams:


Ok, time is up! Now I will show you who you will be working with for your jigsaw groups. Each of you will log into the
same GoogleDoc. You need to contribute at least two examples or facts to the Venn diagram. Our class will have a total
of four Venn diagrams. In your diagram, you will compare websites to news articles. Use your question responses to
categorize the information about reliability and structural features. You will see that one side of the diagram is for
websites and one side is for news articles. Though everyone will be typing as we go, you will still need to communicate
with the other members of your jigsaw group. Remember, you and your partners are the only ones in the group that
analyzed a particular text. So, you will all need to work together to determine what websites and news articles have in
common. The center, overlapping portion is what these two informational texts have in common. I will have all of the
diagrams open on my computer, so I will be able to see who is contributing what. There will also be a short group
reflection after this and you will have an opportunity to share with me who contributed what in this group experience.
This will impact your participation for the day. Groups that have all positive remarks about their group members will
earn bonus points! What questions do you have? I will take questions before students get started.

5. [__5__ mins] Closure

Students will finish the anticipation guide and they will complete a brief evaluation of each other. I will set the
evaluation up on GoogleForms so that students can fill this out before they get off of their streams. Students will
write about how they worked with their partner, how they worked in their groups, and how they felt about the
activity overall.

Differentiated Instruction to accommodate one or more of my profiled students:

For this activity, I am thinking about students that have a difficult time focusing and working along with hard
copies of assignments. The expert pairs allow these students to have their partner be the writer while they
contribute ideas. Then, these students will have an opportunity to share their ideas electronically in another group.
Additionally, some of these students can be difficult to work with. The evaluation at the end of class will give other
students and opportunity to tell me how this activity worked or didnt work. I will be able to see from the students if
the combination of hard copy and electronic assignments met the goal.


Materials Needed:
Bellwork notebooks
White board
GoogleDocs for Venn Diagrams
Copies of the Anticipation Guide
GoogleForm for the evaluation
Question handouts
Pearson Textbooks


Anticipation Guide :
Informational Texts
DIRECTIONS: Look at the BEFORE column. For each statement, write a T
for true and an F for false. Complete the BEFORE column only for your
bellwork we will return to the AFTER column at the end of class!

A URL is a text that provides overview of content.




A headline is a web address.

A dateline gives information that tells where and

when the story takes place.

A byline shows connections to other web pages or sites.

Links are connections to other web pages or sites.

Captions provide information about pictures or other visuals.

Menus are listings of links.