Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Eva Maxwell

Date 11/25/2017 Subject/ Topic/ Theme Research Skills (Part 2) Grade 9-12 ESL______________

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the second part to the research skills lesson, that is part of my unit on study skills.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Be able to use a non-Google source U, Ap, An X
Find 2 sources using a non-Google search engine Ap, E X
Cite a source using EasyBib R, U, Ap
Write a paragraph about 4 research findings Ap, C X
Take notes using a note-taking strategy R, Ap, C 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

-know how to take notes
Identify prerequisite -know how to determine a credible source
knowledge and skills. -be able to write a paragraph about research topic
-be able to do online research

Pre-assessment (for learning):

-Assess knowledge from previous lesson
-Recall

Formative (for learning):

-think/pair/share What did we learn yesterday?
-collect learned things on the board
Outline assessment Formative (as learning):
activities -finish notes from yesterdays research
(applicable to this lesson) -be able to follow along with teachers demonstration
-use a different search engine (not Google)
-reflect on how to identify a credible source
-take new notes

Summative (of learning):

-paragraph on 4 research findings (2 google, 2 non-google)

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

Engagement Representation Action and Expression

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What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
-recall learned knowledge from
previous lesson
-re-use note taking skills
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
-use MeL
-identify credible sources
-write a full paragraph
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-pick own Thanksgiving
research topic
Provide options for
comprehension- activate, apply &
highlight
-use a non-Google search
engine like a college student
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
-write a paragraph about
findings in own words
Provide options for perception-
making information perceptible
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Provide options for expression and
communication- increase medium
of expression
Provide options for physical action-
increase options for interaction

-whiteboard &markers
Materials-what materials -doc cam
(books, handouts, etc) do -chromebooks
you need for this lesson -notetaking worksheets
and are they ready to use? -journals

-whiteboard in-front with doc cam

How will your classroom -students at table groups
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5min Ask: What did we learn yesterday? Think-Pair-Share
Motivation -write answers on the board
(opening/
introduction/
engagement)

1) Take 10 minutes to finish notes for the 2 -finish notes from yesterdays research
45min sources they found
-follow along on Chromebook
2) Introduce the Michigan eLibrary Database -thumbs up if at teachers pace
Development (This is what college students use when they -ask to slow down if too fast
(the largest want to research something)
component or -go step-by-step for researching a topic "The
main body of
the lesson) First Thanksgiving" (make sure that the topic
is in quotation marks; sources are peer-
reviewed full-text)
-have students follow along on
Chromebooks (thumbs-up assessment to
make sure they are where you are)

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 -use GALE and other research domains, have
them try out others
-go through the graph from yesterday of A-D-
-create a graph/diagram from yesterday for a
S-D-SD-WS to identify a credible source credible source

4) Have students look for 2 more sources -look for 2 more sources using MeL
using the MeL research database & take -raise hand if need help
notes
-take notes on new findings using favorite note-
-have them show Ms. Maxwell or Mrs.
taking strategy
Womack the sources
-circle around classroom to help students

5) Have students start creating a paragraph

essay using their found research, adding
-start writing a paragraph about Thanksgiving
quotes by the author or important
topic, citing and using information from all 4
information sources
OR
5) Create a bibliography by citing the 4 -create a bibliography at the bottom of paragraph;
sources correctly citing all 4 sources
http://www.easybib.com

-Have students submit their essay (email to -submit essays via email
Mrs. Womack--> forward to me).

5min
Closure ASK: What are some fun-facts you learned Think-Pair-Share
(conclusion, about Thanksgiving, Native Americans or
-Answer questions
culmination, Pilgrims that you can teach your friends today
wrap-up) or family at Thanksgiving dinner?

ASK: What are you doing for Thanksgiving?

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.)
-show students a bad/not-credible source example!!!!

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