KTIP Source of Evidence: Lesson Plan

Name: Sarah King Date of Lesson: November 20th, 2018 School: Madison Central High School
(extra work day on November 22nd)

Grade / Age: 11th grade, 16-17 years old Subject & Topic: English 11, Informative Writing

# of Students: ______32________ # IEP / 504 _____0_______ # G/T ______0_______ # ELL ______0________

Lesson Title / Topic: Credible Sources/Researching

_x_teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __ Team

1. Context: Describe the Students for which this Lesson is Designed (1B)a;
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies. Use
student initials for specific information about students in terms of learning strategies, behavior strategies. Give
examples of what you know about students’ interests, outside activities, etc., which could be incorporated into
lesson plan. Also, be specific about student skills and knowledge. Describe racial, socioeconomic diversity in class.

The students in this class are from an urban, lower-socioeconomic area. Due to a school program, all students
qualify for free lunch but there are a few without the means for technology. When technology is required for an
assignment, class is held either in the library or chromebooks are made accessible for the whole classroom. While
there are no students with special needs accommodations, each student is leveled as low-performing. Out of 32
juniors, 14 girls and 18 boys, every student is at around a ninth or tenth grade reading level. To accommodate
this, students are arranged by achievement level in groups of 4 and work frequently with those in their group.
Other accommodations are extended time to work, all instructions are written and said allowed, and visual aids.

2. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards] List the content standard then the specific learning targets for each standard.

a. Previous lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions
should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

Objectives:
• SWBAT: Develop and strengthen writing by planning

b. Current lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.

Objectives:
• SWBAT: Gather relevant information from multiple print and digital sources
• SWBAT: Use advanced searches effectively
 • SWBAT: Assess the strengths and limitations of each source in terms of the task, purpose, and
audience

c. Next lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.

Objectives:
• SWBAT: Create citations in a standard format
• SWBAT: Integrate information into text selectively to maintain the flow of ideas and to avoid
plagiarism

3. Students’ Baseline Knowledge and Skills (1B; 1F)

Describe and include the pre-assessment(s) used to measure student’s baseline knowledge and skills for this
lesson.

The lesson will continue the students’ work in their writing unit. Previously, students have:
• Read Of Mice and Men by John Steinbeck and decided on an essay topic.
• Started prewriting by brainstorming possible writing points and areas of research

This preassessment will be administered as their bellwork in the first 5 minutes of the class as students log in to
computers in the library. Students will complete a Socrative (online answering program) short answer (1-2
sentences) in response to the prompt, “What is important to consider when finding sources?” If their answers
mention databases, library searches, or credibility, then I will focus more on comparing sources by task, purpose,
and audience. If their answers are more general (look it up on google, find a book, etc.) then I will begin
explaining more on how to find resources.

Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during this lesson.

My formative assessments will be:

• Student’s facial expressions and body language (i.e. Are they engage and paying attention or confused and
checked out)
• Scaffolding with targeted questions while students are working
• Gauging Credible Sources:
o With a partner, students will analyze 4 sources I provide for them and determine their level of
credibility in order of least to most credible; however, I will give students 4 different scenarios that
affect the ranking.
o Sources:
▪ 1. “To A Mouse” by Robert Burns https://www.poetryfoundation.org/poems/43816/to-a-
mouse-56d222ab36e33
▪ 2. Of Mice and Men censorship -
http://www.pbs.org/wgbh/americanexperience/features/banned-of-mice-and-men/
▪ 3. Cash, Peter. “John Steinbeck (1902-1968): Of Mice and Men (1937).” Use of English, vol. 63,
no. 3, 2012, pp. 218–226. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=mzh&AN=2013300034&
site=ehost-live&scope=site&custid=s8356098
▪ 4. Of Mice and Men by John Steinbeck
 o Scenarios: (Writing a paper about…)
▪ 1. Steinbeck’s inspiration from Robert Burns’ poem
▪ 2. Why Of Mice and Men is a banned book
▪ 3. Steinbeck’s career
▪ 4. Plot and character development in Of Mice and Men
• Source Hunt:
o Students will find 2 internet sources and 2 print sources to possibly use in their papers. To find
internet sources, they will use online databases (Google Scholar, EKU if possible). To find print
sources, students will use the library search to find books in the school’s library. On a worksheet,
they will copy down the database, key terms, and the sources’ information. Students will be
considered successful if they can demonstrate how they found their sources and provide sources that
follow the criteria.
• Exit-slip:
o Socrative short answer responding to the prompt, “What makes one source stronger than another?”

4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
• Library for class meeting
• Computers for students to look up sources (print and digital)
• Librarian for student help and source demonstration
• Hardcopies of “Gauging Credible Sources”
• Hardcopies of “Source Hunt”
• Index card with Socrative information
Link for “Gauging Credible Sources” organizer:
https://docs.google.com/document/d/1KNphMahLwXTq9EsJdRw64SFUdm-iDZm365fzwsHito8/edit?usp=sharing
Link for “Source Hunt” organizer:
https://docs.google.com/document/d/1TVwszAdYouMRYTapg0Mn_U2xyjboRcSltZj6no8EZ5k/edit?usp=sharing

5. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to engage
your students and facilitate attainment of the lesson objective(s) and promote higher order thinking. Within this
sequence be sure to:
• Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
• identify the questions you will use to promote higher order thinking and understanding and encourage
discussion

Procedures: Accommodations / Adaptations

1.) Greeting/Set Up:
• Students will know to report to the library, both by I’m incorporating many different
announcements in the previous class and a note on the types of learning into my lesson.
classroom door. • Auditory/Visual: When I’m
• I will begin by giving students an index card with the Socrative going over the material and
information, directing students to log-on to the computers the organizers provided.
and get started. • Collaborative/Interpersonal:
students routinely check
2.) Lesson Objectives: My overall lesson objective is that the students back in with their peers
will be able to find credible and appropriate sources. throughout the lesson to
collaborate and
3.) Practice/Feedback: communicate.
• Preassessment: (5 min) • Intrapersonal: students also
o If students seem to have a foundational have time to think at their
understanding of credible and appropriate sources, own pace and collect their
then I will go on to the first exercise. thoughts.
 o If students do not understand the concept of credible There are accommodations
and appropriate sources, I will explain it to them incorporated into my lesson and
before starting the exercise. classroom that can support all
• Lecture: (15 min) students, such as:
o First, I will go over what makes sources credible and • Modeling
appropriate. • Prompting and Cueing
o Next, I will go over how to find sources online and the • Small Groups
librarian will discuss how to find sources (print) in the • Reader
library. We will project our screens to show the steps, • Paraphrasing
but students can follow along on their computers as
well. While there are no designated
• Activity: populations in my classroom, I have
o Students will complete two different source organized the students into
exercises: Gauging Credible Sources and Source Hunt. achievement groups that support
o Gauging Credible Sources: (10 min) their learning.
▪ Students will have 10 minutes to work with a
partner (optional) and complete the activity. I
will go around during this time and monitor
student understanding. Possible questions:
• What is this scenario asking for?
• How is this source weaker/stronger
than this other source?
o Source Hunt: (20 min)
▪ Students will have the rest of class to find
sources for their papers, using both the
computers and library space.
• Post assessment/Exit Slip: (5 min)
o I will direct students to go back to their computers
and get back on the Socrative site to answer the last
question.

Lesson Time: Approximately 55 minutes.

6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you have
for the observer or reviewer.

How were my classroom management skills? (aware of classroom and student behavior, using redirection and
proximity to discourage misbehavior)