Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Katie Rozendal

Date 11/27/2018 Subject/ Topic/ Theme English/Cause and Effect/Research Workshop Grade __12____________

I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson in the Cause and Effect Essay unit. Students will begin gathering research that they can use in their essay that is due at the end of the unit.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Use sources that they have already found to find new reliable sources. Ap
 Work with partners to create a piece of writing. C x
 Identify causes and effects about a topic of their choice. U, An


Common Core standards (or GLCEs if not available in Common Core) addressed: “Conduct short as well as more sustained
research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.” (W7 [11-
12]); “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.”
(W8 [11-12]); “Draw evidence from literary or informational texts to support analysis, reflection, and research.” (W9 [11-12])
(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

Students will need to be able to use the vocabulary that they learned in Lesson 1 to talk about cause
Identify prerequisite
and effect relationships. Students need to know the topic that they will be writing about (with a
knowledge and skills.
research question and 3+ possible cause/effect ideas) from Lesson 3. Students will need to know how
to use databases.
Pre-assessment (for learning): Check of students’ topic ideas (Lesson 3)

Formative (for learning): Walk around and check students’ progress as they work
Outline assessment
activities Formative (as learning): Students check their work against teacher example
(applicable to this lesson)
Summative (of learning): Cause and Effect essay

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Outline the goals for the day at the
beginning of class.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students may work by
themselves or with partners if
they like
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Help students understand
concepts by working through it
with them and having them
practice it on their own
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Long term goal: cause and effect
essay, short term goal: research
causes and effects relating to essay
topic
Provide options for expression and
communication- increase medium
of expression
Students may record research in
their essay packet outlines or
use their own method of
organization.

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Explain ideas verbally and
Students may choose the topics demonstrate them by using the
that they would like to explore. projector
They may choose from a
provided list or get their own
idea approved by the teacher.
Laptops (students and teacher), access to database (students and teacher), google doc that students
used for preliminary research in Lesson 3 (students), Cause and effect essay packet (students)

Tables set up in groups of three

How will your classroom

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.
2:00 -“Now that we have our essay topics, it’s time to
Motivation start researching. We’ve used databases before to
(opening/ help us do our research, but today I’m going to
introduction/ show you how we can use sources that we already
engagement) have to find more credible sources. This will be
helpful to you as you need to have at least 5
sources for this paper.”
2:00 -“I want you to get out your laptops. Today we’re -Get out laptops and go to Gale databases.
going to be using the Gale databases.” Have
projector on and use computer to show them. Once
students have their laptops out, direct them to the
Gale databases through the library website.
20:00 -“I’m going to do an example, and I want you to
follow along with me. Today I’m going to be
researching a topic that many of you looked at in
your first paper: internet influence. So that’s the
keyword I’m going to use to start.” Type “internet
influence” into database search bar. Prompt - Type “internet influence” into database search bar.
students to do the same. “I’m going to look at this
Development article first.” Click on the article, “Internet
(the largest Violence, Influence on Society.” Prompt students to -Click on the article, “Internet Violence, Influence
component or do the same. “Just like us, these authors had to get on Society.”
main body of evidence from somewhere else. We can see that
the lesson) they’ve used parenthetical citations too.” Point out
parenthetical citations. “If we scroll down to the
bottom of the article, all their sources are listed
there. Let’s see if this first one can be helpful to us.
I’m going to copy the title of the article.” (The -Copy the title of the article.
media and aggression: From TV to the Internet)
Prompt students to do the same. Now I’m going to
try and find this article. Let’s open up Google -Open Google Scholar in a new window.
Scholar. Remember that it’s scholar.google.com.
Now I’m going to paste the title of the article into
the search bar.” Prompt students to do the same. -Paste the title of the article into the search bar.
Click on the link to the pdf that pops up. Prompt -Click on the link to the pdf that pops up.
students to do the same. “And now we have

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 another great resource that we can use! This may
not work for you every time. You might come up
empty-handed, but it’s a great thing to try if you
don’t where to go to find more sources.”
35:00 -“Now that we’ve done this together, it’s time for -Begin researching with partners or alone. Practice
you to begin researching on your own. Try using using sources as seeds.
this technique to explore and find more helpful
sources if you get stuck. Remember that you need
at least 5 sources for this paper. If you like to start
filling out the outline in your essay packet to help
you organize your research, you may do that. Just
make sure you’re keeping track of your sources.”
-Walk around and check on students’ progress.
Answer questions. Help them with finding sources.
1:00 Closure -“Thank you for your work today. We’re going to
(conclusion, keep researching, but, hopefully, you’re off to a
culmination, good start on your papers.”
wrap-up)

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.)
This lesson did not go as I had planned it. I really wanted to emphasize using sources that we already have to find new sources and
then give the students workshop time to practice their skills. Unfortunately, I taught this lesson on a day when Ms. Ashley had a sub.
Because of the way it is set up, I did not have access to the projector then. This majorly threw off the first part of my lesson. I ended
up have to briefly explain what I was originally going to demonstrate in detail. I then gave the students more time to do their
research.

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