Baker College Teacher Prep Lesson Plan Form

Unit:

Lesson Title:

Grade/Period:

CCSS or State
Standards:
CE.2.1.7
CE 3.4.1
Resources and
Materials:

How to Find Credible

Resources

9th grade English

Computer, School library

Objective:

I can: use multiple sources to conduct research.

What students will know and be able

to do stated in student friendly
language (use Blooms and DOK
levels for higher level thinking
objectives)

Essential Question(s):
Over-arching questions of the lesson
that will indicate student
understanding of concepts/skills
What is it you want the students to
learn/know? Why?

How do you discern the difference between a reliable and an

unreliable website?
How do you find information on a topic through Michigans
Electronic Library?
Where do you look in the library to find books about your topic?

Inclusion Activity:
Describe an activity that will ensure
that all students and their voices are
included at the beginning of the
lesson.

Sequence of Activities:
Provide an overview of the flow of
the lesson. Should also include
estimates of pacing/timing.

(10 minutes) The students will begin class by reading in a book of

their choice. Once they have read for 8 minutes, the students will
record what they read in their daily log sheet. The act of the students
recording what they have read will help to ensure that all students
are involved in class and that they are voicing their opinions about
their book in written form.
(10 minutes) Students will participate in sustained silent reading as
well as record their opinions in their daily reading log.
(10 minutes) Students will receive a Latin vocabulary worksheet.
This has a variety of ways that students will familiarize themselves
with Latin base words and use them in sentences. Once the
worksheets are passed out, the words will be read aloud so that the
students know how the words are pronounced. The students will
then work alone or with a partner and fill out as much of the
worksheet as they can for the remainder of the ten minutes.
(10 minutes) Students will get a CRAAP worksheet that will give a
thorough checklist of what to look for when deciding whether or not
a website is credible. I will have a false website on the overhead,
and will go through the checklist with the students to check the
credibility of the website. This will help the students to know what
to look for when doing research on a website.
(10 minutes) Students will get their chrome books out and follow

Baker College Teacher Prep Lesson Plan Form

along with me while I go through the steps to locate resources on
Michigans Electronic Library (MEL).
(33 minutes) Students will go to the library. I will explain the
different sections of the library and how to locate different genres of
books; as well as how to find topics in reference books. The
students will then have the remainder of the hour to look for books
that will give them information about their topic of research.
Instructional Strategies:
Research-based strategies to help
students think critically about the
concept/skill

I will be using compare/contrast practice to help students

understand the difference between a reliable and an unreliable
website.
I will be using sustained silent reading as a way to increase literacy.
Sustained silent reading is considered to be an essential best
practice for Language Arts.

Assessment:

Formative:

List both formative and summative

assessments that you will use to
assess student understanding.
Formative assessments are given
during instruction (check for
understanding), summative are after
completion of instruction (how will
you grade quiz, test, project,
paper, presentation, demonstration,
etc.).

I will check for understanding when I am going

through the CRAAP worksheet to ensure that
students understand the steps to take when
determining whether or not a website is
reliable.
I will check for understanding when I am giving
the students directions to ensure that the
students are understanding what they are
supposed to be doing when they are searching
for research information.
I will also be formatively assessing the students
progress while in the lab to ensure that the
students are developing their skills in
researching information.

Differentiation:
Describe who will need additional or
different support during this lesson,
and how you will support them.
Differentiated instruction could
include testing accommodations,
preferential seating, segmented
assignments, a copy of the teachers
notes, assignment notebook, peer
tutors, etc.

Summary, Integration
and Reflection:
List the way that you will bring
students together to integrate and
reflect on their learning from this
lesson

There will be differentiation for some of the LD students because I

will not expect them to get as many facts completed in the lab. Also,
I will personally help a student with a physical impairment to search
for and record information.

Students will reflect on their reading by writing down what they read
and drawing a picture that refers to the reading.

Baker College Teacher Prep Lesson Plan Form