Mini Lesson Plan EDU 536 (Based on SIOP Model)

Lesson Plan Title: Learning Centers—Extending Learning through Hands-On Practice #22
Is it Credible?

Name: Dahiana Castellon Date: February 12, 2018 Grade Level: 12

ELD Objectives: Students will be able to identify credible information in
informational texts from various sources including: multimedia,
informational texts, and online resources.
ELD Language Objective: Students will be able to use language to describe
what credible sources contain.
ELA Language Standards for Grade Level:
RI.11-12.7 Integrate and evaluate multiple sources of information
presented in different media and formats (e.g., visually, quantitatively) as
well as in words in order to address a question or solve a problem.

ELD Content Objective: Students will be able to identify credible sources ELA Content Standards for Grade Level:
and use them correctly. 2.3 Verify and clarify facts presented in other types of expository texts by
using a variety of consumer, workplace, and public documents.
Cog. Taxonomy/DOK Levels
2.4 Make warranted and reasonable assertions about the author’s
Level 1: Define, Label, Recognize arguments by using elements of the text to defend and clarify
interpretations.
Level 2: Categorize, Organize, Construct
2.6 Critique the power, validity, and truthfulness of arguments set forth in
Level 3: Contrast, Compare, Explain, Differentiate public documents; their appeal to both friendly and hostile audiences; and
extend to which the arguments anticipate and address reader concerns
and counterclaims (e.g., appeal to reason, to authority, to pathos, and
emotion).

ELD Standards (2014) that apply:

Collaborative:
Offering and justifying opinions, negotiating with and persuading others in
communicative exchanges

Adapting language choices to various contexts (based on task, purpose,

audience, and text type)

Interpretive:
Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through
language

Evaluating how well writers and speakers use language to support ideas
and arguments with details or evidence depending on modality, text type,
purpose, audience, topic, and content area

Analyzing how writers and speakers use vocabulary and other language
resources for specific purposes (to explain, persuade, entertain, etc.)
depending on modality, text type, purpose, audience, topic, and content
area

Productive:
Justifying own arguments and evaluating others’ arguments in writing

Selecting and applying varied and precise vocabulary and other language
resources to effectively convey ideas

Materials Key Academic Vocabulary Research Based Learning Strategies (provide

text chapters/reference)
- Newspaper articles - Credible: Able to be believed;
- Online articles convincing - Learning Centers (50 Strategies) pg.
- Magazine articles - Source: A place, person, or thing from 143
 - iPads/Chromebooks/Laptops which something comes or can be - Hands on Activities (SDAIE)
- Credible Source Worksheet obtained. - Student to Student Interaction (SDAIE)
- Highlighters - Cite: Quote (a passage, book, or
- Pens/Pencils author) as evidence for or justification
- Colored Pencils of an argument or statement,
especially in a scholarly work.
- Article: A piece of writing included
with others in a newspaper, magazine,
or other publication.
- Evaluate: Form an idea of the amount,
number, or value of; assess.
- Analyze: Examine methodically and in
detail the constitution or structure of
(something, especially information),
typically for purposes of explanation
and interpretation.
- Purpose: The reason for which
something is done or created or for
which something exists.

Pre-Assessment:
Students will complete a short assignment that
requires them to read two news sources.
Students will determine which was the most
useful and relevant for the given assignment.
Motivation Strategy: How will you catch Real World Connection: How are learning goals
attention of students and focus their minds on relevant to students’ lives?
the learning goals?
http://michaelgr.com/2007/04/15/fixed- Students need to know how to evaluate and
mindset-vs-growth-mindset-which-one-are- analyze information. Our students are exposed
you/ to numerous amounts of news sources and
Read this article and then apply to your lesson. informational texts. Not all information on the
internet is credible, and students need to know
To grab students’ attention I will show them how how to find credible sources.
information can be distorted according to the
source it is on. To do this, I will demonstrate how
“fake news” effects our society. It will apply to
them since there are countless sources that
report inaccurate information. Students are
exposed to numerous news sources on the
internet and it is important for students to tell
the difference between credible sources and
those that are not.

All strategies will be research based and from one of the texts. Please Students: Practice and Application
provide reference for each.
1. Students will collaborate with their groups to achieve goal
Teacher: Presentation/ Learning Activities (Strategy Steps):
2. Groups will decide which sources are best to use for their given
assignment.
1. Teacher introduces topic to students: Pre-Assessment—this will
3. The teacher will give each group a topic to briefly research using
be given to students before starting mini lesson.
multimedia tools provided.
2. After reviewing student assessments, I will incorporate what I
4. Students will collaborate and put together the best sources
discover into the lesson.
according to the credibility standards discussed in class.
3. 4-5 stations will be set up for students according to class size and
time.
4. Each station will include a different source that students will
work together to analyze.
Collaborative (engagement with others)
5. Students will have a certain amount of time per station to 1. Students will collaborate and discuss with one another.
analyze and determine if the source meets creditable standards.
6. To decide if a source meets the creditable standards we will have Interpretative (comprehension and analysis of written and spoken texts)
a short discussion about it before starting stations. 1. Students will apply skills learned to the activity to practice for
7. I will group students together and mix EL students with non-EL future assignments.
students. This will allow students to discuss and use target
language with one another. Productive (creation of oral presentations and written texts)
8. After students have gone through the stations we will discuss 1. Students will present learned skills by producing a list of reliable
 which sources were credible and why. sources.

Collaborative (engagement with others):

1. Student and class discussion and engagement

Interpretative (comprehension and analysis of written and spoken texts):

1. Students will read through sources and analyze text according to
credible source characteristics.

Productive (creation of oral presentations and written texts):

1. Students will produce argument/s to support their reasoning.

Review and Assessment: What specific assessment tools are being used?
Students will be given an assignment where they will need to use credible
sources. The assignment will assess student ability to identify credible
sources. If students fail to use credible sources I may have to continue to
give opportunity to discuss the characteristics of reliable sources during
class time. I will also give opportunity for students to practice finding
credible sources.
Student Reflection: How will you provide for student reflection on
learning?
If students are able to effectively use credible sources, then I know that
students have grasped the concepts desired to be successful in this
content area. The quality of student research assignments will reflect their
ability to find credible sources of information.

Teacher Reflection Extension:

What do you anticipate to be a problem for specific students?
 ELD Objective: EL students may struggle to identify what makes a
source credible. This may also apply to non-EL students. This may
be because of confusion with language and terminology.
 Content Objective: Students may have issues locating credible
sources that are online because the internet carries a large variety
of information both credible and not.
Based on data/evidence, what are the next steps for future lessons?
Provide evidence for your answer.
After this assignment students will be able to find credible sources of
information and use them to produce research projects or provide
answers to questions using reliable sources.
Students will be given opportunities to practice their research skills in
class. I will provide students with timely feedback to allow them to
review their work promptly.

After this lesson I will make sure that students continue to use credible
sources by making it a part of any assignment that requires research.
What theory or theorists would most strongly support use of this Students will be responsible for using credible sources on all
strategy? assignments given in class.

Motivation Research Article: Add growth mindset to your reflection.

http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-
which-one-are-you/

1. What part of your lesson prompted students to move into a

growth mindset toward learning 2nd language?

2. Why do you think this particular activity/or learning task

prompted a GM?

3. Mention students by name and describe specific demonstrations

of growth for language learning.

4. How will you let students know they have developed more GRIT /
GM in learning a new language?

5. What changes overall have you seen in your class that indicate
that a Growth Mindset has been supported and expanded to this
point in the semester?
6. What did not work that you will change for next lesson:

7. Next steps based on analysis of this lesson:

Attach copy of student work