LESSON PLAN BRAINSTORMING
Grade level/period/content area: / Expos Reading & Writing/ ELA
Time period for lesson: min
Lea i g I e i bjec i e g a
Students will build off each other’s ideas on what/who an influential
person is and read through credible articles to brainstorm a list of
influential people they want to explore during this unit.
Pertinent information on lessons pre-assessments, lessons/concepts/ideas that came before this:
Students have completed the ho‘olohe activity that made them think about what an influential person means to
them/their peers.
Le S c e a d P ced e
Time What
(time and purpose are
suggestions below)
minutes Revisit Jamboard from ho‘olohe and
Pilina (engagement) finish up the discussion if needed.. Ask
students to note any similarities,
differences, agreements, and
disagreements from what their peers
shared.
minutes Explain end of unit assessment
Hoʻopili (one-pager), outline requirements,
Modeling, direct instruction explain how the ho‘olohe activity
connects to what will be done next
minutes Students will compare and contrast what
Hoʻohana peers shared during ho‘olohe activity.
Application, grappling What were the similarities? Differences?
What did they agree with? Disagree with?
After considering these questions,
students will compile a list of traits that
influential people have.
S a da d Pe f a ce
I dica Ski
CCS - .W. : 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.
Why
Precursor to what students will be doing
during class
- Students will compile a list of
traits or ideas that peers shared
(using Mural)
- Using the list, students will look
for influential people to focus on
for the unit
Students understand why they
completed the ho‘olohe activity and
what their next steps in the class will be
“We do” section of the lesson.
Will walk students through compiling a
list of traits that they can look for when
brainstorming influential people (which
is the next part of the lesson)
 Students will watch a ​short video​ on local
influencer Bethany Hamilton. Discuss
what kinds of traits she possesses and
how she is influential.
minutes Work time to research influential people Gives students time to ask questions if
Assessment, putting the pieces References: need be and so I know that they have a
together Times most influential people head start on the project
Flux Voices Section​ (for those students
who want to write about a local
influential person)
minutes Reminders: Check in with students to see where
Hoʻomanaʻo - Continue brainstorming list of they are/if they have any ideas who they
Reflection people, begin to decide who you want to focus on
want to focus on
Exit Pass (in the chat):
List some influential people you are
interested in researching for this project
Handouts: Supplies:
- All linked in document - Computer
 LESSON PLAN CRASH COURSE ON RESEARCH FAKE NEWS 
Grade level/period/content area: / Expos Reading & Writing/ ELA

Time period for lesson: min

Lea i g I e i bjec i e g a S a da d Pe f a ce
Students will be able to determine whether or not their sources are I dica Ski
credible. Students will also understand what fake news is, why it is a CCS - .SL. Integrate multiple sources
problem, and how to prevent it. of information presented in diverse
formats and media (e.g., visually,
quantitatively, orally) in order to make
informed decisions and solve problems,
evaluating the credibility and accuracy of
each source and noting any discrepancies
among the data.

Pertinent information on lessons pre-assessments, lessons/concepts/ideas that came before this:

Students have begun brainstorming influential people. They will transition into actual research after this lesson. This
lesson strives to have students be aware of fake news and ensure that their sources while researching are credible.
Le S c e a d P ced e
Time What Why
(time and purpose are
suggestions below)
( minutes) Journal: Where do you get your news - Maintain routine
Pilina (engagement) from? (e.g news about the election, world - Get students to start thinking
events, etc). Do you always trust the about news and how sometimes
news? they aren’t always credible

minutes Go through fake news examples on ​PPT - Introduce and expose students
Hoʻopili (slides - ). to what fake news can look like
Modeling, direct instruction Have students respond to discussion - Show students how to analyze
questions on slide (maybe have any news that they read (is there
students type on a Jamboard) actual proof of this?)
Highlight how the images do not provide
solid evidence that the nuclear disaster
caused these disruptions in nature.
minutes Videos on PPT (slides - ) Videos will provide answers to
Hoʻohana Assign students to different roles discussion questions
Application, grappling Show students discussion questions
(things to look for while watching the
videos)
minutes As a class, work through discussion Check for student understanding of
Assessment, putting the pieces questions, have students take notes on a content
together word doc/worksheet
 minutes Reminders Check in with students, see if they have
Hoʻomanaʻo Exit pass: any questions
Reflection What is one question you have?
How can you ensure that your source is
credible?
Handouts: Supplies:
Slideshow Computer
 LESSON PLAN DISSECTING INFORMATION TOGETHER LOCALLY
Grade level/period/content area: / Expos Reading & Writing/ ELA

Time period for lesson: min

Lea i g I e i bjec i e g a S a da d Pe f a ce
Students will be able to pick out relevant information and cite evidence I dica Ski
from the article to support their claim. - .RL. Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text,
including determining where the text
leaves matters uncertain.

- .W .b- Develop the topic

thoroughly by selecting the most
significant, relevant facts, extended
definitions, concrete details, quotations,
or other information appropriate to the
audience’s knowledge of topic
Pertinent information on lessons pre-assessments, lessons/concepts/ideas that came before this:
Students have been researching their influential person. Now it is time that we put the pieces together and start to
pick out important information from the sources to support the student's claim.
Le S c e a d P ced e
Time What Why
(time and purpose are
suggestions below)
( minutes) Journal: Brainstorm ideas for claims you Maintain routine
Pilina (engagement) can make about your influential person. Get students to work on part of their
project (drafting a claim)
minutes Reading the ​article ​(Ask class if they want Article needs to be read to complete
Hoʻopili to do it independently or as a class) activity in the lesson
Modeling, direct instruction Students annotate while reading → Ask Build strong annotation skills
students to think about a claim we could
say about the Asato family
minutes Dissect the article Show students how to pull relevant
Hoʻohana As a class, discuss and create a claim for information from the article and how it
Application, grappling the Asato family. supports the claim
Group discussion → what evidence can “We do” section
we pull from the article to support this
claim? How does this evidence support
the claim?
minutes Work Time for students- “You do” section
Assessment, putting the pieces Continue to research influential person Students can now translate what was
together What kind of claim can you make about just done as a class into their own
them? project.
What evidence do you have to support
that claim? How does this evidence
support the claim?
minutes Reminders Check student progress on research.
Hoʻomanaʻo Exit Pass (in the chat or on a Google
Reflection Form): What is a possible claim for your
influential person? Do you have evidence
to back it up? If so, what is it? Be specific.
Handouts: Supplies:
Article Computer
 LESSON PLAN WRITING CLAIMS ARGUMENTS 
Grade level/period/content area: / Expos Reading & Writing/ ELA

Time period for lesson: min

Lea i g I e i bjec i e g a S a da d Pe f a ce
Students will be able to write a claim explaining why their chosen person I dica Ski
should be seen as influential. (e.g. The Nike swoosh is synonymous with CCS - .W. a I​ntroduce precise.
success; Phillip “Phil” Knight, co-founder of Nike, changed the way society knowledgeable claim(s), establish the
views branding and advertising) significance of the claim(s), distinguish
the claim(s) from alternate or opposing
claims, and create an organization that
logically sequences claim(s),
counterclaims, reasons, and evidence.

Pertinent information on lessons pre-assessments, lessons/concepts/ideas that came before this:

Students have been researching their influential person and gathering evidence as to why they think the person is
influential. Students will now put this research into action and write claims and organize their argument.
Le S c e a d P ced e
Time What Why
(time and purpose are
suggestions below)
( minutes) Journal: Brainstorm → What is unique Maintain routine, get students to think
Pilina (engagement) about your person? What are some about evidence that can be used in
things that highlight their influence? drafting their claim.

minutes Go over how to create a claim (what are To ensure that all students remember
Hoʻopili the components of a strong claim) and how to draft a claim and organize their
Modeling, direct instruction organization of evidence. writing.
minutes Drafting of claim Have students plan before actually
Hoʻohana - Use flow map to map out writing writing. Allows students to have a solid
Application, grappling (start with claim → points that idea of what should be covered in the
support claim → what researched paper
evidence back up those claims)
minutes Work time Students appreciate work time and can
Assessment, putting the pieces - Students can finish drafting claim, ask any questions as they arise during
together start to organize paper/write the drafting process
paragraphs
minutes In the chat: type the draft of your claim Check to see if students were working
Hoʻomanaʻo that you worked on today in class during class and if they understood what
Reflection was taught (do they have a solid claim?)
Handouts: Supplies:
- Flow Map template Computer
 LESSON PLAN SHARING TAKEAWAYS 
Grade level/period/content area: / Expos Reading & Writing/ ELA

Time period for lesson: min

Lea i g I e i bjec i e g a S a da d Pe f a ce
Students will share their one-pagers with peers and receive constructive I dica Ski
feedback. CCS - .W. ​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.

Pertinent information on lessons pre-assessments, lessons/concepts/ideas that came before this:

Students have been working on their one-pagers and writing assignment throughout the unit.
Le S c e a d P ced e
Time What Why
(time and purpose are
suggestions below)
( minutes) Journal: Students will tie this into the reflection
Pilina (engagement) What are your definitions/thoughts on an at the end of the lesson
influential person? (Can revisit original list
from ho‘olohe)

minutes Sharing of one-pagers (and reading draft Allow students to share their hard work
Hoʻohana of paper) on Padlet (or Mural) with their peers and receive constructive
Application, grappling Providing feedback through Padlet or feedback to improve their paper for the
Mural final draft.

minutes Short reflection in notebook: As a teacher, this reflection allows me to

Hoʻomanaʻo What are you most proud of?
Reflection If you had more time to complete the
one-pager, what would you do
differently?
What did you learn about influential
people through this project?
Has your definition/thoughts on
influential people changed?
Handouts:
- N/A
see what students are proud of and
things they would change.
I can also track their progress through
the unit (e.g. what they learned about
influential people or if their
definition/thoughts changed from the
beginning of the unit)
Supplies:
- Computer