Lesson Plan 1 Components CANDIDATE NAME: Kevin Marshall II

PART A: PLANNING

Date Plan Written: 2/11/23 Date Lesson will be Taught: 2/13/23

Grade Level(s): 7th # of Students for the Lesson 21

Targeted Content Area: English Integrated Content (if applicable):

State Content Standard and/or Common Core Standard(s):

This should be the content area, grade level and letter/number identification; the actual standard(s)
should be written under this heading.

Target Standard(s): List the standard(s) you will be W7.7

assessing through this lesson Conduct short research projects to answer a
question, drawing on several sources and
generating additional related, focused questions
for further research and investigation.

Other Factors:

Instructional Setting: Include all that apply (whole Whole group, individual
group, small group, individual, centers, workshop,
lab, other)

Lesson Focus: Clearly articulate the focus of the
lesson in 1-2 sentences. For example: Students are
learning about 3-dimensional objects and this lesson
will focus on naming particular 3-dimensional shapes
and the number of vertices, edges, and faces/bases
for each 3-dimensional shape studied (i.e., cube,
rectangular prism, triangular prism)
Students are learning how to research
biographical information about their chosen
Influential Black American (IBA), while avoiding
plagiarism. Using two separate credible sources,
students will record their findings on a Know,
Want to Know, Learned (KWL) and Character
Online Dating Profile graphic organizer (CODP).

Learning Objective/Target(s): The objective/target Using Google Images, factmonster.com, and

must include 3 parts: the context, the skill & the ANDscape’s “The Fierce 44” students will record
criteria. Objective(s) should be observable and the “Snapshot” and physical characteristics of
measurable. It could start with the context, “Using their subject, on their CODP graphic organizer
algebra tiles. . . or Comparing two maps,…” and KWL graphic organizer with 90% accuracy.

Assessment Measures: List assessments that will be used during and/or after the lesson. Provide the
type(s) of assessment being used (formative and/or summative). Note: You may or may not complete
a summative assessment for the lesson, but you will need to include formative assessment
measure(s). Observe students collection of information while walking around between desks
 Formative Assessment(s) Check students' answers on their KWL chart and
CODP graphic organizer. Looking to see if they
have answered “What they know'' or “Want to
know columns. Check their physical descriptions
of their IBA that aligns with their Google Image
search or illustration provided by “The Fierce
44.”

Materials: List all of the materials necessary for Whiteboard, projector, pen, highlighter, Google
delivering instruction, including supplies, technology, Classroom, Google, Daily Language Review
and visual aids. Attach all handouts/book pages, etc. Week 22 worksheet, Daily Language Review
Grade 7 Edition, “Know, Want to Know, Learned”
graphic organizer, Character Online Dating
Profile graphic organizer, ANDScape.com,
YouTube.com (How to Avoid Plagiarism in 5
Easy Steps - YouTube), How to Avoid Plagiarism
guided notes

Prior Knowledge: Prerequisite knowledge, skill &/or
data. Objectives and/or data from previous lesson,
and previously learned concepts related to this
lesson. Be sure to make clear connections in your
lesson to prior knowledge.
Knowledge of the Civil Rights Movement,
especially Dr. King and the Montgomery Bus
Boycott. Applying knowledge gained from
informational text into a written form of
summarizing important information. Recognizing
key details of informational text.

Research and Theory: State connections to
research and theory for both instructional practices
and student learning.
Using Robert Mills Gangé’s 9 Levels of Learning
helps the students know what to expect from me
and what is expected of them throughout the
lesson. Providing feedback while they are
working is a key point of emphasis. Also, having
prior knowledge of slavery and the Civil Rights
Movement success with the help of Dr. King’s
fight for civil rights gives them context to many of
the “Fierce 44” options.

PART B: DELIVERY OF INSTRUCTION: INSTRUCTIONAL DELIVERY PLAN (step-by-step

sequence)

Engage/Anticipatory Set/Opening:

Teacher’s Actions * Students’ Actions* Time Differentiation &/or UDL

Students are given a Daily Language Correct Monday and Tuesday’s :01
Review (DLR) Week 22 sheet and told to Daily Language Review Week 22
correct Monday’s errors sheet and sit down in their
assigned seat

Walk around while students work to see
who needs help and who has answered
questions correctly
Correct mistakes on Daily
Language Review Week 22,
Monday and Tuesday
:05 Remind students for
Monday question #4 what
a subordinate clause is
used for or the function of
if. Remind students for
Tuesday question #1 that
a subordinate conjunction
does not need a comma
before or after it. On
question #3 explain the
function of a linking verb.
On question #5 remind
them of the purpose of a
preposition.

Turn lights off signaling that we are about Prepare to answer questions from :01
to begin going over the answers Monday and Tuesday Daily
Language Review

Ask for a volunteer to answer #1-#5 on Raise hand to answer #1-#5 on :05 a
Monday and Tuesday, sequentially Monday and Tuesday,
sequentially

Explain why the answer given is correct or Listen and make corrections on :05 b
incorrect their Daily Language Review
Week 22 worksheet

Ask students how would they describe Describe plagiarism on the index :01
plagiarism and write it on their index card card provided
that is on their desk

Body of Lesson

Teacher’s Actions * Students’ Actions* Time Differentiation &/or UDL

Give students “How not to Plagiarize” Listen

guided notes sheet

Explain to students that the blanks on the Listen to and and fill out guided
“How not to Plagiarize” will be answered notes sheet
in the video about Plagiarism

Go over the answers to the “How not to Fill in answers that are incorrect or
Plagiarize” sheet missing
Pass out KWL graphic organizer and
COPD graphic organizer
Explain what the KWL graphic organizer
is going to do and tell them that they are
to turn it in at the end of class
Show the students the website that they
will be using to select their Black
American to research
Show the students the FactMonster.com
website that will help them fill out the
“Snapshot” Character Online Dating
Profile paper
Model for them how to find the physical
description of their historical figure, also
model how to fill out the KWL graphic
organizer
Walk around and ask students about their
choices and answer questions when
asked
Answer student questions by addressing
the class as a whole
Closing/Summary & Check for Understanding
Teacher’s Actions * Students’ Actions*
Notify the students that there are five
minutes left and they need to fill in the
‘Learn’ section of the KWL graphic
organizer
Instruct students that they need to raise
their hand when they have finished, so
that I can look over their progress and
guide them where to find their answers or
Any mistakes that I am noticing that
students are making during my formative
assessment address the issue with the
class
Look over KWL graphic organizer
Listen
Listen and pay attention to the
instructions that are being given
Listen and pay attention to the
whiteboard for instructions on how
to fill out Character Online Dating
Profile paper
Listen to the guidance given and
apply it in order to answer the “My
Physical Description” in the COPD
graphic organizer and filling out
the KWL graphic organizer
Individually use the resources and
listen to any helpful information,
questions, or answers from other
students or the teacher
Listen to additional information
and use the new information to
help complete the KWL form
Time Differentiation &/or UDL
Fill in the ‘Learn” section of the :00
KWL graphic organizer
Raise their hand when they are :05
finished
Listen for further instruction or :03
guidance to answer “Learned”
column on KWL graphic organizer
and “Snapshot”