EDU 412 – Disciplinary Literacy Lesson Segment Template

Directions: See Assignment Sheet and rubric on Canvas for details.

Lesson Segment Checklist:

o 3 complete lesson plans
o Attach Summative Assessment Evaluation Criteria
o Attach all Instructional Materials
o Write your reflection in the box located after Lesson 3 (at the bottom of this template)

Lesson 1
Planning

Essential Question Essential Question- What is culture, how does it form and what value does it have?

- What is the essential question that this Core Purpose- The core purpose is to explore culture while building on the state standard of contextualization and
lesson addresses? expose students to new thought processes. These two things go hand in hand, because to understand different cultures
without improper judgment proper contextualization needs to be implemented.
- What is the core purpose of the lesson
that includes the strategies and skills
necessary to accomplish the deeper
learning in the standard?

Sequencing
- How does this lesson fit into the larger
unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
How it Fits- This is intended to be the first lesson of the school year after everyone is introduced to the class. This
lesson students will be reminded of what culture is and be introduced to inquiries and what it means to inquire like a
historian. This will help students achieve the EQ by allowing them to ask the right questions and get more info out of
sources. This will be important for later as students research cultures they are ignorant of.
Logical Hierarchy- This is a very basic lesson designed for beginners that will deal with the first and maybe the second
level of Bloom’s taxonomy. In the next lesson students will learn similar skills, then combine them to achieve higher
order thinking.

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EDU 412 – Disciplinary Literacy Lesson Segment Template
State Learning Standards SS.Hist2.c.h- Evaluate how the historical context influenced the process or nature of the continuity or change that took
place.
List the complete, relevant grade-level
standard(s).

Learning Target(s) and Learning
Objective(s)
- Choose your learning target(s) and
objective(s) based on the relevant state
learning standard(s).
Learning Objective- Students will know/be reminded of what the basic aspects of culture are (music, art, language,
food, shared history, family, hobbies, and location) and be able to ask critical questions that unlock previously hidden
information.
Learning Target- I can explain what culture is, identify 5 aspects of culture, and I can identify 5 inquiry questions.

- Write focused targets and objectives

that describe the specific learning
outcome (what students should be able
to do as a result of the lesson).

- Be sure they are stated in observable

and measurable terms (e.g., ABCD+T).

Grouping Grouping- Students will be randomly grouped for this lesson. The strategy behind this is to get a diverse mix of students
with different cultures and abilities to come up with a multitude of different, yet correct answers. I purposely did not
Describe how and why students are group students based on any other characteristics to get this desired mix. Even though some groups may by chance wind
grouped based on up with a bunch of like-minded individuals not every group will be like that, so their answers will still be considered
unique compared to the rest of the class.
- homogeneous, heterogeneous,
randomized

- ability, interest, IEP goals, social or

social-emotional, behavioral, language
acquisition

Co-Teaching Strategy N/A

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EDU 412 – Disciplinary Literacy Lesson Segment Template
Does this lesson involve co-teaching? If
not, state N/A. If yes, identify the co-
teaching model and what role each
teacher will play.
-One Teach, One Observe; One Teach,
One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching
Differentiation
Describe how you will meet individual
students’ needs by adjusting the content,
process, product, and environment
based on their readiness, interests, and
learning preferences.
Content
• Students can ask a wide variety of inquiry questions. They can use their own unique ones or the ones I create.
• Students get to discuss their preferred ideas if it pertains to the general concept of culture or inquiry.
• The complexity can be as simple or advanced as they’d like for the time being as long as they hit the key
components.
• Students can use technology to present content that otherwise would not be available.
Process
• Students can listen to each other.
• Students will be given slides to look at individually.
• The notes can be given physically.
• Students can learn tactilely by presenting pictures or objects.
• Students can read short articles to each other.
Product
• Can be given in oral form.
• Can be given in written form.
• Can be represented in picture/organizer.
Environment
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EDU 412 – Disciplinary Literacy Lesson Segment Template
• Students can work in the hallway.
• Students can stay at their desks.
• Students can rearrange their desks.
• If flexible seating is available, they can use that.
• Students can sit/lay on the floor.
• Students can stand.
• A quieter place with dimmer lights will be available for those with special needs or preferences.

Assessment

Formative Assessment How I Will Monitor- This lesson will be monitored by me making rounds to each group and asking them to answer the
learning target and look at their notes/worksheet for the class.
- How will you monitor student learning
throughout the lesson?

- Be specific about how your practice

assessments connect directly with the
lesson objective.

Formative Evaluation Criteria How I Will Evaluate- I will look for notes taking and see that they have written down their notes form themselves, me
or their classmates, then ask them to explain what culture is, to name 5 aspects of culture, and to name 5 general inquiry
- What material(s) will you use to questions they can ask when researching.
evaluate learning?

- Attach a copy of your checklist, rubric,

observation criteria, or other measure.

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EDU 412 – Disciplinary Literacy Lesson Segment Template
Summative Assessment How Students Will Demonstrate Mastery- Students will demonstrate mastery by making a project of various kinds to
present that will explore a culture or a strong cultural influence and using context with specific causes explain how it
How will students demonstrate mastery came to be.
of the standard?

Note: This assessment does not have to

occur during/after this lesson but in
upcoming lessons.

Summative Evaluation Criteria Contextualization Inquiry/Question Evidence and Citations

/Explanation Asking Ideas
- What material(s) will you use to
evaluate learning? (25 pts) (25 pts) (25 pts) (25 pts)
Demonstrates Students provide Students use 5 Students primarily Have at least 3
- Attach a copy of your checklist, rubric, Perfect or Near at least one history based address the big intext citations that
observation criteria, or other measure. Perfect explanation for inquiry questions topics/ideas that strongly
Understanding each of the 5 that are neither too
led to their culture correspond to the
(22-25 pts) cultural broad nor too developing and material and
characteristics that narrow and able towalk the audience introduce the
is both relevant to be answered with through the citation to the
the topic and fair accuracy. explanation. audience. All
briefly Spends no longer citations should
acknowledges than 40 seconds resemble MLA
other smaller or 25 lines of text style with decent
affects or talking about accuracy and have
uncertainties in the smaller points that trusted sources
area. don’t have a major (no Wikipedia).
impact on cultural
development.
Demonstrates Students provide Students use a Students primarily Have at least 3
Appropriate some explanations total of 3-5 address the big intext citations that
Understanding of the cultural questions, and topics/ideas that somewhat
(17-21 pts) characteristics they are somewhat led to their culture correspond to the
or/and the inappropriate developing and material. All
explanations are questions meaning walk the audience citations are
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EDU 412 – Disciplinary Literacy Lesson Segment Template
somewhat they are too broad, through the attempted and
relevant. or too narrow. explanation. have trusted
Spends longer sources (no
than 40 seconds Wikipedia).
or 25 lines of text
talking about
smaller points that
don’t have a major
impact on cultural
development.
Demonstrates Students provide Students use 1-5 Students address Have at least 3
Lacking varying degrees of questions total, both smaller ideas intext citations that
Understanding explanations of the and they are and big ideas with somewhat
(12-16 pts) cultural inappropriate equal value or correspond to the
characteristics meaning they are: spends longer material. All
or/and the off topic, too than 2 minutes or citations are
explanations are broad, or too 50 lines of text attempted, or 1-2
insignificant or narrow, or unable talking about sources are
blatantly false. to be answered in smaller points. untrustworthy.
any manner.
Demonstrates Students provide Students use 1-5 Big ideas are Have less than 3
Inappropriate no explanations of questions total, neglected or intext citations. All
Understanding the cultural and any one absent. Students citations are either
(0-11) characteristics or question is spend more time not attempted or
severely lacking severely unrelated. on material that are untrustworthy.
information. had less of an
impact than big
ideas

Procedures

Opening: Introduction and Hook- Start with a brief activity where students bring in sorties, pictures, or objects that symbolize them or their culture
Connection to Previous Learning in some manner and we’ll discuss as a class how this symbolizes something important and how we know.

● Anticipatory Activity (Hook) Activate Prior Knowledge- As a class as we discuss the objects the students brought in, I will remind the students of the
aspects of culture and ask them to use it while they share about their items.
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EDU 412 – Disciplinary Literacy Lesson Segment Template
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for the Be sure students understand procedures and instructions for the lesson- Here I will go over the learning objective,
lesson. in general give a very quick overview of the summative assessment, and explain what I want them to know about both
● Establish clear expectations. inquiry and culture.
● Model concept.
The groupings/instruction/lesson progression
Model Concept- I will first start by handing out sheet full of inquiry questions that are based in history, then I will
may look different in different parts of the demonstrate how the questions can be used on primary sources I have set up to properly investigate it.
lesson!

Establish clear expectations- I will break the students into their random groups and tell them that I expect them to
cooperate with each other, take notes, and be able to answer the learning target by the time I come to their group.

During: Lesson Progression How Students Will Start The Lesson- Students will start by sharing their items or experiences with each other to
answer questions on a worksheet and take notes. I will be looking for students growing in their understanding of different
In this portion of the lesson, you will be perspectives and cultures. Ideally students will practice their knowledge of history based inquiry questions to explore
letting go and letting students engage in culture in depth by asking their peers questions and go on to develop their own.
productive struggle; engaging in gradual
release (“I do, we do, you do”), inquiry, Provide appropriate support (not explaining how to do it)- I will be circulating around the class if students need help.
guided or independent practice, or other In addition to my presence students will have the notes provided, their own notes, each other, and their technology.
learning methods. Please write what you
are looking for in terms of:
Provide worthwhile extensions- I could very easily provided reading articles and videos discussing culture and history-
● Students’ thinking and how they based inquiry questions as they are both well-known subjects in the field of history.
will start the lesson.
Provide opportunities for students to engage in using the academic language- Students will have ample
● Provide appropriate support
opportunities to engage in the language by taking notes, interacting with the “worthwhile extensions,” and interacting
(not explaining how to do it).
with their peers.
● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy

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EDU 412 – Disciplinary Literacy Lesson Segment Template
makes sense to them. However, you
must make sure ideas come from
students.

Closing: Wrap-Up and Extension

End the lesson with a final review of key
ideas and knowledge. This is where you
have students talk about their thinking
and share strategies with the whole class.
It’s important to name strategies and use
academic vocabulary here, extending the
lesson to broader ideas.
Summary- I will review the main ideas of the lesson.
Promote a community of learners + Listen actively and probe- At the end of the class I will call everyone together
with 6-10 minutes left and we will discuss our findings, questions, and concerns. I will use this activity to build a
community of learners. This time will double as me actively probing students, because I will provide questions to discuss
as a class and have the students agree or disagree with each other’s statements or findings (depending on what it is).

● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed. Provide a brief preview of
what the next lesson will include.

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EDU 412 – Disciplinary Literacy Lesson Segment Template
Curricular and Instructional • Worksheet with questions to guide students’ thinking
Resources or Materials • Sheet with notes on history based inquiry and what culture is
- List and provide a brief rationale for all • My own items that represent my culture
necessary lesson resources and materials. • YouTube Video on Inquiry
If not original, cite the source.

- Attach/link a copy of all materials the

teacher and students will use during the
lesson; e.g., handouts, questions to
answer, slides, worksheets, and so on.

Supplies, Equipment and • Projector

Technology • Computer
• Paper
- List all other supplies that need to be
available. • Writing utensils
• Wi-Fi
• Computers
• Class computers

Lesson 2
Planning

Essential Question Essential Question- What is culture, how does it form and what value does it have?

- What is the essential question that this Core Purpose- The core purpose is to explore culture while building on the state standard of contextualization and
lesson addresses? expose students to new thought processes. These two things go hand in hand, because to understand different cultures
without improper judgment proper contextualization needs to be implemented.

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EDU 412 – Disciplinary Literacy Lesson Segment Template
- What is the core purpose of the lesson
that includes the strategies and skills
necessary to accomplish the deeper
learning in the standard?
Sequencing
- How does this lesson fit into the larger
unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards
List the complete, relevant grade-level
standard(s).
Learning Target(s) and Learning
Objective(s)
- Choose your learning target(s) and
objective(s) based on the relevant state
learning standard(s).
How it Fits- This is intended to be the second lesson and it will fit in by expanding the students’ baseline knowledge of
how historians investigate and contextualize. This lesson will be about writing and it’s significance to historians by
showcasing citations and the purposes for writing in history. Understanding how and why historians write and in general
communicate will allow students to extract a tremendous increase in info from reading, collect reliable data, and conduct
research of their own in more efficient manner when it comes to learning about cultures and contextualization.
Logical Hierarchy- This lesson is important to building up to contextualization by allowing for better research and
academic communication. This builds off of the previous lesson of inquiry, because the reading in history basically all
history books, articles, and to some degree textbooks are there to answer a history based inquiry question. Without an
understanding of how historians ask questions the students wouldn’t be able to form appropriate questions themselves
wouldn’t have a full grasp of why citations are so important, why we must use reliable sources, and writing in a certain
manner (Chicago style) is done by historians. Students in this scenario will be using MLA format instead of Chicago style,
because they write in MLA in high school and the goal is to teach them how and why they need to cite sources not in
what format. Regardless, the same basic rules apply to both Chicago and MLA format. I don’t think it would be
appropriate to teach Chicago style as even college professors don’t teach it until the 200 level class and that’s for minors
and majors in that field not the gen ed.
SS.Hist2.c.h- Evaluate how the historical context influenced the process or nature of the continuity or change that took
place.
Learning Objective- Students will be able to demonstrate that they understand the importance of citing sources as it
pertains to making their work credible, what and when to cite sources, what is a reliable source and why it’s important to
use reliable sources, and how learning about writing will help them conduct research.
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EDU 412 – Disciplinary Literacy Lesson Segment Template
- Write focused targets and objectives Learning Target- I can cite one source in MLA, APA, or Chicago style I can give one reputable source and explain why
that describe the specific learning it is reputable, and I can explain how I can use my knowledge of history based inquiry and the way historians write to
outcome (what students should be able help me conduct good research.
to do as a result of the lesson).

- Be sure they are stated in observable

and measurable terms (e.g., ABCD+T).

Grouping Grouping- With the exception of students who need additional help from friends, grouping students together is not
necessary and may be a hindrance to some, so students will work as they please with the exception of IEP students
Describe how and why students are depending on their independence. I would like IEP students with language and behavior challenges to sit together, so the
grouped based on co-teacher can help them more efficiently as this lesson will be more reading intense than the previous lesson and I don’t
want students distracted by peers. The other students can work as they please if work is getting done, because I realize
- homogeneous, heterogeneous,
this lesson may be a little more challenging. I want students who feel as though they work better independently to be able
randomized
to do so, because this lesson will require a bit of reading and critical thinking that may be challenging.
- ability, interest, IEP goals, social or
social-emotional, behavioral, language
acquisition

Co-Teaching Strategy N/A

Does this lesson involve co-teaching? If

not, state N/A. If yes, identify the co-
teaching model and what role each
teacher will play.

-One Teach, One Observe; One Teach,

One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching

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EDU 412 – Disciplinary Literacy Lesson Segment Template
Differentiation Content

Describe how you will meet individual • If students prefer, they can cite in Chicago or APA style instead of MLA as long as they cite and recognize the
students’ needs by adjusting the content, importance of doing so.
process, product, and environment • Students can select any school appropriate reading they’d like to demonstrate the citation or reputable source.
based on their readiness, interests, and • Students have freedom to describe how this lesson will help them research
learning preferences.
Process

• Students can learn collaboratively.

• Students will be given slides to look at individually.
• The notes can be given physically.
• Students are free to do their own research by either watching YouTube videos or reading articles as long as it’s
pre-approved.
• Students can learn individually.
• Students can listen to my lecture.

Product

• Can be given in oral form.

• Can be given in written form.
• Can be represented in picture/organizer.

Environment

• Students can work in the hallway.

• Students can stay at their desks.
• Students can rearrange their desks.
• If flexible seating is available, they can use that.
• Students can sit/lay on the floor.
• Students can stand.
• A quieter place with dimmer lights will be available for those with special needs or preferences.

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EDU 412 – Disciplinary Literacy Lesson Segment Template

Assessment

Formative Assessment How I Will Monitor Students- I will give students time to look for sources that they want to use in their research for
culture project, then I circulate around the classroom and see that everyone is on task. Specifically, I will look to see that
- How will you monitor student learning they have at least 2-3 sources, the sources are reliable, and that they have a properly formatted citation.
throughout the lesson?

- Be specific about how your practice

assessments connect directly with the
lesson objective.

Formative Evaluation Criteria Formative Evaluation Criteria- I will look for students properly citing one sources in APA, Chicago, or MLA format,
their ability to explain why a news sources is reliable, and their ability to explain why citations are important and how it
- What material(s) will you use to can help them conduct good research.
evaluate learning?

- Attach a copy of your checklist, rubric,

observation criteria, or other measure.

Summative Assessment How Students Will Demonstrate Mastery- Students will demonstrate mastery by making a project of various kinds to
present that will explore a culture or a strong cultural influence and using context with specific causes explain how it
How will students demonstrate mastery came to be.
of the standard?

Note: This assessment does not have to

occur during/after this lesson but in
upcoming lessons.

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EDU 412 – Disciplinary Literacy Lesson Segment Template
Summative Evaluation Criteria

- What material(s) will you use to Contextualization Inquiry/Question Evidence and Citations
evaluate learning? /Explanation Asking Ideas

- Attach a copy of your checklist, rubric, (25 pts) (25 pts) (25 pts) (25 pts)
observation criteria, or other measure. Demonstrates Students provide Students use 5 Students primarily Have at least 3
Perfect or Near at least one history based address the big intext citations that
Perfect explanation for inquiry questions topics/ideas that strongly
Understanding each of the 5 that are neither tooled to their culture correspond to the
(22-25 pts) cultural broad nor too developing and material and
characteristics that narrow and able to walk the audience introduce the
is both relevant to be answered with through the citation to the
the topic and fair accuracy. explanation. audience. All
briefly Spends no longer citations should
acknowledges than 40 seconds resemble MLA
other smaller or 25 lines of text style with decent
affects or talking about accuracy and have
uncertainties in the smaller points that trusted sources
area. don’t have a major (no Wikipedia).
impact on cultural
development.
Demonstrates Students provide Students use a Students primarily Have at least 3
Appropriate some explanations total of 3-5 address the big intext citations that
Understanding of the cultural questions, and topics/ideas that somewhat
(17-21 pts) characteristics they are somewhat led to their culture correspond to the
or/and the inappropriate developing and material. All
explanations are questions meaning walk the audience citations are
somewhat they are too broad, through the attempted and
relevant. or too narrow. explanation. have trusted
Spends longer sources (no
than 40 seconds Wikipedia).
or 25 lines of text
talking about
smaller points that
don’t have a major

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EDU 412 – Disciplinary Literacy Lesson Segment Template
impact on cultural
development.
Demonstrates Students provide Students use 1-5 Students address Have at least 3
Lacking varying degrees of questions total, both smaller ideas intext citations that
Understanding explanations of the and they are and big ideas with somewhat
(12-16 pts) cultural inappropriate equal value or correspond to the
characteristics meaning they are: spends longer material. All
or/and the off topic, too than 2 minutes or citations are
explanations are broad, or too 50 lines of text attempted, or 1-2
insignificant or narrow, or unable talking about sources are
blatantly false. to be answered in smaller points. untrustworthy.
any manner.
Demonstrates Students provide Students use 1-5 Big ideas are Have less than 3
Inappropriate no explanations of questions total, neglected or intext citations. All
Understanding the cultural and any one absent. Students citations are either
(0-11) characteristics or question is spend more time not attempted or
severely lacking severely unrelated. on material that are untrustworthy.
information. had less of an
impact than big
ideas

Procedures

Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for the
lesson.
● Establish clear expectations.
● Model concept.
Hook- Open with a discussion. I will ask “in history if these events happened long before we were alive and before
modern technology how do we know they happened?” and once they respond with their answers I will ask “how do we
know they’re reliable and why should we trust them?”
Activate Prior Knowledge- I will expose/remind student’s prior knowledge to these sources in their textbooks, essays
they may have written in the past, and more general citation like the credits at the end of a movie of the cover of a book
having names and titles. (This honestly may be the first-time students have consciously thought deeply about sources, so
showing them how their used in their textbooks although not necessarily relying on prior knowledge of citation they will
have prior knowledge with the textbook and maybe running into citations here and there.)

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EDU 412 – Disciplinary Literacy Lesson Segment Template
The groupings/instruction/lesson progression Be Sure Students Understand + Model Concept- I will go over the learning target, then lecture a little (5-10 min) on
may look different in different parts of the the importance of citations, why they’re used, how to do them, and their impact. Here I will model the concept of how
lesson!
During: Lesson Progression
In this portion of the lesson, you will be
letting go and letting students engage in
productive struggle; engaging in gradual
release (“I do, we do, you do”), inquiry,
guided or independent practice, or other
learning methods. Please write what you
are looking for in terms of:
● Students’ thinking and how they
will start the lesson.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Closing: Wrap-Up and Extension
we cite sources in MLA, APA, and Chicago using an online source.
Establish Clear Expectations- I will tell students that I want them to work on reaching the learning target and be able
to answer it in 10-20 mins, if they have questions to ask, and to begin gathering sources for their research project.
Students’ Thinking and How They Will Start the Lesson- Students will have a short time of trial by error when it
comes to finding sources that both have good info and are reliable just due to the nature of research. After this time, I
think students if they had trouble learning from the lecture will easily learn the basics on the fly what makes a source
reliable. After they find their sources the next step is to locate the aspects of a citation (titles, authors, publisher, date,
etc), which might be challenging, but I will provide them with a citation guide to help them format their citations and I
would have ran them through how to find those aspects of a citation by now. Worst case scenario I will be circulating
around the room to help students and they can ask for help.
Provide appropriate support (not explaining how to do it)- I will provide students with a citation guide and the link
to Owl Perdue to have citation help. When it comes to looking for reliable sources I will have a series of basic questions
in a flowchart to help students narrow down the focus and decide if they’re source is reliable or not.
Provide Worthwhile Extensions- I will provide: Ow Perdue, YouTube videos on citations and sources, articles to read,
and guides of my own to help students.
Provide Opportunities for Students to Engage in Using the Academic Language- Students will have the
opportunity to engage with the academic language during their work time and when we come together at the end of class
to share.
Summary- I will review the main ideas of the lesson.
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EDU 412 – Disciplinary Literacy Lesson Segment Template
End the lesson with a final review of key Promote a community of learners + Listen actively and probe- At the end of the class I will call everyone together
ideas and knowledge. This is where you with 6-10 minutes left and we will discuss our findings, questions, and concerns. I will use this activity to build a
have students talk about their thinking community of learners. This time will double as me actively probing students, because I will provide questions to discuss
and share strategies with the whole class. as a class and have the students agree or disagree with each other’s statements or findings (depending on what it is).
It’s important to name strategies and use
academic vocabulary here, extending the
lesson to broader ideas.

● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed. Provide a brief preview of
what the next lesson will include.

Curricular and Instructional • Guided notes on citations

Resources or Materials • Presentation
- List and provide a brief rationale for all • The flowchart on narrowing down reliable sources
necessary lesson resources and materials. • MLA, APA, and Chicago Citations Guide (click here)
If not original, cite the source. • YouTube Video on Sources adn Citations

- Attach/link a copy of all materials the

teacher and students will use during the
lesson; e.g., handouts, questions to
answer, slides, worksheets, and so on.

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EDU 412 – Disciplinary Literacy Lesson Segment Template
Supplies, Equipment and
Technology
- List all other supplies that need to be
available.
Essential Question
- What is the essential question that this
lesson addresses?
- What is the core purpose of the lesson
that includes the strategies and skills
necessary to accomplish the deeper
learning in the standard?
Sequencing
- How does this lesson fit into the larger
unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
• Printed worksheets
• Wi-Fi
• Computer
• Projector
• Paper
• Pencils
• Class computers
Lesson 3
Planning
Essential Question- What is culture, how does it form and what value does it have?
Core Purpose- The core purpose is to explore culture while building on the state standard of contextualization and
expose students to new thought processes. These two things go hand in hand, because to understand different cultures
without improper judgment proper contextualization needs to be implemented.
How it Fits- This is intended to be the third lesson of the school year and will be focused on reading as a historian.
Learning how to read as a historian will allow students to get the most out of their reading, comprehend better, avid
feeling overwhelmed, and take good notes all of which will significantly help with their research project.
Logical Hierarchy- This lesson will start to build off of previous lesson of writing and inquiring like a historian. In this
lesson students will look at the inquiries the author of their text has to offer, consider their inquiries and how to answer
them, cite their sources, and look at their author’s sources for more information in their research.
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EDU 412 – Disciplinary Literacy Lesson Segment Template
before details, similarities before
differences).

State Learning Standards SS.Hist2.c.h- Evaluate how the historical context influenced the process or nature of the continuity or change that took
place.
List the complete, relevant grade-level
standard(s).

Learning Target(s) and Learning
Objective(s)
- Choose your learning target(s) and
objective(s) based on the relevant state
learning standard(s).
Learning Objective- Students will be able to demonstrate that they understand how historians read by pointing out
sources and citation, identifying main ideas, taking notes, and coming up with their own history based inquiry questions
that are accurate and correspond to their text.
Learning Target- I can read one of my articles and summarize it into its important parts and its’ questions it tries to
answer, I can ask at least one appropriate follow up question/inquiry, and I can find the citations in my reading.

- Write focused targets and objectives

that describe the specific learning
outcome (what students should be able
to do as a result of the lesson).

- Be sure they are stated in observable

and measurable terms (e.g., ABCD+T).

Grouping Grouping- For this project I would like students to work indecently or in very small groups. The only exception is that I
would allow students with IEPs (with co-teacher) or whom may have language barriers to work together if they want to
Describe how and why students are ensure if there are problems they can assist each other (I would assume in cases if second language learners a person who
grouped based on speaks their native/preferred language could help them find better resources and translate for them in a few situation).
The reason I don’t want other students working together is that this lesson will be lots of reading or video watching
- homogeneous, heterogeneous,
depending on their source and I don’t want students to get distracted by one another.
randomized

- ability, interest, IEP goals, social or

social-emotional, behavioral, language
acquisition

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EDU 412 – Disciplinary Literacy Lesson Segment Template
Co-Teaching Strategy N/A

Does this lesson involve co-teaching? If

not, state N/A. If yes, identify the co-
teaching model and what role each
teacher will play.

-One Teach, One Observe; One Teach,

One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching

Differentiation Content

Describe how you will meet individual • Students are free to learn about anything related to the culture they chose
students’ needs by adjusting the content, • Music
process, product, and environment • Art
based on their readiness, interests, and
• History
learning preferences.
• Sports
• Economics
• Tradition
• Religion
• Technology

Process

• Students will be given slides to look at individually.

• Students can listen to my lecture
• Students can use YouTube/videos
• Students can use audiobooks
• Student can use physical books/class set/library
• Students can get tactile practice by looking at research papers/dissertations written by others

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EDU 412 – Disciplinary Literacy Lesson Segment Template
Product
Formative Assessment
- How will you monitor student learning
throughout the lesson?
- Be specific about how your practice
assessments connect directly with the
lesson objective.
• Written form
• Digital form
• Some pictures/screenshots/copy and paste (this makes it easier for lengthy articles which may have 4-5 sources
to capture)
Environment
• Students can work in the hallway.
• Students can stay at their desks.
• Students can rearrange their desks.
• If flexible seating is available, they can use that.
• Students can sit/lay on the floor.
• Students can stand.
• A quieter place with dimmer lights will be available for those with special needs or preferences.
Assessment
Formative Assessment- I will be looking for students to meet the learn target through their work and to begin their
research for the culture project by taking notes. This will meet the learning objective by having students meet the learning
target. The learning target will be met, because it is vital to their research. Basically, if students cannot take away the main
ideas, find sources, and conduct inquiry from their reading they will have trouble taking notes, which will be evident by
either massive list of notes or odd sporadic notes.
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EDU 412 – Disciplinary Literacy Lesson Segment Template
Formative Evaluation Criteria Formative Evaluation Criteria- I will go around and check the progress of my students on their notes and ask them
questions related to the learn target. I will look and/or ask for the following: a summary of their reading including the
- What material(s) will you use to main idea and the question the reading is trying to answer, any questions they have after reading, and what sources their
evaluate learning? reading cited?
- Attach a copy of your checklist, rubric,
observation criteria, or other measure.

Summative Assessment How Students Will Demonstrate Mastery- Students will demonstrate mastery by making a project of various kinds to
present that will explore a culture or a strong cultural influence and using context with specific causes explain how it
How will students demonstrate mastery came to be.
of the standard?

Note: This assessment does not have to

occur during/after this lesson but in
upcoming lessons.

Summative Evaluation Criteria Contextualization Inquiry/Question Evidence and Citations

/Explanation Asking Ideas
- What material(s) will you use to
evaluate learning? (25 pts) (25 pts) (25 pts) (25 pts)
Demonstrates Students provide Students use 5 Students primarily Have at least 3
- Attach a copy of your checklist, rubric, Perfect or Near at least one history based address the big intext citations that
observation criteria, or other measure. Perfect explanation for inquiry questions topics/ideas that strongly
Understanding each of the 5 that are neither too led to their culture correspond to the
(22-25 pts) cultural broad nor too developing and material and
characteristics that narrow and able to walk the audience introduce the
is both relevant to be answered with through the citation to the
the topic and fair accuracy. explanation. audience. All
briefly Spends no longer citations should
acknowledges than 40 seconds resemble MLA
other smaller or 25 lines of text style with decent
affects or talking about accuracy and have
smaller points that

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EDU 412 – Disciplinary Literacy Lesson Segment Template
uncertainties in the don’t have a major trusted sources
area. impact on cultural (no Wikipedia).
development.
Demonstrates Students provide Students use a Students primarily Have at least 3
Appropriate some explanations total of 3-5 address the big intext citations that
Understanding of the cultural questions, and topics/ideas that somewhat
(17-21 pts) characteristics they are somewhat led to their culture correspond to the
or/and the inappropriate developing and material. All
explanations are questions meaning walk the audience citations are
somewhat they are too broad, through the attempted and
relevant. or too narrow. explanation. have trusted
Spends longer sources (no
than 40 seconds Wikipedia).
or 25 lines of text
talking about
smaller points that
don’t have a major
impact on cultural
development.
Demonstrates Students provide Students use 1-5 Students address Have at least 3
Lacking varying degrees of questions total, both smaller ideas intext citations that
Understanding explanations of the and they are and big ideas with somewhat
(12-16 pts) cultural inappropriate equal value or correspond to the
characteristics meaning they are: spends longer material. All
or/and the off topic, too than 2 minutes or citations are
explanations are broad, or too 50 lines of text attempted, or 1-2
insignificant or narrow, or unable talking about sources are
blatantly false. to be answered in smaller points. untrustworthy.
any manner.
Demonstrates Students provide Students use 1-5 Big ideas are Have less than 3
Inappropriate no explanations of questions total, neglected or intext citations. All
Understanding the cultural and any one absent. Students citations are either
(0-11) characteristics or question is spend more time not attempted or
severely lacking severely unrelated. on material that are untrustworthy.
information. had less of an
impact than big
ideas

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EDU 412 – Disciplinary Literacy Lesson Segment Template
Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for the
lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson progression
may look different in different parts of the
lesson!
During: Lesson Progression
In this portion of the lesson, you will be
letting go and letting students engage in
productive struggle; engaging in gradual
release (“I do, we do, you do”), inquiry,
guided or independent practice, or other
learning methods. Please write what you
are looking for in terms of:
● Students’ thinking and how they
will start the lesson.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile extensions.
Procedures
Hook- I will ask, “how do historians read?’
Activate Prior Knowledge- I will quickly demonstrate that most students have read like historians without knowing it by
showing how a textbook outlines main ideas, vocab, sources and citations.
Be Sure Students Understand- I will go over the learning target, then do a short 5-10 min lecture on how historians
read text and get the main ideas, find and use citations and sources, and how to take notes like a historian.
Model Concept- I will model the concept on a short reading and code the text for my students so they know at least one
effective way to take notes.
Establish Clear Expectations- I will tell students that I want them to work on reaching the learning target and be able
to answer it in 10-20 mins, if they have questions to ask, and to begin reading for their research project.
Students’ Thinking and How They Will Start the Lesson- Students should have an easier time on this lesson
compared to previous ones. Students should start by using the readings from the last class that they gathered to read and
annotate or find new sources. Either way is acceptable, but the idea is to build off of previous lessons to limit the amount
of work they have to do while hitting the learning standard.
Provide appropriate support (not explaining how to do it)- I will provide students with the lecture, reading material
from the lass and library if needed, educational YouTube videos, digital archives for the to use, and as usual a
list/flowchart of questions to help students identify the main ideas and come up with inquires of their own.
Provide Worthwhile Extensions- I will provide: YouTube channels featuring documentaries and audiobooks, in class
text set, library passes (if appropriate), and printed materials (if appropriate).
Provide Opportunities for Students to Engage in Using the Academic Language- Students will have the
opportunity to engage with academic language during the work on their project, their note taking, their readings, and
when we come together at the end of class to share.
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EDU 412 – Disciplinary Literacy Lesson Segment Template
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.

Closing: Wrap-Up and Extension Summary- I will review the main ideas of the lesson.

End the lesson with a final review of key Promote a community of learners + Listen actively and probe- At the end of the class I will call everyone together
ideas and knowledge. This is where you with 6-10 minutes left and we will discuss our findings, questions, and concerns. I will use this activity to build a
have students talk about their thinking community of learners. This time will double as me actively probing students, because I will provide questions to discuss
and share strategies with the whole class. as a class and have the students agree or disagree with each other’s statements or findings (depending on what it is).
It’s important to name strategies and use
academic vocabulary here, extending the
lesson to broader ideas.

● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed. Provide a brief preview of
what the next lesson will include.

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EDU 412 – Disciplinary Literacy Lesson Segment Template
Curricular and Instructional • YouTube videos (https://youtu.be/Q4kxgMH46mY, https://youtu.be/WTA-QNOGK1M)
Resources or Materials • Presentation
- List and provide a brief rationale for all • Guide/flowchart to narrowing down main idea
necessary lesson resources and materials.
If not original, cite the source.

- Attach/link a copy of all materials the

teacher and students will use during the
lesson; e.g., handouts, questions to
answer, slides, worksheets, and so on.

Supplies, Equipment and • Class set of computers

Technology • My computer
• Wi-Fi
- List all other supplies that need to be
available. • Projector

Reflection
Prompt (500+ words) Write a reflection about the following topics
1. Describe where and how your students clearly engaged in the following disciplinary literacy areas: reading and writing (both required) and inquiry
or collaboration (choose one). In other words, how does your lesson plan incorporate disciplinary literacy and allow students to participate in that
discipline in authentic ways?
o To explain how the reading and writing and inquiry or collaboration that occurs in your lesson plans represents disciplinary literacy, use
the “shifts” in disciplinary literacy described in the gray boxes in the chapter as evidence:
▪ Chapter 2 Reading: pg. 15
▪ Chapter 3 Writing: pg. 64
▪ Chapter 4 Inquiry: pg. 106
▪ Chapter 5 Collaboration pg. 153
2. How do your two lesson ideas you incorporated from the textbook represent reading, writing, inquiry or collaboration within your discipline?
o Use specific examples and details from your lesson plan to explain your thinking.

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EDU 412 – Disciplinary Literacy Lesson Segment Template
Overall, my three lessons I tried to heavily incorporate the disciplinary literacy as described by Lent in, This is Disciplinary reading while also hitting
the state standard and doing a fun project.
First on the list is reading. In my third lesson students are clearly engaged in history-based reading. The entire project is based around research a
culture, establishing context, and understanding POV, which incorporates the following elements from the book This Disciplinary Literacy: “situate
new understandings,” “create narratives from existing information,” and making "inferences and determine what is important from merely interesting”
(Lent, 15). More specifically these three characteristics are met by the students note taking and their attempt to meet the learning standard which
requires them to make distinction between what is “important” versus what is “interesting” in the text. The idea of exploring a culture to establish
context and the state standard of POV as Lent puts it “situates new understanding” (Lent, 15). The explanation portion of the culture project requires to
make a “narrative,” which hits Lent’s third point of disciplinary reading (Lent, 15).
In my second lesson I implemented history based writing. In this lesson I hit four of Lent’s topics which follow as: “summarization and synthesis of
events from multiple sources,” “investigations of events and writing from a certain time periods,” “essays that show comparison,” and “argumentative
essays” (Lent, 15). I had touched on the topic of essays in the portion of “activation prior knowledge” where I state that I will activate prior knowledge
by using students’ previous essays, my own essays, and dissertations to demonstrate sources and how historians write and use citations to
communicate. In lesson two and three summarization and synthesis of info from multiple sources is addressed. In my second lesson synthesis is
addressed by having students first acknowledge that in one writing there are multiple sources to be looked at instead of one author coming up with all
of the information on the page as young students new to history based literacy might think, and how they are interpreted. Furthermore In lesson three
students in my learning target are asked to summarize the reading along with several other important things that impact more so writing. Graphic
organizers are discussed briefly in lesson two where I talk about how historian” take notes and “code” text, which is a strategy and has a graphic
organizer along with it by default (this is the rubric for coding text).
In my first lesson plan where I address inquiring like a historian. Lent provides the following on history based inquiry: asking “the right questions,”
finding reliable sources,” “making inferences,” and “grappling with multifaced inquires” (Lent, 107). My first lesson addresses what it means to “ask the
right questions” as students as stated in the learning target and during lesson progression while they are doing their research are asked to identify 5
appropriate questions, they could ask for their research. Furthermore, the aspects of and appropriate inquiries of a historian are provided in the
lecture given in the introduction of the lesson progression segment (Lent, 117). The aspect of “grappling multifaced inquires” in addressed in both the
third and first lesson (Lent, 117). In the first lesson students are exposed to finding the main idea or the author’s inquiry/purpose for writing his book.
In the third lesson on reading this is further investigated by having students code text to break down main ideas and inquires. Students are exposed to
“making Inferences” throughout the entirety of the three lessons as students are tasked with making progress on their culture project, which requires
them to make inferences in order to come to conclusions and defend their answer as the rubric describes (Lent, 117).
In conclusion my three lessons according to the Lent’s This is Disciplinary Literacy have demonstrated disciplinary literacy in the field of history by
having students learn about reading when it comes to making inferences based on current info, writing when it comes to sources and citations, and
how they are used to synthesize events, and finally inquiry where students learn how to ask the right questions to further their research.

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EDU 412 – Disciplinary Literacy Lesson Segment Template

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