Appendix A

Lesson Plan Templates for Signature Assignment and Mini-Teach

Choose the template that best fits your lesson
Each template uses EXPANDABLE boxes, so as to include all necessary components.
Please use the grading rubrics as your guide as you build your lesson and write your reflection paper.

Lesson Plan Template-Inquiry

Teachers: Kristen Wooten Subject: Current Events – 8th Grade Social
Studies
State Standards (for ELA and Math), AZCCR (for Literacy) and AZ Standards (for SS, SC and Tech), AZ
State Standards (for all others):
 6‐8.RH.2: Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions
 6‐8.RH.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts
 8.W.1: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text
 8.SP2.3 Analyze how people’s perspectives influenced what information is available in the historical
sources they created.
 8.SP4.3 Organize applicable evidence into a coherent argument about the multiple causes and effects of
events and issues
Objectives (Explicit):
 The students will be able to analyze a video and article about fake news and photoshopped photos,
investigate why this happens, draw conclusions about what the goal of this may be, and explore how it
effects the public. Students will also be able to synthesize the videos/articles information to summarize
and uncover ways to avoid being fooled.
Evidence of Mastery (Measurable):
 Accurately identifies main idea and supporting details shown in writing, spoken explanation, and illustration.

Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT watch video and recognize the main idea
SWAT recall yellow journalism and connect its purpose to the purpose of fake news
SWBAT read article and identify main idea.
SWBAT collaboratively discuss RAP boxes
SWBAT summarize main idea and supporting details
SWBAT recall fake news they have seen or heard of
SWBAT plan steps towards a strategy to protect themselves from being fooled in the future
Key vocabulary: Materials/Technology Resources to be Used:
 Fake news  Jr. Scholastic digital literacy video “Fake
 Propaganda news”
 Yellow Journalism  Jr. Scholastic article - “When photos lie”
 Photoshop  RAP strategy fill-in sheet
 Digital Age  Computer and projector
 Manipulate  Pen -pencil -highlighter
 Phony
 Second Amendment
 Hacker
Engage (Make content and learning relevant to real life and connect to student interest)
 Welcome students and ask then to choose one “this day in history “slide to talk about for warm up:
“Good morning class! Please look at the slides for today and be ready to share which event you deem
most important”, allow a moment for a few students to answer.
 Introduce lesson through posing questions: “Today we will be looking at a current issue that has become
more prevalent in today’s society, who has heard of fake news?” , “what is fake news?”, “how can you tell
that something is fake”, “have you ever considered a photoshopped picture to be fake news”
 Ask students to watch video and take notes. “What were going to do now is take a look at a video that
describes fake news and how it takes form. At the top of your handout is a place to take notes, we will be
talking about the main idea of the video together afterwards”.
 When video ends ask students to summarize video to their desk mate, “Now that we have some more
information about fake news, talk with your desk mate about what you learned, took notes on, or what
surprised you.”
 Begin passing out article, “I am going to pass out a short article now, and you have the choice to either
reas it on your own or volunteer popcorn read it as a class.” Take class vote and read.
 Explain RAP sheet expectations, “Now that we have read through the article, we are going to fill in the
rest of your RAP sheet”.
 Explain the categories of the sheet and do one detail together. “can someone tell me one detail they found
that supports the main article? Let’s write that down in the A box”. Do on doc cam.
 Give students time to finish on their own, “now I want you to either work with a partner or independently
to finish the rest of the worksheet, I will be walking around if you need help please ask, let’s get started.”

Teacher Will: Student Will:

 Introduce topic to students and pose attention
grabbing questions to class like “Who has
heard of fake news?”.
 Ask students to summarize the main points
of the video in their own words to access
comprehension throughout lesson.
Explore
 Watch video and take notes on the main
idea to be able to answer questions.
 Read through article with a partner and
consider how fake news affects their
world.
 Focus on the task at hand and not

 Ask students how they might be able to participate in unrelated conversations.

protect themselves from being fooled by fake  Brainstorm ways to protect themselves
news in their own lives. from being fooled.
Co-Teaching Strategy/Differentiation
 Ask guiding to questions about the video to help students arrive at the correct main idea before
moving onto the article.
 Allow students to summarize main points in their own words, then repeat back to them the main
idea in similar words.
 Teacher Will:
 Ask guiding questions to begin lesson.
 Remind students of yellow journalism and its
effects.
 Summarize main points of the video after
allowing time for student discussion.
 Explain main points of the article and answer
last RAP questions with whole class. (if time
Explain
Student Will:
 Work in groups to find the main idea from
the video.
 Recall yellow journalism and its effects.
 Read through the article in pairs and
discuss what information should go into
each RAP category.
 Answer questions posed to the whole class.
 Answer the questions in the RAP

permits)
 Connect the bottom line of the article to categories through writing.
issues fake news causes today.
Co-Teaching Strategy/Differentiation
 Explain video to whole class to ensure everyone understands the topic before receiving the article.
 Read whole article as a class if many students seem to struggle.
 Walk around answering questions as needed and helping those who seem confused.
 Pose questions about the possible effects of fake news and how it could change in the future to
those higher-level students.
 Wrapping up main points before class leaves.

Teacher Will: Student Will:

 Ask students about current fake news issues
to bring relevancy to lesson.
 Talk about why fake news exists and the
rolls it plays in our current society
Elaborate
 Consider what fake news stories they have
heard of.
 Think about what types of things can be
considered fake news.

 Connect fake news to social media posts and  Consider how this may affect them in their
pictures. personal lives.
 Brainstorm ways to protect themselves
from fake news in their current lives.
Co-Teaching Strategy/Differentiation
 Prepare fake news stories for students who are unsure of its prevalence.
 Connect fake news stories in video and article to separate cases pointing out the similarities.
Evaluate
Formative:
 Ask questions throughout the lesson to ensure students are on the right track.
 Walk around class listening to conversation and helping when asked or needed.
 Wrap up lesson Once everyone looks nearly done: “alright guys, it looks like everyone is just about
finished, can someone tell me what they drew in the R box? What bullet point did you write in the A box?
And what did you guys write in the P box?”
Summative:
 Grade RAP sheet for accuracy, and comprehension through illustration and written responses.
 “Great Job today! Binder people please collect binders and get ready to go.”
 RAP Strategy: When Photos Lie
Video Notes:

Name Description In my own words or pictures

1.Read the article and

draw a picture to

R represent it.

2. Ask yourself “what 

are the main ideas and
details in this article?”

A Bullet-point these.





3. Put the main idea and

details in your own

p words.

How can you protect

yourself from being
fooled by fake news?

(write 2 sentences)
4. Reflection paper (3-4 pages) answering the following questions (40 points – see rubric for criteria)

 What grade level and subject was this lesson?

 Why was this strategy appropriate for these students in this context?
o If there were limits placed on your choice of strategy, please make that clear (i.e. the
mentor teacher is not comfortable with this, state/district testing was coming up and the
teacher only wanted …)
o How does the teacher normally handle literacy practices and were you trying to give
students a new experience?
 What is the theory, support from text, or Principle of Content Literacy underpinning the strategy?
Make a clear connection between the information from course texts and presentations and the
strategy that you chose. And how does this connect to the students in this context?
 What were the students’ reactions to the activity?
o Consider student in-class behavior. Why do you think they responded the way they did?
o Analyze your examples – does the product show that students met your objectives and
that the strategy helped them do so?
o What do their reactions tell you about where they are as learners, what learning is like in
their daily classes, etc.?
o H.O.T.S –How did your literacy strategy engage students in higher-order thinking skills
as they interacted with content?

 What feedback did you receive from your IPT? Was it helpful? Do you agree with it? Why or
why not? Look at the IPT Performance Evaluation Feedback Form and think about what your IPT
had to say.
 What was your reaction to the activity?
o What went well? Why?
o What needed improvement? Why?
o What will you do the same and/or different next time, or how do you see you using this
strategy in the future?

5. Student examples (at least 5)

Actual examples are preferred but photocopies and digital photos will be accepted if you are unable to
remove the assignments from the class (i.e. large projects, posters, etc.).

IMPORTANT: YOU CANNOT receive an A or B without your IPT’s signature on the IPT Performance
Evaluation Feedback Form and 5 student examples.

6. This assignment is worth 60 total points.

Kristen Wooten

RDG 323

Professor Havlerstadt

November 6, 2019

Lesson Reflection

I used the R. A.P. strategy in my 8th grade social studies internship at Fremont Jr. High.

The students work on comprehending current event articles every Friday, with the hopes to

reinforce their reading and writing skills. This is a school wide initiative that teachers have taken

on to help improve literacy and meet ELA standards. My teacher chose the article we would use

and because of that along with my lesson using a literacy strategy, I believe this was a lesson that

was useful and appropriate for this group of students.

My mentor was comfortable with the strategy and lesson I prepared and helped me come

up with an anticipatory set and closing. At first, I wanted students to read the article in pairs,

numbering the paragraphs, paying close attention to the title and subtitle, and working through

the message together. Mrs. Lowe advised against this and warned me that the students would go

right off task because they are not accustomed to pair work and reading aloud to their peers.

Instead, my mentor suggested that I give each class a choice of either volunteer popcorn reading

or reading on their own. This worked well, and to my surprise, every class chose to volunteer

popcorn read. This clued me in to their reading levels and struggles and worked well for them

because it was a method they were accustomed to.

I began the lesson asking students “who has heard of Fake news?” I let them laugh and

wonder why I was asking them this question then I began to hand out the strategy paper. During

this, I explained that we were going to watch a short video about fake news, and I wanted them
to take short notes on the top of their paper, and after the first class I instructed them they had to

pull out at least three points from the video. After playing it, I had the students raise their hands

and tell me what facts and details they wrote down. They did well with this and most of the

classes had students that were eager to tell me what they learned from the video. Under the doc-

cam I wrote what they said in the top section of the strategy paper titled “video notes”. I asked

them how they would like to read the article and we began. While we popcorn read, I noticed

some students highlighting and underlining parts of the text and decided to tell later classes that

they should do this too in order to help them identify the main idea and details. When a student

did not raise their hand to read the next two paragraphs, I jumped in and read them aloud. This

made the lesson smoother and didn’t waste any time waiting for another volunteer. After this I

went on to explain each section of the paper under the doc cam and asked the students to give me

one example for the A section. I explained that they could finish the worksheet with a partner or

individually and they worked on its completion for the rest of the hour. Some students needed

help filling out parts of the worksheet, so I walked around and guided students in what they

struggled with. In the later classes I told the students to not spend so much time of their

illustration because of how long the first group spent on that section. In most classes all the

students finished the worksheet before the bell, and I gave them a chance to show off their

illustration under the doc cam and explain it. In the other two classes I asked students to read to

their answers in the P category. Overall, I think this was a very successful lesson and it pushed

my students to connect the article to their own lives which demonstrated their higher thinking

skills.

R.A.P. stands for Read, Ask and Put. This flexible strategy helps students comprehend

text and refine their questioning and paraphrasing skills. This is a skill my students have been
working on all year, and the more exposure they have to reading and paraphrasing the better off

they will be for future assignments. I used this strategy as an after strategy, because we read the

text before we filled out the chart. The students seemed to like this method and enjoyed being

given an option as to how they would read it and how they could fill in the RAP categories. My

artistic students particularly liked this lesson because I gave them an opportunity to show off

their work. This also gave me a chance to evaluate their reasons behind the illustration and

access how well they understood the text. Most of the worksheets were filled out very well, I had

a couple students who skimmed through and only did half of the bullet points in the A sections,

and one sentence in the P section. Very few did less than that, but my mentor told me that

struggles to get them to complete most tasks. Students liked being able to talk about social media

and that gave them a way to connect to the lesson. Overall students seemed to like this lesson, it

was a break from the norm and relevant to their lives.

My mentor liked the lesson as well and told me I did a good job teaching it. As the hours

went on, the lesson got better, and I was able to navigate student behavior more naturally. She

told me I gave clear directions and monitored students well. She did point out that I address the

class as “you guys” and told me I should work to address them differently. I also struggled with

the doc camera and wrote too small in some hours, but eventually got the hang of it. Our

conversation was useful, and she told me “all the little things will come with time”, a thing she

says often, but that I did well with two harder areas, delivery and classroom management.

Based on student work I do believe this strategy helped them identify the main idea and

connect its message to their own lives, which is goal for current event Fridays. I would use this

strategy in the future and find it to be very useful while dissecting a larger or more complex

article. Next time, if I use a video, I will ask students to find a specific number of details instead
of asking them to just take notes. Many struggled with this in my first class and needed clearer

expectations. I would also like to work on managing my time well enough to show students work

under the doc cam every hour. Overall, I enjoyed teaching this lesson and think it was successful.

Students examples