Lesson Plan 2 Components CANDIDATE NAME: Kevin Marshall II

PART A: PLANNING

Date Plan Written: 2/12/23 Date Lesson will be Taught: 2/14/23

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 W7.8

assessing through this lesson
Gather relevant information from multiple print
and digital sources, using search terms
effectively; assess the credibility and accuracy
of each source; and quote or paraphrase the
data and conclusions of others, while avoiding
plagiarism and following a standard format for
citation.

Other Factors:

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

Lesson Focus: Students are learning the difference between

credible and non credible sources, and how to
use Wikipedia in a manner of resourcefulness,
but not a resource.

Learning Objective/Target(s): The objective/target must
include 3 parts: the context, the skill & the criteria.
Objective(s) should be observable and measurable. It
could start with the context, “Using algebra tiles. . . or
Comparing two maps,…”
Using multiple digital resources that are credible
students will write in a first person narrative
describing their Black historical figure. Using
complete sentences and at least 4 physical
features that define their figure in the “My
physical description” section of the Character
Online Dating Profile.

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).
 ● Formative Assessment(s): assessment that takes During the lesson students will be monitored for
place during &/or after the lesson their completion of the “My Physical
Description” and “General Information” Box.

Materials: List all of the materials necessary for delivering Whiteboard, projector, pen, highlighter, Google
instruction, including supplies, technology, and visual aids. Classroom, Google, Daily Language Review
Attach all handouts/book pages, etc. Week 22 worksheet, Character Online Dating
Profile handout, YouTube, Blooket

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.
Foundational information about their chosen
IBA (Influential Black American), how to find
resources to answer questions on CODP
(Character Online Dating Profile), Inference
skills, paraphrasing, Blooket

Research and Theory: State connections to research
and theory for both instructional practices and student
learning.
● Using Bloom’s Taxonomy students are
at the base level of recalling the
information that they have researched
the previous day or information that they
already know. Students learn best when
they are interested in the material.
Giving them control over who they are
researching is a way to give them power
over their learning material.
● Using Vygotsky's model of scaffolding
information, a guide is introduced to the
students before they use their prior
knowledge and new information to form
new connections with the material they
are engaged with.
● Using Blooket taps into Gardner’s theory
of differentiating the method in which
information is given.

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

sequence)

*For the Lesson Events, number each action.

Engage/Anticipatory Set/Opening: How will you introduce the material and capture their attention? Be
sure to mention transition and classroom management elements.

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

UDL
As students walk into the classroom Sit down in their assigned seat :01 Explain the
they will be greeted and told to start on and start Wednesday Daily difference between
Wednesday Daily Language Review Language Review (DLR) Week an intransitive verb
(DLR) Week 22 sheet 22 sheet and transitive verb.

Announce to the students that they are Correct mistakes on Daily :00
to due Wednesday corrections Language Review Week 22,
Wednesday

Walk around while students work to see Correct mistakes on Daily :05
who needs help and who has answered Language Review Week 22,
questions correctly Wednesday

Tell students that they have one minute Listen :01

remaining until we fix the mistakes as a
class

Turn lights off signaling that we are Prepare to answer questions :01
about to begin as I announce we are from Wednesday Daily
going to start with Wednesday #1 Language Review

Ask for a volunteer to answer #1-#5 on Raise hand to answer #1- #5 on :05
Wednesday Wednesday

Explain why the answer given is correct Listen and make corrections on :05
or incorrect their worksheet.

Ask students “If wikipedia is a credible Write their answer to the :01
source to use?” have them write their question on the notecard.
answers on the notecard provided to
them

Body of Lesson

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

UDL

Ask the class what is wrong with Raise hand to give an answer :01 Give an example
Wikipedia of what is wrong
with Wikipedia and
how it can be used

Explain to students that they will be Listen to instructions, get out :07
engaged in an activity to see what they Chromebooks and log onto
know about credible sources and they Blooket.com
need to get their Chromebooks out and
log onto Blooket.com

Explain to them that there are 23 Get ready to answer questions :10
questions that they will answer in the
Classic format game style
Once pre-assessment of credible
sources is complete explain to students
that the handout they were given “Key
Points to be In-Credible” is about to be
explained further
Explain to students that knowing what is
a credible resource affects their ability
to convenience others if their essay is
factual or not
Tell students to continue filling out the
remainder of their COPD graphic
organizer
Show the students websites that they
will be using to research their IBA and
instruct them to write them down as
credible and reliable sources
Tell students that the best option for
sources will have a .org or .edu domain
listed on their “Be In-Credible” sheet,
but if they want they can find others
Tell them to begin their work quietly and
diligently
Walk around and ask students about
their choices and answer questions
when asked
Closing/Summary & Check for Understanding [At the end of the lesson, engage in a closure (wrap-up)
to help students connect what they have learned to the real world and/or to expand on what they learned.]
This section includes assessments—formative if this is one lesson in a series of lessons; summative if this
is the end of this topic
Teacher’s Actions * Students’ Actions*
Use Blooket to see what information
was retained using the same Blooket
from earlier
Ask students to write on their notecard
if Wikipedia is a reliable resource and if
it is why and if it isn’t why not
Listen to examples of credible :05
sources and non-credible
sources
Listen :01
Work on graphic organizer using :30
the information that was just
given to them
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
Begin to fill out the “What my
friends & family might say about
me” and “My personality”
sections as they have been
instructed
Use the resources and listen to
any helpful information,
questions, or answers from other
students or the teacher
Time Differentiation &/or
UDL
Participate in Blooket activity :07
Write on their notecard and :02
leave it on their desks.