Lesson Delivery Plan

Tylor Doege
April 9, 2023
Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

After direct instruction on credibility and faulty reasonings, in small groups, students will assess the credibility of 5 sources
and create a poster identifying one faulty reasoning that they will share with the class.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and
emotional level?

• What will you do to open the lesson to motivate and engage the students’ interest in the content?
• How will you help students make connections to prior knowledge?
• How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN
statements)?
• How will you identify / teach / assess language demands?
• How will you introduce language supports?
• Is your opening congruent to the objective?
• I will open this lesson and engage students’ interest by drawing on prior knowledge of credibility and bias using the
KWL chart. After they have completed the first two columns of the KWL chart (what they know, what they want to
know), we will have a class discussion on what they have written down. Next, I will discuss the central focus and
targets of the lesson before beginning the next activity. Language demands will be introduced and supported
throughout the lesson as it includes reading, speaking, writing, and listening.
 Lesson Delivery Plan
Tylor Doege
April 9, 2023
3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the
objective? (Be sure you have done a task analysis to break the information/skill into small manageable
steps). How will you use strategies, technology, learning styles? What vocabulary and skills do the students
need to master the material? Are the strategies you plan to use congruent to the objective?

Present vocabulary terms to students as we fill out the Frayer Model to deconstruct the meaning of terms we will see
in the lesson (including ad hominem, slippery slope, loaded language, etc.)

• Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language
supports needed.
After reviewing vocabulary and giving instruction over the criteria of a credible sources (timeliness, relevancy,
authority, accuracy), I will use one source as an example and walk students through identifying each element in the
source and examining its overall credibility using the credibility checklist/question worksheet.

• Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct
supervision. The teacher moves around the room to provide individual remediation as needed. “Praise,
prompt, and leave” is an excellent strategy to use. Outline your WE DO activities. Be sure to incorporate
strategies and academic language supports that are needed.
Students break into small groups and examine/discuss the credibility of 5 sources while completing the credibility
checklist/questions. I will walk around the room to observe student conversations, ask questions, and jump into
conversations to promote thinking as needed.

• Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports that are
being used.
In small groups, students will create a poster over one of the faulty reasonings that will include a definition in their
own words, an example of the faulty reasoning, and a visual representation of the faulty reasoning.

• Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes

permanent. So, make sure the students understand how to proceed before moving to the practice phase
of the lesson. You may need to stop and reteach, so students practice correctly. How do you plan to
assess understanding? What HOTQs will you ask? List at least 3
Higher Order Thinking Questions:

• Compare and contrast ad hominem and slippery slope faulty reasonings.

• Why should we use credible sources in our academic writing?
• Where have you seen/or used faulty reasoning in your life?
•
 Lesson Delivery Plan
Tylor Doege
April 9, 2023

• How will you check for understanding or reteach?

• I will check for understanding while observing the groups discussing the 5 sources and engaging in discussions with
each group.
• I will also check for understanding that the end of the lesson with the exit ticket.

4. Assessment – How will we know that the students have individually mastered the objective? What
evidence will be collected? What will be an acceptable score? What evidence will be collected to demonstrate
mastery of language demands?
• By using the exit tickets at the end of the lesson
• Also, I will assess the students using the summative assessment which will be an end of the unity exam over examining
credible sources and faulty reasonings.
• An acceptable score will be 70 and above; if the majority is below that threshold, the lesson will be retaught.

5. Resources - What materials will you need for a successful lesson?

• Posters, pencil/paper, markers, printed graphic organizers, chrome books (for online sources)

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?
- Students complete the last column of the KWL chart (what I learned) to review the important concepts of the lesson.

NOTES: