Name

Lesson #, Lesson Title

Date (including day of
week)
Grade Level & Class Title
Period or Block (# of
minutes)

Drusilla Relyea
Relevant Sources
Tuesday, March 22, 2016
English 12
Two 40 minute blocks

Instructional Context
o What do I know about my students that will inform this lesson?
Are there any particular student strengths, interests, background
needs related to the lesson?
This group of students is a minimally diverse group of students. Most
come from the same social and economic background with this being a
small district. There are a few students with IEPs, but none that
require additional support in English.
o How does this lesson connect with and build on the previous
lessons? What prior knowledge have students acquired?
Students have been learning and reading about prejudice against black
people in history. This lesson will help them to continue to build on
that.
Essential Question(s)
o
Which of your essential questions is/are relevant to this lesson
plan?
How does the author use a range of design choices to portray his/her
perspective?
Central Focus
o What is the central focus for the content in the learning
segment?
The students will learn more effective search strategies.
Standards
o List Common Core standards addressed in the lesson.
CCSS.ELA-Literacy.RI.11-12.6
Determine an author's point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness or beauty of the text.
Learning Objectives and Assessments
List the specific content learning objectives for the lesson. What do
I want my students to know, understand and do? How will I assess
1

these objectives?
Learning Objectives (Students will
be able to)
Long-term objectives/unit objectives

SWBAT search and find reliable

and credible data bases and
sources.
SWBAT use diigo to put these
sources into their diigo libraries.
SWBAT use diigo to annotate and
interrogate the relevance and
credibility of each data base/site.
SWBAT use diigo to correctly tab
each data source and create an
efficient outline.
Short-term objectives

SWBAT search different databases

using the terms racial tension,
Civil Rights Movement, black
lives matter, and all lives
matter.
SWBAT analyze the results page
by reading the title, the URL, and
the description.
SWBAT create and use tags in
diigo.
SWBAT annotate sources to
determine an authors prejudice.
SWBAT create and use the outliner
feature in diigo to organize the
tags they have created.

Assessments (Informal and/or

Formal)
Informal assessments
Sources that are handed in

Formal assessments
None for this lesson

Academic Language
o List the academic language function for this lesson.
o Analyze, Interpret
Academic language demands
(e.g. vocabulary, syntax,
discourse)
Vocabulary
- Annotate
- Diigo
- Racial tension
- Civil Rights Movement
- Prejudice

Instructional supports to help

students use the language
function and address language
demands.
Modeling
Scaffolding

- Bias
- Racial tension
Design choices
- Color
- Images
Instructional Strategies and Learning Tasks (Procedures & Timelines)
o Launch/HookHow will you start the lesson to engage and
motivate students in learning?
Time
Instructional Strategies/Learning
Rationale
Tasks/Questions to Ask
5 mins Ask students what are good
These are twelfth
resources and what are bad
grade students, so
resources.
they have had to do
research before and
have an idea of where
to start.
o Middle of the lessonWhat will you do to engage students in
developing understanding of the lesson objectives?
Time
Instructional Strategies/Learning
Rationale
Tasks/Questions to Ask
Google racial tension. Explain to
Students need to
students how to read the search
know how to read the
results.
results effectively to
- What does the title indicate?
be more effective in
- Look at the URL. Who is
their research.
distributing the information?
- What does the synopsis say?
Remind students that results on
Google appear based on popularity.
The first results may not be the
best.
Show the students how Google
offers related search terms at the
bottom of the page.
Switch to Google Scholar. Use the
same search term. Show them how
they can limit the results by date on
the side. Also show them how they
can review case laws.

They will need

multiple search terms
to yield more
research.
Students will need to
know about different
data bases to do their
research and how to
use the different
features of that data
base.

Switch to www.gilderlehrman.org.
This provides yet
Use the search term Civil Rights
another data base for
Movement. Again have the
the students.
students analyze the results based
on title and description.
Go back to Google and search
Students need to
black lives matter. Remind
analyze a site to
students to analyze the results
determine prejudice
page. Select one of the sites. Have and bias.
students answer the following
questions:
- What is your first impression
of this site?
- Who is the author?
- What is the URL? What does
this tell us about who is
publishing this site?
- Who is sponsoring this site?
- How is the site designed?
- What colors are used? What
message do they convey?
- What images are used? How
are they placed?
Show students how to bookmark
Students need to
the page for their diigo libraries and know how to use tags
tag it using the phrase black lives
to organize their diigo
matter.
libraries.
Show students how to annotate
Students need to
using the diigolet tools.
know how to
Highlighting and taking notes on the appropriately
following questions:
annotate a text and
- What stance is the author/site how to use the
taking?
diigolet tools.
- Are they providing fact or
opinion?
- Are reasons/evidence
provided? If yes, what?
o Closing the lessonHow will you end the lesson?
Time
Instructional Strategies/Learning
Rationale
Tasks/Questions to Ask
Have students independently do a
This will allow the
search using the term all lives
students to practice
matter and answer the questions
the skills just taught
on the handout.
and provides them
with an opposing

view.
Materials and Resources
o Attach the handouts, notes, books, and other materials you will
need for the lesson.
Differentiation/Planned Support For Students
How will you differentiate your instruction to connect with a wide
variety of learners? Strategies for responding to individual students
or groups of students with similar learning styles, needs, IEPs or
504, ELL. What alternative approaches do you have for teaching
content to these students? The lesson provides both visual and
written instruction for students of all learning abilities. However,
more time will be provided for the individual portion of the lesson
for students who require it.
How will you support students with gaps in their prior knowledge?
Strategies for responding to common errors and misunderstandings.
What alternative approaches do you have for teaching content if
you need it?
What are your first
impressions of this
site?
Who is the author?

What is the URL?

What does this tell us
about who is
publishing this site?
Who is sponsoring
this site?
How is the site
designed?
What colors are
used? What message
do they convey?

What colors are

used? What message
do they convey?
What images are
used? How are they
placed?
What stance is the
author/site taking?
Are they providing
fact or opinion?
Are reasons/evidence
provided? If yes,
what?