TEAM Lesson Plan Template

Teacher: Gwendolyn Hines collaborating with Sam Singer

Subject/Grade: English II
Lesson Title: Food Chew on This
STANDARDS

Identify what you intend to teach. State, Common Core, ACT

College Readiness Standards and/or State Competencies

CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and
digital
sources, using advanced searches effectively; assess the usefulness of each
source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.

OBJECTIVE(s)/SubObjectives

Connect prior learning to new learning. Clear, Specific,

Observable, Demanding, High Quality, Measurable, Aligned to
Standard(s), and Integrated with other subjects, build on prior
student knowledge
Student-Friendly (I Can Statement)

I can locate sources that are appropriate for my research topic and create source citations with
correct punctuation. I can choose useful information and take notes on that information from my
sources. I can type a research paper in MLA style.

MOTIVATING STUDENTS

Hook: Engage students attention and focus on learning.

Personally meaningful and relevant, reinforce and reward efforts

Play Take a Stand to not only pre-assess student knowledge, but to focus students on what
they dont already know that they will be learning.

PRESENTING
INSTRUCTIONAL
CONTENT/LESSON
STRUCTURE & PACING

Step-by-Step Procedures-Lesson Sequence: Basic to

Complex. Lesson includes visuals, modeling, logical sequencing
and segmenting (beginning, middle, ending); essential information;
concise communication; grouping strategies; differentiated
instructional strategies to provide intervention & extension;
seamless routines; varied instructional strategies; key concepts &
ideas highlighted regularly

Day 1
1. Mrs. Hines presents introductory PowerPoint with Take a Stand; Objectives; Vocabulary;
Examples of Source Cards, Note Cards, and Internal Citations; Requirements; and Steps to
go through.
2. Students use a Cornell Notes handout to take notes on the PowerPoint.
3. Students fill out a Book Source Worksheet on the book, Chew on This.
4. Students create a book source card for Chew on This as shown step by step by Mrs. Hines
to be graded by her.
5. Students log in to the computers and create an Easybib account.
6. Students set up a New Project in Easybib.
7. Students create a book citation for Chew on This in Easybib.
8. Students go to the Libguide named Food Chew on This created for this assignment.
9. Students go to the SIRS database from the libguide and search for relevant articles on
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their chosen topics related to Chew on This that they have chosen previously in the
classroom.
10.Students import citations for one or two chosen articles into EasyBib and print out the
articles for annotating in class.
Day 2
1.
2.
3.
4.

Students log in to the computers and the Easybib account they created on Day 1.
Students go to the Libguide name Food Chew on This created for this assignment.
Students go to the tab Evaluating Websites.
Mrs. Hines explains the CRAP test and the reasons why evaluating websites is important in
research.
5. Students practice evaluating websites from the links on the libguide and fill in their
thoughts on a handout.
6. Mrs. Hines leads a discussion on some of the websites chosen for evaluation and why
some fail the CRAP test.
7. Students are encouraged to use Sweet Search to find websites which are relevant for their
topics.
8. Students search for websites that pass the CRAP test on their chosen topics.
9. Students use Manual Cite to create citations for the website(s) they find
10.Students print out a copy of websites they have created citations for annotating in class.

Day 3
Note: This is after several days work in the classroom annotating and taking notes from the
book, articles, and websites and beginning to write the research paper.
1. Students log in to the computers and the Easybib account they created on Day 1.
2. Students go to the Libguide name Food Chew on This created for this assignment.
3. Students watch a video on Note Taking to Avoid Plagiarism on the libguide
4. Students type their research papers in MLA style with individual assistance.
5. Students create a Works Cited page from their Easybib bibliography and put it at the end
of their paper.
6. Students play Take a Stand once more as a post-assessment showing what they have
learned/accomplished.

ACTIVITIES & MATERIALS

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Content-related: Clearly supports lesson

objective(s); rigorous & relevant; time for reflection
Student-centered: Induce curiosity & suspense;
provide choices & student-to-student interaction
Materials-related: Incorporates multimedia &
resources beyond the textbook; some activities
which are game-like, involve simulations, & demand
self-direction & self-monitoring

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Introductory PowerPoint
Cornell Notes page
Book Source Worksheet
Index Cards for practice source card
Computers, printer, paper, stapler
CRAP test handout with worksheet
EasyBib district subscription
Libguides district subscription
SIRS district subscription
Sweet Search

QUESTIONING (embedded
throughout)

Balanced mix of question types. Utilizes Blooms

Taxonomy/Webbs Depth of Knowledge; high frequency; purposeful
& coherent; require active responses; balance based on
volunteers/non-volunteers, ability, & gender; lead to further inquiry
& self-directed learning (See Appendix)

What kind of writing have you done before that has an introduction with thesis, body paragraphs,
and a conclusion?
What makes a research paper different from that kind of writing?
Is it plagiarism if you quote someone, use quotation marks, and tell who you are quoting? Why
or why not?
How many source cards will you have if you use one book, two database articles, and one
website to get information?
Why do you think the citation for a website includes the date you looked at it and the citation for
a book doesnt?
Does it matter how current a website is if the topic you are researching is from history? Why or
why not?
How can you tell whether a website has authority? What do you need to look for?
If you didnt know anything about Christopher Columbus, how could you tell this was not a good
website? (Note: This is usually a hard one for students to answer and has to be asked in several
different ways.)
What does impeach mean? Does does this website meet the P part of the CRAP test?
Does this database article/website have information that helps you answer your research topic?
Have you skimmed it or read the summary to help you determine that?

ACADEMIC FEEDBACK
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Support student learning and adjust instruction . Consistently

academic focused, frequent & high quality, specific, timely, high
quality & relates to lesson objective/sub-objective; prompts student
thinking; assesses progress; individualized & varied

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Feedback is given verbally during discussion times and in answering student questions
Practice book source card is graded by Mrs. Hines
Mrs. Hines and Mrs. Singer both circulate as students work on the computers, giving assistance
and asking questions which prompt students to think and self-evaluate.
Take a Stand gives students and teachers feedback on what students have learned.
Mrs. Hines and Mrs. Singer give feedback as students are typing their papers.

GROUPING

Maximize student understanding & learning

Varied group composition (race, gender, ability, &
age); clearly understood roles, responsibilities &
group work expectations; accountability for group &
individual work; student opportunities for goal
setting, reflection & evaluation of learning

Students help each other at neighboring computers.

TEACHER KNOWLEDGE OF
STUDENTS

Learning styles and interests. Anticipate learning difficulties,

regularly incorporate student interests & cultural heritage;
differentiate instructional methods

The A1/B5 class is comparatively small. The A2/B6 class is large and very talkative. It can be
hard to get and sustain their attention. Some students in this class think they know it all and
dont want to pay attention, then are lost and need help because they werent listening. Ask
them questions to help keep them engaged.
There are some EL students in these classes who arent totally proficient especially in written
English.

THINKING/PROBLEMSOLVING
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Implement four types of thinking (Analytical, Practical,

Creative, & Research-based) & Teach/Reinforce problemsolving types. Provide opportunities for students to generate
ideas & alternatives; analyze, evaluate & explain information from
multiple perspectives & viewpoints

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Analytical thinking to decide which of many articles and websites will best answer the chosen
research topic.
Analytical thinking to decide what information to take notes on and what information to bypass.
Analytical thinking to decide what to quote, what to paraphrase, and what to summarize
Ethical Use of Information Reminder of use of paraphrasing, summarizing, quoting, and citing to
avoid plagiarism
Creative thinking to write the introductory paragraph in a way that grabs the readers attention.
Practical thinking where students use, apply, and implement what they learn in real-life scenarios
Using Office applications (Word) to type a research paper.

CLOSURE

Reflection/Wrap Up. Summarizing, reminding reflecting,

restarting, connecting

Repeat Take a Stand to help students have a sense of accomplishment and remind them of
what they have learned. This also serves as a post-assessment.
Have the students upload their completed research papers to Mrs. Singers DropBox.

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Webbs Depth of Knowledge Guide:

Getting Students to Proficient

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OVERVIEW
Webb (1997) developed a process and criteria for systematically analyzing the alignment
between standards and standardized assessments. Since then the process and criteria have
demonstrated application to reviewing curricular alignment as well. This body of work offers the
Depth of Knowledge (DOK) model employed to analyze the cognitive expectation demanded by
standards, curricular activities and assessment tasks (Webb, 1997). The model is based upon
the assumption that curricular elements may all be categorized based upon the cognitive
demands required to produce an acceptable response. Each grouping of tasks reflects a
different level of cognitive expectation, or depth of knowledge, required to complete the task. It
should be noted that the term knowledge, as it is used here, is intended to broadly encompass
all forms of knowledge (i.e. procedural. declarative, etc.). The following table reflects an
adapted version of the model.
DOK Level

Title of Level

Recall and Reproduction

Skills and Concepts

Short-term Strategic
Thinking

Extended Thinking

DOK levels are assigned to each course objective. The following served as general guidelines for
developers:

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The DOK level assigned should reflect the level of work students are most commonly
required to perform in order for the response to be deemed acceptable.
The DOK level should reflect the complexity of the cognitive processes demanded by the
task outlined by the objective, rather than its difficulty. Ultimately the DOK level describes
the kind of thinking required by a task, not whether or not the task is difficult.
If there is a question regarding which of two levels a statement addresses, such as Level 1
or Level 2, or Level 2 or Level 3, it is appropriate to select the higher of the two levels.
The DOK level should be assigned based upon the cognitive demands required by the
central performance described in the objective.
The objective's central verb(s) alone is/are not sufficient information to assign a DOK level.
Developers must also consider the complexity of the task and/or information, conventional
levels of prior knowledge for students at the grade level, and the mental processes used to
satisfy the requirements set forth in the objective

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LEVEL 1 RECALL & REPRODUCTION

Curricular elements that fall into this category involve basic tasks that require students to recall or
reproduce knowledge and/or skills. The subject matter content at this particular level usually
involves working with facts, terms and/or properties of objects. It may also involve use of simple
procedures and/or formulas. There is little transformation or extended processing of the target
knowledge required by the tasks that fall into this category. Key words that often denote this
particular level include: list, identify and define. A student answering a Level 1 item either knows
the answer or does not; that is, the answer does not need to be "figured out" or "solved."
POSSIBLE PRODUCTS
Quiz

List

Collection

Podcast

Definition

Workbook

Explanation

Fact

Reproduction

Worksheet

Vocabulary
Quiz
Recitation
Example

Show and
Tell
Outline

Categorizing/Taggi
ng
Commenting

Test
Label

Blog
Wiki

Social
Bookmarking
Searching
Googling

Bulleting
Highlighting
Social Networking

ROLES
Teacher
Directs
Shows
Questions
Demonstrates
Compares
Examines

Tells
Examines
Evaluates
Listens
Contrasts

Student
Responds
Absorbs
Remembers
Recognizes
Memorizes
Describes
Explains
Translates
Restates
Demonstrates
Interprets

POTENTIAL ACTIVITIES

Develop a concept map showing a process or describing a topic.

Make a timeline.
Write a list of keywords you know about...
Make a chart showing
Recite a fact related to...
Write in your own words...
Cut out, or draw a picture that illustrates an event, process, or story.
Report or present to the class.
Make a cartoon strip showing the sequence of an event, process, or story.
Write and perform...
Write a brief outline and explain the event, process, or story.
Write a summary report of the event.
Prepare a flow chart that illustrates the sequence of events.
Paraphrase a chapter in the book.
Retell in your own words.

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Outline the main points.

Recall, restate, remember, or recognize a fact, term, or property (recognizing, listing,
describing, identifying, retrieving, naming, locating, finding).

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LEVEL 2 WORKING WITH SKILLS & CONCEPTS

Level 2 includes the engagement of some mental processing beyond recalling or reproducing a
response .This level generally requires students to contrast or compare people, places, events
and concepts; convert information from one form to another; classify or sort items into
meaningful categories; describe or explain issues and problems, patterns, cause and effect,
significance or impact, relationships, points of view or processes. A Level 2 describe or explain"
would require students to go beyond a description or explanation of recalled information to
describe or explain a result or "how" or "why." The learner should make use of information in a
contest different from the one in which it was learned.
Elements found in a curriculum that fall in this category involve working with or applying skills
and/ or concepts to tasks related to the field of study in a laboratory setting. The subject matter
content at this particular level usually involves working with a set of principles, categories,
heuristics, and protocols. At this level students are asked to transform/process target knowledge
before responding. Example mental processes that often denote this particular level include:
summarize, estimate, organize, clarify, and infer.
POSSIBLE PRODUCTS
Photograph
Illustration
Simulation
Sculpture
Demonstration

Presentation
Interview
Performance
Dairy
Journal

Reverse-Engineering
Cracking Codes
Linking
Mashing
Relationship Mind
Maps

Blog Commenting
Blog Reflecting
Moderating
Testing (Alpha/ Beta)
Validating

ROLES
Shows
Observes
Organizes

Teacher
Facilitates
Evaluates
Questions

Solves problems
Calculate s
Completes
Constructs

Student
Demonstrates use of
knowledge
Compiles
Illustrates

POTENTIAL ACTIVITIES

Classify a series of steps

Construct a model to demonstrate how it looks or works
Practice a play and perform in class
Make a diorama to illustrate an event
Write a diary/blog entry
Make a scrapbook about the area of study
Make a topographic map
Make up puzzle or game about the topic
Write an explanation about this topic for others
Make a model
Routine application tasks [i.e. applying a simple set of rules or protocols to a laboratory
situation the same way each time)
Explaining the meaning of a concept and/or explaining how to perform a particular task
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Stating relationships among a number of concepts and or principles

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LEVEL 3SHORT-TERM STRATEGIC THINKING

Items falling into this category demand a short-term use of higher order thinking processes, such
as analysis and evaluation, to solve real-world problems with predictable outcomes. Stating one's
reasoning is a key marker of tasks that fall into this particular category. The expectation
established for tasks at this level tends to require coordination of knowledge and skill from
multiple subject-matter areas to carry out processes and reach a solution in a project-based
setting. Key processes that often denote this particular level include: analyze, explain and
support with evidence, generalize, and create.
POSSIBLE PRODUCTS
Graph
Spreadsheet
Checklist
Chart
Outline

Survey
Database
Mobile
Abstract
Report

Debate
Panel
Report
Evaluating
Investigation

Conclusion
Program
Film
Animation
Video Cast

Podcast
Publishing
Wiki-ing

ROLES
Teacher
Probes
Observes
Acts as a
resource
Organizes
Clarifies
Guides

Student

Guides
Evaluates
Questions

Discusses
Debates
Examines

Uncovers
Thinks deeply
Questions

Argues
Tests
Calculates

Dissects
Accepts

Judges
Assesses
Justifies

Disputes
Decides

Compares
Selects

POTENTIAL ACTIVITIES

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Use a Venn Diagram that shows how two topics are the same and different
Design a questionnaire to gather information
Survey classmates/industry members to find out what they think about a particular topic
Make a flow chart to show the critical stages.
Classify the actions of the characters in book
Prepare a report about an area of study
Conduct an investigation to produce information to support a view
Write a letter to the editor after evaluation product
Prepare and conduct a debate
Prepare a list of criteria to judge
Writ e a persuasive speech arguing for/against...
Make a booklet about five rules you see as important. Convince others.
Form a panel to discuss viewpoints on...
Write a letter to . advertising on changes needed.
Prepare a case to present your view about
Short-term tasks and projects placing a strong emphasis on transferring knowledge to
solve predictable problems
Explaining and/or working with abstract terms and concepts
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LEVEL 4 EXTENDED STRATEGIC THINKING

Curricular elements assigned to this level demand extended use of higher order thinking
processes such as synthesis, reflection, assessment and adjustment of plans over time. Students
are engaged in conducting investigations to solve real-world problems with unpredictable
outcomes. Employing and sustaining strategic thinking processes over a longer period of time to
solve the problem is a key feature of curricular objectives that are assigned to this level. Key
strategic thinking processes that denote this particular level include: synthesize, reflect, conduct,
and manage.
POSSIBLE PRODUCTS
Film
Story

Project
Plan

New Game
Song

Newspaper
Media Product

ROLES
Teacher
Facilitates
Reflects
Evaluates

Extends
Analyzes

Student
Designs
Takes Risks
Proposes

Formulates
Modifies

Plans
Creates

POTENTIAL ACTIVITIES

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Applying information to solve ill-defined problems in novel situations

Tasks that require a number of cognitive and physical skills in order to complete
Writing and/or research tasks that involve formulating and testing hypotheses over time
Tasks that require students to make multiple strategic and procedural decisions as they
are presented with new information throughout the course of the event
Tasks that require perspective taking and collaboration with a group of individuals
Creating graphs, tables, and charts where students must reason through and organize the
information without instructor prompts
Writing tasks that have a strong emphasis on persuasion
Devise a way to...
Develop a menu for a new restaurant using a variety of healthy foods
Sell an idea
Write a jingle to advertise a new product
Conduct an internship in industry where students are faced with real-world, unpredictable
problems

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