AEN Lesson Plan Template

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

Sheila Gustafson
Lesson X Search Strategies
Friday, October 2nd, 2015
9th Grade English Language Arts
2 period block 90min

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?
Ss are well versed in basic internet search strategies. They often use
the internet and rely on Google to guide their searches.
o How does this lesson connect with and build on the previous
lessons? What prior knowledge have students acquired?
This lesson will build on the research unit. The students all know their
broad research topic and some of the sources available for finding
texts on multicultural youth lifestyles. Ss have been annotating texts
all through the year as well and will bring text strategies to internet
sources.
Essential Question(s)
o Which of your essential questions is/are relevant to this lesson
plan?
How does Google work? How can I best use Google? How can I find the
best sources for me? How can I store and annotate these sources
online?
Central Focus
o What is the central focus for the content in the learning
segment?
The central focus of this learning segment is understanding how
internet searching works and applying that knowledge to searching. Ss
will learn about Google, image and video searching, Diigo and how to
annotate sources.
Standards
o List Common Core standards addressed in the lesson.

Introduce a topic and organize ideas, concepts, and information

to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and
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multimedia when useful to aid comprehension.
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve
a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
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.
Draw evidence from informational texts to support analysis,
reflection, and research.
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
these objectives?
Learning Objectives (Students will Assessments (Informal and/or
be able to)
Formal)
Ss will be able to understand and
There will be an introductory free
analyze internet results pages. Ss write on How to Google. Ss will
will be able to save and annotate
take notes on a worksheet. The
texts online.
worksheet will be geared toward
Google tools. At the end of class
Ss will turn in an exit ticket of 2
facts learned during class and
what they want to research next.
Ss will be able to decode a Google Ss will do textual annotations of at
results page. Ss will recognize an
least one source in class today.
answer box, understand basic url
Assesment will be based around
domanins such as .edu, .com, .gov producer questions of who made
and .org as well as country codes. this?, why was this made? and
Ss will be able to use specific tools how was this made? as well as
for text, video and image searches depth of questioning. Following
to narrow their results. Ss will
this lesson, they will expand on
know how to limit video searches
their annotations to create a 5
by runtime and date of
source annotated bibliography to
publication. Ss will know how to
accompany their research project.
limit image searches, by size, date
of publication, colors, and
copyright status. Ss will be able
to use Diigo to store and annotate
sources. Ss will learn to use Diigo
bookmarking, highlighting and

AEN Lesson Plan Template

notation tools as well as Diigo
outliner to store all of their notes
and sites. Ss will review
annotation questions as applied to
video sources using their basic
producer questions of who made
this?, why was this made? and
how was this made?.
Academic Language
o List the academic language function for this lesson.
Academic language demands
(e.g. vocabulary, syntax,
discourse)
-domains

Instructional supports to help

students use the language
function and address language
demands.
worksheet, flipped demos, live
flipped instruction

-URL
-annotate
-google tools
-diigo
-search strategies

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/Research &
Tasks/Questions to Ask
Theory
5
How to Google writing prompt to
be written silently in their journals.
5

Discussion of written responses,

including some live searches in front
of the class to show any search
strategies already in place.

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o Middle of the lessonWhat will you do to engage students in
developing understanding of the lesson objectives?
Time
Instructional Strategies/Learning
Rationale/Research &
Tasks/Questions to Ask
Theory
4
Ss will watch a flipped presentation
demonstrating how to read a Google
results page. Ss will write fill-in
answers on a a worksheet of terms
and definitions.
8
3
4

Ss will do a search and analyze the

first page with partners.
Partners will reconvene with class
and share findings.
Ss will watch a flip presentation
demonstrating how to do a video
and image search on Google. Ss will
write fill-in answers on a worksheet
of terms and definitions.

Transition by teacher to the topic of

annotating texts.
Now that we have discussed how to
find texts, lets move on to what to
do with them afterward. Please
remind me about our producer
questions Teacher will wait for
raised hands and discuss answers
until all three basic producer
questions of who made this?, why
was this made? and how was this
made? are reviewed.

Diigo is a tool that you can use to

annotate and store your sources
online.
Ss will watch a flip presentation
demonstrating how to use Diigo
tools for bookmarking, annotation
and organizing.
Ss will set up their own Diigo
account.
Teacher will demonstrate annotating
a video, soliciting opinions from Ss
and refrencing back to and leading

10
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out from producer questions.
35
Ss will begin searching for sources
and annotating. Teacher will
circulate.
o Closing the lessonHow will you end the lesson?
Time
Instructional Strategies/Learning
Rationale/Research &
Tasks/Questions to Ask
Theory
4
Ss will turn in an exit ticket of 2 facts
learned during class and one thing
they want to research next.
Materials and Resources
o Worksheet and flipped demos attached.
Differentiation/Planned Support For Students
By using videos and live demos, students will be able to watch
research being done. They will be able to re-watch the video demos
in their own time as often as needed. One-on-one instruction can
be provided as teacher circulates during 35 min free research
section.
Ss with little internet experience will be included through both video
and live demonstrations. Extra attention will be given during the
free research section of the class.
The error of using only Wikipedia or the first three google results will
be discussed in the lesson. Ss will be encouraged to analyze a full
search results page before clicking any link. One-on-one instruction
can be provided as teacher circulates during 35 min free research
section.
Analysis of your teaching
o Ss had trouble applying some search strategies live. It might be
beneficial to have a separate printed handout of all discussed
tools as well as worksheet.
o This lesson might be improved with a librarian to assist students
during Diigo set-up and during the free research period.