Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Amy Smead
Position

Pre Teacher

School/District

Southeastern Oklahoma State University

E-mail

asmead93@student.se.edu

Phone

918-470-0944

Grade Level(s)

9th

Content Area

Knowledge Constructor

Time line
2 days
Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )

Content Standards
NETS*S Standards:

9.6.R.3 Students will evaluate the relevance, reliability, and validity of information gathered.
PASS.2 The student who is information literate evaluates information critically and
competently.
3b Students evaluate the accuracy, perspective, credibility, and relevance of information,
media, data or other resources.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Students will learn how to distinguish between credible and non-credible internet sites, covering topics like domain
names, author credentials, publication dates, and relevance to topic. Tablets/computers and a worksheet will be
used by students, both collaboratively and independently. Students will share topics and sources with class, along
with a short reflection, to ensure their comprehension of lesson.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
Why should students seek credible websites when writing/searching for information? What is a credible website?
How can students differentiate a credible website from a non-credible website?

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Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)
1. Students will find a minimum of two sources for topic.
2. Students will complete compare/contrast worksheet and reflection statement, graded using rubric given.
3. Students will work well with others by sharing information and ideas during group discussion.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
1.Group discussion covering need for credible resources, domains, publication dates, author credibility, and
relevance.
2.Access to web to search sites JSTOR and Google Scholar
3.Compare/Contrast handout

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How
can you find out if students have this foundation? What difficulties might students have?)
Students will identify need for credible resources during teacher led group discussion. Students will conduct
research on teacher chosen topics via the internet using tablets/computers. After search, students will need to
work collaboratively with classmates to examine their chosen sources. Students will complete compare/contrast
worksheet, noting differences in credible sources and non-credible.

Management (How and where will your students work? Classroom, lab, groups, etc?
Students will work in classroom or computer lab.

Instruction and Activities (What instructional strategies will you use with this lesson? How will your
learning environment support these activities? What is your role? What are the students' roles in the
lesson? How can the technology support your teaching? What engaged and worthwhile learning activities
and tasks will your students complete? How will they build knowledge and skills? Will students be
expected to collaborate with each other and others? How will you facilitate the collaboration?)
Teacher will lead group discussion covering material. Teacher will monitor students search, giving
feedback/assistance when necessary. Students will conduct web search, collaborate with classmates, and
complete worksheet.

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Differentiation (How will you differentiate content and process to accommodate various learning styles
and abilities? How will you help students learn independently and with others? How will you provide
extensions and opportunities for enrichment? What assistive technologies will you need to provide?)
Students will learn independently by conducting search and collaboratively through group discussion and partner
work. Students with IEP may use assistive technology as outlined in their plan. Teacher will provide multicultural
students a translated worksheet and/or language specific tablet/computer.

Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work?
Will students be asked to provide feedback on the assignment itself? What will be your process for
answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
Students will volunteer to share their topic, two credible sources, and explanation of chosen sources. Students will
write short reflection on credible sources. Teacher will evaluate compare/contrast worksheets and reflections on
lesson to evaluate future teaching of this lesson.

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