THE DIRECTED TEACHING ACTIVITY (DTA)

DIRECTED TEACHING ACTIVITY LESSON PLANNER

Initial Preparation Plans
FFT Support, 1.c (Setting Instructional Outcomes)

ESSENTIAL
QUESTION/BIG IDEA
FOR THE UNIT

Analyzing of Websites for Research- Using the 5 Ws of Website

Evaluation, how to determine whether the website are authentic or
fake?

IDENTIFY STRATEGY(IES) or
SKILL OBJECTIVE(S) FROM
STANDARDS

EXPECTATION
Student will learn how to distinguish between real websites and fake websites
applying the 5 Ws of Website Evaluation method and the importance of
knowing the difference between the two to apply these skills while researching
appropriate websites.

MATCH OBJECTIVE WITH TEXT

Ensure material/resources is well-aligned to
the chosen strategy/skill and to student
needs/interests/ cultural diversity

Groups of 5 students will examine the elements within three website to

determine whether they are real websites or fake websites by applying the
5 Ws of Website Evaluation method to the three websites provided. Each
group member will be assigned one of the Ws to look for in each website for
comparison. Each group will be assigned a colored slide in the collaborative
google slide presentation. The groups will present their findings of the three
websites on their assign google slide of the collaborative google slide
presentation in a graphic organizer that they design.

LESSON
OBJECTIVE(S)/OUTCOMES

Lesson Objective:
Students will collaboratively research in homogenous groups and their combine
information from each group presentation will be used to develop a
collaborative google presentation.

Objective(s) must be
specific, doable,
assessable in the allotted time
measurable
written with verbs for
expectations of high rigor

Lesson Outcome:
The lesson will be student-centered with each member have a responsibility in

 stated as a learning
outcome
in PGCPS format,
posted visibly, and stated aloud to
students

VALUE, SEQUENCE, AND

ALIGNMENT /BALANCE
Students must be able to build their
understanding of important ideas from
concept to concept.
How does the lesson fit in with
previous and future lessons in this unit
of study?
How will this lesson proceed in terms
of time and learning tasks?
What interdisciplinary connections
and/or technology will be made in this
lesson?
In what ways is this lesson rigorous
and authentic?
Is there a balance of instruction
utilizing multiple modes of learning?

Suitability for Diverse Learners

What accommodations
or differentiation of instruction/use
of UDL has been provided for
diverse learners (TAG, ESOL,
SPED, 504, etc.)?
Are the outcomes
providing cultural sensitivity?
Are assessments
differentiated?

Lesson Component/Teaching

how to distinguish between a real or fake website according to the 5 Ws of

Website Evaluation, acquiring information from the 5 Ws exercise for the
presentation, and critiquing each other groups presentations via comments.

Students are to research and critique the three websites provided for
authenticity in order to perform an accurate and valid search for websites that
are relevant for any type of future research using websites.
This lesson allows students to research and explore how to find authentic
websites for relevant and pertinent information.
This lesson demonstrates rigor because students will have to access three
websites to closely critique each site validating the 5 Ws of a website. Upon
completing the research and completing a graphic organizer on the websites
they are to complete a google slides on their findings they are then to
complete an evaluation of each others presentation according to the
presentation rubric. Students are expected to interact with peers in clarifying
and extending knowledge.
(This space should be used to make notes about differentiating for diverse learners, learning tasks/formative assessments,
students with whom the teacher will conference, etc)

Small group discussions and collaboration

Use of graphic organizer for 5 Ws method.
Scaffolding in activating strategy to expand upon students
knowledge of analysis.
Universal designed for learning opportunities
Technology integration
Lesson Notes

Essential Question(s),

Moves
FFT Support, 1.e (Designing coherent
Instruction)

Instructional Materials and

Resources
Utilize relevant instructional
materials and course texts
How do the course materials
enhance/further/accommodate
student learning?

Introductory & Developmental

Activities-15-20 min.
-Connect and Engage (I do)-5 min.
Explain/review the strategy/skill and
how it is used.
As appropriate, build/activate
background knowledge and
vocabulary necessary.
Pre-assess as appropriate.
Students engage with primary
lesson material (set their purpose,
use reading strategies, use
strategic behaviors).
-Modeling (I do)-10 min. A brief
teacher-directed lesson

Model the
skill/strategy.
Record think-alouds for the
students (sticky notes, anchor
chart, etc.)
Engage students. Insert Turn and
Talk or other student response
checks to monitor understanding

Guided Practice - 10-15 min.

(We do)
Identify guided practice needed before
releasing students to practice on their

FFT Support, 2d (Managing Student Behavior)

FFT Support, 3.b (Questioning/Discussion Techniques)
FFT Support, 3.c (Engaging Students)

Google Classroom
Google Drive
Google Slides
https://docs.google.com/presentation/d/1wKH7glW
_Dc8TD3xi7MHOoFUftnX38m8biBlsG8OvDNI/edit?
usp=sharing
Graphic Organizers/5 Ws
Website Evaluation
https://docs.google.com/document/d/1rDo2zpSFLE
VMUaO83UEadNAns_scBX5FSpyeJGdsSOQ/edit
Three websites for investigation
1.
https://wcntransmediaworld.wordpress
.com/2012/02/03/does-the-willie-lynch-letter-stillaffect-blacks-today-the-300-years-are-over-17122012/
2.http://blackeducator.blogspot.com/2005/11/death-ofwillie-lynch-speech.html
3.http://www.caribbeannewsnow.com/topstory-Letter
%3A-Modern-day-slave-master%3A-The-Willie-Lynchsyndrome-14502.html
Introductory & Developmental Activities

Differentiation/Modifications
and Resources Needed

own.

Consider :

Teacher will display EQ in a student friendly manner by

using questioning techniques. Students will
Cooperat
collaboratively discuss the question and share out.

o
ive groupings.
o Conceptual
difficulties that might arise.
o How students can
initiate discussion.
o How tasks are
differentiated and cognitively
challenging.
o How the tasks
advance students
understanding and learning.
o How to mentally
engage students with the
content and aid in
constructing understanding.
o Ways to check for
understanding or need for
further support.

Teacher will explain how to use the 5 Ws website

evaluation method.
Teacher will model how to look at an authentic and a
fake websites, how to delve into the 5 Ws graphic
organizer, and how use the organizer in conjunction with
the three websites to decide whether the website is
authentic or fake.
Teacher will explain how to put the comparison data on
the google slides in a graphic organizer of the students
design.
Teacher will model how to do a slide in the Collaborative
Google slides.

How is the critiquing how the google slides will be critiqued by each
group.
The student will critique at least
Have the students create their own graphic organizer to put on their
slides.

Independent Task(s) - 20 min.

(You do)
What opportunities will students have
to use the new skills/concepts in a
meaningful way? How will students
expand and solidify their
understanding of the concept and
apply it? How will students
demonstrate their mastery of the
essential learning outcomes?
May be a continuation of the practice
task.

Students will have to access to the three websites to

analyze and research for the 5 Ws of Website
Evaluation.
The students are looking for authentic websites that
follow the 5 Ws method of analysis of data.
Upon completing the research, the students will
completing the 5 Ws graphic organizer within their
consecutive groups for each of the websites. Each
member will be assigned their own W to be
investigated.
Within the groups the students will develop their own
graphic organizer in order to place their findings.
The students will be assigned a set of google slides
labelled by color for each group.
The students will complete the Googles slides one for
each website depicting whether the website is real or
fake using their graphic organizer.

CLOSING (5-10 minutes)

Includes one or more:

Assessment of student learning,

including student reflection on what
was learned which may include:
o Connections to
previous and new learning.
o A review of the
lesson objective and if it was
achieved.
o An exit slip, final
journal reflection, or other
means of informal assessment.
o Student sharing and
peer feedback.
o Celebrations of
learning.

Students will assess each other groups slides/graphic

organizer for accuracy according to the 5 Ws website
evaluations. Students will comment on each other
groups presentations via comments in the collaborative
presentation on their respective W.
Next class students will find and research their own
websites to check for authenticity.