Part 1: Expository Text Lesson Plan
Imagine you are teaching the 6-8 grade students from the "REA-305 Class Profile." They will soon be completing research projects in their science and social studies classes, and you want them to be well prepared to research and read the content needed for them to execute their projects effectively. For both projects, students will be expected to conduct their own research, select supporting resources and text, and be able to present and justify their research evidence to support the projects.
Using the "COE Lesson Plan Template," create a lesson plan focused on teaching students how to conduct research and apply practical skills associated with interacting with expository text. When creating the lesson plan, be mindful of creating an engaging learning experience with differentiated instruction to meet the diverse needs of students in the classroom. The lesson should address the following:
Incorporate the use of technology to promote the critical examination of research and foster digital literacy.
In the multiple means of representation section of the template include steps for distinguishing between primary and secondary sources, determining what makes a credible, unbiased source, and how to determine the relevance and reliability of a source.
In the multiple means of engagement section of the template include strategies for text-to-text comparison including how the text relates to the individual and how the text relates to the world.
In the multiple means of engagement section of the template include activities that allow students to learn and practice correct methods for citing sources and creating an annotated bibliography.
In the multiple means of expression section of the template include opportunities for students to apply reading and writing skills throughout the lesson assessments.
Part 2: Reflection
In 150-250 words reflect on how your lesson plan provides students with engaging opportunities to learn, practice, and master the essential skills needed to interact with expository text (e.g., conducting research, distinguishing credible and relevant sources, identifying key details and facts, critical examination, citing sources).
Support your assignment with 2-3 scholarly resources.
The (Science/Social Studies) lesson should address the following:
Grade Level→ Please choose a grade level, not a grade band. The lesson plan should be for Grade 6, 7 or 8, not all 3.
Class Profile → When using the Class Profile, be sure to identify the students who exhibit the factors to assist with planning.
Standards and Objectives → Standards should be from both ELA and Science/Social Studies. Please write out the entire standard, with code from your state. Think about using I Can statements when writing your lesson objectives. Make sure that your objectives are measurable.
Academic Terms → Have academic terms with relevant strategies, not activities….these are 2 different things.
Resources → When mentioning resources, be sure to name the article, provide the link to sites, etc. All resources from your plan should be included in this section. Incorporate the use of technology to promote the critical examination of research and foster digital literacy. What technology will be used throughout this plan?
Anticipatory Set→ The Anticipatory Set should launch learning, to get students motivated for the upcoming lesson. Be sure to provide links to sites, names of articles, etc. If you are going to use a digital resource, be sure to name the resource and provide a link to access the resource.
Representation → Steps for distinguishing between primary and secondary sources, determining what makes a credible, unbiased source, and how to determine the relevance and reliability of a source. How will you teach this and when will students apply this learning. What are the steps that students will take to distinguish between each?
Differentiation → This should be done for all 3 sections of the plan (Representation, Engagement and Expression): When creating differentiated learning opportunities for each type of learner, think about how you differentiate the PRODUCT, PROCESS, CONTENT AND/OR ENVIRONMENT. Gifted students are different from early finishers and should not be used as peer tutors.
Engagement → Strategies for text-to-text comparison; including how text relates to the individual and how text relates to the world. How are students going to make connections to text (text to text, text to self, text to world) Provide examples and ensure that one relates to a content area. Correct methods for citing sources and creating an annotated bibliography. When will you teach students these and when will they apply this in their work? How and when will you teach students how to cite sources and create an annotated bibliography and when will students use these in their work?
Expression → Have both formative and summative assessments. How are you going to use the information from these assessments to adjust your instruction and how will students us their feedback to improve their learning?
Also, I do not want to see you using AI and passing this off as your own work. If you are going to use AI to help you with ideas, you must cite the AI engine that was used and whekovre it was used in your plan.