MODULES 3: PLANNING FOR INSTRUCTION – A LESSON PLAN

Your Lesson Plan will be informed by: Module 1 - Needs Assessment, Stage 1: Desired Results and Module 2 - Stage 2:
Assessment Evidence, and Stage 3: Learning Plan Major Activities

LESSON PLAN #1

Lesson Overview with Rationale and Purpose: Summarize the lesson content. Give the rationale for WHY you
are teaching this lesson and why you chose to teach it this way.

Using Multiple Sources (notetaking): Students will need to locate and record answers to an overarching
question using several sources. Students will need to develop strategies for organizing notes from multiple
sources on one organizer. This should include a way to identify sources used. Once the organizer has been
developed, students will need to skim and scan print sources as well as use video features to fast forward,
pause, and rewind in order to find sections that will support their research. Students will need to apply the
notetaking strategies of listing “fact fragments” and quotes from previous lessons. This lesson will likely be
completed over two to three 90-minute class periods to allow ample time to take notes.

Students have limited experience with using multiple sources to answer a question. They are at the
beginning stages of learning how to research in order to identify relevant information that can be synthesized
into a response or product. This lesson will continue to build on the foundational skills of researching.

Prior Knowledge: What prior content knowledge do you expect students to have and how will you build upon this
knowledge? What prior units of study and lessons are foundational to this lesson? (For example, what activators will
you use?) You should provide an assessment of this prior knowledge.

Students will already have practice with identifying information from a single text to answer a question. They
have also already been taught how to write “fact-fragment” notes in a previous lesson. Additionally, students
have used various notetaking organizers when studying text structures of expository texts. Students will
build upon these skills in this lesson.

Students also have built some background on the topic of climate change by creating their own questions
about climate change and identifying the effects of climate change on coral reefs. In this lesson they will
focus on identifying the causes and effects of climate change by using sources from earlier lessons and a
video to complete an organizer using three sources.

Learning Objectives: Drawing on Stage 1 Desired Results - What enduring understandings, essential questions,
knowledge, conceptual understandings, and skills will be developed in this lesson? Which processes and/or practices
do you expect your students to engage in and demonstrate during the lesson? These should be measurable and
bulleted.

Student will
 Organize notes from multiple sources in order to answer the question “What are the causes and
effects of climate change?”
 Take “fact-fragment” notes from three different print or digital sources using an appropriate organizer.

 Students will demonstrate enduring understanding of skills that allow them to “Plan and employ effective
research strategies to locate information and other resources for… intellectual or creative pursuits”
(ISTE).
 Students will be able to answer the essential question: “How can we find answers to our questions?”
 Students will be able to transfer research skills to other content areas:
o Research skills will prepare students for exploring topics in other content areas, such as science
and social studies.
o The skills used for research are relevant to understanding and navigating real world events and
news.

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 o Students will develop an understanding of how to find answers to their own questions, identify
appropriate sources, provide credit for intellectual information, and develop many digital
citizenship skills.
 Students will know and understand:
o How to research a topic using a variety of print and digital resources.
o Details about a topic researched (demonstrating the ability to answer questions about their
research).
o The research process including notetaking and identifying quotes in order to create a product for
presentation.
 Students will develop the skills of:
o Use print and digital resources to conduct research on a topic.
o Take notes to answer questions being researched.
o Locate relevant quotes for support.

Engagement/Motivation: What prior knowledge do the students need to do the lesson? How will you activate that
prior knowledge/orient the students’ thinking? Time: Exactly how will you use the first five minutes of the lesson?

The teacher will display pictures of a frog, polar bear, penguin, pika, salmon, sea turtle, and butterfly. The
teacher will ask “What do all these animals have in common?” (Students should recognize them, from the
video used to introduce the unit, as animals who are negatively affected by climate change.)

The teacher will tell the students that today we will be learning about some of these animals as we research.
Then the teacher will present the objective:
What? We will organize notes from multiple sources in order to answer the question, “What are the
causes and effects of climate change?”
How? We will take “fact-fragment” notes from three different print or digital sources using an
appropriate organizer.
Why? We will be able to write or speak knowledgably about the topic.

The students will identify and define key words and phrases in the objective by highlighting or underlining
them. In face to face instruction it will be done on the board. Virtually, the teacher will use Class Flow to
push the slide to the students so they can write or highlight on the objective. Then the teacher will guide the
discussion by asking the following questions:
 “What do we mean when we say we will organize notes from multiple sources?” (We will use more
than one book or source.)’
 “Why are ‘fact-fragments’ important?” (They take less time, they help us focus on the important
words, they help us use our own words when we write.)
 “When would we want to use a quote instead? (When we want to support an idea with expert
evidence.)
 “How many quotes should we have?” (We do not want a lot of quotes. It should be mostly fact-
fragments. Writing page numbers can help us go back and find more quotes if we need them.)

If teaching face-to-face, the teacher will point out the anchor chart about quotes created in an earlier lesson.
If teaching virtually, the anchor chart will be provided in a folder in Schoology.

Lesson Development Instructional Sequence: What specific activities, investigations, problems, questions, or
tasks will students be independently and/or collaboratively? The following should be included at some point in the
lesson: (1) Direct Instruction, (2) Guided Practice, (3) Independent Practice, (4) Questions, (5) Explanations, (6)
Ongoing Formative Assessment (7) A rubric if it would be useful to support student understanding of task requirements
and teacher evaluation of student work, (8) Differentiated instruction and activities in face-to-face and flipped learning or
distance environments to address the needs of student groups identified in your Needs Assessment; (9) Differentiated
integration of technology, (9) Add or adapt a UDL Learning Tool or an idea gleaned from the CAST.org web site
Important: Activities, investigations, problems, questions, or tasks may take place in face-to-face and/or flipped or

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distance learning environments.

Instructional Procedures Description (activities, investigations, problems, questions, or tasks students will tackle
independently and/or collaboratively)

Students will learn about skimming and scanning in order to find answers to a question using more than one
source. Students will engage in a discussion about ways to organize information from three sources
(determining that they may need three cause and effect organizers; one for each source). Then students will
use the sources from earlier lessons to take notes that answer the guiding question: What are the causes
and effects of climate change? Finally, students will watch a video of their choice about an animal affected
by climate change to gather information from a third source. Students will be provided a list of animals
derived from the hook in the beginning of this unit but will have the option to choose other animals.

Face-to-Face Learning Environment Flipped Learning Environment or Distance

Learning Environment

The teacher will display the question, “What are the The teacher can use Class Flow and allow
causes and effects of climate change?” She will also students to respond through the polling feature.
display a Bubble Map, Flow Map, and Multi-Flow Map.
The teacher can create a skeleton for the
anchor chart on Jamboard (linked in Google
The teacher will create a skeleton for an anchor chart titled Meet). She can have individual students add to
“Tracking our Sources.” While asking the following guiding the Jamboard based on their responses in
questions the teacher will choose students to add to the Class Flow.
chart:
 “Which Map/Organizer will be best for answering Multi-Flow Map can be assigned to individual
this question and why?” (Multi-Flow Map/Cause students on Schoology.
and Effect Organizer because we can write the
Students’ readings and video options will be
cause on one side and the effects of the problem linked in Schoology in their assignment folders.
on the other.)  Curated List on Wakelet
 “Since we are using three sources, how will we be  Sources from Digital Content on BCPS
able to keep track of which source the information One
came from?” (Use a different organizer for each
source and write the name of the source on the On Level:
1. “Global Warming” in McGraw Hill Connect
organizer.)
Ed accessed through Schoology (This
 “Why is it important to keep track of the sources?” resource had digital annotation tools and
(To provide evidence of the facts we find, in case audio options)
we need more information later, and so we are 2. Ocean Threats: Leveled Readers on
able to provide credit to your source.) McGraw Hill Connect Ed accessed through
 “How can we keep track of where in the source we Schoology (On Level Reader)
3. Video of choice
got the information in case we need to go back and
get more or find a quote?” (We can write down Above Level:
page numbers next to our notes.) 1. Center for Climate and Energy Solution:
 “How will we be able to keep track of anything we Climate Basics for Kids
copy word for word from the text?” (Put quotation -https://www.c2es.org/content/climate-
marks around it with the page number.) basics-for-kids/
2. Ocean Threats: Leveled Readers on
 “How do you think we can keep track of this if we
McGraw Hill Connect Ed accessed through
want to quote a video?” (Write the start time on the Schoology (Beyond Level Reader)
video where the information is found.) 3. Video of choice

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 4. Optional 4th source of choice
The teacher will provide the books used in previous
lessons. She will explain that students will have the option Below Level:
of which animal they will research using a video. If they  “Global Warming” in McGraw Hill Connect
Ed accessed through Schoology (This
are interested in an animal not listed, they can come to the
resource had digital annotation tools and
teacher for approval. The teacher will then share the audio options)
curated list located in the Schoology lesson folder.  Ocean Threats: Leveled Readers on
Students will also be told they can also look in the Digital McGraw Hill Connect Ed accessed through
Content of BCPS One for sources of information. Students Schoology (Approaching Level Reader)
will be reminded that each time they use a new source,  Video of choice
they should start a new organizer.
ELL:
1. BBC Newsround: “What is Global
During part of their independent time, students in the “on”,
Warming?”
“above”, and “below” levels will watch the flipped learning -http://news.bbc.co.uk/cbbcnews/hi/newsid_
video, “Taking Notes for Research in Elementary School” 1570000/newsid_1575400/1575441.stm
to learn more about skimming and scanning to find 2. Coral Reefs: English and Spanish versions
answers to their questions. Students will have the option of in Raz-Plus by Learning A-Z accessed
working independently or with a partner in their group. through Schoology
3. Video chosen by the group
The teacher will display the “To Do” list for each group on
the board. Students’ names will be placed in their
assigned groups. In the virtual setting students will be sent to
breakout rooms with one or two other students
based on their grouping for the lesson. The “To
Do” list will be in the Schoology Folder. The
teacher will provide students with a specified
time to return to the main meet for instruction.

Options for Differentiation Options for Differentiation

Groups will be determined based on the previous lessons Flipped Learning: Students can watch a video
of asking and answering questions and notetaking using on skimming and scanning to learn more about
“fact-fragments.” These groups may be different than taking notes when researching during
independent work. They will answer questions
previous groupings since some students who are strong
as they watch the video on Edpuzzle.
readers need more support with organizing ideas.
 “Taking Notes for Research in Elementary
School” posted by Learn and Lead
The teacher will display the “To Do” list for each group on https://www.youtube.com/watch?
the board. Students’ names will be placed in their v=Q3S1chdLhhw
assigned groups.  Edpuzzle link:
https://edpuzzle.com/assignments/5fb9bf06
ELL: The teacher will meet with this group first. Students a2caf540b02f8f26/watch
will be provided a choice of three videos (selected based
on visual support and simplicity of language). They will The teacher will meet each group in the main
watch the video agreed upon as a group. After watching Google Meet room. Students will be placed in
the video, students will work with the teacher to list the breakout rooms after the small group
causes and effects together. The students will work instruction if requested or needed.
independent of the teacher to review all of the sources
(rereading texts and re-watching the videos) to complete ELL:
another organizer by cutting and pasting or dragging and  The organizer for the video chosen by

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dropping prewritten notes from the other sources read in the students during small group
this unit. Students will use their books or the video to add instruction can be completed on a
three more notes on their own. (To help these students Google Slide or Jamboard.
keep track of the sources, notes will be labeled with the  Class Flow or Schoology Assessments
titles). for completing a drag and drop activity
for ELL students
Below and On Level: After watching the flipped learning
video students will work with partners to take notes on one
of the sources using a cause and effect organizer
provided. Students will then meet with the teacher to
review progress. Then the teacher will show the first few
minutes of a video to demonstrate the use of fast forward,
pause, and rewind in order to take notes on a second
cause and effect organizer. While taking notes, the
teacher will identify and discuss whether an idea would be
best written in a “fact-fragment” or a quote, emphasizing
that quotes should be kept to a minimum (one or two from
each source). The students will choose their video and
begin practicing, being released as they are comfortable.
Student that are on-level will take notes on the third text
independently while the below level students may continue
working in pairs.
Above Level: Students should copy the notes
Above Level: The teacher will meet with this group last. from the anchor chart on determining the
The students in this group will have the option of choosing criteria for quoting a text. When students return
a fourth source from the Digital Content section of BCPS to their independent work, they may choose to
One. The teacher will check on these students between go to a breakout room with one or two other
groups to answer questions and assist as needed. Since students so they can support one another.
this group is strong, the focus of this small group will be to
improve the quality of the ideas chosen to be recorded as Above Level: In the virtual environment the
quotes. The teacher will display four quotes from the quotes for the small group activity could be
sources read in previous lessons and have the students
placed on a Jamboard, in a Schoology
determine which ideas are better as quotes. Students will
work with the teacher to create an anchor chart that lists assessment, or on Class Flow as a drag and
criteria for choosing to record information in a quote. drop activity.
Students then will pair up to review their notes discussing
whether their quotes fit the developed criteria. Following
this activity students will revisit the criteria, making
revisions to the anchor chart as needed. Students will
complete the rest of their research independently.

IEP: (Visual) This student will follow the on-level pathway.

Options for Technology Integration Options for Technology Integration

 All texts and videos can be accessed digitally  All face-to-face options can be applied.
 Multi-Flow Maps/Cause and Effect Organizers can be  Breakout rooms can be created for group
completed on a Google Doc work
 Class Flow or a Schoology assessment can be used to  Class Flow can be used for lesson
create drag and drop activities for the ELL group interactive student engagement
 Jamboard can be used to create interactive
anchor charts

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Rubric (optional - to support student understanding of task and teacher evaluation)

Success criteria will be displayed for students as a way to check monitor progress. The Teacher will use an
objectives grid using the same criteria to observe students during small group and when circulating between
group times.
 A new cause and effect organizer is used for each source and the source is indicated
 Notes are providing causes and effects of climate change
 Notes are written in fact-fragments
 Includes two or more quotes that are relevant and add meaning

Closure: Tie the lesson back to the essential question. How will you connect ideas that were introduced in the lesson?
How will you foreshadow the content for the next lesson? What homework/follow-up activities are needed? Plan for
them and how you will deliver them to the students.

The teacher will call all the students together at the end of the lesson and ask students to share some of the
causes and effects of climate changes that they discovered in their research.

To address the essential question, “How can we find answers to our questions?” students will complete a
multiple-choice assessment on a Google Form and be provided immediate feedback. We will discuss the
responses as a class.
https://docs.google.com/forms/d/e/1FAIpQLScuB1sRi11TmjU6ms0lndg5gkEeEVcewJqu5My-
HdpkJe76rA/viewform?usp=sf_link

The teacher will explain to the students that in the next lesson they will be using their notes to create a PSA
(Public Service Announcement) about what the researched.

Debriefing and Next Steps: Connect new knowledge to existing knowledge and future knowledge. How will
students report their findings? How will you summarize and conclude the lesson?

Students will be asked to rate how well they felt they did today by holding up a number between 0-4 (1=I
don’t understand and need help; 2=I am getting it but need some practice; 3=I understand and can do it by
myself; 4=I understand and can help someone else).

The teacher will assess the need for additional time and reteaching by using the observations noted on the
objectives grid, the progress in the work completed, and the students’ self-evaluations. If the students are
making progress with the success criteria and work completion, the students will submit their notes for
evaluation.

Formative/Summative Assessment - Evidence of Success: How will you pre-assess; assess how students
are progressing by using formative/summative assessment? How will you assess what they produce or do? Is there a
provision for student self-reflection or self-assessment? Assessment should be aligned to stated
standards/indicators/skills. What exactly do you expect students to be able to do by the end of this lesson, and how will
you measure student success? How are you going to ensure that all students got what they needed out of this lesson?
How will you know who understood what? That is, deliberate consideration of what performances will convince you
(and any outside observer) that your students have developed a deepened and conceptual understanding? Important:
Assessments may take place in flipped or face-to-face or distance learning environments.

Formative Assessment (Individual, Collaborative)

Using Multiple Sources (notetaking): Students will need to use three sources, including at least one video
source, to answer an overarching question on a given topic. Students will need to take notes that will allow

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them to organize the information and identify the sources used.

Options for Differentiation Options for Technology Integration

On and Below Level: Students will be provided an All Levels: Students will watch a video
organizer for taking notes to answer the specified question independently, using the fast forward, rewind,
on the topic. Students’ notes will include “fact-fragments” and pause features while taking notes.
as well as quotes from three sources.
On Level: Students can create their chosen
Above Level: Students will create an organizer to take organizer using a Word document.
notes that answer the specified question on the topic.
Students’ notes will include “fact-fragments” as well as Above Level: Students can create their
quotes from all their sources. These students will also use organizer using a Word document.
digital content and library resources to supplement or
answer lingering questions. Below Level: Students can use the organizer
pushed to them on Schoology.
Below Level: Students will be expected to use at least
two of three sources. IEP: (Visual) Student can enlarge text using the
computer tools.
IEP: (Visual) This student will follow the on-level pathway.
ELL: Students can use the video tools to
ELL: These students will focus on notes from a video pause, rewind, or fast forward to match pre-
source. While watching the video the students will write made notes. If digital tools were used in the
notes (with teacher support). Students will choose from first lesson (Class Flow or Schoology
pre-made list of “fact fragments” and quotes to complete Assessment) the same drop and drag tools will
an organizer using the sources from previous lessons. be used to add information for the video
source.

Rubric

3 2 1 0
 Uses three or more  Uses at least two  Uses at least one  Notes do not use
sources sources source sources or are
 Notes reflect the  Notes mostly reflect  Some notes reflect the inaccurate
question the question question  Notes do not reflect
 Notes are written in  Notes are mostly  Notes may be copied the question
fact-fragments written in fact- word for word (no fact-  Notes do not reflect
Notetaking  Includes two or more fragments fragments) or do not the question or are
quotes that are  Includes one or more include enough to be made up
relevant and add quotes that are understood  Quotes are not listed
meaning relevant, but do not  Quotes are listed but or are inaccurate
 Sources are identified add meaning are inaccurate and/or unrelated
 Sources may or may  Sources are not  Sources are not
not be identified identified identified

LESSON PLAN #2

Lesson Overview with Rationale and Purpose: Summarize the lesson content. Give the rationale for WHY you
are teaching this lesson and why you chose to teach it this way.

Integrating Information: As students create their Public Service Announcements (PSA) they will need to
use notes from the previous lesson to create a product that uses all the sources, is organized, and that
accurately paraphrases and quotes sources. Students will need instruction on changing notes from several
sources into a single essay or product as well as review on using quotation marks and citing to delineate the
author’s words. This lesson will take place over two to three 90 minutes class periods to allow time to create
the PSA, to complete the written component, and to allow time to share their products with each other.

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Prior Knowledge: What prior content knowledge do you expect students to have and how will you build upon this
knowledge? What prior units of study and lessons are foundational to this lesson? (For example, what activators will
you use?) You should provide an assessment of this prior knowledge.

Students have learned about different the different text structures used in expository writing. This will be
helpful in determining how to write using the cause and effect structured needed for this assignment.

Students have experience writing responses using a single source, turning “fact-fragments” into sentences,
and using quotes to support answers from previous lessons.

The teacher will use the previous lessons to determine the students’ readiness for this lesson. The teacher
will provide feedback and determine the need for additional support based on the assessment of their notes
using multiple sources.

Learning Objectives: Drawing on Stage 1 Desired Results - What enduring understandings, essential questions,
knowledge, conceptual understandings, and skills will be developed in this lesson? Which processes and/or practices
do you expect your students to engage in and demonstrate during the lesson? These should be measurable and
bulleted.

Student will:
 Students will create a PSA, providing a written component, on the topic of climate change.
 Students will use cause and effect notes gathered from multiple sources to integrate information.

 Students will demonstrate enduring understanding of skills for “[publishing] or [presenting] content that
customizes the message and medium for… intended audiences” (ISTE).
 Students will be able to answer the essential question: “How can we share answers to our questions
accurately and responsibly?”
 Students will be able to transfer research skills to other content areas:
o Research skills will prepare students for exploring topics in other content areas, such as science
and social studies.
o The skills used for research are relevant to understanding and navigating real world events and
news.
o Students will develop an understanding of how to find answers to their own questions, identify
appropriate sources, provide credit for intellectual information, and develop many digital
citizenship skills.
 Students will know and understand:
o Details about a topic researched (demonstrating the ability to answer questions about their
research).
o The research process including notetaking, identifying quotes, and creating a product for
presentation.
 Students will develop the skills of:
o Integrate the information into a product.
o Speak about the topic knowledgeably in a presentation.
o Correctly punctuate quotes used in the product.
o Provide a list of sources used.

Engagement/Motivation: What prior knowledge do the students need to do the lesson? How will you activate that
prior knowledge/orient the students’ thinking? Time: Exactly how will you use the first five minutes of the lesson?

Students need to be able to write about a topic by providing supporting evidence from a source. Students
need to be able to correctly punctuate quotes.

The teacher will present the following objective:

What? We will create Public Service Announcements (PSAs) on climate change.
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 How? We will use our notes to create a television or radio commercial with a script or to create a
magazine or web ad with an essay that explains it.
Why? We will be able to share what we learned and to help make a change.

To engage students, show the following short videos on how to create a PSA:
 How to Make a PSA, uploaded by Girl Scouts of Texas Oklahoma Plains,
https://youtu.be/eywBa0xfQFw
 How to Make an Effective PSA, uploaded by Adam Randall, https://youtu.be/AYuXjP7MEHQ

Have students think, pair, and share something they think will be powerful to share in their PSAs.

Students will brainstorm digital and non-digital tools they could use to create the different types of PSAs. The
teacher will put a chart on the board and student can add to the list. If teaching virtually, the teacher can
create a Jamboard on which students can list their ideas.
TV Commercial Radio Commercial Magazine or Web Ad

Lesson Development Instructional Sequence: What specific activities, investigations, problems, questions, or
tasks will students be independently and/or collaboratively? The following should be included at some point in the
lesson: (1) Direct Instruction, (2) Guided Practice, (3) Independent Practice, (4) Questions, (5) Explanations, (6)
Ongoing Formative Assessment (7) A rubric if it would be useful to support student understanding of task requirements
and teacher evaluation of student work, (8) Differentiated instruction and activities in face-to-face and flipped learning or
distance environments to address the needs of student groups identified in your Needs Assessment; (9) Differentiated
integration of technology, (9) Add or adapt a UDL Learning Tool or an idea gleaned from the CAST.org web site
Important: Activities, investigations, problems, questions, or tasks may take place in face-to-face and/or flipped or
distance learning environments.

Instructional Procedures Description (activities, investigations, problems, questions, or tasks students will tackle
independently and/or collaboratively)

Students will be using the notes they completed in the previous lesson to create a PSA that explains causes
and effects of climate change. The PSA will include causes of climate change, the effects of climate change,
and tell what changes need to occur to make a difference.

Face-to-Face Learning Environment Flipped Learning Environment or Distance

Learning Environment

Students will review a topic from another lesson and view Flipped Learning: Students will watch a
a sample essay based on it. (See Flipped Learning) teacher created video introducing how to turn
notes into an essay. The video models how to
After viewing the flipped learning video, the teacher will combine notes from multiple Multi-Flow Maps
meet with the students to review their responses to the (Cause and Effect) into a written essay. The
video. The teacher will focus the students on the use of video models using the topic, causes of the
quotations and paraphrasing. The teacher will display an Revolution from an earlier unit, and creates an
anchor chart developed in a previous lesson explaining the essay listing cause and effect in a point to point
difference between quoting and paraphrasing. format.

The teacher will ask: Students will complete a multiple-choice

 Why should we paraphrase? (So that we are not worksheet to answer the following questions
plagiarizing and because paraphrasing shows while viewing:
understanding.) 1. How is the information we researched
 When should we paraphrase? (Most of our writing organized? (Cause and Effect)
2. How will your writing need to be
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 should be in our own words.) organized? (Cause and Effect)
 Why should we quote? (When we want to provide 3. What are three different ways your
expert evidence, when we want to prove our ideas, writing could be written for a cause and
or when the author says it the best.) effect text structure? (1. Cause and
 When should we quote? (Very infrequently. It effect listed point to point, 2; All the
should be like seasoning on the meal.) cause then all the effects; 3. A mix of 1
 How do we indicate to the reader that we are and 2)
quoting? (By using quotation marks. By writing the 4. Will you need to use all of your notes?
author’s name in parenthesis next to the quote.) Why or why not? (No. Some notes will
be repetitive)
The teacher will remind students that even when we 5. How many quotes should you have in
paraphrase, we should provide credit by listing our your entire response? (Very few.
sources at the end. Maybe one or two.)
6. How will you credit your sources? (If
Before students move on to working with their groups, the quoting, use the title. List all sources at
teacher will elicit from the students the elements that are the end of the assignment.)
necessary for success in creating their PSAs. The success 7. Look over your notes. Which way will
criteria will also be posted. Then students will break into you organize your cause and effect
groups based on the type of product they choose for their response? Why? (Answers may vary)
PSA.

Possible Success Criteria:

 Includes accurate causes and effects with possible If working digitally, the teacher can make a
solutions copy of the success criteria created in the
lesson folder for student reference or the
 Ideas are logically organized students can copy it into a notebook.
 Uses information from at least three sources
 Includes at least one accurate and credited quote
 Sources are listed

Options for Differentiation Options for Differentiation

Below Level: Identified students will meet with the teacher Flipped Learning: Students can learn more
for support with the following skills: about quoting and paraphrasing in essays as
needed.
Quoting: Before viewing the flipped learning video,  “How to Quote in an Essay” by Helpful
identified students will meet with the teacher to review Professor:
proper quoting. https://www.youtube.com/watch?
 The teacher will display the anchor chart v=wt5G7XT3UlQ&feature=youtu.be
completed in a previous lesson to review the rules  “Quote? Paraphrase? Summarize?
of quoting. What’s the Difference?” by Learn and
 Students will look at a paragraph and sample Lead: https://youtu.be/4Xox8MgzXo0
quotes from the paragraph. They will sort those
that are correctly quoted from those that are
incorrect. Then students will discuss what is wrong Below Level:
with the incorrect quotes.  This writing frame for completing the
written component can be pushed out to
Organizing Ideas: After watching the teacher created students on Schoology:
flipped learning video, identified students who struggle https://docs.google.com/document/d/1B
with organization in writing will meet with the teacher to S7nXe9XxgSEG1kR0Euqcnb_lARnh20
develop a plan for writing. JzQxTJ9yFj_o/edit?sp=sharing
 The teacher will ask the students, “What needs to  They can also use it as a guide for
be covered in the PSA?” (It needs causes, effects, completing their PSAs.

10
 and possible solutions.)
 The teacher will ask questions such as, “What do ELL:
you think we should tell about first? Next? At the  These students can use this modified
end?” She will elicit that they need a section for the writing frame for completing their PSAs
causes, a section for the effects, and a section for https://docs.google.com/document/d/1K
possible a possible solution. bs1foZS-
 The teacher will work with the students to create a phqE_DU54XJ1a4u_zGFTwyviVGMIUk
frame for their written component. En2Y/edit?usp=sharing

ELL: These students will participate with the cooperative

groups. They will be paired with a confident student in their
group for support. They will be given the same options as
the other students but may use more visuals and less
writing. These students will be included in the group for
organizing ideas. They will receive a writing frame that is
even more modified.

Students may view additional flipped learning videos on Flow Map or Sequence Chain can be provided
quoting, paraphrasing, and summarizing. digitally as a Google Slide.

Video/Audio: Students will work in a small cooperative

group to discuss how to meet the criteria listed while
creating a television or radio commercial for their PSA.
Students will use their notes to create scripts. Students will Possible Tools for Creating PSA:
also determine how they will credit their sources. Students  Wixie
will be provided with a Flow Map or Sequence Chain for  VoiceThread
organizing their script for their presentation. The teacher  Flip Grid
will be available to support students as they work through  Another tool of choice (with approval)
the assignment. (This may be divided into two groups
depending on the number of students).

Visual/Written: Students will work in a small cooperative

group to discuss how to meet the criteria listed while
creating a magazine or web ad for their PSA. Students will
also determine how they will credit their sources. The
teacher will be available to support students as they work
through the assignment. (This may be divided into two
groups depending on the number of students).

Options for Technology Integration Options for Technology Integration

 Flipped learning videos  Jamboard for interactively creating

 Google documents for creating flow map, writing success criteria
scripts or writing an essay  Writing frame can be provided on a
Google Doc
Possible Tools for Creating PSA:  Flow Map for organizing notes can be
provided as a Google Slide
 Wixie
 VoiceThread
Same tools for creating PSA as provided in
 Flip Grid face-to-face.
 Another tool of choice (with approval)

Rubric (optional - to support student understanding of task and teacher evaluation)

11
Teacher and students will use the same success criteria drafted in class. It should include similar information
as the list below:

Possible Success Criteria:

 Includes accurate causes and effects with possible solutions
 Ideas are logically organized
 Uses information from at least three sources
 Includes at least one accurate and credited quote
 Sources are listed

Instructional Procedures Description - Add additional rows as required.

Closure: Tie the lesson back to the essential question. How will you connect ideas that were introduced in the lesson?
How will you foreshadow the content for the next lesson? What homework/follow-up activities are needed? Plan for
them and how you will deliver them to the students.

At the end of the assignment the teacher will ask the essential question, “How can we share answers to our
questions accurately and responsibly?” Students should refer back to the success criteria created for the
lesson. Using the criteria, they should identify the following:

 Includes accurate information

 Uses information from multiple sources
 Includes accurate and credited quote(s)
 Sources are listed

Debriefing and Next Steps: Connect new knowledge to existing knowledge and future knowledge. How will
students report their findings? How will you summarize and conclude the lesson?

Students will share their projects in a gallery walk if learning face-to-face. If learning virtually, each student
will provide a link to their project in a discussion board. If their project is a magazine or web ad, they will also
include the written portion either by copy and pasting it in the post or recording it.

Students will be asked to view each other’s projects to provide written feedback that addresses the above
criteria in the praise, question, polish format (that they are familiar with using). They may also address other
elements of the project. If this is completed virtually, students will be asked to leave written comments in a
discussion board on Schoology for at least three other classmates. Students who already have three
responses should not receive a fourth (to avoid leaving students out).

At the conclusion of the presentation, students will share how this experience will influence them the next
time they complete a research assignment. The teacher will ask students what other environmental issues
they are interested in learning about. Then she will tell them that they can research an issue they want to
learn about for their culminating event.

Formative/Summative Assessment - Evidence of Success: How will you pre-assess; assess how students
are progressing by using formative/summative assessment? How will you assess what they produce or do? Is there a
provision for student self-reflection or self-assessment? Assessment should be aligned to stated
standards/indicators/skills. What exactly do you expect students to be able to do by the end of this lesson, and how will
you measure student success? How are you going to ensure that all students got what they needed out of this lesson?
How will you know who understood what? That is, deliberate consideration of what performances will convince you
(and any outside observer) that your students have developed a deepened and conceptual understanding? Important:
Assessments may take place in flipped or face-to-face or distance learning environments.

12
Formative Assessment (Individual, Collaborative)

Integrating Information: Students will use the sources and notes from the previous formative assessment
in order to create a PSA (Public Service Announcement) on the topic by integrating the information
researched. Students will also apply skills learned in previous lessons to write or speak knowledgably on the
topic.

Options for Differentiation Options for Technology Integration

On, Above and Below Level: Students will be expected All Levels: Students will access a curated list
to create a PSA in the form of a television or radio of links to websites, videos, and text. Students
commercial, a magazine or web ad, or a poster. The PSA may use Wixie, VoiceThread, Flip Grid, or
will integrate the information collected in the notes during another tool they like to create the PSA.
previous lessons. Students will need to paraphrase
information from all sources and include at least one quote IEP: (Visual) Student can enlarge text on the
from one of the sources. computer.

IEP: (Visual) This student will follow the on-level pathway. ELL: These students may use Flip Grid to
record themselves reading sentences that they
Below Level and ELL: Students will be provided a wrote or create a poster labeling and/or writing
template for creating their PSAs as an option. sentences about what they learned using
Wixie.
ELL: These students will use the notes from the past two
lessons to create a modified PSA. Students may create a
poster or video telling facts they learned.

All Levels: Students will share their PSA with the class
and peers will offer praise, questions, and polishing tips.

Rubric

3 2 1 0
 Demonstrates a clear  Demonstrates a  Demonstrates minimal  Demonstrates no
understanding of the general understanding understanding of the understanding of the
topic of the topic topic topic
 Includes sufficient  Includes sufficient  Includes minimal  Missing causes and/or
support from the support from the support from the effects
sources sources sources  Ideas are not
 Ideas are logically  Ideas are mostly  Organization of ideas organized
PSA organized logically organized is not clear  Information if
(Product)  Information is accurate  Information is mostly  Information is often inaccurate or unrelated
 Uses information from accurate inaccurate  Does not use sources
at least three sources  Uses information from  Uses information from  Quotes are irrelevant
 Includes at least one at least two sources only one source or missing
accurate and credited  Includes at least one  Quotes are inaccurate  Sources not listed
quote accurate quote or irrelevant
 Sources are listed  Sources may or may  Sources may or may
not be listed not be listed

Summative Assessment (Individual, Collaborative)

Research Project: Students will engage in a short, focused research on an environmental issue of their
choice. They will research the causes, effects, and possible solutions of the issue. Examples for possible
research will include but are not limited to oil spills, deforestation, pollution, erosion, overdevelopment of
land, and natural disasters. Students will then create a product with a written component to share with
another class.

13
Options for Differentiation Options for Technology Integration

On, Above, and Below Level: Students will take notes All Levels: Students will be provided a digital
using two to five sources, write an essay or script, and list of curated sources that link to videos,
create a product on the topic they chose (an websites, and texts. Students also have access
environmental issue). They may choose to create a to digital content using BCPS One. Students
pamphlet, a video, a presentation, or another approved can use Flip Grid, Wixie, Google Slides,
idea for their product. Microsoft Power Point, or Voice Thread, or
another tool they like for their products. They
IEP: (visual) This student will follow the on-level pathway. may use a Word document for their notetaking
and written components.
ELL: These students will be provided scaffolded support
during their research. They will work as a group. They will The teacher may find another school, outside
use their research to create a poster or video telling what of the area with whom students can share
they learned about their topic. products using Flip Grid, Google Meet, or
Skype.
All Levels: Students will complete a self-reflection by
explaining what they learned throughout this unit. This Above Level: These students will be required
may include content as well as researching skills to find one relevant source outside of the
sources on the curated list.

IEP: (Visual) Student can enlarge text using the

computer tools.

ELL: These students will be provided a

scaffolded curated list of four to five curated
sources at their level that include links to
videos, websites, and/or texts.

Rubric

3 2 1 0
 Uses three or more  Uses at least two  Uses at least one  Notes do not use
sources sources source sources or are
 Notes reflect the  Notes mostly reflect  Some notes reflect the inaccurate
question the question question  Notes do not reflect
 Notes are written in  Notes are mostly  Notes may be copied the question
fact fragments written in fact word for word  Ideas are copied word
Notetaking  Includes one or more fragments  Quotes are listed but for word or made up
quotes that are  Includes one or more are inaccurate  Quotes are not listed,
relevant and add quotes that are  Sources are not are inaccurate, and/or
meaning relevant, but do not identified unrelated
 Sources are identified add meaning  Sources are not
 Sources may or may identified
not be identified
 Uses at least three  Uses at least two  Uses at least one  Sources not used or
sources sources source information irrelevant
 Response  Response  Response  Response is off topic
demonstrates a clear demonstrates a demonstrates minimal or demonstrates no
understanding of the general understanding understanding of the understanding of the
concept of the concept concept concept
 Ideas are supported  Ideas mostly are  Paraphrased ideas  Ideas are copied from
with accurately supported with have many the text or are
Written component
paraphrased accurately inaccuracies paraphrased
information paraphrased  Quotes are not inaccurately
 Quote(s) are effective information relevant or do not add  Quotes are not
and accurate  Quote(s) are relevant meaning relevant or missing
 Quotes are credited but may not add  Quotes are not  Quotes are not
and correctly meaning credited or punctuated credited or punctuated
punctuated  Quotes are credited
and punctuated

14
  Demonstrates a clear  Demonstrates a  Demonstrates minimal  Demonstrates no
understanding of the general understanding understanding of the understanding of the
concept of the topic topic topic
 Includes accurate  Includes mostly  Includes some  Information from the
information from the accurate information accurate information sources are missing,
sources from the sources from the sources irrelevant, or
Product
 Ideas are logically  Ideas are mostly  Organization of ideas inaccurate
organized logically organized is not clear  Ideas are not
 Uses information from  Uses information from  Uses information from organized
at least three sources at least two sources only one source  Does not use sources
 Sources are credited  Sources may or may  Sources may or may  Sources not credited
not be credited not be credited

Student Resources: Resources such as online student tools, research sites, student handouts, tools, tutorials,
templates, and assessments. Again, these resources should be developmentally appropriate. Include MLA citations in
the Bibliography.

Lesson 1:
 McGraw Hill “Global Warming” – on and below
 McGraw Hill Leveled Reader: Ocean Threats - all
 Raz Plus: Coral Reefs
 Website: Climate Basics for Kids – above
 Website: What is Global Warming? - ELL
 Link to curated list of videos on Wakelet
 Access to Digital Content on BCPS One
 Multi-Flow Map (adapted with space to identify source)
 Link to Flipped learning video: “Taking Notes for Research” adapted on Edpuzzle
 Link to Google Form: Using Multiple Sources Post Assessment
Lesson 2:
 Link to flipped learning on Integrating Sources
 Link to optional flipped learning videos:
o “How to Quote in an Essay”
o “Quote, Paraphrase, and Summarize”
 Access to:
o Wixie
o Voice Thread
o Flip Grid

Teacher Resources: Resources such as on and offline technologies, books, articles, etc. Include MLA citations in
the Bibliography.

Lesson 1:
 Pictures of Animals: frog, polar bear, penguin, pika, salmon, sea turtle, and butterfly for engagement
 Wakelet for curating sources
 Jamboard for creating interactive anchor charts
 Google Slides for creating Multi-Flow Map
 Schoology Assignment for creating drag and drop activity for ELLs
 Edpuzzle for making flipped video interactive
 Breakout rooms on Google Meet
Lesson 2:
 Videos for engagement and background on PSAs
15
 o “How to Make a PSA”
o How to Make an Effective PSA”
 Flip Grid for creating flipped learning video about integrating information and creating links for
student who choose that option for their PSA
 Toolkit Texts: Short Nonfiction for American History to reference in flipped learning video
o “Breaking Up is Hard to Do”
o “The Path to War”
 Google Slides for creating flipped learning video
 List of Quotes from previous assignment to analyze for the above level small group
 Breakout rooms on Google Meet

Bibliography: Include all resources used to complete the project in correct MLA format. These may be curriculum
guides, textbooks, books, web sites, etc.

*Differentiation: You should provide for differentiation and learning styles by including aspects of UDL and Multiple
Intelligences (verbal/linguistic, musical/rhythmic, logical/mathematical, visual/spatial, body/kinesthetic, intrapersonal,
interpersonal). Plan to differentiate content, processes, context, and products. What are the accommodations,
modifications, extensions, and/or enhancements? How will you accommodate to meet individual needs, including special
needs (ELL/Special Education/GT)?

The lesson plan was adapted from the AASL Action Example Template, p. 116 in Standards for the 21st Century Learner
in Action, various Maryland school district counties' lesson plan guidelines, the MSDE English Language Arts Instructional
Lesson Plan template, wording from the University of Nebraska at Kearney’s SLM Assessment 5, and the McDaniel
College Education Lesson Plan.

Sources:

“Antarctica’ Disappearing Penguins Reveal Impact of Climate Change.” YouTube, upload by CBS This
Morning, 15 February 2017, https://youtu.be/3PlEln1_fXo

August, Diane, et al. “PreK-12: Home.” McGraw Hill, McGraw Hill Education, 2010,
www.mheonline.com/readingwonders.

“A Simple Lesson on Climate Change for English Language Learners.” Larry Ferlazzo's Websites of the Day...,
2 Oct. 2014, larryferlazzo.edublogs.org/2014/10/01/a-simple-lesson-on-climate-change-for-english-
language-learners/.

“Breaking Up Is Hard to Do.” Toolkit Texts: Short Nonfiction for American History: the American Revolution
and Constitution, by Stephanie Harvey and Anne Goudvis, Heinemann, 2015.

CBS News. “Salmon Dying in Alaska's Yukon Area Possibly Linked to Climate Change.” CBS News, CBS
Interactive, 21 May 2020, https://www.cbsnews.com/video/salmon-dying-in-alakas-yukon-area-possibly-
linked-to-climate-change/

“Climate Basics for Kids.” Center for Climate and Energy Solutions, 27 July 2020,
www.c2es.org/content/climate-basics-for-kids/.

16
“Differentiated Instruction. Your Way.” Raz, www.raz-plus.com/?_ga=2.204682771.2071736785.1605326500-
479758910.1600953923.

“Cascades Frogs Facing Climate Change.” YouTube, upload by EarthFixMedia, 6 August 2013,
https://youtu.be/FemA7BfK-cA

“Coral Reefs.” “Differentiated Instruction. Your Way.” Raz, www.raz-plus.com/?

_ga=2.204682771.2071736785.1605326500-479758910.1600953923.

“Global Warming and Its Effects on Wildlife.” YouTube, upload by Toggle On TV, 6 June 2014,
https://www.youtube.com/watch?v=B_73M4FHbOw

“How is Climate Change Affecting Polar Bears?” YouTube, upload by Polar Bears International, 20 November
2009, https://youtu.be/0mgnf6t9VEc

“How to Make a PSA.” YouTube, Upload by Girl Scouts of Texas Oklahoma Plains, 17 April 2012,
https://youtu.be/eywBa0xfQFw

“How to Make an Effective PSA.” YouTube, Upload by Adam Randall, 25 November 2013,
https://youtu.be/AYuXjP7MEHQ

“How to Quote in an Essay.” YouTube, upload by Helpful Professor, 9 March 2019,

https://www.youtube.com/watch?v=wt5G7XT3UlQ&feature=youtu.be

“Introduction to the Greenhouse Effect.” Discovery Education, Wonderscape,

2016, app.discoveryeducation.com/learn/videos/cd906919-7958-42fe-bfe0-2bdcff382968.

“Pikas and Climate Change.” Smithsonian.com, Smithsonian Institution,

http://www.smithsonianmag.com/videos/category/science/pikas-and-climate-change/?jwsource=cl

“Polar Bears 101.” YouTube, upload by Nat Geo Wild, 8 September 2017, https://youtu.be/1zRGzlWqce4

“Quote? Paraphrase? Summarize? What’s the Difference?” YouTube, upload by Learn and Lead, 8 June 2017,
https://youtu.be/4Xox8MgzXo0

“Science Kids: Understanding Weather and Climate.” Discovery Education, Wonderscape,

2016, app.discoveryeducation.com/learn/videos/37e9e569-9d87-4ea8-9369-cc97cc6494e3.

“Shifts in Climate Shifting Sea Turtles.” YouTube, upload by PBS NewsHour, 16 September 2015,
https://youtu.be/ObRsTTLtpKM

“Starving Polar Bear Pounces on a Seal.” YouTube, upload by BBC, 4 November 2015,
https://youtu.be/0mgnf6t9VEc
“Student Materials: Fact Fragment Frenzy.” Read Write Think,
www.readwritethink.org/files/resources/interactives/factfrenzy/opening.html.

“Surviving Climate Change – Butterflies Head North.” YouTube, upload by University of York, 5 February 2014,
https://youtu.be/jfCt_iYVKcA

“Taking Notes for Research in Elementary School.” YouTube, upload by Learn and Lead, 8 June 2017,
https://www.youtube.com/watch?v=Q3S1chdLhhw

“Teens, Frogs, and Climate Change.” YouTube, upload by ScienCentral, 20 May 2009,
17
 https://youtu.be/bHuY4BF50Jk

“The Path to War.” Toolkit Texts: Short Nonfiction for American History: the American Revolution and
Constitution, by Stephanie Harvey and Anne Goudvis, Heinemann, 2015.

“What is Climate Change?” YouTube, upload by Archipelago Creative, 2 March 2011,

https://youtu.be/ko6GNA58YOA

*Note: Videos and texts from Discovery Education, McGraw Hill, and Raz Plus are accessed through the
BCPS One Portal or Schoology LMS and are not accessible to the general public.

18