AEN Lesson Plan Template: ENG374

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

Jenni Diaz
Lesson #3 Understanding and Using Diigo to annotate
and check for credibility
3/21/16
8th grade double class period
2 classes combined (90 minutes)

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?
I understand that my students still have some trouble finding reliable resources. Using the
correct search terms is not that much of an issue. My students are better researchers but I
want them to understand how to find the bias within a piece of literature, because that is
where they struggle. Sometimes I find students using the first search result that comes up
and basing all of their information off it, not genuinely checking for credibility.
o How does this lesson connect with and build on the previous lessons? What prior
knowledge have students acquired?
Previously my students and I have worked with diigo so they understand the basic point
of what they will be required to do. I want to get them 100% comfortable with using this
database. I also have made instructional videos for my students to watch, so those will be
used in the continuation of this lesson.
Central Focus
o What is the central focus for the content in the learning segment?
The central focus of this learning segment is to encourage students to use diigo daily, for
every classroom assignment. I want my students to know all of the functions of diigo to
help them annotate and question the work they are reading. The online annotation is neat
and forever saved in their library.
Standards
o List Common Core standards addressed in the lesson.
Determine an author's point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced.
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
Distinguish among facts, reasoned judgment based on research findings, and speculation
in a text.
Learning Objectives and Assessments
List the specific content learning objectives for the lesson. What do I want my

AEN Lesson Plan Template: ENG374

students to know, understand and do? How will I assess these objectives?
Learning Objectives (Students will be able Assessments (Informal and/or Formal)
to)
Long-term objectives/unit objectives
Students will be discussing their annotated
Students Will Be Able To (SWBAT) search work with the class, the discussions will be
and find reliable and credible data bases
the informal part of the grading. They will
and sources
be graded on how much they have found,
SWBAT use diigo to put these sources into their ability to converse with the class
their diigo libraries
about their article. Etc.
SWBAT use diigo to annotate and
interrogate the relevance and credibility of
each data base/site
SWBAT use diigo to correctly tab each
data source and create an efficient outline
Short-term objectives
SWBAT analyze search results by reading
the page in full and looking at the url
Students will be given the links to annotate,
ending (org/edu.etc.) in order to determine they will be annotating with diigo. Since
which source is credible on their topic of
they are using diigo, they will print out (or
choice involving gender roles (Ex. Is this
email me) their annotated works. They will
source bias? Can it be credible if it is?)
be graded based on how well they
SWBAT find proper articles based on their annotated, answering the questions I asked
search terms (Gender Roles Fairytales,
and thinking outside of the box, closer
Gender Roles reversed)
reading and better annotating will be noted.
SWBAT use tag function in diigo using
I will also ask students to email me their
proper tag terms such as Gender in the
Diigo links so I can check their tags and
media or Gender around the world or
outlines. While checking for their tags and
Fairytales
outlines I will make sure they followed an
SWBAT use the annotate function in diigo appropriate pattern so they will be able to
to interrogate perspectives by asking
find their articles easier.
questions such as: where do these
perspectives come from? Who are they
trying to reach?
SWBAT differentiate between fact and
opinion
SWBAT understand fully how diigo works
and all of its functions
SWBAT compare and contrast sources for
perspectives
SWBAT differentiate how gender roles
effect different people based on the
perspectives from different articles
SWBAT use diigo outliner tab to create
outline on gender roles
SWBAT differentiate between search
results by looking for EDU, ORG. etc.

AEN Lesson Plan Template: ENG374

Academic Language
o List the academic language function for this lesson.
Academic language demands
(e.g. vocabulary, syntax, discourse)
Annotate and how to do so
Opinion and fact (must know the
differences)
How to tell if something is credible?
CREDIBLE they need to have a full
understanding of that word and what it
means.
Understanding diigo and all of its
functions
URL
Search domain

Instructional supports to help students use

the language function and address language
demands.
Handout with all of the important material.
JING videos, they will be instructed to rewatch the night before for HW.

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
Tasks/Questions to Ask
2
Introduce handout and get students set up on
This handout helps all
minutes their diigo account (already created)
students who may not
understand all of the terms
15
Students are given a list of 6 databases
There are subtopics but I
minutes discussing the roles of gender roles, they will tried giving data sources
access all of these on their laptops. Choosing
that discuss or touch upon
2 of their choice, one they believe is credible, all aspects of gender roles.
one not so much.
Allowing students to choose
the credible and non
credible sources allow me to
see where they are in this
process, and how to fix any
errors.
30
minutes

Students will then briefly go through each

source that they chose and annotate the two of
their choice (they will annotate in the way I
did on the jing video answering the same sort
of questions I asked myself) I also have a
handout for the students to look over so they
know what questions to ask themselves while

I want them to get used to

annotating and looking for
the biases because that is a
huge part of all research,
especially when researching
gender roles. They will have
a worksheet to look over as
3

AEN Lesson Plan Template: ENG374

annotating.

well with essential

questions on them.
o Middle of the lessonWhat will you do to engage students in developing
understanding of the lesson objectives?
Time
Instructional Strategies/Learning
Rationale
Tasks/Questions to Ask
10
Students will (voluntarily) discuss which
Discussing this is important
minutes articles they found credible or not and discuss because students hear other
why
students, varying opinions,
actual facts and how they
differ.
10
I will have a power point up at this point
Students will have already
minutes (which went over everything in the jing
watched the videos so they
videos they watched the night before) these
completely understand
will have a list of tag names that I find
HOW to tag
suitable for different sources. They will then
tag their sources so they are in their diigo
library. (worksheet powerpoint attached)
10
minutes

After tagging their sources they will then

create their own outline using the tags and
annotations done in class and out of class.

o Closing the lessonHow will you end the lesson?

Time
Instructional Strategies/Learning
Tasks/Questions to Ask
7
Briefly walk around the classroom to make
minutes sure everyone has at least some what of their
outline done, they will finish the remaining
work for HW.

Creating their own outline

on their own will ensure
that they are using the
information THEY find
important for their topic, I
am not giving them the
answers, they are dissecting
the works and finding
proper quotes/ giving
feedback.
Rationale
Making sure all students
have an understanding of
the work is important,
especially before sending
them home.

Materials and Resources

o Attach the handouts, notes, books, and other materials you will need for the
lesson.
Differentiation/Planned Support For Students

AEN Lesson Plan Template: ENG374

How will you differentiate your instruction to connect with a wide variety of
learners? Strategies for responding to individual students or groups of students with
similar learning styles, needs, IEPs or 504, ELL. What alternative approaches do
you have for teaching content to these students?
I wont only have handouts for my students who like to re-read and dissect information in
order to better understand, I will have the jing videos that help students at home. If this
assignment does not go as planned, I will be sure to reiterate the assignment the next day
and have them work and annotate on work with less substance.
How will you support students with gaps in their prior knowledge?
Students who have prior gaps in their knowledge will have the jing videos at their
fingertips that discuss annotating and managing Diigo. If there are students who need
extra help I will make more specified videos or create handouts if needed.
Strategies for responding to common errors and misunderstandings. What alternative
approaches do you have for teaching content if you need it?
If need be I can follow up this assignment at home with a free write annotation
assignment on their own choice of work so that the work can be reinforced but it may
come off as simpler since it is a work of their interest. Getting the hang of diigo and
annotating is what I want the students to do.

AEN Lesson Plan Template: ENG374

Are Your Sources Credible?

What does credible mean? In order for something to be credible, the content needs to be
something the reader can trust. We trust that the author's ideas are his or her own and can
be backed up with evidence. When writing a research paper, doing research, or reading
for background information, writers should ALWAYS use a credible source.
These are the sources I want you guys to use
http://articles.latimes.com/2013/dec/26/local/la-me-one-way-gender-revolution-20131227
http://www.debate.org/opinions/are-gender-roles-important-to-society
http://www3.uakron.edu/witt/flsp/note3.htm
http://www.menshealth.com/grooming/should-men-shave-their-legs
http://www.bsa.natcen.ac.uk/latest-report/british-social-attitudes-30/genderroles/attitudes-to-gender-roles-change-over-time.aspx
http://socialpsychonline.com/2015/08/culture-gender-stereotyping-advertising/

Just some tips and reminders

A fact states something that:
Happens. (e.g., A lunar eclipse happens when the moon aligns exactly with the earth
and sun.)
Has happened or is certain to be true. (e.g., Thomas Jefferson wrote the Declaration
of Independence.)
Is real or exists. (e.g., The sun is a star.)
An opinion states something:
Believed to have occurred. (e.g., The teacher gave us a pop quiz because she got mad
at the class.)
Believed to exist. (e.g., The bus stop close to my house was built so I wouldnt miss the
bus again.)
Believed to be true. (e.g., Grandma and Grandpa love me the most.)
Advertisers write advertisements using a mixture of fact and opinion
Newspaper articles, TV, and radio reports are always bias, no matter where they are
coming from. Journalists and reporters are also bias and you need to learn to read for
these biases.

AEN Lesson Plan Template: ENG374