Name

Lesson #, Lesson Title

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

Evelyn Marks
Using Diigo
Thursday March 3, 2016
Grade 11 English
50 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?
My students are in a non-advanced English class, rural central New
York. Some students may have, or know someone who has, a mental
health problem. This gives the students an interest in this lesson set. In
the last class the students finished watching Zeffirelli's version of
"Hamlet". They have done prior mini research projects before the film
on various mental illnesses.
o How does this lesson connect with and build on the previous
lessons? What prior knowledge have students acquired?
In the previous lesson, students finished watching a film version of
"Hamlet" and took notes on the production choices of the film. In this
lesson, students will use these notes to create their Diigo outliners, and
begin their research in preparation of the upcoming research project.
They have already created Diigo accounts and started to create topics
and headings for their outliners as homework so today will move faster
for them, and they can begin their research immediately. The students
were also told to create a checklist of what they believe are important
items to look for when doing research, they handed them in for a grade
and received them in the last class.
Essential Question(s)
o Which of your essential questions is/are relevant to this lesson
plan?
How can Diigo help organize ideas and concepts for students research
project?
Can you find a bias in this text?
How can you use Diigo to annotate online text, and find a bias?
Central Focus
o What is the central focus for the content in the learning
segment?
How the students use online tools to annotate an online text, see what
is and what is not important. Finding a bias and finding at least one
source that has an opposing bias. Using their online annotations to
create a full Diigo outliner, as in, successfully transferring data from
one site into the outliners.
1

Standards
o List Common Core standards addressed in the lesson.
1. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
2. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
3. Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors
take.
4. Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the task, purpose,
and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any
one source and following a standard format for citation.
Learning Objectives and Assessments
List the specific content learning objectives for the lesson. What do
I want my students to know, understand and do? How will I assess
these objectives?
Learning Objectives (Students will Assessments(Informal and/or
be able to)
Formal)
Long-term objectives/unit objectives

Informal assessments
Look over the Diigo outliners as they
are making them.
Check to see if the sources they are
using are credible and relevant.
Ask them questions as they do
research to make sure there is no
bias with the source they are using.

Short-term objectives

Formal assessments
The students will have to hand in
their outliners when they hand in
their first drafts of their papers. The
paper and outliners will be graded.

...search and find reliable and

credible data bases and sources
...use Diigo to put these sources
into their Diigo libraries
...use Diigo to annotate and
interrogate the relevance, point of
view, and credibility of each data
base/ site.
...use Diigo to correctly tag each
data source and create an efficient
outline.
Read through and analyze a
search page to find which sources
are best.
Read a source for a bias,
credibility and, relevance.
Annotate and use the sticky note
tool in Diigo to interrogate a
source for perspectives and, to
ask questions to help further their

research.
Differentiate between fact and
opinion.
Identify and analyze the design
choices to determine the overall
meaning and perspective of the
source.
Find credible data bases and
sources.
Use the Diigo outliner to organize
their ideas.
Academic Language
o List the academic language function for this lesson.
Academic language demands
(e.g. vocabulary, syntax,
discourse)
Bias, Diigo, Outliner, Point of view,
Data bases, Search page,
Credibility, Relevance.

Instructional supports to help

students use the language
function and address language
demands.
Supplemental instructional videos
posted on the class website that
the students have unrestricted
access to.

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/Research &
Tasks/Questions to Ask
Theory
First
Show the class website video on how
10
to create and use Diigo and its
minute features to help them visually see
s
what they are supposed to be doing.
Allow the students to work along
with the video if they chose to. Once
the video is over ask if there are any
questions and tell them to start
making their Diigo outliners and
doing research. Remind them that
they can rewatch the video if
needed, and to use their check lists
that they created the other day in
class to help guide their research. If
the video does not work, use the
attached sheet to demonstrate what
the students should do to find

sources, read for bias, annotate

sources, and add their annotations
into their outliners.
o Middle of the lessonWhat will you do to engage students in
developing understanding of the lesson objectives?
Time
Instructional Strategies/Learning
Rationale/Research &
Tasks/Questions to Ask
Theory
Minute Have students create their Diigo
s 10outliners and begin their research. If
45
they have questions from the video,
have them rewatch it unless they
have a specific question you can
answer. As they work, walk around
and check on what they are doing to
make sure they don't get off topic.
Also, make sure they are properly
annotating, finding good credible
sources, and they are able to get
everything to transfer into their
outliners.
o Closing the lessonHow will you end the lesson?
Time
Instructional Strategies/Learning
Rationale/Research &
Tasks/Questions to Ask
Theory
Last 5
Make sure everyone saves their
minute work, remind them that they should
s
continue to add to their outliners
outside of class, and that they'll
have time tomorrow to continue
doing research again in class as well.