LESSON PLAN- EDU3216

Aligned with the Minnesota Standards of Effective Practice on Planni

and the Minnesota Teacher Performance Assessment Package

Teacher Candidate: Jacob Nuckolls Date:

School and District: Grade: 6th
Cooperating Teacher: C.T.s Signature:
University Supervisor:
Unit/Subject Social Studies
Lesson Title/Lesson Focus: The American Estimated Length of Lesson: 80 minutes
Founders
*Please attach the cooperating teachers and the university supervisors observational comments
to this document.

PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1) Identify the strengths, needs, and interests of individuals needing
accommodations, including students with IEPs and/or 504 plans.
There is one student who is at a 1st grade reading level. This student has a Teachers Aide
with him always, he also as an IEP plan. Another student has mental issues but the mother
is not permitting him any sort of aid. There are a few students on a 504 plan for various
needs. One of the children is hard of hearing and uses a hearing aid/speaker microphone
to receive instruction. Otherwise, most of the students are at high reading levels.

2) Identify the strengths, needs, and interests of individual students in your

classroom whose first language is not English, who represent cultural
differences, who may struggle to learn, or who may be highly motivated to
learn.
10 out of 21 students are ELLs. They are 2-3s on the WIDA scale. There are several ethnic
groups represented ranging from white, African American, Somali, Hmong, and Latino.
There are some students that are extremely undermotivated. There are a few highly-
motivated students as well. In general, most of the class is quite intelligent, but not
necessarily very motivated.

3) Identify prior learning experience, and language, physical, cognitive, or

social/emotional development you will need to consider as you plan instruction
for this group of students.
Students already have an overview of the American Revolution and the beginnings of the
United States from 5th grade. However, they will not know some of the founders
specifically. Many of the students are ELLs and are these students learn in a variety of
ways. In order to accommodate to these multiple learning styles as well as their
social/emotional and cognitive development, this jigsaw exercise will challenge them in
their ability to work with other members of a group. This exercise is also proven to
 increase empathy which has a positive effect on their social emotional development. The
students will also be developing orally; I have included a presentation requirement for
each group. Though it is ungraded, these will give students practice with public speaking
and presenting their thoughts orally.

4) Based on your answers to prompts 1-4 above, what specific supports have you
planned (or will you plan) for students to help them reach the lesson objective?
Because many of the students are on IEPs and many are ELLs, I have planned several
visual and group supports in this lesson. They will not only have articles but also videos,
visuals, and partners to help them. Students who are struggling with content material will
be placed with the highly-motivated students or the moderately-motivated students.

Central Focus and Alignment:

What is the learning goal you have identified for your students?
Students will be able to identify and explain the significance of the lives of the main Founders of
the United States.

What state adopted academic or content standard(s) are you addressing? (Provide
the name of the
standards document, the grade level, the correct numerical citation, and the text
of the standard(s)
you select.)

5.4.4.17.3. Minnesota State Standard (2011)

Identify the major events of the American Revolution culminating in the creation of a new and
independent nation. (Revolution and a New Nation: 1754-1800)

What is your objective(s) for this lesson? Identify what the students will be able to
do following
instruction. Include an action verb (observable behavior), and criteria for
success.
Students will demonstrate their understanding of the significance of 5 American Founders by
performing a Jigsaw exercise in which they read articles on bio.com and identify main facts about
5 of the Founders. Afterwards, they will demonstrate their recall of these facts and the significant
features of these men by completing a Kahoot review with 90% accuracy.

Academic Language and Support:

What are the academic language demands? Identify:
(include function[s] and form[s])

Functions:
Jigsaw an exercise in which multiple students possess different parts of the whole lesson which
can only be pieced together if all students engage in cooperative learning

Forms:
Founder students will need to understand the concept of a founder, one of the men who helped
begin and complete the US Revolution and start a new American government.
Revolutionary students will need to know that a revolutionary is someone that brings about a
complete change in a government structure.
Revolution Subsequently, students will need to understand that a revolution is a complete
change in government, a switching from one government to another.

How have you planned to support students in meeting the academic language
demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to
use to support students
understanding of the academic language. Describe when, within the lesson,
students will be expected to
use and demonstrate understanding of the academic language. Be sure to include
function, form, syntax,
and discourse.)

I will support students in understanding the academic language by having the key terms and
instructions in the PowerPoint presentation. The students will also be given the option of
partnering up with another student to help them work through the more difficult wording in the
articles.

Assessment: Attach to your lesson plan any rubrics, checklists or other assessment
tools that you will use.
Describe the tools/procedures that will be used throughout this lesson to monitor
and measure
students learning of the lesson objective(s). (Multiple and varied assessments
should be used in the
lesson.)

Formative:
I will be walking around the classroom checking in with the students and making sure they are
discussing the source material as they read the articles. This will help me to determine if they
are comprehending what they are reading. I will be monitoring, making comments, and keeping
them on track.

Summative:

The Kahoot review will determine if the students can recall the main biographical facts such as
the major positions they occupied and their contributions - that they learned about the Founders.
While the presentations will not be graded, the completion of the packet will also be graded and
this will be used to determine if they researched and processed some of the new information
they discovered on the Founders.
Feedback:
How will you plan to provide specific feedback to students on their progress
toward reaching the lesson objective?

I will provide feedback by writing on the students worksheet, grading them on the content that
has been written on their papers.

How will students use the feedback to improve their competencies and knowledge?
(Describe the
specific opportunity for their application of the feedback.)
Students will use the assessment of my feedback on their worksheets as well as their scores on
the Kahoot review. From this feedback, students will know whether or not they are understanding
the biographical significance of these figures. From this, they can improve in this area by
rereading the articles in order to retain information for the test.

Materials and Special Arrangements:

Teacher Materials:
PowerPoint, worksheets, projector, laptop, Doc Cam.

Student Materials:

Worksheet, pencils, binders, iPads.

Theories and or Research-Based Best Practices:

Identify relevant research/theory to justify why learning tasks (or their
application) are appropriate.
How have you intentionally linked this to your instructional planning?

Jigsaw Learning (Aronson 2000) the idea that students learn well when they work together to
accomplish a task. According to this research, it cuts down on classroom prejudices and cliques
and creates a better, safer learning environment.

References (APA) and Acknowledgments:

Biography.com Editors. (2014, April 02). John Jay. Retrieved February 22, 2017, from
http://www.biography.com/people/john-jay-9353566 . A helpful and concise history of John Jays
life including his major accomplishments. This is very approachable for students at a 6 th-grade
reading level.

Biography.com Editors. (2015, February 15). Thomas Jefferson. Retrieved February 22, 2017,
from http://www.biography.com/people/thomas-jefferson-9353715. Likewise, a very
approachable history of the writer of the Declaration of Independence, Thomas Jefferson. It is
easily accessible and does a very good job illustrating his significance.
 Biography.com Editors. (2015, November 16). John Adams. Retrieved February 22, 2017, from
http://www.biography.com/people/john-adams-37967. A well-done and readable narration of
John Adams life and major accomplishments, including his presidency. Bio.com also has very
helpful videos that illustrate the same key events.

Biograpraphy.com Editors. (2014, July 08). James Madison. Retrieved February 22, 2017, from
http://www.biography.com/people/james-madison-9394965. A well-articulated and brief account
of Madisons life and achievements. It includes a very helpful video.

Biography.com Editors. (2015, July 08). George Washington. Retrieved February 22, 2017, from
http://www.biography.com/people/george -washington-9524786#synopsis. Another age-
appropriate account of the US President George Washington. It does a very effective job of
dispelling myth and giving an accurate account.

Expectations for Student Behavior:

Describe how your students will be intellectually engaged. How will you
communicate expectations for
them? How will you follow up on behavior expectations and how well you are
engaging learners?

Students will be intellectually engaged through the democratization of the classroom; each
student will be responsible for their own learning as well as the learning of their fellow
classmates. Since this is the middle of the year, all expectations of behavior and engagement are
already discussed. I will only provide reminders of the beginning of class (such as working at a
sound level 2, etc.). In order to follow up on behavior expectations, I will reference the
expectations when I see deviant behavior.

Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)

During this lesson, I will focus on engaging the learning of my ELLs by encouraging the highly-motivated
students to help those that are struggling. I will assess myself by video recording my entire lesson and
filling out a self-reflection afterwards.
 Standard Lesson Plan Form

LESSON PLAN

Plan your teaching steps by addressing What will the teacher do and What will students do.

Provide evidence of scaffolding, linking new content to prior learning, engaging students,
monitoring progress, supporting students so they can use academic language, and transitioning.

INSTRUCTIONAL SEQUENCE
Tim What will the teacher do? What will students do? (Note behavior
e expectations and plans to promote
intellectual engagement.)
3 Introduction/Motivation: Students listen quietly and answer
min questions when called upon.
Activate prior knowledge Good morning, 1st
period.
Today we are going to continue our unit on the
Revolutionary War. Last time, we talked about
the
Boston Tea Party and the Battle of Lexington
and
Concord, today we will talk about some of the
Founding Fathers. Can someone tell me what
the Boston Tea Party was?

Communicate the learning objective

Today, we are going to complete a jigsaw
worksheet together on 5 founding fathers
and end class period with a Kahoot review
game.

Introduce academic language We will

discuss what a founder is, as well as the
Constitution, Congress, and we will review
revolution.

Lesson Tasks (Including Assessment):

Begin PowerPoint presentation

7
min Slide 1
 Yesterday we talked about the beginning
of the revolution. Today we are going to
learn about 5 of the founding
revolutionaries of the United States.
Can anyone tell me what a revolution is?

Slide 2
Teacher passes out worksheets to the 5
different table groups and then explains
the instructions.

Today we are going to learn some basic

facts of five founders by completing this
Jigsaw exercise
together. You will see that each table has
gotten the same 5-page worksheet with
the names George Washington, Thomas
Jefferson, John Adams, John Jay, and James
Madison on them. But all of you dont
have to read all 5 of the articles on these
worksheets. Instead, each group will take
one of these figures.
Table 1 will take George Washington, table
2 will have Thomas Jefferson, 3 will have
John Adams, 4 John Jay, and 5 James
Madison.
With your iPads, you will search for these
people on bio.com. In your groups you will
fill out the worksheet on your founder and
after 15 minutes, I will call the class back
together.
We will then have each group come up
and share for 4-5 minutes on their figures.
They will use the Doc Cam to show you
their work. While they are sharing, the
other groups will fill in the blanks in their
worksheets on these figures. Afterward
every group presents, every student will
have the complete founders packet
completed. Then well play a review game.
Here are the worksheets, start working at a
30 sound level 2.
min

1 Alright period one, take one more minute

min to finish up your worksheets and get ready
to present in front of the class.

25
min.

Okay period one, great job presenting. If

10 you werent able to write all of that down,
min. we are going to take 10 minutes at the
beginning of our next class to review our
 notes in our groups and we will turn them
in then. Now, get out your iPads and we
will begin our Kahoot review.

Closure: (Summarize the lesson with

5
students, provide further opportunities for
min. learning, and build a bridge to the next
lesson.)
We learned some very important things
about these 5 Founders of the United
States, but we also learned something
even more important: how to work with
others.

Extension: We have no homework due

tomorrow, but remember to be ready to
share your notes with other groups so that
we are all able to complete our founders
packet. We will continue learning how to
learn together as we reflect on each
others presentations, fill in our packets,
and present the groups that didnt have a
chance to go up.