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Abraham Salazar

EDU 512
Dr. Rachel Timmins
California Baptist University

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Table of Contents

Objectives and Standards... 4

Introduction... 6

Student List... 7

Vocabulary. 8

Literature... 9

Poetry. 10

Direct Instruction Lesson Plan... 11

Concept Attainment Lesson Plan...... 24

Generalization Lesson Plan 35

Inquiry Lesson Plan... 45

Vocabulary Lesson Plan 50

Listening/Talk Lesson Plan... 56

Writing Lesson Plan.. 61

Professional Reflection. 66

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Objectives and Standards

Social Studies Standard -


5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vsquez
de Coronado) and the technological developments that made sea exploration by latitude and longitude possible
(e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).

2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European
expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the
Protestant Reformation, the Counter Reformation).

3. Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the
Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.

4. Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the
Netherlands, Sweden, and Russia.

CCSS ELA Standard


- SL 5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled)
with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own
clearly.
- SL 5.2 Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
- SL 5.3 Summarize the points a speaker or media source makes and explain how each claim is supported by
reasons and evidence, and identify and analyze any logical fallacies.
- SL 5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable
pace.
- SL 5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
- SL 5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and
situation.
- L 5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
- L 5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
- L 5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- L 5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal contrast, addition, and other logical relationships
- W 5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- W 5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- W 5.3 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
- W 5.4 Produce clear and coherent writing (including multiple paragraph texts) in which the development

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and organization are appropriate to task, purpose, and audience
- W 5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
- W 5.6 With some guidance and support from adults, use technology, including the Internet, to produce
and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a single sitting.
- W 5.7 Conduct short research projects that use several sources to build knowledge through investigation
of different aspects of a topic
- W 5.8 Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
- W 5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W 5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
CCSS ELD Standard
- A. Collaborative-
- 1 . Exchanging information and ideas with others through oral collaborative discussions on a range of
social and academic topics.
- 2. Interacting with others in written English in various communicative forms (print, communicative
technology, and multimedia)
- B. Interpretive-
- 5. Listening actively to spoken English in a range of social and academic contexts
- C. Productive
- 9. Expressing information and ideas in formal oral presentations on academic topics.
- 10. Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology.

College and Career Readiness Anchor Standard CCSS

Comprehension and Collaboration


1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.

Presentation of Knowledge and Ideas


5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.

Introduction to Unit Page

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My name is Abraham Salazar and I am enrolled in a Multiple Subject California Teaching Credential
Program at California Baptist University. For my EDU 512- A -Class, Methods of Teaching Social Studies and
Language Arts, taken in the Fall of 2017, and under the direction of Dr. Rachel Timmons, I created a social
studies unit for students in 5th grade. This book contains the various lesson plans I created for my social studies
unit. The theme of my unit is Early North American Explorers.

At the beginning of my unit I began explaining to students about who Early North American Explorers
were. I focused on making sure students understood some key terms and vocabulary that related to Explorers.
We then created a criteria or definition on what an early explorer is.

The goal was to really make sure that students use some critical thinking and really to understand
exactly how the country they live in came to be. Who those individuals were and how their actions affected
their lands and peoples around them.

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Student List with Three Focus Students

Use no real names.

General Student List with Three Focus Students

Gender General SES General Ethnic Describe


Level Academic Level Population Student Needs

8 Boys NA 2 high average, 2 low 2 Hispanic, 3 1 Speech Student


Provide a general average, 3 on level Caucasian, 3 Black 6 Average Students
description in the 1 ADHD
boxes to the right.

11 Girls NA 4 High Average 1 Black, 3 Caucasian, 8 Average Students/


Provide a general 3 Low Average 7 Hispanic 1 Speech
description in the 4 Average
boxes to the right.
EL Focus Student NA Low Hispanic Is low and need
Naddy speech services.
Special Needs NA Average Caucasian Loses focus and
Focus Student attention and has a
Jax hard time writing
anything
Advanced learner NA High Caucasian Extremely Sensitive
Focus Student to Criticism
Kelly

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Vocabulary Page

1. Voyage -

2. Sponsors -

3. Christopher Columbus -

4. Juan Ponce Deleon -

5. Henry Hudson -

6. Longitude -

7. Latitude -

8. Key -

9. Rose Compass -

10. Sextant -

11. Chronometer -

12. Astrolabe -

Literature Page

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- Encounter - Jane Yolen

- Where Do You Think Youre Going Christopher Columbus? - Jean Fritz

- The Discovery of the Americas - Betsy & Guilio Maestro

- Who Was First? - Russel Freedman

- To the Edge of the World - Michele Torrey

Poetry Page
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Early Explorers Haikus

Early Explorers

From Europe they looked for stuff

They found stuff and stayed

First Caribbean

Then to the Americas

They settled all lands

They came to lay claim

To lands that they did not know

That Natives lived on

They stole and plundered

And sent their earnings back home

continued their ways

To the Queen of Spain

And to the Queen of England

Resources Galore

EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC


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Behavioral Model - 100 Points
This rubric will be used to assess Direct Instruction lesson plans.
Characteristics of Early Explorers
Social Studies/History
Lesson 1
Clarity and ease of locating each lesson component is expected. Please download this form and fill it
in for your lesson. Keep the headings and numbers for all sections as they are on this form.

1. MATERIALS/PREPLANNING (5 points)
Materials -
- KWL Chart
- Photographs/ Pictures or the early explorers that will be covered.
- Pencils/Colored Pencils, Crayons, Eraser
- Textbooks
- Chromebooks/Computers
- Construction Paper
- Sticky Notes
- Scissors
- Glue
Vocabulary
13. Voyage -
14. Sponsors -
15. Christopher Columbus -
16. Juan Ponce Deleon -
17. Henry Hudson -
18. Longitude -
19. Latitude -
20. Key -
21. Rose Compass -
22. Sextant -
23. Chronometer -
24. Astrolabe -
Literature
- Encounter - Jane Yolen
- Where Do You Think Youre Going Christopher Columbus? - Jean Fritz
- The Discovery of the Americas - Betsy & Guilio Maestro
- Who Was First? - Russel Freedman
- To the Edge of the World - Michele Torrey

2. OBJECTIVE (10 points) The social studies objective will state the learning that the students will attain by the end
of the lesson. Fill in the following objective for your grade level and unit topic.

After the lesson on the facts of Characteristics of Early Explorers in North America, students in grade 5th will
identify, list and summarize information on the topic of by writing 10 facts both orally and in writing with 95%
accuracy.

The Objective should be one complete sentence with the ABCD Components.
State the objective in behavioral terms, as follows:
A= 5th Grade
B= Complete the activity with correct information

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C= After the Lesson orally and in writing.
D= 95%
State the cognitive taxonomy level (Blooms )

Knowledge - Recall of information; Discovery; Observation; Listing; Locating; Naming

List the standards met by this objective. Highlight in color the specific words in the standard that you are
addressing.
Social Studies Standard -
5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vsquez
de Coronado) and the technological developments that made sea exploration by latitude and longitude possible
(e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).

2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European
expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista,
the Protestant Reformation, the Counter Reformation).

3. Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the
Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.

4. Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the
Netherlands, Sweden, and Russia.

CCSS ELA Standard


- SL 5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled)
with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own
clearly.
- SL 5.2 Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
- SL 5.3 Summarize the points a speaker or media source makes and explain how each claim is supported
by reasons and evidence, and identify and analyze any logical fallacies.
- SL 5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
- SL 5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
- SL 5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task
and situation.
- L 5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
- L 5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
- L 5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- L 5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal contrast, addition, and other logical relationships
- W 5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- W 5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- W 5.3 Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
- W 5.4 Produce clear and coherent writing (including multiple paragraph texts) in which the development
and organization are appropriate to task, purpose, and audience
- W 5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.
- W 5.6 With some guidance and support from adults, use technology, including the Internet, to produce
and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
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keyboarding skills to type a minimum of two pages in a single sitting.
- W 5.7 Conduct short research projects that use several sources to build knowledge through investigation
of different aspects of a topic
- W 5.8 Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
- W 5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W 5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
CCSS ELD Standard
- A. Collaborative-
- 1 . Exchanging information and ideas with others through oral collaborative discussions on a range of
social and academic topics.
- 2. Interacting with others in written English in various communicative forms (print, communicative
technology, and multimedia)
- B. Interpretive-
- 5. Listening actively to spoken English in a range of social and academic contexts
- C. Productive
- 9. Expressing information and ideas in formal oral presentations on academic topics.
- 10. Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology.

College and Career Readiness Anchor Standard CCSS

Comprehension and Collaboration


1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.

Presentation of Knowledge and Ideas


5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout provided
in class.)

Students will summarize information by listing ten facts about Early Explorers in North America.

Essential literacy strategy: Summarizing (Summarizing strategy must be taught)

Students will summarize information about the topic studied by listing ten facts and using the appropriate
academic vocabulary (for the topic) both orally and in writing.

Related skills for the essential literacy strategy:


Listening to information presented.
Reading related documents/stories on the topic being studied.
Learning the academic vocabulary terms.
Students will write ten facts using correct writing conventions to demonstrate their learning about the
topic of Early Explorers in North America.

Language Function Statement: edTPA - The content and language focus of the learning task is represented by
the active verbs within the learning outcomes.

Ask yourself: What main communication language function do students need to use to communicate their
understanding of this content?

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Use - Student uses language to: (see Toolkit samples -ex. Summarize their learning about______. )

Language Demand: The Language Function can have language Demands in each of the 3 areas below:

Academic vocabulary/symbols: ex. List/use vocabulary in sentence

Syntax: (Use language frames in Language of section in Toolkit)

Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this
content)

3. ASSESSMENT STRATEGY (10 points)

The objective will be assessed using different strategies such as in quizzes and homework assignments and in
class projects. The student will be able to demonstrate knowledge attained through the lesson by recalling
information and presenting it orally and in a written form. Recording of the assessment for students will be kept
in a gradebook.

Presentation Rubric

Poor Fair Good Excellent


1 pts 2 pts 3 pts 4 pts

Organization Poor Fair Good Excellent

Audience cannot Audience has Student presents Student presents


understand difficulty following information in logical information in
presentation because presentation because sequence which logical, interesting
there is no sequence student jumps audience can follow. sequence which
of information. around. audience can follow.

Subject Knowledge Poor Fair Good Excellent

Student does not Student is Student is at ease Student


have grasp of uncomfortable with with expected demonstrates full
information; student information and is answers to all knowledge (more
cannot answer able to answer only questions, but fails than required) by
questions about rudimentary to elaborate. answering all class
subject. questions. questions with
explanations and
elaboration.

Graphics Poor Fair Good Excellent

Student uses Student occasionally Student's graphics Student's graphics


superfluous graphics uses graphics that relate to text and explain and reinforce
or no graphics rarely support text presentation. screen text and
and presentation. presentation.

Mechanics Poor Fair Good Excellent

Student's Presentation has Presentation has no Presentation has no


presentation has four three misspellings more than two misspellings or
or more spelling and/or grammatical misspellings and/or grammatical errors.
errors and/or errors. grammatical errors.
grammatical errors.

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Eye Contact Poor Fair Good Excellent

Student reads all of Student occasionally Student maintains Student maintains


report with no eye uses eye contact, but eye contact most of eye contact with
contact. still reads most of the time but audience, seldom
report. frequently returns to returning to notes.
notes.

Elocution Poor Fair Good Excellent

Student mumbles, Student's voice is Student's voice is Student uses a clear


incorrectly low. Student clear. Student voice and correct,
pronounces terms, incorrectly pronounces most precise
and speaks too pronounces terms. words correctly. Most pronunciation of
quietly for students Audience members audience members terms so that all
in the back of class have difficulty can hear audience members
to hear. hearing presentation. presentation. can hear
presentation.

4. LESSON OPENING/PURPOSE (5 points)

This lesson will benefit you by covering how the first steps were taken by European explorers to find this land
that would eventually become the country you live in today.
It is important for you all to have an understanding about who arrived to this land and how they were able to
navigate through the ocean.
I will have a few students who are ELL and that have IEPs.
Students will be put into groups and will be creating WANTED posters for one of three early explorers. They will
be given poster sized construction paper and an image of their assigned explorer. It is then the students job to
decorate and fill out the poster with facts and a brief biography describing their explorer. When completed
students will then share their posters with the rest of the class while also taking down notes and facts about the
other explorers in their journals.

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

Describe what you will do to increase motivation for learning. Begin by doing something to get the students
interest hooked into what you are about to teach. Ask leading questions.
- How did we get here?
- How did the country first start to form?
- Who arrived to these lands? For what reasons?
- How did they get here?
Ideas: Describe related activities or experiences they have had before. Remind them of previous learning that
relates new leaning to prior knowledge.
- Classic rhyme In 1492 Columbus sailed the Ocean Blue
- Movies/ Books
- Wanted Posters and what they are.
Ideas: Use artifacts, hands-on activities, photographs, costumes, hats, sounds, music, videos, books, etc.
- Photos and Videos
Provide Rationale for why you selected this strategy and link to this particular group of students.

I started with asking relatively simple questions to get students engaged with the discussion and idea
so that by answering the questions students will be able to activate and use prior knowledge. If this
group of students is known to be chatty then it will greatly benefit them to be able to have open
discussion about the topic at hand.

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LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND KNOWLEDGE,
PROVIDE INSTRUCTIONAL INPUT, MODELING, C
HECKING FOR UNDERSTANDING, AND GUIDED PRACTICE.

POST STANDARDS
Standards will be posted on or next the the board so that all students may be able to clearly see them from any point
in the classroom.
Draw students to the standards constantly at the beginning, middle and end of the lesson.

RESTATE OBJECTIVE IN STUDENT TERMS


After the lesson of Characteristics of Early Explorers, you (students) will list ten facts about The Early Explorers
with accuracy (both orally and in writing).

CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge


Provide a rationale for why it is important to check for background knowledge. Link to your specific
class/group of students and their learning needs and styles.

Open discussion about this topic is a great benefit to these students. Their chatty nature fits well by being able
to share ideas and thoughts. Open whole class discussion then switching to pair sharing is a great way to get
the students focused.

Ask the students to brainstorm what they already know about Early Explorers. Place this information in the K (or
What We Know) column of the chart. Have them think about what they saw in the video to help them get started if
needed.
Ask the students what they would like to learn about in regards to this subject. Write these in the W (What We Want to
Learn) column.
Save the chart to be used at the end of the unit to when the students will report on what they have learned in order to
complete the L column.
Use KWL Chart from 50 Literacy Strategies (Tompkins)

Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.

K (What we know) W (What we want to learn) L (What we learned)


Early Explorers came from Europe Which countries they came from?

Came on boats. How did they navigate boats?


Landed in different areas. When and where did they land?

INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson
for this particular group of students/class.

Explain how your strategy incorporates EL students background.

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Constantly asking and writing the same questions give EL students the opportunity to be able to physically see
and hear the content and thoughts at hand which would aid in developing their understanding.

(Ideasselect several of these or add your own ideas.)


Go over vocabulary words which will be in the reading. List the key vocabulary words
- Voyage -
- Sponsors -
- Christopher Columbus -
- Juan Ponce Deleon -
- Henry Hudson-
- Longitude -
- Latitude -
- Key -
- Rose Compass -
- Sextant -
- Chronometer -
- Astrolabe -
Read sections from the book entitled: The Discovery of the Americas - Betsy & Guilio Maestro
Put a picture up on Power Point of each of The Explorers listed for the students to look at as we read about
them.
Informally check for understanding: Discuss the facts on The Explorers
Be sure all students understand the facts by listening to responses, (using group pair share strategy etc.)

MODELING SDAIE: Demonstrations and modeling


Provide a rationale for why you selected this strategy or manner of modeling the next lesson step
for this class.
I will create a sample poster in order to provide a clear example of what the expectations for this activity
are. While providing clear instructions on how to create the poster.

Write the facts about The Explorers on the board as the students say them.
Tell the student they are going to write these facts into their journals.
They will illustrate at least one of the facts at the top of the page.
Then they will write the title, Facts about Early Explorers under the picture.
Next, they will write ten facts about Early Explorers from the list created above.
Demonstrate each step by drawing/writing it on the white board as you describe it to them.
Review simple sentence structure.
Show the students a copy of what the page should look like.
An example of the how the finished product in the student journal should look will be available to the students.

TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard? A short video clip introducing the early explorers and their journeys provide a visual concept for the
EL students the that they will be able to connect to their vocabulary.

CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning


Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class.

Ask several of the students to repeat the instructions they have been given.
The students will first write a rough draft of their facts. Check on the students as they work.
Continue to check for understanding of the facts related to The Topic through use of questioning strategies both
during and after the task is completed.
GUIDED PRACTICE STRATEGY

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The teacher will check for accuracy while students are working on assignment and provide written and oral feedback.
Students will share their facts with their shoulder partner and edit for capitals and punctuations.
Check each students work and edit as necessary before the students make their final copy.
Be sure to check for spelling, punctuation, capitalization and sentence structure.
Once their final edits have been made, the students will copy the final work into their journals.

7. CLOSURE EL/SDAIE: Questioning for review

Ask students to share what they wrote for their facts.


Ask them to show their pictures.
Go back to the KWL chart and ask the students what they have learned about Early Explorers today.
Fill in the L section of the chart.
Call on some of the students to define the vocabulary terms.

Learning facts about The Early Explorers.


K (What we know) W (What we want to L (What we learned) Q (What new questions
learn) emerged?)
Early Explorers came Which countries they Various countries such as
from Europe came from? Spain, Italy, Great Britain
Came on boats. How did they navigate Using devices such as
boats? compasses and sextants
to navigate the sea.
Landed in in different Where did they land? Islands in the caribbean.
areas.
Came at different times When did they arrive 1400s-1500s

Ask the students if anyone has anything to add about where they have learned about.
Remind the students about key elements of the facts they have listed and what they now have learned.

8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class.

This class requires constant reminders about things we have reviewed in class. Homework that is closely
related to what was discussed in class will allow the knowledge they gained to stretch beyond the classroom
so they can carry it with them wherever they go instead of it being treated as something that they only need to
learn for the classroom. A boat worksheet that is dedicated to a certain explorer that students will fill out and
write in the explorers name, where they came from when they landed where they landed etc.

Assign the students the project writing 5 more facts for their journal. They will also be asked to look for more pictures to
add to the journal.
Tell the students that the work they do at home is to be done as neatly as was done in class today. They need to use
good penmanship, correct spelling and sentences, and correct capitals and punctuation.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed description of


three students and the adaptations for each student in the three areas in chart below.

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1. Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your literacy instruction in this learning segment. As needed, consult with your cooperating teacher to
complete the charts. Some rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. For example, students

With Individualized Education Programs (IEPs) or 504 plans


With specific language needs
Needing greater challenge or support
Who struggle with reading
Who are underperforming students or have gaps in academic knowledge

Students with IEP and 504 plans


IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Behaviors/Tantrums 1 Close monitoring, Short term Instructions, front loading of instructions.

In each section do the following: Pair him with students who are patient and can keep up with him.
Describe Student & include: Consistent monitoring.
AJ is a bright kid who displays a vast Reward system to keep his morale up.
and deep knowledge of things that Provide page numbers and title of texts and/or attach a copy of
interest him. He is able to perform the strategies to your lesson plan submission.
and complete classroom tasks and Provide a rationale as to why you believe each strategy will be helpful
work when focused and inspired. He for each student listed.
has the habit of getting distracted
and is prone to tantrums when loses
his patience.

Strengths

Present levels of performance

Weakness that you will support

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Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,
Students Modifications
Example: English language learners 1 Pre-teach key words and phrases through examples and graphic
with only a few words of English organizers (e.g., word cluster, manipulatives, visuals)
Mary is an English Language Learner
who is still learning the basics of Keep them close to a friend that speaks the same language so that
English. they could assist in helping Mary have a better understanding.

Kayden is a student who is at the 5th 1 Make connections between the language students bring and the
grade level who often will use slang language used in the textbook. Focus on providing alternative
or casual language. academic language for the casual terms he uses.

In each section do the following: List and Describe 3 strategies from your texts that will aid each
Describe Student & include: students learning.
Provide page numbers and title of texts and/or attach a copy of
Strengths the strategies to your lesson plan submission.
Provide a rationale as to why you believe each strategy will be
Present levels of performance helpful for each student listed.

Weakness that you will support

Students with Other Learning Needs


Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 5 Leveled text, targeted guided reading, ongoing reading assessment (e.g.,
running records, miscue, conferencing)

In each section do the following: List and Describe 3 strategies from your texts that will aid each
Describe Student & include: students learning.
Provide page numbers and title of texts and/or attach a copy of
Strengths the strategies to your lesson plan submission.
Provide a rationale as to why you believe each strategy will be helpful
Present levels of performance for each student listed.

Weakness that you will support

20
10. ATTACHED STUDENT WORK:

11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis (SAMPLE BELOW- Add to it and develop
it in appropriate manner)

Sample Statement: This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was
utilized because the students lack knowledge; therefore, the knowledge needs to be given to them in an explicit manner.
Scaffolding was used in writing facts on the board in order to guide the students in writing their facts using complete
sentences. Link your rationale to the specific lesson objective/standard cognitive level and
corresponding descriptive words (i.e., list, understand).
ADD MORE Of YOUR OWN IDEAS

Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.

Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Creating
Evaluating
Analyzing
Appling
Understanding Example: I used a Direct Instruction lesson for this standard because..Provide a rationale
Remembering

21
Adjust the arrows in each lesson plan to fit the lesson. Remove these directions when finished.

Instructional Preparation Reflection Checklist

Complete the following reflective check list for each lesson in your unit. You can add or delete
items in the check list. This is to help you become aware with the components you have
included in your lessons which will also help you write your commentaries for the EdTPA
tasks.

Lesson Summary of Instructional Preparation


Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of o Modeling o Whole group o Advanced
Content o Guided Practice o Small groups o EL
o Background o Independent Practice o Pairs o Other
Knowledge o Comprehensible Input o Works Independently
o Links to past o Mixed groups
learning o Flexible groups
o Strategies Used
o Resources Selected
o E-resources

Integration of Processes Application Assessment Objective


o Reading o Hands on o Rubric o Linked to Standard
o Writing o Meaningful o Group o Integrated with
o Speaking o Linked to objectives o Written Language Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning o Formative
o Vocabulary o Summative
o Test
o Checklist

Notes for next lesson:

o Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc.

o Students needing more help

o Content adaptations

22
o Reading skills

o Vocabulary clarification

Note: In order to receive all points all lesson components must be


submitted.

CONCEPT ATTAINMENT LESSON PLAN FORM

23
California Baptist University School of Education

Lesson Title - Defining an explorer


Social Studies/History
Lesson Number - 2

Note: Clarity and ease of locating each lesson is what is needed.

1. MATERIALS/PREPLANNING (5 points)
Materials -
- KWL Chart
- Photographs/ Pictures or the early explorers that will be covered.
- Pencils/Colored Pencils, Crayons, Eraser
- Textbooks
- Chromebooks/Computers
- Construction Paper
- Sticky Notes
- Scissors
- Glue
Vocabulary

Resources, Intent, Unknown, Sponsors, Monarchy,


Literature
- Encounter - Jane Yolen
- Where Do You Think Youre Going Christopher Columbus? - Jean Fritz
- The Discovery of the Americas - Betsy & Guilio Maestro
- Who Was First? - Russel Freedman
- To the Edge of the World - Michele Torrey

2. OBJECTIVE (10 points) Must contain the word concept You should be able to know this lesson will be on
developing a concept by reading the objective.

Ex. After the lesson on the concept of North American Early Explorers students in grade 5 will be able to state
both orally and in writing the correct definition of Explorers.

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

Hist. Social Science Standard


Comprehension
CCSS ELA Standard
SL 5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled)
with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own
clearly.
SL 5.2 Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
SL 5.3 Summarize the points a speaker or media source makes and explain how each claim is supported
by reasons and evidence, and identify and analyze any logical fallacies.
SL 5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.

24
SL 5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
SL 5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task
and situation.
L 5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L 5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L 5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L 5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal contrast, addition, and other logical relationships
W 5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W 5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W 5.6 With some guidance and support from adults, use technology, including the Internet, to produce
and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a single sitting.
W 5.7 Conduct short research projects that use several sources to build knowledge through investigation
of different aspects of a topic
W 5.8 Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W 5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

College and Career Readiness Anchor Standard CCSS


Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
ELD Standard(s)
A. Collaborative-
o Emerging - Contribute to conversations and express ideas by asking and answering yes-no and wh-
questions and responding using short phrases.
o Expanding - Contribute to class, group, and partner discussions, including sustained dialogue, by
following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
o Bridging - Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on
responses, and providing useful feedback.

Language Function Statement: edTPA


What main communication language function do students need to use to communicate their understanding of this content?
Classifying
Use: Student uses language to: Group Objects or ideas according to their characteristics. It is critical to identify the rules that
govern class or category membership.

Essential Literacy Strategy


Describing organizing principles, explain why A is an example and B is similar but different.

Additional Language Demands in each area:

Academic vocabulary/symbols: List vocabulary

25
Resources, Intent, Unknown, Sponsors, Monarchy,
Syntax: (Use language frames in Language of section in Toolkit)
Language of Classifying
We can classify Early Explorers according to our definitions.
An appropriate name for this group is Early Explorers is owing to the fact that they all fall under the definition of Early Explorer.
Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
K.W.L Charts, Venn Diagrams

3. ASSESSMENT (10 points)


Note: A rubric would work well for this assessment

Presentation Rubric

Poor Fair Good Excellent


1 pts 2 pts 3 pts 4 pts

Organization Poor Fair Good Excellent

Audience cannot Audience has Student presents Student presents


understand difficulty following information in logical information in
presentation because presentation because sequence which logical, interesting
there is no sequence student jumps audience can follow. sequence which
of information. around. audience can follow.

Subject Knowledge Poor Fair Good Excellent

Student does not Student is Student is at ease Student


have grasp of uncomfortable with with expected demonstrates full
information; student information and is answers to all knowledge (more
cannot answer able to answer only questions, but fails than required) by
questions about rudimentary to elaborate. answering all class
subject. questions. questions with
explanations and
elaboration.

Graphics Poor Fair Good Excellent

Student uses Student occasionally Student's graphics Student's graphics


superfluous graphics uses graphics that relate to text and explain and reinforce
or no graphics rarely support text presentation. screen text and
and presentation. presentation.

Mechanics Poor Fair Good Excellent

Student's Presentation has Presentation has no Presentation has no


presentation has four three misspellings more than two misspellings or
or more spelling and/or grammatical misspellings and/or grammatical errors.
errors and/or errors. grammatical errors.
grammatical errors.

Eye Contact Poor Fair Good Excellent

Student reads all of Student occasionally Student maintains Student maintains


report with no eye uses eye contact, but eye contact most of eye contact with
contact. still reads most of the time but audience, seldom
report. frequently returns to returning to notes.
notes.

26
Elocution Poor Fair Good Excellent

Student mumbles, Student's voice is Student's voice is Student uses a clear


incorrectly low. Student clear. Student voice and correct,
pronounces terms, incorrectly pronounces most precise
and speaks too pronounces terms. words correctly. Most pronunciation of
quietly for students Audience members audience members terms so that all
in the back of class have difficulty can hear audience members
to hear. hearing presentation. presentation. can hear
presentation.

4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for learning!

5. PURPOSE (5 points)

Boys and girls, today we will be learning about how to define an explorer. It is important to understand who the
early explorers were and what their characteristics are because it is important to comprehend what qualities
constitute an explorer.

LESSON BODY (35 points)


Provide a rationale (justify reason) for using this lesson model.
Together we will be a whole group discussion in order to have a complete understanding on what defines an
Early Explorer. Throughout the discussion we will be sharing questions and thoughts in order to have a clear
idea and comprehension.
We will have several visual aids to help identify some famous explorers and a few facts on what made them fit
into our definition. We will also have examples of non early explorers who may or may not share some
qualities of an early explorer but not enough to be classified as one.

Prior to starting the lesson body do the following:


After the lesson, students in the 5th grade will be able to identify the qualities that define an explorer.
Mark SDAIE in bold type where it applies.

Note: The Concept Attainment lesson has 6 steps. Follow them e


xactly as follows:

Step One- Definition:

The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of Early Explorers.

According to the dictionary Explorer means: a person who travels in search of geographical or
scientific information.

Our Definition for Early Explorer will be : Traveled and landed in a place unknown, with the intent to discover
resources and had claimed the new lands to a monarchy or sponsor.

Step Two - Examples:

Bullet each example and leave space between each new example.
The teacher must present (5 6 ) examples of the new concept.

27
Christopher Columbus - This is an An Early Explorer. He is an explorer because he traveled and landed in
a place unknown, with the intent to discover resources and had claimed the new lands to a monarchy or
sponsor.

Juan Ponce De Leon - He is also an Early Explorer. He is an explorer because he traveled and landed in a
place unknown, with the intent to discover resources and had claimed the new lands to a monarchy or
sponsor.
Henry Hudson - This is an An Early Explorer. He is an explorer because he traveled and landed in a place
unknown, with the intent to discover resources and had claimed the new lands to a monarchy or sponsor.
Amerigo Vespucci - This is an An Early Explorer. He is an explorer because he traveled and landed in a
place unknown, with the intent to discover resources and had claimed the new lands to a monarchy or
sponsor.
Hernando Cortes - This is an An Early Explorer. He is an explorer because he traveled and landed in a
place unknown, with the intent to discover resources and had claimed the new lands to a monarchy or
sponsor.
Leif Eriksson - This is an An Early Explorer. He is an explorer because he traveled and landed in a place
unknown, with the intent to discover resources and had claimed the new lands to a monarchy or sponsor.
John Cabot - This is an An Early Explorer. He is an explorer because he traveled and landed in a place
unknown, with the intent to discover resources and had claimed the new lands to a monarchy or sponsor.

Continue this format for 5-6 examples. Fully script each statement. The repetition is the key to teaching this
lesson well.
However, Do not just copy and paste for each example.

Step Three - Non-examples:

Bullet each non-example and leave space between each new example.
Give, 5 or so, non-examples with reasons why they are not examples of the concept.
Alexander The Great is a Conqueror.
He is not an Early Explorer. He is not because he did not go to unknown places, have intent to discover new
resources , and claim the new lands to a monarchy or sponsor because he was the king of Macedon .

Marco Polo is not an Early Explorer because he did not travel to places unknown or claim the new lands
to a monarchy or sponsor even though he did have the intent to discover resources.
He is not an Early Explorer. He is not because he did not go to unknown places, have intent to discover
new resources , and claim the new lands to a monarchy or sponsor
Dora the Explorer is not an Early Explorer because she did not claim new lands to a monarchy or
sponsor even though she may have had some intent to discover new resources and go to unknown
places.


Give 5 more examples of what is not an example of the concept and the reasons why it is not. It is very important
to go over each item and compare and contrast them so students can clearly understand the concept.

Step Four - Mixed Examples:

Bullet each mixed example and leave space between each new
example. Present them and ask students to distinguish between them. Give 5 mixed examples with clear
responses of why and why not.

Here is Henry Hudson. Is he an example of What we call an Early Explorer? He is an Early Explorer because
because he traveled to places unknown, had the intent to discover resources and claimed the new land in
the name of a monarchy or sponsor.

28
Is Juan Ponce De Leon what we call an Early Explorer? He is an Early Explorer because he
traveled to places unknown, had the intent to discover resources and claimed the new land
in the name of a monarchy or sponsor.
Is Napoleon Bonaparte an Early Explorer? He is not what we consider an early explorer because he
did not travel to places unknown, he did not have the intent to discover resources.
.(Continue the script)
.

Continue through several more mixed examplesbe sure to include the correct

Vocabulary. This is where students have a chance to develop the correct


terms/vocabulary and really own the terminology.

Step Five - Redefine Concept:

The teacher must ask students to define the concept in their own words. You should have given several clear
attributes of the concept that students can easily repeat and write in their journals. Now it is their task to write
the new term with the meaning and description in their journal under the vocabulary for this unit.

They could also illustrate the term and give various examples and non examples. Let them be creative in how
they enter the vocabulary terms. This will help them remember the vocabulary and make it useful for them.

You could say: (Word this part according to the group you are addressing)
Scholars, turn to your partners and say the definition of Early Explorers in your own words. This is your
chance to practice saying (rehearsing) this new term. Be sure you both state the definition and give several
good examples and state why they are good examples.

Fully script 2 or 3 student responses.

Now, have them write the definition in their own words in their journal.
Next, please take out your journals and enter this term Early Explorers.
Also write the definition in your own words and give several examples.

Lesson Step Six - Student Examples:

The teacher must ask the students to find or suggest additional examples of the concept to show their
understanding.

Students, now it is your turn to own this concept. You are the experts so your task is to find more examples.
You could look in the books I have gathered in our classroom library or on the internet.

You might find more examples on youtube just like I did. ( Give them several places to find more examples of
this concept. The more they see where it belongs the better they will come to understand and be able to use
the vocabulary.)

Step Seven Response to Learning the Concept:

Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on
the EL/ELA objectives and the Social Studies content of the lesson body.

ELD Level Emerging Response to learning:

Listening - students demonstrate their listening skills by listening to the video about early explorers as well as

29
the open discussion by making and answering basic questions.
Speaking - students will contribute to the whole class and partner conversations about early explorer. Students
will express their ideas by asking and answering questions using gestures, words, and learned phrases.
Reading - Students will describe the ideas based on the discussion and video substantial support.
Writing - Students write brief informational text describing early explorers collaborativley with an adult, with
peers or sometimes independently.

ELD Expanding Response to learning:

Listening - Students demonstrate their listening skills by listening to the discussion and the video by asking and
answering detailed questions about early explorers. The students used oral sentence frames and require
occasional prompting and support.
Speaking - Students contribute to whole, class, partner and group discussions by participating in dialogue and
using conversational rules such as taking turns, asking questions, and adding their knowledge and experience
with early explorers.
Reading - Students will describe ideas based on texts and video with moderate support.
Writing - Students write short literary texts about maps collaboratively with an adult, with peers, and with
increasing independence.

ELD Bridging Response to learning:

Listening - Students demonstrate their listening skills by listening to the read-aloud and the video by asking and
answering detailed questions about early explorers. The students require minimal prompting and support.
Speaking - students contribute to whole class, partner, and group discussions about early explorers by being
fully engaged in the discussion by listening, responding, taking turns, asking questions related to the topic of
early explorers, adding their own knowledge, building upon the responses of others and providing feedback to
others.
Reading - students will describe the ideas from the text and video with light support.
Writing - students write longer informational texts about early explorers collaborative with an adult, with peers,
and independently.

7.CLOSURE (5 points)

Gather students at the discussion table or on the rug. It is now the end of the day and students are
prepared to go home. Wrap up the learning with a chance for students to practice key learning once
again. In this case it will be the new concept you have introduced.

Provide something like the following dialogue:


Boys and girls please come to our talking circle. We have much to discuss.
Today we studied the concept of Early Explorers. Now it is your turn to own this information. Lets practice saying what
we have learned about Early Explorers. Who would like to begin?

Continue this dialogue until students have rehearsed their learning several times.

End with each student stating the learning to the person next to him/her.

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale/justification for your choices.


Students will be able to perform a variety of different tasks either independently with a peer or small group, or
with help from a teacher. Students will be able to search for additional examples on the concept thought the
school library, classroom books, photographs and images, computers and internet searches.
Through these methods, students will be able to find a method that they are comfortable with and will have
their ability to present their abilities through. This also acts as an authentic, informal assessment as the
30
teacher is able to see their learning in a clear matter.

The teacher assigns the students the task of finding additional examples of the concept on their own. For
example, students can look in books, library or computer for additional examples.

The teacher clarifies what the students are to do with the additional examples of the concept that they
identify. We can add a few 3x5 cards of additional information to the posters we made for the classroom in a
previous lesson.

9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)


Provide text pages and a short description of the strategy. Explain how strategy is helpful to your focus students
and rationale for selection.

50 Social Studies Strategies for K-8 Classroom - Ch 25 Historical Characters Pg. 121 - Students create a composite
persona or represent a real person. The student tells his or her story in the first person and encourages others to ask
questions of the character. This kind of approach allows students to use their imagination and role play to really relate to
the historical figure they are representing , making a deeper connection with the student.

Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written using the assessment strategy and in 24 hours of instruction for 3 students. (See
edTPA for directions on feedback)
ELL Learner W/Few Describe specific feedback type to help learn the essential literacy strategy
Words
Student with low
reading ability

Student with
advanced literacy
skills/other

Fill in chart below with additional strategies to support the learning or extend lesson

Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. Sentence Repeat Encourage the student to read Constant repetition. Repetition of the definition of
and reread entire sentence so an Early Explorer will help in
that students can correct any self concept attainment.
made errors.
2. Activating the Through series of guided Activating prior knowledge Using prior knowledge from
Known questions, the instructor helps about certain historical the previous lesson will be
students activate their prior figures is key to the lesson. useful in students having a
knowledge of a specific topic to better understanding on
help them comprehend the what an Early Explorer is.
content.

50 Literacy Strategies

31
1. Exclusion Used to activate students The strategy is useful to Understanding some of the
Brainstorming background knowledge and familiarize students with key vocabulary used in our
expand their understanding concept and vocabulary. definition of Early Explorers
about social studies or science wis crucial in
topic before reading. comprehension.
2. Open-Mind Portraits To help students think more The activity can adapted to Adapting this activity would
deeply about a character and fit the needs of our topic work well as serving a way
reflect on events, they draw which is early explorers. to help students understand
open mind portraits of the the motives and goals of the
character or historical figure. Early Explorers.
50 Social Studies
Strategies
1. Role Playing Students become involved with Role playing in adaptation in Having students imagine
the actions, words, and idea of creating a scenario where a and act out scenes will
others when they take on roles in an explorer tries to find a demonstrate the students
the classroom. sponsor to help their cause. have a better and deeper
understanding on how Early
Explorers came to be.
2.
Technology
Resources

10. (10 points)


THEORETICAL OVERVIEW: Provide an overview of the theoretical basis for this lesson model and a
rationale for why you have selected this content for this lesson model. Link your rationale to the specific lesson
objective/standard cognitive level and corresponding descriptive words (i.e., analyze, compare).

This lesson is taught through the use of Blooms Taxonomy Theory of Knowledge/Remembering and
Comprehension/Understanding. The lesson scaffolded upon learning the prior lesson on Early Explorers.

This lesson is taught by using information processing theory to attain the concepts. Add more here

Structure of Knowledge

32
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Evaluation
Synthesis
Analysis
Application
Comprehension Example: I used a Direct Instruction lesson for this standard because..
Knowledge

11. ATTACHED STUDENT WORK (10 points)


Attach the work you have assigned for independent practice. You must do the assignment just as if you were a
student in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the class.

Lesson Summary of Instructional Preparation


Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of Content o Modeling o Whole group o Advanced
o Background o Guided Practice o Small groups o EL
Knowledge o Independent Practice o Pairs o Other
o Links to past learning o Comprehensible Input o Works Independently
o Strategies Used o Mixed groups
o Resources Selected o Flexible groups
o E-resources

Integration of Processes Application Assessment Objective


o Reading o Hands on o Rubric o Linked to Standard
o Writing o Meaningful o Group o Integrated with Language
o Speaking o Linked to objectives o Written Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning o Formative
o Vocabulary o Summative
o Test
o Checklist

Notes for next lesson:

o Strengths/Weaknesses of Lesson
o
o Students needing more help

o Content adaptations

o Reading skills

33
o Vocabulary clarification

34
GENERALIZATION LESSON PLAN AND RUBRIC 100 Points
California Baptist University School of Education

Early Explorers
Lesson Type size 14
Lesson Number 3

1. MATERIALS (5 points)

- KWL Chart
- Photographs/ Pictures or the early explorers that will be covered.
- Pencils/Colored Pencils, Crayons, Eraser
- Textbooks
- Chromebooks/Computers
- Construction Paper
- Sticky Notes

2. OBJECTIVE (10 points)

The objective will state the learning that the students will attain by the end of the lesson.
State the objective in behavioral terms, as follows:
1. A=Audience,
2. B=Behavior,
3. C=Conditions,
4. D=Degree of accuracy needed to achieve the objective.
The key question to ask: Can this objective be assessed and what will the student be able to
think, say, or do when the objective is accomplished?

Note: In this lesson plan, the objective will include the following words: finding
generalizations that are supported by data.

OBJECTIVE: After the lesson on using data to support generalizations, students in grade 5
will apply this knowledge and develop generalizations concerning the topic of Early Explorers
with accuracy.

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

35
Hist. Social Science Standard
Comprehension
CCSS ELA Standard
SL 5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled)
with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own
clearly.
SL 5.2 Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
SL 5.3 Summarize the points a speaker or media source makes and explain how each claim is supported
by reasons and evidence, and identify and analyze any logical fallacies.
SL 5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
SL 5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
SL 5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task
and situation.
L 5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L 5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L 5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L 5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal contrast, addition, and other logical relationships
W 5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W 5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W 5.6 With some guidance and support from adults, use technology, including the Internet, to produce
and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of two pages in a single sitting.
W 5.7 Conduct short research projects that use several sources to build knowledge through investigation
of different aspects of a topic
W 5.8 Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
W 5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS ELD Standard
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
ELD Standard(s)
A. Collaborative-
o Emerging - Contribute to conversations and express ideas by asking and answering yes-no and wh-
questions and responding using short phrases.
o Expanding - Contribute to class, group, and partner discussions, including sustained dialogue, by
following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
o Bridging - Contribute to class, group, and partner discussions, including sustained dialogue, by following
turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on
responses, and providing useful feedback.

36
Language Function Statement: edTPA
What main communication language function do students need to use to communicate their understanding of this content?
Classifying
Use: Student uses language to: Group Objects or ideas according to their characteristics. It is critical to identify the rules that
govern class or category membership.

Essential Literacy Strategy


Describing organizing principles, explain why A is an example and B is similar but different.

Additional Language Demands in each area:

Academic vocabulary/symbols: List vocabulary


Resources, Intent, Unknown, Sponsors, Monarchy,
Syntax: (Use language frames in Language of section in Toolkit)
Language of Classifying
We can classify Early Explorers according to our definitions as well as Conquerors.
An appropriate name for this group is Early Explorers is owing to the fact that they all fall under the definition of Early Explorer or
Conquerors.
Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
K.W.L Charts, Venn Diagrams

3. ASSESSMENT (10 points)

Describe clearly how you would assess student performance in this lesson.
Label your method of assessment as authentic, formal, or informal.
Clearly state where/how this assessment will be kept (portfolio, grade book)
Include rubric, checklist, or other tool that will be used to assess each objective.
How will this assessment be used? (part of final grade, to adjust teaching strategies, as part of a
portfolio, etc.?)

Presentation Rubric

Poor Fair Good Excellent


1 pts 2 pts 3 pts 4 pts

Organization Poor Fair Good Excellent

Audience cannot Audience has Student presents Student presents


understand difficulty following information in logical information in
presentation because presentation because sequence which logical, interesting
there is no sequence student jumps audience can follow. sequence which
of information. around. audience can follow.

37
Subject Knowledge Poor Fair Good Excellent

Student does not Student is Student is at ease Student


have grasp of uncomfortable with with expected demonstrates full
information; student information and is answers to all knowledge (more
cannot answer able to answer only questions, but fails than required) by
questions about rudimentary to elaborate. answering all class
subject. questions. questions with
explanations and
elaboration.

Graphics Poor Fair Good Excellent

Student uses Student occasionally Student's graphics Student's graphics


superfluous graphics uses graphics that relate to text and explain and reinforce
or no graphics rarely support text presentation. screen text and
and presentation. presentation.

Mechanics Poor Fair Good Excellent

Student's Presentation has Presentation has no Presentation has no


presentation has four three misspellings more than two misspellings or
or more spelling and/or grammatical misspellings and/or grammatical errors.
errors and/or errors. grammatical errors.
grammatical errors.

Eye Contact Poor Fair Good Excellent

Student reads all of Student occasionally Student maintains Student maintains


report with no eye uses eye contact, but eye contact most of eye contact with
contact. still reads most of the time but audience, seldom
report. frequently returns to returning to notes.
notes.

Elocution Poor Fair Good Excellent

Student mumbles, Student's voice is Student's voice is Student uses a clear


incorrectly low. Student clear. Student voice and correct,
pronounces terms, incorrectly pronounces most precise
and speaks too pronounces terms. words correctly. Most pronunciation of
quietly for students Audience members audience members terms so that all
in the back of class have difficulty can hear audience members
to hear. hearing presentation. presentation. can hear
presentation.

4. PURPOSE (5 points)

Boys and girls, today we will be learning about how to define an explorer. It is important to
understand who the early explorers were and what their characteristics are because it is
important to comprehend what qualities constitute an explorer. Also we will compare how
Early Explorers and Conquerors are similar and different.

Fully script, in words you will use with the children, why it is important for each student to learn
this lesson. How does this affect a students lifelong learning? Why will the student benefit from
this learning?

5. ANTICIPATORY SET/Motivation for Learning (5 points)

38
You begin by doing something to get the students interest hooked into what you are about to
teach. Ask leading questions. Describe related activities or experiences they have had before.
Remind them of previous learning. Use artifacts, hands-on math or science activities,
photographs, costumes, hats, sounds, music, videos, books, etc.

6. LESSON BODY (25 points)

Justify for your choice of strategies. Link to students in your class. Include their interests and abilities.
Together we will be a whole group discussion in order to have a complete understanding on what defines an
Early Explorer and how they differ from Conquerors. Throughout the discussion we will be sharing questions
and thoughts in order to have a clear idea and comprehension.
We will have several visual aids to help identify some famous explorers and a few facts on what made them fit
into our definition. We will also have examples of non early explorers who may or may not share some
qualities of an early explorer but are classified as Conquerors.

Note: The inducing-a-generalization technique helps pupils arrive at an explanatory


generalization by applying their own logical thinking skills. The teacher begins by selecting a
well-validated generalization and finding specific examples that support its truth. The learners
are presented only with this evidence. They are challenged to develop an explanatory
generalization that is consistent with the evidence. These steps are typically followed:

Step 1. Pupils look at evidence the teacher has made available such as
lists, data charts, artifacts, videos and science demonstration
activities.

Class we have studied all about Early Explorers and their voyage across the Atlantic
Ocean to reach North America and their reasons to settle and some of the
conquerors that took over lands in europe and asia. Today we want to think more
deeply about both of these groups and see what we can learn from their journeys
and experiences.

Group A: Will list ten facts and ideas about Early Explorers
Group B: Will list ten facts and ideas about Conquerors

Early Explorers: Voyaged Over Seas, Claimed New Lands,had sponsors, came
from Europe, accessed new resources, brought traditions

Conquerors: Conquered lands, Fought for themselves, fought for resources, brought
traditions, commanded armies

Class, what do you see about the things or the data we have in front of us?
How do you think we might organize this information? (Student answers)

Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.
39
Some ideas are as follows. If necessary use Mind Talk (where teacher speaks out loud
so students can follow the thinking) here to help them get started:

Lets see, what do we notice about the information we have? Give student answers.
What can we say, in general about this information? What are some explanations
for this?

Step 3. Finally, ask students to develop generalizations based on the


Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.

Class, how do you think we could explain the relationships and general trends we
see? Can anyone think of a way to say it? Add several student responses and
script the discussion.

Is there anything we could say about how this could apply in a similar situation or
in another place?

Write the students generalizations on the board or on an overhead transparency as


they think of them. Accept all that are suggested. In your lesson plan, be sure to script
possible responses from your students.
Add the list here.
Bullet responses:




7. CLOSURE (5 points)

Ask the students to state here, in their own words, what they learned about the use of data to form
generalizations. It is here that you pull them back together as a class for a moment.
Ask:
What did you learn from the data today concerning Early Explorers ?
What have we learned about using facts/data/evidence to solve problems (generate new
ideas, form conclusions, etc.)
The issue here is to help students learn the PROCESS as well as to develop the PRODUCT.
They should be able to express in their own words the learning they acquired.
Ask them if they have any other comments.
40
Teacher should restate the learning one last time in another way.

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale.
Students will be able to perform a variety of different tasks either independently with a peer or small group, or
with help from a teacher. Students will be able to search for additional examples on the concept thought the
school library, classroom books, photographs and images, computers and internet searches.
Through these methods, students will be able to find a method that they are comfortable with and will have
their ability to present their abilities through. This also acts as an authentic, informal assessment as the
teacher is able to see their learning in a clear matter.

Now students can write in their journals about the ideas discussed. This can be an open ended
writing that allows for further thinking.
The list of generalizations will still be visible on the board or a chart and students cal also list
them in the journal. Some will need the reference and others wont need it at all but you have
taken care of a diverse range of writers and thinkers.
Assignment must be valuable and further support the learning stated in the objective.
Assessment will be done by rubric.
Homework and assignments will be placed in journals/folder.

After several sessions of this type of lesson, students should be able to analyze another
set of data and formulate generalizations on their own.

Some other possibilities could include a journal entry regarding the process as well as the
focus generalization developed, a reflection on the generalization itself, further research to
support the generalization, forming additional questions of interest for further research.

9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the class? Provide specific strategies that might be
used for each type of learner.

Provide feedback for each of the 3 focus students on the work sample. Feedback must be written and provided in
person within 24 hours of the lesson. (See edTPA for directions on feedback)

ELL Learner W/Few Describe specific feedback type to help learn the essential literacy strategy
Words
Student with low
reading ability

Student with
advanced literacy
skills/other

Strategies to extend the lesson- Fill in chart below:

41
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. SEntence Repeat Encourage the student to read Constant Repetition Repetition of the definition of
and reread entire sentence so an Early Explorer will help in
that students can correct any self concept attainment.
made errors.
2. Activating the Through series of guided Activating prior knowledge Using prior knowledge from
Known questions, the instructor helps about certain historical the previous lesson will be
students activate their prior figures is key to the lesson. useful in students having a
knowledge of a specific topic to better understanding on
help them comprehend the what an Early Explorer is.
content.

50 Literacy Strategies
1. Exclusion Used to activate students The strategy is useful to Understanding some of the
Brainstorming background knowledge and familiarize students with key vocabulary used in our
expand their understanding concepts and vocabulary. definition of Early Explorers
about social studies or science was crucial in
topic before reading. comprehension.
2. Open-Mind Portraits To help students think more The activity can be adapted Adapting this activity would
deeply about a character and to fit the needs of our topic work well as serving a way
reflect on events, they draw which is early explorers. to help students understand
open mind portraits of the the motives and goals of the
character or historical figure. Early Explorers.
50 Social Studies
Strategies
1. Role Playing Students become involved with Role playing in adaptation in Having Students imagine
the action, words, and idea of creating a scenario where and act out scenes will
others when they take on roles in an explorer tries to find a demonstrate the students
the classroom. sponsor to help their cause. have a better and deeper
understanding on how Early
Explorers came to be.
2.
Technology
Resources

10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this
lesson model and a rationale for why you have selected this content for this lesson model. Link your
rationale to the specific lesson objective/standard cognitive level and corresponding descriptive words
(i.e., evaluate, generalize).
(10 points)

Structure of Knowledge

42
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Evaluation
Synthesis
Analysis
Application
Comprehension Example: I used a Direct Instruction lesson for this standard because..
Knowledge

11. ATTACHED STUDENT WORK (10 points)


Attach the work you have assigned for independent practice. You must do the assignment just as if you
were a student in your class. Use the appropriate paper, print, and line size suitable for the developmental
level of the class.

Lesson Summary of Instructional Preparation


Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of Content o Modeling o Whole group o Advanced
o Background o Guided Practice o Small groups o EL
Knowledge o Independent Practice o Pairs o Other
o Links to past learning o Comprehensible Input o Works Independently
o Strategies Used o Mixed groups
o Resources Selected o Flexible groups
o E-resources

43
Integration of Processes Application Assessment Objective
o Reading o Hands on o Rubric o Linked to Standard
o Writing o Meaningful o Group o Integrated with Language
o Speaking o Linked to objectives o Written Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning o Formative
o Vocabulary o Summative
o Test
o Checklist

Notes for next lesson based on lesson results:

o Strengths/Weaknesses of student learning


o
o Students needing more help

o Content adaptations

o Reading skills

o Vocabulary clarification

44
Inquiry Lesson
Mini Lesson Format

Name: Abraham Salazar Grade Level 5th

ELA Content Standard: ELD Standards:


SL. 5.2 Summarize a written text read aloud or information presented Collaborative 1. Exchanging information and ideas with others
in diverse media and formats, including visually, quantitatively, and through oral collaborative discussions on a range of social and
orally. academic topics.

Content Standard:
5.2 Students trace the routes of early explorers and describe the early
explorations of the Americas.
ELA Language Objective: ELD Language Objective for Grade Level

Students will use language to demonstrate their comprehension on Early


Explorers by creating a biography page based on their assigned Early C. Productive
Explorer
ELA Content Objective: Selecting and applying varied and precise vocabulary and language
Students will be able to use vocabulary and facts in order to properly structures to effectively convey ideas.
develop a short biography on the Early Explorer they are assigned.

Cog. Taxonomy/DOK Levels


Knowledge/Rmembering and Comprehension/Understanding.

Learning Focus
Central Focus Statement:
The focus of this lesson or activity is so that students will be able to comprehend and demonstrate the content based on the subject
(North American Early Explorers.) Students will be able to summarize in a neat, organized and presentable matter the characteristics of
Early Explorers.

Supporting Literacy Development through Language Plan ahead!


Essential Literacy Strategy:

Language Function Statement:


What main communication language function do students need to use to communicate their understanding of this content?

How does student use language (see Toolkit samples for use of language)

Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:
Students will use language of informing language to convey their ideas in the short biography.
Using language such as These facts suggest that

Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.

Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols:

45
Resources, Intent, Unknown, Sponsors, Monarchy

Syntax: (Use language frames in Language of section in Toolkit)


Students will use language to observe and explore the environment, acquire information, inquire.

Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
K.W.L Charts, Brainstorming Web

Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
K-W-L Charts meet strengths/weakness of students so that all
Photographs/Pictures students meet the targeted outcome.
Textbooks Wright
Chromebook Sentence repeats serves as a way to activate -Sentence Repeat
prior knowledge by repeating definitions -Activating The Known
and facts about early explorers. Exclusion
brainstorming will help in the organization 50 Literacy Strategies
of ideas and aid those who may have a hard -Exclusion Brainstorming
time recalling ideas and facts. -Open Minded Portraits
Pre-Assessment: Asking questions about Motivation Strategy: Talking about the Personal/Cultural/Community Assets:
the content to students prior to beginning voyages of the early explorers. Group
the lessons. discussions.

Misconceptions: Christopher Columbus was Quickly and briefly lead a whole class Students have been studying early
an explorer who got lost. He and other early discussion about early explorers who they explorers so a quick review of early
explorers did not discover America. The are and what they did. Ask questions to help explorers and how vocabulary fits into the
Natives people were already here. student activate prior knowledge. context.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities


Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction: Students in 5th grade will be summarize knowledge on the subject of Early Explorers and their individual
characteristics.
Before Ask students what they know about the early explorers and how they differ from each others.
Teaching
-Setting the
stage.

Lesson Body: Explain Strategies/Lesson steps:


Teacher will engage students in a class discussion talking about the origins and characteristics of early explorers.
During/active Teacher will instruct students in creating a collaborative book based off early north american explorers.
engagement Students will be put into groups in order to create a short biography page about a chosen North American Explorer.
in learning Instruct students that their responsibility is to choose an Explorer that has been covered in the unit. Then to gather all
the facts about their characteristics and voyage(s). Write a biography about the explorer with accompanied with a
drawing.
Present and display the teacher created example so that students have a reference point.

46
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
Remind students the the whole purpose of the lesson/activity is to gain an understanding or comprehension about the
characteristics of North American Early Explorers.
When completed, all students work will be combined to create a book that is accessible to all students.

Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice:
specific assessment tools are being used for at least t wo types of
assessment? Students will be put into a groups so that they will be collaborating
with each other in order to create a product. They will be
Informal: Check with teacher created example to see if all contributing their ideas and knowledge to one another. Meanwhile
requirements are met. constantly comparing their work to the rubric and teacher created
example.
Formal: Check with rubric. (attached)

edTPA Lesson Plan Reflection and Commentary Section


Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.

Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to impact
student learning:

For the whole class

For the three focus students and other individuals/groups with specific needs.

1. Allows students to work with a peer.

2. The opportunity to share work and ideas with peers.

3. The opportunity to meet with teacher for intervention.

What theory or theorists would most strongly support use of this strategy?

Attach photos or copy of student work and teaching tools.

Strategies for your next lessons based on data and assessment results

Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research based strategies from the course resources.

Wright Text Describe strategy and provide Explain how strategy is helpful Rationale for selecting & links to
research base. for whole group or specific student/standards
student(s).

47
1. Sentence Repeat Encourage the student to read and Constant Repetition Repetition of the definition of an
reread entire sentence so that student Early Explorer will help in concept
can correct any self made errors. attainment.
2. Activating the known Through series of guided questions, the Activating prior knowledge about Using prior knowledge from the
instructor helps students activate their certain historical figures is key to previous lesson will be useful in
prior knowledge of a specific topic to the lesson. students having a better
help them comprehend the content. understanding on what an Early
Explorer is.

50 Literacy Strategies
1. Exclusion Brainstorming Used to activate students background The strategy is useful to Understanding some of the
knowledge and expand their familiarize students with key vocabulary used in our definition
understanding about social studies or concept and vocabulary. of Early Explorers with crucial in
science topic before reading. comprehension.
2. Open Minded Portraits To help students think more deeply The activity can be adapted to fit Adapting this activity would work
about a character and reflect events, the needs of our topic which is as well as serving a way to help
they drew open mind portraits of the early explorers. students understand the motives
character or historical figure. and goals of Early Explorers.
50 Social Studies Strategies
1. Role Playing Students become involved with the Role playing in adaptation in Having students imagine and act
actions, words, and idea of others when creating a scenario where an out scenes will help students have
they take on roles in the classroom. explorer tries to find a sponsor to a better understanding on how
help their cause. Early Explorers came to be.
2.
Technology Resources
Language Function Brainstorming Web Write down a main idea and link Help students to gather and reflect
Toolkit/other all supportive ideas that will stem on ideas that will help with
into more. organization.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning
goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or
informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
With the teacher created example, students will be able to identify that organization and
Students will be able to compare their work with teacher accuracy of facts attached to the Early Explorer.
created sample.
-With the teacher created example, students will be able to compare work to check for
organization and structure of report.
Evidence of Student Understanding:
When students see that they are following the sample, they know and record what
information is important.

-When comparing works, students will identify what information is important and what
facts are critical to the work and how vocabulary fits the context.
Student Feedback:
Describe how you will provide feedback to students on this assessment.

Check for understanding of what the lesson/assignment is supposed to be. Check for
grammar and content and provide suggestions to edit and reorganized.
Assessment Strategy #2: Alignment with Objectives:
Students will have a sense of completion and satisfaction knowing that their work follows
that standards that are expected of them.

Students will also be able to use a rubric to serve as a Students will have a sense of completion and satisfaction knowing that their work follows
checklist so that their work reaches all the basic the standards that are expected to them.
requirements. Evidence of Student Understanding:
When students feel satisfied, they know the work they have completed is enough so that
all vital information is saved.

48
Student Feedback:
Describe how you will provide feedback to students on this assessment.

Review and clarify with students to make sure their work meets the standards required by
the rubrics.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction


Building on Personal/Cultural/Community Assets:
Explain how your plans linked students prior academic learning and personal/cultural/community assets to new learning

Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).

Students will be set into groups so that lower level students are in the same groups as higher level students.

Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.

49
Social Studies/LA - Vocabulary and Handwriting
MINI LESSON PLAN

Name: Abraham Salazar Grade Level 5th Grade

ELA Content Standard: ELD Standards:


CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific vocabulary to l W.5.45; SL.5.4, 6; L.5.1, 3, 56
inform about or explain the topic.

Content Standard:

5.2 Students trace the routes of early explorers and describe


the early explorations of the Americas.
ELA Language Objective: ELD Language Objective for Grade Level

ELA Content Objective: C. Productive


Students in 5th Grade will be able to use language and vocabulary to define
and support their argument that their chosen explorer meets the
qualification of an Early Explorer. Selecting and applying varied and precise vocabulary and
language structures to effectively convey ideas
Cog. Taxonomy/DOK Levels

Analyze
Recall and Reproduction.

Learning Focus
Central Focus Statement: Students in 5th grade will be able to convey and demonstrate ideas by properly using academic vocabulary
in a written form.

Supporting Literacy Development through Language Plan ahead!


Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.

Language Function Statement:


What main communication language function do students need to use to communicate their understanding of this content?
Students will use language to describe information about the Early Explorers using the vocabulary in the lesson.
An example would be using the language of informing by a few ways such as : These facts strongly suggest that Henry Hudson is
considered one of many important early explorers because
How does student use language (see Toolkit samples for use of language)

50
Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:

Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.

Before the lesson a quick review about what the vocabulary words means and how they relate to the content being discussed.
Providing sample works in order to serve as a student resource.

Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols: Monarch, Intent, Unknown, Resources, Sponsors, Voyage


Syntax: (Use language frames in Language of section in Toolkit)
Students will use language to identify, report or describe information in order to properly support their claims on what constitutes
being an early explorer.
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
Students can use a variety of tools and strategies such as a topic wheel/chart, a synetic chart and organizing charts.

Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
K-W-Charts meet strengths/weakness of students so that all (provide text chapters/reference)
Textbooks students meet the targeted outcome.
Chromebook Wright
Pencils Sentence repeats serves as a way to activate -Sentence Repeat
Journals prior knowledge by repeating definitions -Activating The Known
and facts about early explorer.
Exclusion brainstorming will help in the 50 Literacy Strategies
organization of ideas and aid those who may -Exclusion Brainstorming
have a hard time recalling ideas and facts. -Open Minded Portraits

Pre-Assessment: Motivation Strategy: How will you catch Personal/Cultural/Community Assets:


A quick review about what certain attention of students and focus their minds What assets will be utilized to support
vocabulary word mean and how they relate and attention on the learning goals? learning these standards with these
to the content and lesson at hand. students?
Misconceptions: Take in questions about some Quickly and briefly lead a whole class Students have been studying early
confusion about what words may mean versus discussion about early explorers who they explorers so a quick review of early
what they actually mean within lesson context. are and what they did. Ask questions to help explorers and how vocabulary fits into the
student activate prior knowledge. context.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities


Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction: State objective/provide purpose for learning - Students will be able to use lesson vocabulary in the correct context to
support their arguments that a chosen historical figure qualifies as being an Early Explorer.
Before Check for background knowledge - Review with students about the certain qualifications that the class has agreed
Teaching upon what defines an early explorer. Which includes; Intent to discovers resources, Unknown lands, sponsored
-Setting the voyages.
stage.

51
Motivate for learning - Lead class in discussion to review previous knowledge about the early explorers. Pair share
with classmates to discuss ideas.
Lesson Body: Explain Strategies/Lesson steps:
Engage students in active meaning making of key concepts
During/active Model strategy/skill by using examples or demonstrations
engagement Guided practice
in learning Independent practice: students use the strategy or skill independently
Planned supports for whole class. Individuals, special needs
-Students will be working on creating a brief report/biography focused on one historical explorer of their choice. Their
objective is to write a report in support that their chosen historical explorer meets the definition of Early Explorer.

Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
How you will restate key point of learning objective
How students share learning
How you will check for understanding
-Remind students that the main idea of this assignments is for them to be able to demonstrate their understanding
and their ability to use their newly attained vocabulary to support their argument on who meets the definition of an
Early Explorer.
After completion students will share with a partner to be able to edit and fix any errors. Also the use of rubric in
order to meet the basic requirements of the assignments.

Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least t wo types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?

Informal: Check with teacher created example to see if all


requirements are met. Students will be paired up to check and review each others
work.They will edit and provide feedback in order to create a better
Formal: Check with rubric draft to fix errors and grammar mistakes.

Feedback: Explain how you will provide feedback to 2 students


needing intervention. It must be in writing and using assessment
tool (i.e., list, rubric/ other) and within 24 hours of instruction.

edTPA Lesson Plan Reflection and Commentary Section


Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to impact
student learning:
The next step after this lesson is to take in all the edits from peers and teacher in order to create a second and final draft. Taking in all
the feedback to create a stronger report by using vocabulary words in the right context.
For the whole class
The in class pairing to provide student feedback for each other really gives students a chance to offer suggestions and corrections for
each other.

For the three focus students and other individuals/groups with specific needs.

1. Allows to work with a peer that has strengths where their own weaknesses are.

52
2. The opportunity to share work and ideas with peers.

3. The opportunity to meet with teacher for intervention,.

What theory or theorists would most strongly support use of this strategy?

Attach photos or copy of student work and teaching tools.

Strategies for your next lessons based on data and assessment results

Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research based strategies from the course resources.

Wright Text Describe strategy and provide Explain how strategy is helpful Rationale for selecting & links to
research base. for whole group or specific student/standards
student(s).
1. Sentence Repeat Encourage the student to read and reread Constant repetition Repetition of the definition of an
entire sentence so that students can Early Explorer will help in concept
correct any self made errors. attainment.
2. Activating the Known Through series of guided questions, the Activating prior knowledge about Using prior knowledge from the
instructor helps students activate their certain historical figures is key to previous lesson will be useful in
prior knowledge of a specify topic to the lesson. students having a better
help them comprehend the content. understanding on what an Early
Explorer is.

50 Literacy Strategies
1. Exclusion Brainstorming Used to activate students background The strategy is useful to Understanding some of the
knowledge and expand their familiarize students with key vocabulary used in our definition
understanding about social studies or concept and vocabulary. of Early Explorers was crucial in
science topic before reading. comprehension.
2. Open-Mind Portraits To help students think more deeply The activity can be adapted to fit Adapting this activity would work
about a character and reflect on events, the needs of our topic which is well as serving a way to help
they draw open mind portraits of the early explorers. students understand the motives
character or historical figure. and goals of the Early Explorers.
50 Social Studies Strategies
1 Role Playing Students become involved with the Roleplaying in adaptation creating Having students imagine and act
actions, words, and idea of others when a scenario where an explorer tries out scenes will demonstrate the
they take on roles in the classroom. to find a sponsor to help their students have a better and deeper
causes. understanding on how Early
Explorers came to be.
2.
Technology Resources
Language Function
Toolkit/other

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning
goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or
informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is it
assessing?

Students will be able to compare their work with teacher -With the teacher created example, students will be able to compare work to check for
created example. organization and structure of report.
Evidence of Student Understanding:
x Describe how this assessment strategy provides evidence of student understanding of the
concepts being taught.

53
-When comparing works, students will identify what information is important and what
facts are critical to the work and how vocabulary fits the context.
Student Feedback:
Describe how you will provide feedback to students on this assessment.

Check for understanding of what the lesson/assignment is supposed to be. Check for
grammar and content and provide suggestions to edit and re organized.
Assessment Strategy #2: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is
it assessing?
Students will have a sense of completion and satisfaction knowing that their work follows
Students will also be able to use a rubric to serve as a the standards that are expected of them.
checklist so that their work reaches or exceeds the basic Evidence of Student Understanding:
requirements. Describe how this assessment strategy provides evidence of student understanding of the
concepts being taught.

Student Feedback:
Review and clarify with students to make sure their work meets the standards required by
the rubrics.

Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction


Building on Personal/Cultural/Community Assets:
Explain how your plans linked students prior academic learning and personal/cultural/community assets to new learning

Using prior knowledge in order to access ideas to develop a new work that is based on challenging writing ability and concept vocabulary.
Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).

When pairing students with each other to edit works, it would be essential to try and match students where their strengths are matched with other
students weaknesses so that they may support each other.

Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.

Meeting with students as intervention in order to aid them to meet expectations.

54
55
Listening /Talk (Use Social Studies Topic)
MINI LESSON PLAN

Name: Abraham Salazar Grade Level 5th

ELA Content Standard: ELD Standards:


CCSS.ELA-Literacy.W.5.2D
Use precise language and domain-specific vocabulary to inform about or IW.5.4-5; SL.5.4,6; L.5.1, 3, 5-6
explain the topic.
Content Standard:
5.2 Students trace the routes of early explorers and describe the early
explorations of the Americas.
ELA Language Objective: ELD Language Objective for Grade Level

ELA Content Objective: Selecting and applying varied and precise vocabulary and language structures to
Students will be able to verbally use the proper academic language as well effectively convey ideas.
as vocabulary in their presentations about their Early Explorer.

Cog. Taxonomy/DOK Levels


Analyze
Recall and Reproduction

Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students in 5th grade will be able to verbally express ideas using academic language and vocabulary.

Supporting Literacy Development through Language Plan ahead!


Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.

Language Function Statement:


What main communication language function do students need to use to communicate their understanding of this content?

Students will use language to describe information about the Early Explorers using the vocabulary in the lesson. And example would
be using the language of informing by a few ways such as: These facts strongly suggest that Henry Hudson is considered one of
many important early explorers because
How does student use language (see Toolkit samples for use of language)

Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:

Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.
Before the lesson present a video sample of some speeches and presentations so that students may get a sense of appropriate verbal
and body language.

56
Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
Monarch, Intent, Unknown, Resources, Sponsors, Voyage
Syntax: (Use language frames in Language of section in Toolkit)
Students will use language to identify, report or describe information in order to properly support their claims on what constitutes
being an early explorer.
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
Students can use a variety of tools and strategies such as a topic wheel/chart, a synetic chart and organizing charts.

Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
Textbooks meet strengths/weakness of students so that all (provide text chapters/reference)
Chromebook students meet the targeted outcome.
Pencils Wright
Journals Sentence repeats serves as a way to activate -Sentence Repeat
prior knowledge by repeating definitions -Activating The Known
and facts about early explorer. Exclusion
brainstorming will help in the organization 50 Literacy Strategies
of ideas and aid those who may have a hard -Exclusion Brainstorming
time recalling ideas and facts. -Open Minded Portraits
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
A quick review about what certain and attention on the learning goals? learning these standards with these
vocabulary words mean and how they relate students?
to the content and lesson at hand.
Misconceptions: Quickly briefly lead the class in a whole Students have been studying early
Take in questions about some confusion about group discussion about what makes a good explorers. A review of the content and take
what words may mean versus what they actually presentation or speech. into account how it call all be presented in
mean within lesson context. the right context using proper academic
language and vocabulary.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities


Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction: Clarify to the students that the goal or objective is to be able to present their findings/projects in an appropriate verbal
manner using the proper vocabulary and academic language.
Before
Teaching Show some videos about some famous speeches or presentations to introduce what is expected of the students when they
-Setting the speak to their audience.
stage.

Lesson Body: Explain Strategies/Lesson steps:


After showing students the video(s). Begin a discussion by asking students questions about what they noticed about
During/active the speakers. How they use their body language, tone of voice, and structure. Students will share their ideas and thoughts
engagement on the content in whole group and small groups. Students will then take some time to writer and organize their ideas on a
in learning flash card about the things they want to say in their presentation.

57
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching At the end, remind students that they key idea is for them to be able to apply what they learn and verbally demonstrate
their understanding by using proper vocabulary and academic language in their presentation.
Their presentations will be graded and reflected based on the attached rubric.

Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least t wo types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?

Informal: Teacher feedback as they present their stronger


points. Students will be grouped to check and offer their own feedback on
the strengths and weaknesses on their presentations.
Formal: Check with rubric.

Feedback: Explain how you will provide feedback to 2 students


needing intervention. It must be in writing and using assessment
tool (i.e., list, rubric/ other) and within 24 hours of instruction.

edTPA Lesson Plan Reflection and Commentary Section


Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to impact
student learning:

For the whole class

For the three focus students and other individuals/groups with specific needs.

1. Allows to work with peer that has strengths where their own weaknesses are.

2. The opportunity to share work and ideas with peers.

3. The opportunity to meet with teacher for intervention.

What theory or theorists would most strongly support use of this strategy?

Attach photos or copy of student work and teaching tools.

Strategies for your next lessons based on data and assessment results

Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research based strategies from the course resources.

58
Wright Text Describe strategy and provide Explain how strategy is helpful Rationale for selecting & links to
research base. for whole group or specific student/standards
student(s).
1. Sentence Repeat Encourage the student to read and reread Constant repetition. Repetition of the definition of an
entire sentence so that can correct any Early Explorer will help in concept
self made errors. attainment.
2. Activating the Known Through series of guided questions, the Activating prior knowledge about Using prior knowledge from the
instructor helps students activate their certain historical figures is key to previous lesson will be useful in
prior knowledge of a specify topic to the lesson. students having a better
help them comprehend the content. understanding on what an Early
Explorer is.

50 Literacy Strategies
1. Exclusion Brainstorming Used to activate students background The strategy is useful to Understanding some of the
knowledge and expand their familiarize students with key vocabulary used in our definition
understanding about social studies or concept and vocabulary. of Early Explorers was crucial in
science topic before reading. comprehension.
2. Open-Minded Portraits To help students think more deeply The activity can be adapted to fix Adapting this activity would work
about a character and reflect on events, the needs of our topic which is well as serving a way to help
they draw open mind portraits of the early explorers. students understand the motives
character of historical figure. and goals of Early Explorers.
50 Social Studies Strategies
1. Role Playing Students become involved with the Roleplaying in adaptation creating Having students imagine and act
actions, words, and idea of others when a scenario where an explorer tries out some will demonstrate the
they take on roles in the classroom. to find a sponsor to help their students have a better and deeper
causes. understanding on how Early
Explorers came to be.
2.
Technology Resources
Language Function
Toolkit/other

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning
goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or
informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is it
assessing?
-With the teacher provided sample, students will be able to compare work to check
Students will be able to compare their work with the structure and organization.
provided sample. Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of student understanding of the
concepts being taught.
- When comparing works, students will identify what information is important and what
facts are critical to the work and how vocabulary and academic language fits with the
content.
Student Feedback:
Describe how you will provide feedback to students on this assessment.

- Check for understanding of what the lesson is supposed to be. Check for
organization
Assessment Strategy #2: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is
it assessing?
Students will have a sense of completion and satisfaction knowing that their work follows
Students will also be able to use a rubric to serve as a the standards that are expected.
checklist so that their work reaches or exceeds the basic Evidence of Student Understanding:
requirements. Describe how this assessment strategy provides evidence of student understanding of the
concepts being taught.

Students demonstrate their ability to show organization and structure in their


presentation.
59
Student Feedback:
Describe how you will provide feedback to students on this assessment.

Review and clarify with students to make sure their work meets the standards required by
the rubrics.

Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction


Building on Personal/Cultural/Community Assets:
Explain how your plans linked students prior academic learning and personal/cultural/community assets to new learning

Using prior knowledge in order to access ideas to develop a new work that is based on challenging writing ability, and concept vocabulary.
Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).

When pairing students with each other to edit works, it would be essential to try and match students where their strengths are matched with other
students weaknesses so that they may support each other.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.

Meeting with students as intervention in order to aid them to meet expectations.

60
Writing for Information in Social Studies
MINI LESSON PLAN

Name: Abraham Salazar Grade Level: 5th

ELA Content Standard: ELD Standards:


CCSS.ELA-Literacy.W.5.2D
Use precise language and domain-specific vocabulary to inform about or IW.5.4-5; SL 5.4,6; L 5.1, 3, 5-6
explain the topic.
Content Standard:
5.2 Students trace the routes of early explorers and describe the early
explorations of the Americas.
ELA Language Objective: ELD Language Objective for Grade Level

ELA Content Objective:


Students will be able to verbally use the proper academic language as well Selecting and applying varied and precise vocabulary and language
as vocabulary in their presentations about Early Explorer. structures to effectively convey ideas.

Cog. Taxonomy/DOK Levels


Analyze
Recall and Reproduction

Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students will be able to properly structure their speech papers and edit them to meet the standards.

Supporting Literacy Development through Language Plan ahead!


Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.

Language Function Statement:


What main communication language function do students need to use to communicate their understanding of this content?

Students will use language and academic language to edit their speeches in order to develop a proper paper.

How does student use language (see Toolkit samples for use of language)

Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:

Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.

Students will be paired up in order to review their speeches so that they meet the standards and expectations based off the rubric.
Students will be expected to apply their mastery of parts of speech and sentence structure in their speeches.

61
Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
Monarch, Intent, Unknown, Resources, Sponsors, Voyage

Syntax: (Use language frames in Language of section in Toolkit)


Students will use language to identify, report or describe information in order to properly support their claims on what constitutes
being and early explorers.
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
Students can use a variety of tools and strategies such as a topic wheel/chart, a synetic chart and organizing charts.

Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
Textbooks meet strengths/weakness of students so that all (provide text chapters/reference)
Chromebooks students meet the targeted outcome.
Pencils 50 Strategies - Media Literacy
Journals Media Literacy can help students build
essential social studies skills that enable 40 Strategies - Interactive writing
them to gather, analyze, and evaluate
sources of media for different purposes.
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
Students will be given a chance to practice and attention on the learning goals? learning these standards with these
presenting their speeches to their partners or students?
groups so that students can provide Re-open a whole group discussion and
feedback and make edits and changes. review the qualities of what makes a good Students have been studying early
Misconceptions: Identify common speech/presentations. explorers. A review of the content and take
misconceptions regarding concepts addressed in into account how it can all be presented in
this lesson the right context using correct grammar,
academic language and vocabulary.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities


Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction: Clarify to the students that the goal or objective is to be able to present their findings/projects is an appropriate verbal
manner using the proper grammar, vocabulary, and academic language.
Before
Teaching
-Setting the
stage.

Lesson Body: Explain Strategies/Lesson steps:

During/active After having a whole group discussion about speakers, make clear expectations about what a speech or presentation
engagement should have, such as their use of body language, tone of voice, and structure. Students will share their ideas and thoughts
in learning on content in whole group and small groups

62
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:

At the end, students that the key idea is for them to be able to apply what they learn and verbally demonstrate their
understanding by using proper vocabulary and academic language, grammar and proper vocabulary. Their presentations
will be graded and reflected based on the attached rubric.

Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least t wo types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?

Informal: Teacher feedback as they present their stronger points.


Students will be grouped to check and offer their own feedback on
Formal: Check with rubric. the strengths and weaknesses on their presentations.

Feedback: Explain how you will provide feedback to 2 students


needing intervention. It must be in writing and using assessment
tool (i.e., list, rubric/ other) and within 24 hours of instruction.

63
edTPA Lesson Plan Reflection and Commentary Section
Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.

Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to impact
student learning:

For the whole class

For the three focus students and other individuals/groups with specific needs.

1. Allows to work with peer that has strengths where their own weaknesses are.

2. The opportunity to share work and ideas with peers.

3. The opportunity to meet with teacher for intervention.

What theory or theorists would most strongly support use of this strategy?

Attach photos or copy of student work and teaching tools.

Strategies for your next lessons based on data and assessment results

Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research based strategies from the course resources.

Wright Text Describe strategy and provide Explain how strategy is helpful Rationale for selecting & links to
research base. for whole group or specific student/standards
student(s).
1. Sentence Repeat Encourage the student to read and reread Constant repetition Repetition of the definition of an
entire sentence so that students can Early Explorer will help in concept
correct any self made errors. attainment.
2. Activating the Known Through series of guided questions, the Activating prior knowledge about Using prior knowledge from the
instructor helps students activate their certain historical figures is a key to previous lesson will be useful in
prior knowledge of a specify topic to the lesson. students having a better
help them comprehend the content. understanding on what an Early
Explorer is.

50 Literacy Strategies
1. Exclusion Brainstorming Used to activate students background The strategy is useful to Understanding some of the
knowledge and expand their familiarize students with key vocabulary used in our definition
understanding about social studies or concept and vocabulary. of Early Explorers was crucial
science topic before reading. comprehension.
2. Open-Minded Portraits To help students think more deeply The activity can be adapted to fit Adapting this activity would work
about a character and reflect on events, the needs of our topic which is well as serving a way to help
they draw open mind portraits of the early explorers. students understanding the motives
character or historical figure. and goals of the Early Explorers.
50 Social Studies Strategies
1. Role Playing Students become involved with the Roleplaying in adaptation creating Having students imagine and act
actions, words, and idea of others when a scenario where an explorer tries out scenes will demonstrate the
they take on roles in the classroom. to find a sponsor to help their students have a better and deeper
causes. understanding on how Early
Explorers came to be.
2.

64
Technology Resources
Language Function
Toolkit/other

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning
goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or
informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is it
assessing?
-With teacher provided sample, students will be able to compare work to check structure
Students will be able to compare their work with the and organization.
provided sample. Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of student understanding of the
concepts being taught.
-When comparing works, students will identify what information is important and what
facts are critical to the work and how vocabulary, academic and grammar fits with the
content.
Student Feedback:
Describe how you will provide feedback to students on this assessment.

- Check for understanding of what the lesson is supposed to be as well as


checking for organization.
Assessment Strategy #2: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is
it assessing?
- Students will have a sense of completion and satisfaction knowing that their
Students will also be able to use a rubric to serve as a work follows the standards that are expected.
checklist so that their work reaches or exceeds the basic Evidence of Student Understanding:
requirements. Describe how this assessment strategy provides evidence of student understanding of the
concepts being taught.

Students demonstrate their ability to show organization and structure in their


presentation.

Student Feedback:
Describe how you will provide feedback to students on this assessment.

Review and clarify with students to make sure their work meets the standards required by
the rubrics.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction


Building on Personal/Cultural/Community Assets:
Explain how your plans linked students prior academic learning and personal/cultural/community assets to new learning

Using prior knowledge in order to access ideas to develop a new work that is based on challenging writing ability, and concept vocabulary.
Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).

When pairing/grouping students with each other to edit works, it would be essential to try and match students where their strengths are matched with
other students weaknesses so that they may support each other.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.

Meeting with students as intervention in order to aid them to meet expectations.

65
Professional Reflection
Provide a thorough answer for each question.
1.
Select one Social Discovery Learning Rather than giving students information in text or lecture
Studies Strategy
from your text and
format, the teacher allows students to discover the importance of the person place,
explain how it can or event through research, analysis, and interpretation.
be used to:
As 5th graders, students have gained the ability to use many methods of
Extend social independent research. Students will have the opportunity to use various methods to
studies
research important historical figures in which they found relevant or interesting to
knowledge,
themselves.
Extend literacy
learning

Engage
students at a
deeper level of
learning

2.
Select one K-W-L Charts This instructional procedure helps students combine new
Literacy Strategy
from your text and
information with background knowledge and develop technical vocabulary related
explain how it can to a thematic unit. As they create a K-W-L chart, students became curious and
be used to: more engaged in the learning process, and teachers have opportunities to
introduce complex ideas and technical vocabulary in a non-threatening way.
Extend social
studies
knowledge,

Extend literacy
learning

Engage
students at a
deeper level of
learning.

3. Developing Multiple Perspectives: If a perspective is introduced that it not a part of


Feedback: Select their experience or prior is introduced that is not a part of their experience or prior
2 strategies for
providing
learning, they may dismiss it as wrong or as not being real. The ability to recognize
immediate the existence of multiple or diverse perspectives, as well as the ability to develop
feedback on multiple perspectives, is an essential component.

66
learning from any
of your texts. Activating Prior Knowledge: Readers activate their background knowledge about
Provide evidence
that it is research
the book before beginning to read; the topic of the book, the title, and author, the
based. genre, the cover illustration, comment someone makes about the book.

67