Medaille College Department of Education

Social Studies Lesson Plan

Teacher Candidate’s Name: Dianne Kerr Date: March 14, 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: ___X____ Town:_______ Rural: ______

Grade level: ____2____ Number of students in the class: ___20_____

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
1  EA-teacher 5x/week for 40 mins in the classroom
IEP- Learning Disability  Modify text assignment and classwork (for testing with
EA teacher in an alternative setting to minimize
distraction, for assignment draw pictures to represent
understanding, group partner similar capabilities will
be chosen by teacher and EA teacher will support them.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
 Visuals to support language
ELL Students 2  Small group activities
 Direction simplified
 ESL teacher in class with student to support.

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

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 1  Student can move freely around classroom
Gifted Student  Provide more challenge during lesson and allow
for creativity.
 Student will work collaboratively with a partner
chosen by the teacher who has similar
capabilities and can remain focus to complete
task.

Lesson ______ of a ______ Day Learning Segment

Subject and Lesson Topic: Who Is Mae Jemison

Grade Level: 2 Lesson Duration: 40 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus is how individuals can influence succeeding generations by their actions and choices. Example: Mae Jemison is influencing young
girls of all races.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a

The students have been learning about people who have had an impact on change around the world.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will revisit those discussion, read the biography, or text about a person which includes important events and dates in that person’s life.
They will explore more about the first African American female astronaut that went to space.

Using Student Assets

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What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

I chose this lesson as an extension of what the students have been learning during Black History Month.
They have learning about different people who have influenced society.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

This lesson was important because in this community students can relate and have experience people in their culture not given opportunity.
Students can share information about Who is Mae Jemison?

Curriculum Standards
NYS Next Generation Standards:
Research to Build and Present Knowledge:
6. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
7. Recall information from experiences or gather information from provided sources to answer a question.
Presentation of Knowledge and Ideas:
4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences

Ontario Standards:
Making Inferences/Interpreting Texts:
1.5 use stated and implied information and ideas in oral texts to make simple inferences and reasonable predictions, and support the inferences with
evidence from the text
Visual Aids
2.7 use a few different visual aids,
Research
1.3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that
identify what students will be able to do by the end of
the lesson and are aligned to the standards identified
above.
Students will demonstrate understanding
about the women of NASA through their
research.
Using formal and/or informal assessment tools, how
will you evaluate and document your students’
progress on each of the objectives?
Informally, I will be observing students as
they work on their questions.
If applicable, explain how you will adapt
assessments to allow students with specific needs
to demonstrate their learning.
(edTPA Task 1, Prompt 5b)
 I will provide the ELL students
with the visuals, books and videos
used in class.
 The IEP student will work with the

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Student will conduct a biography research to
gather information about the women of
NASA.
I will assess the biography research
worksheet using a biography rubric.
EA during class sessions
 I will continually prompt students
as they work if needed.
I will have the IEP and ELL students draw
pictures of the what they have read and
watched.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases students need to be
able to understand and use
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Infer  I will refer back to the previous discussion on people who
have influence in their community or the world.
 Such as Hilary Clinton a female running for President
 How they start from their community
 Biography  I will review the vocabulary with students.
 Influence  I will give examples of how they can use them when writing a
paragraph of creating a poem.

Syntax Rhyming words to create a poem  I will have the visuals of the women of NASA accessible and
Describe ways in which students will or write a paragraph. answer any questions that arises
organize language (symbols, words,  I will re-visit the vocabulary words
phrases) to convey meaning.

Discourse
How members of a discipline talk, write,
and participate in knowledge construction
and communicate their understanding of
the concepts
Think-Pair-Write-Share. Students
will use the information gathered
to answer questions, draw
pictures, biography research and
poem.
 I will work with the ELL students during their Think-Pair-
Write Share with their research and drawing.
 The IEP student will with the EA during these sessions.

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Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator  I will gather the students in our
 When the students walk into the classroom. They will be greeted by me in an astronaut head usual group discussion setting. I will
gear and around the room there will be portraits of women that worked at the National read aloud “Meet The Mighty
Aeronautics and Space Administration. (NASA) Women Of NASA”
 We will then gather in our area for group discussion and I will ask then a few questions.  I will also show a video called 15-
Game Changer Women of NASA
1. What do these portraits all have in common?
2. Who do you think they may be?
3. Why is it important know about these people?

 After the discussion of who the women on the portraits are. I will explain that they all have
influenced society and young girls in some way.
 I will also state we will be learning about the women of NASA as we have pervious
learned about other people of influence

Instructional Procedures  I will have the portraits as visual

1. I will have the portrait of all the women that work at NASA on the wall and on the tables in accessible.
the classroom.
2. I will have the meaning of the vocabulary words on the board and answer questions on how  The vocabulary words and there
to use them. meaning will be on the board.
3. Read aloud from a blog “Meet the Mighty Women of NASA”. Pausing to ensuring students are
following and allowing for any questions.  The IEP student will work with a
https://www.amightygirl.com/blog?p=15516 partner chosen by the teacher. They
Watch: 15 Game Changing Women of NASA will be supported by EA during
4. https://artsandculture.google.com/story/PAKin--N4pTOJg session.
5. Explaining what I would like them to participate in for the lesson
6. I will choose the Think-Pair-Write-Share partners  I will support the ELL students and
7. I will the ask students based on what they have learned through our research about the their partners during the research
women at NASA and the people of influence. and completing the drawings
8. Draw a portrait and write a poem about the person you studied in class during Black History
Month who influenced them the most?  I will choose partners for all
Enrichment: Student can write a paragraph about the person they studied focusing on their students to work collaboratively
challenges and accomplishments.
9. I will provide the student with biography notes and chrome-book to conduct their research  Frequent check-ins for
with support. I will be modeling how to start the search of women who work at NASA. understanding.

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 Review safety and reliable resources and directing them on the website. Student will be
following my instruction as I demonstrate. I will move around to check for understanding and
re-direction
10. I will also provide students with paper for portrait and poem, and paragraph.
11. Students will be given biography and oral presentation rubric to follow.

Closure  Continuous checks for

To close session, students will demonstrate understanding during oral presentation. Student understandings.
will complete their work on their research about the women of NASA. They will put will
organize their information with their partner and present it to the class orally or showing
their drawing representation.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

 Portraits
 Biography and oral Presentation Rubrics
 https://www.amightygirl.com/blog?p=15516
 https://artsandculture.google.com/story/PAKin--N4pTOJg
 Vocabulary words/definition
 Chrome-book
 Paper for paragraph
 Paper for portraits and poem
 Video/Computer
 Pencil /pen/marker
 Crayon
 Easer

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