MSMU Lesson Plan Format

Grade/Class/Subject: Teacher: Michelle Perez

(For what class is this lesson designed?)

5th grade (social studies)

Time/Duration of the lesson: (i.e. 9:15-10:00 or 45 minutes)

1 week, 5 days

English Language Proficiency of Students: (Before classroom instruction, teachers will understand their students’
English language proficiency, and the language demands of the lesson’s instructional materials.)

Bridging/emerging

California Content Standards:

(Which standards do you plan to teach? Paste these from the CA Content Standards)

5.6 Students understand the course and consequences of the American Revolution

CCSS.ELA-LITERACY.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 (e.g., however, although, nevertheless,
similarly, moreover, in addition).

Enduring Understandings:
(What concepts/big ideas?)

Students will understand the consequences of the American Revolution.

Students will understand the people involved in the American Revolution.

Essential Knowledge/Skills:
(What knowledge/skills? How does this lesson build upon prior lessons? How will this knowledge/skill enable students to
understand future lessons?)

This lesson builds upon their reading and writing skills and what they’ve learned about the American Revolution beforehand.

In future lessons students will be able to:

 Identify how George Washington was involved in the American Revolution.

 Identify the effect everyone had on the American Revolution.
 Understand that historical interpretation is determined by who tells it.
 Understand that History is told by influenced by one’s perspective (red coats vs patriots).

Higher-Order Questions:
(What is/are the focusing question(s) for this lesson?)

Who decides what is told in history?

How can we learn about events in history?

Observable Outcomes Assessment/Checking for Understanding
What do you want students to learn? What evidence will you gather/look for?
Content Objectives: (What evidence will you gather to ensure content objectives
are met?)
Understand that historical interpretation is determined by who
tells it. I will have them write down their thoughts on certain people
Understand that History is influenced by one’s perspective and events during the American Revolution and have them
(red coats vs patriots). back their claims up with evidence to support their opinions.

Academic Language Objectives:
Use grade-appropriate general academic and
domain-specific words and phrases, including
those that signal contrast, addition, and other
logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition)
accurately during lesson.
(What evidence will you gather to ensure language objectives
are met?)
I will check their writing on their thoughts and opinions on
certain people and events from the American Revolution to
see if they are using grade-appropriate academic language
accurately.

Key Vocabulary: Supplementary Materials:

(What resources, “realia”, visuals, documents, or
American Revolution manipulatives will you use?)
Patriots
Red Coats I will use books, articles, and pictures throughout the lesson.
George Washington
The colonies
England

Technology in Support of Teaching/Learning: Technology in Support of Learning:

(What type of technology will you use in your instruction?)
I will be showing students a website that talks about George
Washington and his wife and their part in the American
Revolution.
(What type of technology will the students use to achieve
and/or demonstrate the objectives?)
Students will hand in a typed copy of what they write down.
They will use Chromebooks or some kind of device to do so.

I will be using a computer to project it as they follow allow on

their printed copies.

https://www.mountvernon.org/george-washington/10-things-
you-really-ought-to-know-about-george-washington

https://www.mountvernon.org/george-washington/martha-

washington/ten-facts-about-martha-washington/

Anticipated Misunderstandings/Difficulties:
(What areas of confusion or difficulty do you anticipate students might encounter with this material? How will you address
them?)
Students might find it difficult to accept information that differs from what they’ve grown up hearing and believing.

Element Rationale*
Describe what will happen-what will teacher and/or students do Describe why you chose to do it this way.
Pre-Assessment of Students’ Knowledge or Ability:
(Before instruction begins, how will you assess what students know
and/or are able to do related to the objective?)

Students will discuss what they already know about the American
Revolution.
Teacher will use white board to write down what students say
during the discussion.
According to Bloom’s taxonomy, having
them in groups will allow them to discuss as
they go and will help them evaluate where to
go from there.

LESSON SEQUENCE
Instruction to Support Learning:
(How will you: convey information to be learned, and integrate the
content and language objectives, ensure students are engaged, link
information to student’s lives & previous learning, teach unknown
vocabulary, and scaffold the content? How will students be
grouped for each activity to support student learning?)

Monday-Wednesday (HW assignments) Vygotsky talked about maximizing student

Teacher will have students take home 3 different readings:
 Freedman, R. (2009). Washington at Valley Forge.
Scholastic.
 Ten Facts About Martha Washington. (n.d.). Retrieved
from https://www.mountvernon.org/george-
washington/martha-washington/ten-facts-about-martha-
washington/
 10 Things You Really Ought to Know about George
Washington. (n.d.). Retrieved from
https://www.mountvernon.org/george-washington/10-
things-you-really-ought-to-know-about-george-
washington
engagement, which is making the environment as
comforting as possible to encourage learning and
activity.
By allowing students to read at their own pace for
their homework assignments, they are more
comfortable learning.
Students might process the information better in
the comfort of their own homes without pressure
from their classmates.

Students will read one of the reading per night starting on Monday
and by Wednesday, students should have finished reading them.

Teacher will ask students to annotate and highlight anything they

find interesting, confusing, or something that just stands out.

(In class activity)

Students will then compare and contrast 3 things that stood out to
them (preferably from their homework assignments) that were
mentioned in at least 2 of the readings.
Ex. Martha Washington in ‘Washington at Valley Forge’ reading
and Marth Washington in ‘10 Facts About Martha Washington’
reading.

Students will then write down using grade-appropriate general

academic and domain-specific words and phrases, including those
that signal contrast, addition, and other logical relationships
(e.g., however, although, nevertheless, similarly, moreover, in
addition) accurately in order to explain how the people mentioned
were tied to George Washington and the American Revolution.
They will analyze how the people and/or events are depicted
differently from each other or not depending on the source.

(Friday in class presentation)

Students will present one person or event that they found in the
readings and how they differed or didn’t differ from each other and
how they were depicted.

(Friday in class discussion)

Students will then be asked how one person or event can be
depicted differently in History, and how that can affect how people
see them in the future.
Students will discuss how people viewed George Washington and
the people around him differently or not at all depending on the
source.
Vygotsky talked about maximizing student
engagement, which is making the environment as
comforting as possible to encourage learning and
activity. By allowing students to work together to
find the answers, it allows for students to not feel
as pressured to always answer correctly.

Students will discuss why some things are omitted or not

throughout History and what was most surprising to them during
the week.

Structured Student Learning Activities: According to Bloom’s taxonomy, having

(What activities will help students grasp and practice them in groups will allow them to discuss as
concepts/skills? How will students be grouped and manage their they go and will help them evaluate where to
learning?) go from there.
By having students read at home, they practice their reading skills
in the comfort of their own house and their own pace. By having
class discussions, students are able to feel less pressure in
answering correctly or not.

DIFFERENTIATING INSTRUCTION

Differentiating Instruction for an English learner: (How do your choices support this student?)
(Identify this student’s EL goals. Describe the assets and
challenges related to this lesson for this English learner. What will
you do specifically support this student for this lesson?)
Having a student who does not know what the
terms being discussed mean would benefit
Having a student who does not know what the terms from having them explained to the class as a
being discussed mean. whole. They are not singled out, and are part
of the group discussion
Not being able to read as fast as their classmates.
Students who’s English speaking skills are not the best.
Differentiating Instruction for a focus student with
Special Needs:
(Identify this student’s special need and relevant IEP goals.
Describe the student’s assets and challenges related to this lesson.
What will you do specifically to support this student for this
lesson?)
Students with speech impediments might not want to discuss or
present in the front on the class.
Differentiating Instruction for a focus student needing
social-emotional and academic support:
(Describe the social-emotional assets and challenges for this
student. What will you do specifically support this student for this
lesson?)
For a student with social-emotional and academic
support, I would provide them with a quiet corner. This
corner would be available for when they need to take
some time for themselves. This could be if they are
feeling overwhelmed or stressed or upset. They would
be able to get away for a few minutes and calm down.
Differentiating Instruction
(What will you do for those students who already "get it" and need
to be challenged in different ways?)
They can choose to challenge themselves to try an art media they
might not be as comfortable with.
Post-Assessment:
(How will you know if students learned both the content and the
language objectives? What informal and/or formal methods will
Having them take home the readings allow
them to read at their own pace and not feel
pressured to be the quickest.
Having them present their work at the end of
the week would also give them practice on
their English-speaking skills.
(How do your choices support this student?)
I think that working in smaller groups, like a single
partner, may make them feel comfortable enough to
contribute to the discussion.
According to Bloom’s taxonomy, having them in
groups will allow them to discuss as they go and will
help them evaluate where to go from there.
(How do your choices support this student?)
Sometimes we need to just take a moment for
ourselves in order to keep going. If students
need a moment to themselves, the least
teachers can do is allow them the opportunity
to do so. This would be a healthier coping
method for stress than letting it build up and
having them refuse to contribute to the lesson.
(How do your choices support these students?)
If they are very good at drawing, but have never done a
collage, they can use this as an opportunity to branch
out to different art mediums and challenges.
you use to gather evidence? What criteria will you use to assess
learning? How might pre-assessment be used in your analysis of
this evidence?)

Teachers will be able to see how they’ve progressed

Students will then be asked how one person or event can be from the very first discussion and will be able to assess
depicted differently in History, and how that can affect how people if they’ve hit the standards.
see them in the future. Students will discuss how people viewed
George Washington and the people around him differently or not at
all depending on the source. Students will discuss why some things
are omitted or not throughout History and what was most
surprising to them during the week.

Extension:
(How might this lesson be extended into future content areas or
lessons?)

Students will be able to see how different perspectives

Students will be able to use these skills in
might affect other aspects of their lives. They will
other History lessons on different people and
understand that just because one thing or person says
events, or in their everyday lives.
one thing, something or someone else might say another
thing.

*Theories that might be useful for rationales (Note: You may wish to refer to your “toolbox” for helpful
resources further explaining below):
Theories related to the work of Gardner, Vygotsky, Bloom, etc.
Universal Design for Learning: Multiple means of representation; Multiple means of action & expression; Multiple
means of engagement.(the what, how, and why of learning)
Five E’s: Engage, Explore, Explain, Elaborate, Evaluate