Chayla Hair

EDU 512 Summer 21’

DIRECT INSTRUCTION LESSON PLAN RUBRIC

Behavioral Model - 100 Points
This rubric will be used to assess Direct Instruction lesson plans.
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. Add TPEs where appropriate.
Each lesson must have at least 2 TPEs added and explained.

1. MATERIALS/PREPLANNING (5 points)

 Materials - List all of the materials you will need for teaching this lesson.
 Pictures of vocabulary words, compare and contrast graphic organizer, projector, prediction sheet, book with cars from the past,
book with cars from the future, dictionary, sentence strips, large timeline, chart paper, glue and scissors, and photographs of past
images and artifacts, Studies Weekly curriculum (Week 11), Frayer model, KWL

 Vocabulary - List key vocabulary terms needed for this lesson (including previously learned words)
 past, present, history, artifact, photograph, different, compare, contrast, century.

 Literature - List supporting literature or reading materials.

 If You Lived 100 Years Ago (McGovern, A. & Divito, A., 1999. Bt Bound.)

 California Studies Weekly (Week 11)

 Scholastic News SN2-Sept2019-LongAgo-LEXILE-HIGHER.pdf (scholastic.com)

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 _life long ago compared to life now, students in grade _1_will identify, list and summarize
information on the topic of _Schools Then and Now, by writing 10 facts both orally and in writing with accuracy.

 The Objective should be one complete sentence with the ABCD Components.
 After the lesson, students will be able to explain how the present is connected to the past, identifying both similarities and
differences between the two, and list 5 changes made over time and 5 things that have stayed the same.

 State the objective in behavioral terms, as follows:

 A=Audience, 1st grade students
 B=Behavior, Students will be able to list 10 facts, comparing and contrasting, life then and now.
 C=Conditions, Students will need to have an understanding of knowledge of how things have change or stayed the
same over time.
 D=Degree of accuracy needed to achieve the objective. Students will need to be able to articulate 10 facts about
changes that have been made and have stayed the same from then and now.

 State the cognitive taxonomy level (Bloom’s)

 This lesson will fall into Level 2 – Understanding section of Bloom’s Taxonomy as my students will be demonstrating their understanding of
facts and ideas by comparing and contrasting the main ideas.

 List the standards met by this objective. Highlight in color the specific words in the standard that you are addressing.

TPE: 3.1: Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.
- Below I have effectively displayed various standards that the California State educational system has put into place that relate to the
lesson material.

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 Social Studies Standard

 1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some
aspects of people, places, and things change over time while others stay the same.
 1. Examine the structure of schools and communities in the past.

 CCSS ELA Standard

 SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
 RI 1.7 Use the illustration and details in a text to describe key ideas.

 CCSS ELD Standard

 Productive 13: Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.
 Listening Actively: Demonstrate active listening to read-alouds and oral presentations by asking and answering yes-no and
wh- questions with oral sentences frames and substantial prompting and support.

 College and Career Readiness Anchor Standard CCSS

 Vocabulary Acquisition and Use:

 CCSS.ELA-Literacy.CCRRA.SL.1:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term important to comprehension or expression.

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 schools then and now.

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 about schools then and now 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 (compare and contrast).
 Students will write ten facts using correct writing conventions to demonstrate their learning about the topic of
schools then and now.

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?
Students will begin discussion why going of the KWL chart. I will ask, what do you already know about schools long ago
compared to the way they are now?”.

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Use - Student uses language to: (see Toolkit samples -ex. Summarize their learning about schools then and now.) Students
will identify and describe the differences on similarities of schools then and now.

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

Compare and contrast, past, present, artificat. Read the words allowed to children. Explain to the students that these are
words they will learn more about in the chapter.

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

Students will use a Venn diagram to compare and contrast schools then and now.

Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
Students will use KWL chart and frayer model to organize their thoughts and ideas.

3. ASSESSMENT STRATEGY (10 points)

 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?
 This lesson can be clearly assessed as the students will be reading from their text and learning key concepts about how times have
changed from long ago. The students will then recall the information to formulate their list of 10 facts with the use of a graphic
organizer.
 Describe clearly how you would assess student performance in this lesson.
 I will provide my students with an assessment over the previously learned vocabulary withs with both multiple choice and
pictures. Students will be given a writing prompt to help them to compare and contrast 10 facts about life long ago and now.
 Label your method of assessment as authentic, formal, or informal and the type of assessment tool used.
 This method of assessment can be classified as formal because the students are writing out their answers, which will in turn be
collected for me to review. Each student will be provided a rubric of the expectations in both writing and oral presentations.
 Clearly state where/how this assessment will be kept (portfolio, grade book)
 The assessment information related to this assignment will be kept in my digital grade book.
 Include a copy of the rubric, checklist, or other tool that will be used to assess each objective.
 5 points - Includes ten facts about the life long ago and now.
 5 points - Writing is neat and coherent (Modification, students will recite the ten facts if they are unable to write out).
 5 points - Writing is organized in a manner appropriate to the assignment. It shows they understand the concept using the learned
vocabulary words.
 5 points - Students collaborated facts were shared with other students during think-pair-share.
20 points total

4. LESSON OPENING/PURPOSE (5 points)

 Purpose: Clearly state how this lesson will benefit students. The purpose statement lets students know WHY you are spending
time with this lesson.
 This lesson will provide students with a basic understanding of tier 1 and tier 2 vocabulary words while being able to compare
and contrast how things have changed from long ago to how things are now within our community and school systems with the
use of visual aids and informational texts and websites.

 State the purpose of the objective to students in a way that students will know what they will learn and WHY it is important.
 Students will learn and understand the aspects of changes that have been made over time while others stay the same. In order to
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successfully complete this assignment, you will need to be able to pay attention so that you can list ten facts about Life Long Ago
compared to Life Today.

 Mention the types of students you have in your class. (ELL, IEP, GATE, etc.)
 My class consists of twenty-seven students (17 boys and 10 girls). Five of my students are ELL, five of my students are
considered IEP, another three are GATE students. Three students have known behavior issues.

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

TPE: 1.3: Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support
student motivation, and allow students to extend their learning.

Students will be able to bring an artifact or a simple picture of a cell phone or rotary phone. The student can even take this opportunity
to interview a grandparent how life was different when they were young and share it with the class.

 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.
 I will open the class by having students share an artifact, from either long ago or today, to present to the class and discuss why
they chose that item. Students will be allowed to ask questions about the item for an open discussion. I will provide students with
questions asking, “what is this?” “Can you tell us a little about it?”

 Ideas: Describe related activities or experiences they have had before. Remind them of previous learning that relates new
leaning to prior knowledge.
 We have previously learned the words past, present, future, and century. We will review those words prior to beginning the new
lesson and how they relate to what we will be learning.

 Ideas: Use artifacts, hands-on activities, photographs, costumes, hats, sounds, music, videos, books, etc.
 I will provide students with a 10-minute YouTube video to watch, 1st grade Social Studies: Long Ago vs. Today - Bing video

Provide Rationale for why you selected this strategy and link to this particular group of students.
- The above Anticipatory Set hook was selected specifically to meet the TPE I have attached. The students are
meant to be engaged and drawn to the subject manner using the provided props and images brought in my
myself and the students so that they can be encouraged to engage in the lesson.
The video I selected will serve the students by providing a brief overview of the Schools Then and Now in California. It
will also serve to engage the students’ attention before moving forward into the main assignment portions of the lesson.

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

 POST STANDARDS - Post Standards in front of room where students can easily see them. Draw student attention to standards.

 RESTATE OBJECTIVE IN STUDENT TERMS After the lesson on Life Long Ago, your (students) will list ten facts about
the changes that have been made and those that have stayed the same 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.

- Tapping into prior knowledge is important because it helps students connect to the lesson. It also helps to
bridge any gaps in language proficiency.
- The KWL chart is useful because it helps establish what is already known. By the students on a particular
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subject. It allows the students to be able to formulate questions about what they would like to learn.

o Ask the students to brainstorm what they already know about the differences of life and school then and now. 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.
o 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.
o 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.
o 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.

- Students will be asked to pair share and discuss with their elbow partner about what they know about schools
then and now.
- After pair sharing each group of students will be called on to share what they discussed in their group about how
schools have changed or stayed the same from then and now. and it will be written on the K column.
- After the K column is completed, the students will then talk to their elbow partner again to discuss what they
would like to learn about schools then and now.
Each group will then be called on again to share any questions they have to put in the W column.

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

No televisions How did they talk to each other?

They had horses How did they get to school?
They didn’t have cars. Did they have electricity?
No computers.
They didn’t have many stores.
We have cell phones now.

 INPUT – I DO: 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 student’s background.

Technology: Explain what technology you and a rationale for your selection.

Ideas…select several of these or add your own ideas.)

 Go over vocabulary words which will be in the reading. List the key vocabulary words; past, present, history, artifact,
photograph, different, compare, contrast, century.
 Use Frayer model to learn the new vocabulary words.
 The word, the definition, a picture, an antonym/synonym
 Students will be directed to use these definitions in their ten facts.
 Read page or view video clip… (provide sources for getting the ten facts) Source Title: 1st grade Social Studies: Long Ago
vs. Today - Bing video
 SDAIE modification – The online Studies Weekly curriculum (week 11) has an option to read the text aloud to the student at
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varying speeds.

 TPE: 4.8: Use digital tools and learning technologies across learning environments as appropriate to create new content and provide
personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to
demonstrate their learning.
- My students are expected to be able to effectively use the technology aspects that I implement into the classroom. Between the use of their
Chromebooks, the watching of the video(s), and the use of their digital journals I feel I have effectively provided ample usage of appropriate
technology to engage my class.

 Read sections from the book entitled: If You Lived 100 Years Ago
 Read sections from the book entitled, If You Lived 100 Years Ago (McGovern, A. & Divito, A., 1999. Bt Bound.)
o Put a picture up on Power Point of each of the artifacts and pictures of the vocabulary words for the students to look at as we
read about them.
o Show an artifact of topic: Rotary telephone, horse and wagon, cell phone.
o See attached list of facts. Ask the students to give the facts they remember about (topic) life long ago and today.
18 Facts of life long ago and today
o 1. Classrooms now have smart boards.
o 2. Classrooms used to only be one room.
o 3. One teacher taught all subjects in all grades.
o 4. Students had to travel long distances to get to school.
o 5. School was segregated.
o 6. Not all children went to school.
o 7. Students had specific attire they had to wear to school.
o 8. They had school sports, but the uniforms were very different.
o 9. They cooked over a fire.
o 10. Class sizes were around 20.
o 11. Schools were much smaller.
o 12. Buses used to be drawn by horse.
o 13. Cars are used today to get us where we want to go.
o 14. Today we have electricity.
o 15. Girls learned domestic skills like sewing.
o 16. Lunch pails were actually metal pails.
o 17. Attending college was less common.
o 18. Both had lunch and recess.

o Informally check for understanding: Discuss the facts on how things were different long ago compared to how they are
now.
o Be sure all students understand the facts by listening to responses, (using group pair – share strategy etc.) Explain here:
Students with use the strategy of think-pair-share. They will think about how things were different and talk to their partner
and write down the ideas that they learn from one another.
o Provide students with exit tickets with 3 questions about comparing and contrasting school then and now.

 MODELING - WE DO SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the next lesson step for this class.
- The process of modeling that I chose to use involves me writing the facts on the whiteboard as the students read
them aloud to me. As some of my students are low-reading and English Language Leaners I feel this would be an
equitable manner of modeling. I will provide pictures and realia to increase their comprehensible input. For my
students with visual disabilities, I will highlight the key words in the definition and provide them with their own
pictures.

Teach summarizing strategy: (select how you wish to teach this strategy. Ideas below. No
need to use all of the examples.)
o Write the facts about life long ago on the board as the students say them.
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o Tell the student they are going to write these facts into their interactive journals.
o They will illustrate at least one of the facts on life long ago at the top of the page.
o Review simple sentence structure. Does the sentence begin with something like, Life long ago____? Or In the past____?
o Show the students a copy of what the page should look like.
o In the past, _____________________. I know this
because_______________________________________________________________
_____________________________________________________
o 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?
o The Video: School Long Ago - September 2019 (scholastic.com) This will be able to provide a visual representation of
what life was like long ago. Have students take notes during the video using a Venn diagram or their journals.
o The Chromebooks: The students can interact with the text as they are learning because the Studies Weekly curriculum
has an online platform.

 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.
I will be using think-pair-share and I will also be modeling the eighteen facts on the board for the guided
practice. If the students do not respond to the particular questions, then I will need to go back and reteach
the areas of concern.

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

 GUIDED PRACTICE STRATEGY – YOU DO:

o Students work on the assignment

o The teacher will check for accuracy while students are working on assignment and provide written and oral feedback.
o Students will share their facts with their shoulder partner and edit for capitals and punctuations.
o Check each student’s work and edit as necessary before the students make their final copy.
o Be sure to check for spelling, punctuation, capitalization and sentence structure.
o Students will provided a revising and editing graphic organizer to follow as they look at their own and partners papers.
o 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 patriotic symbols that we studied today.
 Fill in the L section of the chart.
 Ask some specific questions about the artifacts. (Example of questions might be how many star and stripes on the flag and why,
what did Benjamin Franklin want to have as the national bird, where can they find the Great Seal).
 Call on some of the students to define the vocabulary terms.

Learning facts about Life Long Ago.

K (What we know) W (What we want to L (What we learned) Q (What new questions
learn) emerged?)

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Today is also called the When was electricity

No televisions How did they talk to each present or “modern times”. invented?
other?
They had horses How did they get to school? They used lantern to see What kind of games did
things when it got dark, they play at recess?
long ago.
They didn’t have cars. Did they have electricity? Today we can wear what we
want to school.
No computers. Kids played outside more
often long ago.
They didn’t have many
stores.
Cell phones today.

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

8. INDEPENDENT PRACTICE - HOMEWORK

Provide a rationale for the independent practice assignment/homework you have assigned based on what you
know about this class.
- Because the rest of the lesson was scaffolded the students should be able to complete the independent
practice on their own. The students have already proofread the work with their partners.
I chose to assign the students to pursue answering the “Q” section (follow up questions) of the KWL on their own. They
should be able to answer these questions easily with the use of a computer/smart device, and possibly from the
curriculum.

 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. Use the editing and revising rubric to double check their work.
 The homework will become part of their journal on patriotic symbols to be on their desks for parents to see at open house.

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.

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.
EdTPA Task One: Fill this out based on students you know based on prior teaching/fieldwork.

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

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 With specific language needs

 Needing greater challenge or support
 Who struggle with reading
 Who are underperforming students or have gaps in academic knowledge

Low Reader In my class a couple of have student who are reading at a

lower level than their peers. They struggle in reading books
and articles by himself. I keep them in mind when I
introduced the idea of utilizing the read aloud option for the
Studies Weekly curriculum. My intention is that they will be
able to follow along with the reading as the text is read aloud
to them on the computer. When they encounter a word they
do not know, I will have write it down and we will discuss
those words as a whole group.
English Language Learner In my class I have a five English Language Leaners who may
struggle in writing out the ten facts on their own based off
what they read in the text. Though the lesson is set up with
these students in mind and I have implemented an equitable
aspect of the lesson in the students working through the ten
facts together and with my guidance it is possible that another
activity will be useful. The Studies Weekly (week 11) teacher
supplement has an activity that may prove useful. I can have
the students work at organizing and summarizing what they
have learned with the use of a scaffolding by having students
read closely reading literary and informational texts and
viewing multimedia to determine how meaning is conveyed
explicitly and implicitly through language. Partners will talk
about the photo and compare it to life today. I will encourage
them to use academic language, such as past, present, artifact
by providing them with sentence frames.

GATE I have three students in my class who are a part of the Gate
program who may not be challenged enough by the lesson I
have developed. These students can work on writing out a
narrative prompt that I found in the Studies Weekly teacher
supplement. Students will not only fill out the 10 facts but
will use a creative multimedia approach to present to the
class using an I-movie or PowerPoint presentation.

10. ATTACHED STUDENT WORK:

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11. THEORETICAL OVERVIEW:

This direct instruction lesson is based on the behaviorist learning theory. The reason I decided to take a direct instructional
approach is because of my student’s lack of knowledge of life long ago compared to life today in. My first step after the anticipatory
state was to assess my student’s knowledge and potential questions. I did this using the KWL chart which was filled out and visible to
my students. After this assessment, my students read the curriculum on the topic of the Past, Present, and Future. My students wrote
down the ten facts they discovered through the read aloud and the video and I engaged them in a pair-share activity so that they could
collaborate with their classmates. I have strategically placed my English Language Learners with other students who are more
proficient in the English language. In addition to this strategy, I used scaffolding and modeling with other aspects of the lesson to
support the learning abilities of all of my students. One aspect of this scaffolding occurred in referring back to the KWL chart where
we listed facts we had learned and also established some questions that emerged from the lesson. Once my students had a more solid
understanding of life in the past compared to life today, I instructed them to write their ten facts in their journals. I also gave a follow
up assignment to be completed in free time or at home. The students were to list an addition five facts about comparing or contrasting
life long ago and today, answer the questions that emerged from the lesson and complete an art assignment by creating either a
PowerPoint presentation or drawing illustrations from both the past and the present.

Structure of Knowledge

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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
I used a Direct Instruction lesson for this standard because using explicit directions is a beneficial way
for students to understand the content without confusion. The steps in the lesson plan were directly
associated with the standards there was no room for confusion. If the students did become confused,
they were able to get clarification from either their peers during think-pair-share or from me during
Understanding
whole group discussion. The understanding of the standard was also made clear to the students. At the
start of the lesson the students were presented with the standard and a clear objective of what they
would be learning through this lesson. I began the lesson by going over their prior knowledge of
vocabulary words and things they already knew about the content using the KWL chart.
I will be able to create and structure a lesson meant for the students to be able to read the text and recall
Remembering ten facts about the Past, Present, and Future. The students will have ample information to reflect upon
as they complete the required tasks of the assignment.

Add behavioral theory definition here.

- Behaviorism, also known as behavioral psychology, is a theory of learning based on the idea that all behaviors are
acquired through conditioning. Conditioning occurs through interaction with the environment. Behaviorists believe that
our responses to environmental stimuli shape our actions.

Cherry, K. (2019, September 24). Why Behaviorism Is One of Psychology's Most Fascinating Branches. Retrieved from
https://www.verywellmind.com/behavioral-psychology-4157183

Instructional Preparation Reflection Checklist

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
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o Adaptation of Content
The use of technology in the
Studies Weekly curriculum
allows for students from
varying levels of literacy to
be involved in the
assignment.
o Background
Knowledge
The use of the KWL chart
allows the students to reflect
upon what they already
know from the assignment
and prepares them for what
to look for.
o Strategies Used
The strategies that were
used included using
scaffolding in order to have
students develop an
understanding about the 10
facts.
o Resources Selected
Studies Weekly (Week 11)
o E-resources
Studies Weekly and
YouTube video.
Integration of Processes
o Reading –
The reading assignment will be
within the students’ ability.
o Writing –
The writing requirements are
attainable and should be with n
the students’ abilities.
o Speaking –
The students will have the
opportunity to converse with
me and their classmates as they
work through the assignment.
o Listening –
The students will be able to
have the option of the read
aloud portion of the curriculum
to assist them in understanding.
o Viewing –
The students will be able
have a visual representation
of the assignment
expectations.
Vocabulary –
The vocabulary will be clear
to the students in
presentation and curriculum.
o Modeling
I write out the facts from the students
on the whiteboard, I model the
journal assignment to the students.
o Guided Practice
Per my instruction, students
check each other’s work.
o Independent Practice
Students complete the reading on
their own and write up the ten
facts.
o Comprehensible Input
KWL
The text is able to be read aloud
on the computer.
Application
Application
o Hands on –
Students will be able to see the
fool’s gold in the anticipatory set.
Students will be able to work
through the journal and hard copy
of the curriculum.
o Meaningful –
Students will have the ability to
work with technology and will be
able to work on the journal
assignment independently.
Students will be engaged with the
YouTube video. Students will be
able to have the images of both a
cell phone and rotary phone to
look at.
o Linked to objectives
Students will be able to see and
hear the standards.
o Engaging –
Students will have technology
aspect of the assignment
(Chromebook curriculum, and
YouTube video), and will be
engaged with the cell phone and
o Whole group
Whole group instruction
included working on the 15
facts to post at the front of
the class. Another whole
group activity involved
completing the KWL chart.
o Small groups
ELLs will be placed in small
homogenous groups for extra
vocabulary opportunities.
o Pairs
Participates in the pair-share
collaborative activity.
o Works Independently
Students read on their own
(SDAIE/EL option for read
aloud) and write out the ten
facts.
Assessment
o Rubric:
The rubric that was used was
a checklist.
o Group:
The group assessment was
the pair share. As the
students’ think-pair- share I
walked around to listen in on
the ideas between students.
o Written:
The ten written facts in the
journal.
o Oral:
Discussions of the ten facts
and the completion of the
KWL chart.
o Formative:
Actions were taken
throughout the lesson that
allowed the students to get
closer to their objective.
o Advanced (GATE)
Students are able to work and
read independently.
o EL
Read aloud option on the
computer in the Studies
Weekly curriculum. I will be
able to effectively model the
activity to the students so they
will be able to have a visual
representation.
o Other (IEPs)
Student with visual
impairment was given
accommodations in order to
help with his reading.
Objective
o Linked to Standard
The standards will be
displayed to the students.
o Age Appropriate –
The assignment is designed to
be age appropriate. The
vocabulary should be easily
understood, and the text is
relevant to their reading
abilities (read aloud option for
the low readers and EL).
o Integrated with
Language Arts:
The way that this lesson was
integrated with language arts
is because the lesson was
associated with the language
standards.
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Chayla Hair
EDU 512 Summer 21’

image of rotary phone.

Notes for next lesson:

o Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc.
Some strength regarding the lesson is that the students were scaffolded in order to reach the objective. Also, a weakness might
have been that the students could have been given more prior knowledge before the lesson started.

o Students needing more help

Students needing more help can be retaught some (hopefully not all) the information in a small group. More information from
the use of videos or articles can be provided.
When students needed more help, they were given the opportunity to ask their peers during think-pair-share and even ask me
during large group instruction.

o Content adaptations
The adaptations that were added for the students that required it were beneficial because the students were able to gain a deeper
understanding in order to build background knowledge.

o Reading skills
In the next lesson I could incorporate more strategies for reading such as close reading, highlighting important information and
summarizing the main idea.

o Vocabulary clarification –
I will provide students with multiple opportunities to read and write the new vocabulary words. We will highlight the unknown
words and I will discuss more thoroughly as a whole group.
I could use more vocabulary activities such as: using the word in a sentence with a sentence frame and creating vocabulary
cards for each student.

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

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