Jarika Naputo

EDEE 490
April 22, 2022
My Best Lesson
Description

The following lesson is a part of the Grade 6 Social Studies Unit covering Mesoamerica.

When creating the lesson, I discussed with my mentor the different possibilities of how to get

students to explore the life of different Mesoamerican empires. She suggested a few strategies I

could take. For instance, she mentioned that I could cover the geography by doing a map study,

and even presenting a digital notebook that students could complete and conduct their own

research on. Students did complete this digital notebook prior to the two lessons I taught, and it

was able to provide students with background knowledge before diving into my lesson.

For my lesson, I decided to integrate Reading with Social Studies by having students act

out different scenarios that would have taken place during the Incan Empire via reader’s theater.

To create a positive learning environment, students were placed into heterogeneous groups, or

groups with students of varying levels of performance. Then, they were to select a scene from

five acts or scripts to act out as a group. I placed “high” students with “low” students, and

normally “shy” students with more “outgoing” students. This way students were able to all

participate and have a role in each group no matter what level they were at. I knew that these

students do work well together and are generally self-directed. I also knew that these students

enjoyed reading drama so I made these decisions to integrate these aspects into this Social

Studies lesson. This student-led lesson was also effective for this group of students because they

were able to take charge of their own learning. For example, there was a situation in which

students from Group 2 were questioning their audience and they were able to counter the

responses while also clarifying understandings and misconceptions.

Analysis

The first time I taught this lesson, I wanted to model and show students what I expected

from them once I released them into a student-driven and student-led practice. The first lesson

consisted of me modeling the success criteria, with an emphasis on what I expected from the

discussion after completing the reading of the scene. In reviewing my informal assessment data

from the first assessment, I was able to see through my observations that my students were able

to engage in discourse about the skit. They were able to use the dialogue and actions in the skit to

analyze what it meant in the scope of the Incan Empire. I did not have as much student

participation as I had hoped to during this first lesson, and so using this information, I was able

to adjust my instruction for when I would continue to teach it the second time around.

When I taught this lesson a second time, students were then able to lead themselves in

their group readings of the skits that they chose. They were also able to use the scripts that they

chose to research more about certain aspects of the Incan Empire, and also to become experts in

the discussion questions they were to present to their audience, or the rest of the class. The scores

from the formal assessment conducted via Google Forms indicated that a majority of students

were able to successfully hit the learning target. The average score of the class was a 7.1 out of

10. This can be described as a medium level of performance, and it lets me know that there is

more that can be done to increase student learning.

Students were engaged and motivated throughout the activity, and I could tell because

every single student was on task and working together during the lesson. Students were also able

to engage in a better discourse during the second lesson because they were in charge of the

discussion. Our next steps are to move on to the project-based learning unit as students are now

motivated to engage in student-led and self-directed learning.

The data table on the right shows the
students’ assessment data.
The horizontal axis displays assessment
scores from 0-10 (0 being the lowest score
and 10 being the highest score).
The vertical axis displays the number of
students who received the score.
The light blue bar shows the students in
the whole class and the dark blue bar
shows the focus students.
No students received a 0, 1, 2 or 6 on the
assessment. 3 out of the 10 students scored
in the 3-5 range, with 1 of those being a
focus student. The other 7 students scored
in the 7-10 range, with one of those
students being our other focus student who
scored a 9.

Reflection

While reflecting on this lesson, I can definitely think and explore more on what other

instructional materials I could you use to add value to the research about the Incan

Empire. I feel that my instructional method is effective because it encourages and emphasizes

student-led inquiry through exploration. I was able to review clear expectations at the beginning

and provide an overview of what students will be doing. Students were engaged because the

activity required everyone in the group to take a leading role and every student had multiple

opportunities to participate when in their groups. Students were motivated to participate because

they all have a character/part in the play.

Some things that I would consider when teaching this lesson again is that I would consult

with the other students’ special education teachers to see how to best include them in the lesson.

I had about 3 students working on individual IEP goals during the second time I taught the

lesson, and Dr. Mahiko suggested that would be something that I would look into for next time.

Along these lines, I would ensure that the success criteria for these students would be different.

However, I feel that it was effective that I frontloaded my expectations because students were

aware of what I expected of them when they were released into their small groups.
 Lesson Plan 1

Name: Jarika Naputo Date: April 14, 2022

Lesson Title: Reader’s Theater in The Incan Empire

Grade Level: 6 Standard: SS.6.7.16.1 – Compare cultural and

Subject: technological innovations of the Olmec, Mayan,
Social Studies (ELA integrated) Aztec, and Inca civilizations.

Learning Objective (co-constructed with students): I can explore the culture of the Incan
Empire by researching and comprehending how the Incans lived.

Differentiation Strategies: Content, Process, Product

Students may choose the script that they want to present.
Students are given a guide on how to work as a group but will be able to do what helps them
best to present their skit to the class.
Students will be expected to present their skit and lead the class in a brief discussion at a later
time.

What lesson(s)/learning activities came prior to this lesson?

Students researched 2 facts about the Incan Empire last week. We reviewed some facts
students found together as a class on Monday, April 11, 2022. As a whole class, students and
the teacher co-constructed the learning target. Students were given instruction on their
reader’s theaters and were released into their small groups to begin the process.

Teaching Targets (timing, activity types, purpose, kinds of grouping)

Time: (the Teaching Strategy - Purpose - the why Method - the how (whole
increments the what group, small groups, partners,
of time individual, etc.)
depend on
the age of
students)

5 min Introduce the learning Students will be Whole group

target and procedures accountable for
(co-construct the their learning
learning target
together)

15 min Model reader’s Students will see Whole group

theater process with what is expected of
Act 4 skit them when they are
 released into their
small groups

20 min Release students into Students will Small groups

their groups to briefly prepare their skits (Heterogeneous groups for
practice their skits to present to the focus students GP and N)
and assign roles whole class

5 min Regroup as a class to Students will clear Whole group

ask questions and up any
clarify misconceptions so
misconceptions they can be ready to
present their skits
next lesson

Materials/Handouts: Resources:
Scripts on Google Classroom Reader’s Theater scripts for Incan Empire
Quiz on Google Classroom Google Classroom
Google Forms
 Lesson Plan 2

Name: Jarika Naputo Date: April 22, 2022

Lesson Title: Reader’s Theater in The Incan Empire

Grade Level: 6 Standard: SS.6.7.16.1 – Compare cultural and

Subject: technological innovations of the Olmec, Mayan,
Social Studies (ELA integrated) Aztec, and Inca civilizations.

Learning Objective (co-constructed with students): I can explore the culture of the Incan
Empire by researching and comprehending how the Incans lived.

Differentiation Strategies: Content, Process, Product

Students may choose the script that they want to present.
Students are given a guide on how to work as a group but will be able to do what helps them
best to present their skit to the class.
Students will be expected to present their skit and lead the class in a brief discussion after.

What lesson(s)/learning activities came prior to this lesson?

Students researched 2 facts about the Incan Empire last week. We reviewed some facts
students found together as a class on Monday, April 11, 2022. As a whole class, students and
the teacher co-constructed the learning target. Students were given instruction on their
reader’s theaters and were released into their small groups. Students should have had
practiced a few times already during the last lesson.

Teaching Targets (timing, activity types, purpose, kinds of grouping)

Time: (the Teaching Strategy - Purpose - the why Method - the how (whole
increments the what group, small groups, partners,
of time individual, etc.)
depend on
the age of
students)

10 min Re-introduce the To get students to Whole group

learning target and go review what we’ve
over expectations completed so far
procedures and to understand
expectations

15 min Release students into Students will Small groups

their groups to briefly prepare their skits (Heterogeneous groups for
focus students GP and N)
 practice their skits to present to the
and assign roles whole class

25 min Regroup as a class to Students will see Whole group

present and discuss each group’s skits (Student-led discussion:
to explore different Students will lead the
aspects of the Incan discussion and clarify
culture & discuss understandings to each other)
using questions
from their skit

10 min Assessment: students To assess student Individual

will take a brief quiz learning
on the Incan Empire
topics addressed in
the skits

Materials/Handouts: Resources:
Scripts on Google Classroom Reader’s Theater scripts for Incan Empire
Quiz on Google Classroom Google Classroom
Google Forms

Success Criteria

Whole Class (co-constructed in whole group setting):

I can explore the culture of the Incan Empire by researching and comprehending how the Incans
lived.

Focus Students (GP & N):

I can explore the culture of the Incan Empire by participating in my small group through reading
my character’s part and participating in my group’s discussion.
 Student Work Samples

High level of performance: Student scored 10/10 on the formal assessment.

Middle level of performance: Student scored 7/10 on the formal assessment.

Low level of performance: Student scored 3/10 on the formal assessment.

 Handouts & Materials

Google Classroom: