This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
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**This lesson plan demonstrates the following elements for Assignment #2:

- Integration of technology and media resources for instruction

- Developmentally appropriate instruction

- Classroom and behavior management

blue - assessment strategy

yellow - cooperative learning

purple - instructional strategy

pink - classroom management

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Cora Houseworth Grade-Level: 3rd Lesson Date: January 17, 2023

Title of Lesson: Ancient China Unit - Review Day! Cooperating Teacher: Mrs. Jennifer Fernandez

Core Components

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
amount of text in your plan.

Subject, Content Area, or Topic

- Social Studies (Ancient China Unit)

Student Population
Class 1:
 General Education Class

 14 students in total

 1 student with a 504 plan for ADHD

 One ESL student (**parents declined plan)

 10 female students

 4 male students

 There are six Caucasian students, five African American students, two Hispanic students, and one multiracial student

Class 2:
 Inclusion Class

 13 students in total

 4 IEPs (all reading), 2 504s (ADHD), and 1 speech IEP

 7 female students

 6 male students

 There are four African American students, one multiracial student, one Hispanic student, seven Caucasian students

Learning Objectives
 Students will be able to use map skills to locate and describe the major geographic features of Asia.

 Students will be able to locate and describe the major geographic features of China.

 Students will be able to locate and describe major rivers, mountain ranges, and other geographic features of Asia.

 Students will be able to determine how the natural, human, and capital resources in ancient China affected their

specialization for goods services.

 Students will be able to describe how people in ancient China adapted to their environment.

 Students will be able to identify and describe the contributions of ancient China.

Virginia Standards of Learning

SS.3.1
The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of
architecture, inventions, the calendar, and written language.

SS.3.4.a
Locating the United States, China, and Egypt on world maps

SS.3.4.b
Understanding the relationship between the environment and the culture of ancient China and Egypt

SS.3.5.b

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
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Locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and Nile River), mountain ranges (Appalachian
Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries.

SS.3.7
The student will describe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources
(machines, tools, and buildings).

Materials/Resources (for whole unit)

 white board (individual and class)

 markers/dry erase markers

 PowerPoint for the week (including questions and prompts)

 YouTube video links

 PowerPoint from Tallwood (both maps one and unit one)

 chart on types of resources

 Quiz-Quiz-Trade questions

 something to play music with

High Yield Instructional Strategies Used (Marzano, 2001) (for whole unit)
Check if Used Strategy Return

X Identifying Similarities & Differences 45%

Summarizing & Note Taking 34%

Reinforcing Efforts & Providing Recognition 29%

Homework & Practice 28%

X Nonlinguistic Representations 27%

X Cooperative Learning 23%

Setting Goals & Providing Feedback 23%

Generating & Testing Hypothesis 23%

X Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%

X Practice by Doing 75%

X Discussion 50%

X Demonstration 30%

X Audio Visual 20%

X Reading 10%

Lecture 05%

Safety Considerations

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
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N/A.

Time
Process Components
(min.)

5 min *Anticipatory Set

 The teacher will explain to the students that today is a review day, and they will be reviewing concepts from

the whole ancient China unit to prepare for the assessment the following day
 The teacher should review what a contribution is with the students using pictures on the slides from the

previous days class

 The teacher will point to a picture and ask the students which of the three categories of contributions the

picture fits into

 The teacher should be sure to correct any misconceptions during this time

 The teacher should explain once they finish going over the final picture, that they talked about one other

contribution that was not up with the other pictures; the teacher should ask the students if they remember
what that contribution is (the teacher may give hints by making a writing motion with his/her hand)
 The students should respond with some version of written language

 The teacher will help the students remember that one of the three contributions is the written language of

ancient China
 The teacher will explain that today the students will practice writing their name in Chinese characters and

symbols (the teacher should be sure to stress both of those, as that is part of the standard that the students
need to know)
 The students will use their whiteboards to write their name using the guide on the board

 Depending on time, the teacher may allow the students to write their full name or just their first name

 The teacher will have a few students share with the class, or he/she may share his/her written name

 The teacher will ask the students to cap and click their markers and erase their boards and wait quietly for

further directions

*State the Objectives (grade-level terms) (for whole unit)

 I can use map skills to locate and describe the major geographic features of Asia.

 I can use map skills to locate and describe the major geographic features of China.

 I can use maps to locate and describe major rivers, mountain ranges, and other geographic features of Asia.

 I can determine how the natural, human, and capital resources in ancient China affected their specialization

for goods services.

 I can describe how people in ancient China adapted to their environment.

 I can identify and describe the contributions of ancient China.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
amount of text in your plan.

2-3 min *Instructional Input, Modeling, or Procedures

 The teacher will define contribution again for the students during the anticipatory set, but other than

answering any remaining questions the students have, there will be no new content on this day, as it is
review for the assessment the following day

*Check for Understanding

 The teacher will use the review during the anticipatory set to check for understanding before the true review

day begins
o The teacher should ask questions such as…
 Can you name one of the contributions that we learned about yesterday?
 Why do you think we learn about contributions from other ancient countries? Do you
think it’s important to learn about these contributions?
 Why is it important for countries to have a written language?
 How do historians learn about ancient civilizations?
 (See also Mix-Pair-Share questions)
 Making sure to have the students repeat after him/her when talking about important contributions (writing,

architecture, inventions)
 The teacher will use the mix-pair-share questions as a check for understanding (the quiz-quiz-trade may also

be used, but the teacher will not be able to hear everyone’s answers for those questions as well as the mix-
pair-share)

5-7 min *Guided Practice

 The teacher will have the students complete a mix-pair-share review activity using the questions below

 The students should find their first partner by themselves (the teacher may also use food pair partners to help

the students group up for the first question)

o The teacher should remind the students during this time what it means to be a respectful listener

(eyes on the person speaking, ears listening, body movement still)

o The teacher should review the answers with the students after each question

 The teacher will use the doorbell clicker when students need to stop what they’re doing to switch groups

 Questions:
o Why would written language be an important contribution? Why do you think the ancient Chinese

thought it was important to start writing things down? (thank your partner and give them a foot
high five)
o Think about one of the inventions we discussed, why was this invention important in ancient

China, and do we see it still today? (thank your partner in your best Australian accent)
o The Great Wall of China was one of the most important architectural contributions of ancient

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
amount of text in your plan.

China, what do you think its purpose was? (thank your partner and give them an exploding fist
bump)
o Using the three main geographical features we talked about in class, talk to your partner about how

the people in ancient China adapted to their environment. (thank your partner in your best country
accent)
 The teacher will bring everyone back to the carpet after mix-pair-share to give further instructions for the

final review activity

7-10 *Independent Practice

min **This is a version of quiz-quiz-trade, with added parts such as music and boats/docks to help promote classroom
management
 Once the students are gathered back onto the carpet, the teacher will explain that he/she is going to assign

students to be either a boat or a dock/anchor; the teacher will assign docks first (the teacher should pick
students who are reliable, follow directions well, and do not have issues with standing still); the teacher will
tell the assigned dock students to take their place around the classroom, forming a large circle
 The teacher will explain that the remaining students are all boats, and they will be traveling from dock to

dock
 The teacher will give the remaining instructions (students will pair up and ask each other the questions on

their cards, when the students hear the music play, they will switch questions with their partner and move
clockwise to the next dock (only students who are boats should be moving); the process is then repeated
until the students get back to their original docks)
 The teacher will manually play the music each round once he/she feels that both students have had time to

ask and answer their questions; the teacher should remind the students each round to switch cards before the
boats move
 Students may need prompting the first few times they move to make sure that they move in the correct

direction along with switching cards

 Students may ask the teacher if they need assistance with a question or they have additional questions about

the material

Assessment
 Mix-pair-share and quiz-quiz-trade will be used an informal assessment to gauge the students’

understanding before the assessment the following day

 During quiz-quiz-trade, the teacher should spend time with each student in the class to hear one or two

responses in order to see if they are understanding

 The formal assessment will be the following day

1-2 min *Closure

 The teacher will ask the students to come back to the carpet following quiz-quiz-trade

 The teacher will explain that this is the end of the ancient China unit and the following day the students will

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
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take an assessment on Socrative

 The teacher will ask the students if they have any final questions about the unit, or if they are still confused

about anything
 The teacher will thank the students for their patience and ask them to return to their desks

 The teacher will also ask the students to remember to take home their kites that they made the previous day

if applicable

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

 This day has been designed to accommodate various learning styles
o visual/auditory: there will be different pictures on the board to help the students remember what they learned

about previously, and the music played during quiz-quiz-trade prompts the students who are more auditory
learners to move as opposed to the teacher saying something or just looking at a timer
o reading/writing: the students will be writing their names in Chinese characters at the beginning of the lesson,

and they will need to read their questions during quiz-quiz-trade (they may also refer to the board for
questions during mix-pair-share, but the teacher will read those aloud as well)
o kinesthetic: students will be getting up and moving into small groups often

 Accommodations: there are two students who are below reading level, and may have trouble with reading their

questions and answers during quiz-quiz-trade, the teacher should make sure to come around during each rotation and
read the question and answer for these students if they require assistance

Classroom Management Strategies (To ensure a positive learning environment).

 If students are struggling to find their groups and being too loud during small group activity, the teacher may ask all of

the students to freeze with their hand on their head or on their knee in order to have quiet to reiterate instructions and to
allow a moment for the students to get back on task
 The teacher will use a doorbell clicker during mix-pair-share to get the students attention and alert them that it is time to

either share what they talked about in their group or find a new partner
 Music will be played during quiz-quiz-trade which tells the students when it is time to rotate

 The teacher will use a version of quiz-quiz-trade that incorporates the inside-outside circles strategy to help maintain

order in the classroom, so that not all of the students are walking around in random directions
 If students need to use the restroom, they place a small green cone on their desk and leave, as long as it is not during

whole group time or when directions are being given

 Students were given tickets or punches on their cards (this is used schoolwide) if their table/group was remaining

especially on task during rotations

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What parts of the lesson
would you change? Why? (Professor will determine if reflection goes here or in a written report).
- See attached reflection below.
*Denotes Madeline Hunter lesson plan elements.
Cora Houseworth Jennifer Fernandez January 17, 2023

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
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Candidate Signature Cooperating Teacher Signature Date

Reflection
This was the final lesson in our China unit before the assessment. I knew that I wanted to incorporate movement into

my review; I did not want them just doing worksheets or work on their computer. I utilized a multimedia approach to our review.

Multimedia instruction “supports verbal instruction with the use of static and dynamic images in the form of visualization

technology for better expression and comprehension” (Abdulrahaman, 2020, p. 2). Many of my students are visual learners, so I

wanted to incorporate pictures into my review to help them recall the facts that we had discussed over the past two weeks. Much

of the content is discussion-based, especially in elementary school when there are so few facts per unit that students actually need

to know. Because of this, I wanted to design a review where students needed to discuss questions and defend their answers to

their peers. This lesson plan was developed with care to make sure that learning was developmentally appropriate; this is why the

students only have three questions for mix-pair-share, and all of the quiz-quiz-trade questions are on their reading level. I wanted

to make sure I was asking open ended questions, while also giving them a specific focus point when necessary, sice they are only

in third grade. Using both mix-pair-share and quiz-quiz-trade also allowed me to incorporate movement and music. As author

DiDomenico put it in her article on music integration in the classroom, “...music is fun, and fun is fundamental to children’s

engagement level and their motivation to learn” (DiDomenico, 2017, p. 14). Music is also a helpful classroom management tool.

As I thought about a fun review day, I knew that effective classroom management practices would need to be utilized, as having

the students get up and move around often causes the volume to increase and students to become off topic. Because of this, I

utilized music to cue students on when to move, and I used a doorbell clicker to help them know when they needed to stop talking

and face forward. Additionally, as I thought about my lesson, I thought about how my faith played into my lesson planning

decisions. As a Christian educator, I believe in the existence of absolute truths. Social studies is a great subject to introduce the

idea of absolute truth to students, which may be able to then carry into a different conversation about other absolute truths. Mix-

pair-share is a great time to talk about these absolute truths.

This lesson plan was designed with diverse learner needs in mind. I did my best to plan a lesson that accommodated

various learning styles For those that are more visual or auditory there were different pictures on the board to help them

remember what they learned about previously, and the music played during quiz-quiz-trade prompted those who are more

auditory learners to move as opposed to the teacher saying something or just looking at a timer. Those who enjoy reading or
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson plan should be typed directly into this MS Word document. Boxes will expand to fit the
amount of text in your plan.

writing would enjoy the activity from the anticipatory set, and reading the questions during quiz-quiz-trade. For kinesthetic

learners, the movement of both mix-pair-share and quiz-quiz-trade is helpful for a positive learning environment.

According to the data that I collected throughout my China unit, students were able to answer questions when given

multiple choices, but they had trouble answering questions in their own words or rephrasing concepts in their own words.

Because of this, I designed a discussion-based review that required students to come up with their own answers, instead of relying

on options. Throughout the unit, we also worked on expectations for collaborative learning, and this review day allowed the

students to practice those expectations. For the best outcome when using collaborative learning, teachers should “establish ground

rules for participation and contributions,” and they should plan for each stage of group work” (“Collaborative Learning,” n.d.,

para. 6-7). Using this advice, I planned for multiple stages of group work during my review, making sure that I had planned

transitions and activities if there was extra time. Overall, I think that this review day went very well, and the students told me that

they enjoyed the quiz-quiz-trade format especially. I was impressed with their ability to explain what they discussed during mix-

pair-share. A short-term goal of mine was to begin to help the students to interact in more productive, academic ways. This was

practiced throughout the unit and during this review day. I could tell that they had gotten better since the first or second day of the

unit when we completed a jigsaw activity. Overall, I think this review went really well, and their scores the following day on the

assessment showed that the review was helpful. Next time, I would try to incorporate a few more questions into the mix-pair-

share, and maybe not as many for quiz-quiz-trade.

References
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N.

T., Olawoyin, L. A., Mejabi, O. V., ... & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes:

A systematic review. Heliyon, 6(11), e05312.

Collaborative learning: Center for teaching innovation. Collaborative

Learning | Center for Teaching Innovation. (n.d.). Retrieved February 9, 2023, from

https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative learning#:~:text=Why

%20use%20collaborative%20learning%3F,%2Dmanagement%2C%20and%20leadership%20skills

DiDomenico, J. (2017). Effective integration of music in the elementary

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school classroom. ie: inquiry in education, 9(2), 4-16.

Quiz, Quiz, Trade Questions:

Question 1
What written language did the
ancient Chinese use?
Answer 1
Characters and Symbols
Question 2
What architecture is ancient China

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
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known for?
Answer 2
The Great Wall
Question 3
What Chinese inventions involves
the use of insects?
Answer 3
Silk cloth (or spinning silk)
Question 4
What continent is ancient China
located on?
Answer 4
Asia
Question 5
What river flows through much of
China?
Answer 5
Huang He River
Quiz, Quiz, Trade
Question 6
What geographical feature is in
Southwest China? (hint: we
marked it in brown on our maps)
Answer 6
Himalaya Mountains
Question 7
What is the name of the desert
located in northern China?
Answer 7
Gobi Desert
Question 8
What job in ancient China involved
the movement of important goods
and products?
Answer 8
trader
Question 9
What were two jobs in ancient
China that needed a source of
water?
Answer 9
Farming and fishing
Quiz, Quiz, Trade
Question 10
What is one way that the ancient
Chinese adapted to their
environment?
Answer 10
1) Farmed in fertile soil along

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
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rivers
2) Fished in rivers and seas
3) Mined natural resources
Question 11
What job in ancient China relied on
the use of clay?
Answer 11
Pottery maker
Question 12
What is the definition of
contribution?
Answer 12
Contribution is the act of giving or
doing something.
Question 13
Name one natural resource in
ancient China.
Answer 13
Rice and salt
Question 14
Name one human resource in
Answer 14
Pottery-maker (crafter), farmer,
Quiz, Quiz, Trade
ancient China. fishermen, and miner
Question 15
Name one capital resource in
ancient China.
Answer 15
Boats or pottery

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021