TI Name: Mashwiuat Rahman

Day & Date: 3/20 - 3/24

Subject Area & Grade Level: 6th Grade Social Studies
Number of Students in Class: 100
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

Day 5: Learning and Assessment Plan

Select the Mode of Instruction: Face to Face / Online Synchronous / Online Asynchronous / Hybrid
Curriculum Standards
GSE (Georgia Standards of Excellence), County, National Content ISTE Technology Standard
Curriculum Standards
What are the aligned state adopted learning content standards you address in What is the aligned ISTE Technology learning content standard addressed in
the learning objective (2-3 maximum). this learning objective (1 maximum).

SS6H1 Explain conflict and change in Latin America. No technology used in lesson.
d. Explain the impact of poverty, the war on drugs, and migration to the
United States on Latin America.
Learning Objective/Goal(s) Assessment
Learning Objectives & Historically Responsive Literacies (HRL) Formative & Summative
● Identities: Students will relate the characters to people they may know 1. Students will be asked critical questions as they work together during
with a similar story. Students will learn about the lives of people in Latin the work period.
America through the lens of two children running from home to the United 2. Students will have a test/quiz later in the unit.
States.
● Skills: Students will learn the impact of poverty, the war on drugs, and
migration to the United States on Latin America.
● Intellect: Students will be smarter about the inequality present in Latin
America and how it affects living in the region.
Learning Activities
Introduction or Student Spark ( 5 minutes) Body ( 30 minutes) Closure ( 5 minutes)
Students will enter the room to music playing and a Students will transition into the next part by putting Students will pack up all of their items and wait
warmup on the board. the question students will everything away except for a pencil. The books will quietly to be dismissed. Posters will be taken up by
answer is “What Modern Issue is Jamie and Angela be passed out as the class prepares to continue the teacher. The entire group must be quiet before
running from?”Students will write and discuss their reading the book. The audio will be paused being dismissed. Students will be told about the
answers with each other before coming into a class periodically to discuss various happenings in the next week.
discussion book and to show the students where the
characters are on Google Maps. Once the selected
segment is over (via audiobook) students will be
informed about the next part of class.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 1
TI Name: Mashwiuat Rahman
Day & Date: 3/20 - 3/24
Subject Area & Grade Level: 6th Grade Social Studies
Number of Students in Class: 100
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

Students will work together in their groups to

answer one discussion question presented on the
board. Students will receive a large, sticky, poster
paper to write their discussions down on. Students
will work on the discussion questions until about 5
minutes before closing. Students will come back
together and share their thoughts in a class
discussion.
Differentiation, Modification & Accommodation
Differentiated instruction (DI): provides all learners access to content and serves to meet all students’ learning needs – it is for all learners – and ensures active
and meaningful student participation. DI can and should occur anywhere within and across the learning continuum, from introduction to the body/learning activity,
closure, and assessment.

● Content (what the teacher teaches/what the student is asked to learn)

● Process (what students do to how students make sense of what they are asked to learn/sometimes activity or learning task are synonyms to process)
● Product (how students show what they have learned/evidence students generate when they complete a significant segment of content.)
● Environment (alterations to the physical or digital learning setting, e.g., stations, rotations, etc.)

Modification & Accommodation: Some modifications and accommodations are legally required for special education students, multilingual learners and students
who may need individualized, specific learning supports.
Differentiated instruction (DI) Modification & Accommodation
1. Students will be able to write or speak their answers. 1. Students who need to be sat near the teacher will be in their places.
2. Students will be able write whatever they see fit ont he poster. 2. Students who need to be sat near the teacher will be in their places.
3. No differentiation needed. Students will be able to choose how the final product looks like in
their groups.
Resources: Tomlinson, C. and/or Universal Design for Learning UDL 3. Students who need to be sat near the teacher will be in their places.

Facilitation & Safety

Classroom facilitation identifies specific structures of classroom community, physical structure, and organization that you will employ to facilitate the lesson – to
make the class run smoothly and maximize instructional and learning time.

1. Write the following components of the classroom facilitation and operation here:
● Students will have access to teachers for any instruction questions, the warm-up question will be on the board.
● I will address and redirect disruptions and guide students back to the work.
● I will check in with students who are not doing work or looking out of it and speak individually with them to work out a solution.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 2
TI Name: Mashwiuat Rahman
Day & Date: 3/20 - 3/24
Subject Area & Grade Level: 6th Grade Social Studies
Number of Students in Class: 100
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

● I will use the school universal finger signs when students get too loud or rowdy and will announce transition actions (“Take out a pencil and
piece of paper”).
● Students will be expected to follow classroom norms and breaking them will result in infractions.
● Supplies will be given with a warning to students that need supplies. Students have been told multiple times to bring their own supplies, or at
least not to lose them.
● Students with the Co-teacher are placed near their desk and students are in groups of four.
References
Layered Texts and Other Learning Materials
1. List the tool(s) students need to meaningfully participate and access the materials in the lesson.
- Pencil
- ViewBoard
- The Only Road
- Sticky poster paper
2. Write a detailed (pearled) list of all the multimedia/materials/resources/links/technology students need to meaningfully participate in this
lesson.
- SONA Audiobook provided by school resource site.
3. Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items.
- Biztown/ Modern Latin America 3/20-3/24
Research & Theory References
1. Cite course readings and research knowledge to justify your pedagogical and curricular choices here. Use APA formatting
- Tracey, D. H., & Morrow, L. M. (2012). Lenses on reading: an introduction to theories and models. 2nd ed. New York, The Guilford Press.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 3