Mount Aloysius College

Education Department
Lesson Plan Format

*The descriptions are offered for your information and guidance and
should NOT be included in the lesson plan.*
I. Heading

Lesson Title: Semantic Mapping

Teacher Name: Mr. Peterson
Date Lesson is Taught: 11/12/2023
Subject/Discipline: Social Studies
Grade Level: 8th Grade
Number of Students: 10
Allocated Instructional Time: 15-30 Minutes
Multiple Intelligences Addressed: Linguistic and Intrapersonal
Pennsylvania Common Core Standards or Early Learning Standards:

8.3.8.A
Examine the role groups and individuals played in the social, political, cultural, and
economic development of the United States.

II. Rationale and Background (Danielson 1b: Demonstrating Knowledge of Students)

1. The students are familiar with Reconstruction in United States history.

2. The purpose of this lesson is to introduce students to new vocabulary related to the gilded
age before going over important historical figures and events during the gilded age

III. Lesson Objectives (Danielson 1c: Setting Instructional Objectives)

1. Learn How to use a Semantic Map as a Class

2. Work in groups to fill out a semantic Map for key Vocabulary words for the Gilded Age
3. Try to complete a semantic map for the final word individually
4. Come together as a class to fill out final map on the board

IV. Materials (Danielson 1d: Demonstrating Knowledge of Resources)

1
 Slideshow

Semantic Map Worksheet

V. Procedures (Danielson 1a: Demonstrating Knowledge of Content and Pedagogy) (Danielson

1e: Designing Coherent Instruction) (Danielson 3a: Communicating with Students) (3b Using
Questioning and Discussion Techniques) (Danielson 3c Engaging Students in Learning)

A. Introduction, Motivation, and Setting the Stage

Bellringer: Workers during the Gilded Age would work for 16-18 hours a day without any
safety regulations. How would you address these issues if you lived through this time
period?

B. Lesson Body

A. Everyone will receive six semantic maps for each vocabulary word
B. For the first word (Tariff) show the students how to fill out the worksheet. Encourage
students to use the internet if they can’t fill out a section on their own.
C. Put students into groups of 2-3 and continue on in the slideshow until Robber baron
D. After each word come together as a class and have each group fill out a section on
the board
E. For the final word students will work individually. After they finish come together as a
class and fill out the sections on the board

C. Strategies for Differentiated Instruction (Danielson 3e: Demonstrating Flexibility and

Responsiveness)

1. A gifted child will be asked to not use any outside materials to fill out each vocabulary
word.
2. A child with ADHD will be allowed to move around during the group work as long as
they are participating. They may also use a fidget toy.
3. An ELL student will be given separate definitions that translate between their primary
language and english

D. Closure/Conclusion

Include one or more of the following:

1. Class Semantic Web after individual work on board

E. “If-Time Activity” (Danielson 3e: Demonstrating Flexibility and Responsiveness)

1. Discussion about Robber Barons and Captain of Industry. See if students can tell how
why people can be called both.

2
VI. Communicating with Families/Homework Assignment/Independent Practice (Danielson 4c:
Communicating with Families)

Slideshow and worksheet on classroom website along with a video showing how to complete
the semantic map

VII. Evaluation

A. Student Assessment (Danielson 1f: Designing Student Assessment) (Danielson 3d: Using
Assessment in Instruction)

After each vocabulary word every group will be in charge of finishing one part of the semantic
map on the board.

B. Reflective Practice/Self-Evaluation (To be completed after the lesson is taught) (Danielson

4a: Reflecting on Teaching)

Reflect on your teaching experience and answer these questions:

1. What were two strengths of the lesson?

2. What are two areas of the lesson that need improvement?

3. What would I do differently, if I were to reteach this lesson?

4. What biases, if any, existed in the materials, activities, language, or interactions with
children?

5. Did anything surprise me?

Be sure to add all resources such as handouts, PowerPoint or Google Slides, teacher-created
materials, templates, examples, and assessment instruments.