ITeachAZ

Lesson Plan Template (Direct Instruction)

Teachers:
Ashleigh Frankel

Subject:
Social Studies (5th grade)

Common Core State Standards:

PO.1. Explain why and how boundaries change (e.g., Westward

Expansion, Civil War, Mexican - American War).

Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence. (5.SL.3)

B-5: writing a summary statement containing only relevant key ideas

summarizing a variety of familiar text with instructional support.
Objective (Explicit):

Students will be able to understand how boundaries changed during the

Mexican-American War and how the Treaty of Guadalupe Hidalgo ended these
disputes.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

Students will identify which land/territory were acquired by the United States
as a result of the Treaty of Guadalupe Hidalgo by shading in these territories on
a map.

Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT understand how boundaries changed during the Mexican-American War.

SWBAT understand how the change in boundaries caused tension between
Mexicans and Americans.
SWBAT understand how the Treaty of Guadalupe Hidalgo helped solve this
dispute.
SWBAT notice how the Treaty of Guadalupe Hidalgo affects us today.

Key vocabulary:

Treaty- a formal agreement

between two or more states in
reference to peace, alliance,
commerce, or other international
relations.
Boundaries- a line that marks the
limits of an area; a dividing line.
Change- make or become different.
Dispute- a disagreement,
argument, or debate.

Materials:

Pictures from the MexicanAmerican War

Video:
https://www.brainpop.com/socialst
udies/ushistory/mexicanamericanw
ar/
Different statements from the
Treaty of Guadalupe Hidalgo
Graphic organizers
Pencil
Giant post-it note
Markers
Colored pencils
Map of the boundaries of the

United States and Mexico during

the Mexican-American War
Blank map of the United States

Opening (state objectives, connect to previous learning, and make relevant to real
life)
How
How
How
How

will
will
will
will

you
you
you
you

activate student interest?

connect to past learning?
present the objective in an engaging and student-friendly way?
communicate its importance and make the content relevant to your students?

The teacher will engage students by asking them what they learned about the
Mexican-American War in the previous lesson. Students will be able to discuss their
answers within a group and brainstorm everything they remember on a giant post-it
note. Once the students have finished writing about what they know about the
Mexican-American War, the teacher will randomly select students from each group to
state what they remember from the Mexican-American War. After the students
thoroughly understand what happened during this war, the teacher will relate it to the
Treaty of Guadalupe Hidalgo and say that this document ended the war between
Mexico and the United States.
I
n
s
t
r
u
c
t
i
o
n
a
l
I
n
p
u
t

Teacher Will:

How will you

model/explain/demonstrate all
knowledge/skills required of the
objective?
What types of visuals will you use?
How will you address
misunderstandings or common
student errors?
How will you check for
understanding?
How will you explain and model
behavioral expectations?
Is there enough detail in this
section so that another person
could teach it?

1. Distribute a stack of pictures

with captions to each group.
Each group can have 4-5
students.
2. Explain the directions for the
activity:
Students will work together
to put the images in order
based on what they know
about the MexicanAmerican War.
3. Allow students to begin the
activity.
4. Walk around to offer
assistance.
5. Gather the class once they
have finished sequencing the
events.
6. Show a brainpop video that
highlights the main events that

Student Will:
What will students be doing to actively capture
and process the new material?
How will students be engaged?

1. Begin the activity when instructed

by the teacher.
2. Work in groups to put the images
in order based on what they know
about the Mexican-American War.
3. Signal to the teacher they have
finished the activity by giving a
thumbs up.
4. Actively listen to the video by
checking their work to see if they
put the events in the correct order.
5. Participate in the discussion.
6. Discuss with a partner Why do
you think the Treaty of Guadalupe
Hidalgo ended the MexicanAmerican War?
7. Listen to the vocabulary and
understand the context of these
terms.
8. Understand that a treaty can help

occurred during the MexicanAmerican War.

7. Emphasize the Treaty of
Guadalupe Hidalgo when
referred to in the video.
8. Facilitate a discussion and ask
students Why do you think the
Treaty of Guadalupe Hidalgo
ended the Mexican-American
War?
9. Explain the key vocabulary for
the lesson and provide pictures
and definitions to support the
word.
10.Elaborate on the word treaty
and explain that a treaty can
help solve severe problems
between two parties.

solve severe problems between

two parties.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

An assisting teacher will walk around the classroom to make sure

students are engaged and understand the activity.

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

G
u
i
d
e
d
P
r
a
c
t
i
c
e

Students will be able to work in groups.

Students who struggle with the activity will be given a description of
each event, so they have more background knowledge on how to
sequence these events.

Teacher Will:

Student Will:

How will you ensure that all students have

multiple opportunities to practice new
content and skills?
What types of questions can you ask
students as you are observing them
practice?
How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so
that another person could facilitate this
practice?

How will students practice all knowledge/skills

required of the objective, with your support,
such that they continue to internalize the subobjectives?
How will students be engaged?
How will you elicit student-to-student
interaction?
How are students practicing in ways that align
to independent practice?

1. Reiterate that the Treaty of

Guadalupe Hidalgo ended the
Mexican-American War.
2. Provide each group with a
statement from the Treaty of
Guadalupe Hidalgo.

1. Read a statement from the Treaty

of Guadalupe Hidalgo as a group.
2. Summarize the statement in their
own words and write it in their
graphic organizer.
3. Discuss as a group how this

3. Explain the directions for the

activity:
Students will read the
statement as a group.
They will summarize the
statement in their own
words based on the
points the speaker gives
and write it in a graphic
organizer.
As a group, they will
discuss how this
statement affects them
today and write their
ideas in the graphic
organizer.
Students will rotate to
each station when
instructed by the
teacher. Students will be
given 5 minutes to
discuss at each station.
4. Allow students to begin the
activity.
5. Walk around to offer extra
assistance.
6. Facilitate a discussion and have
each group read the original
statement from the treaty,
what they think it means, and
how it affects them today.

statement affects them today and

write it in the graphic organizer.
4. Rotate to each station when
instructed by the teacher.
5. Participate in the discussion by
reading the original statement
from the treaty, what they think it
means, and how it affects them
today.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

The teacher will walk around the room to offer assistance.

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

Students will collaborate in groups.

Students will be provided with graphic organizers to organize their
thoughts.
Students who struggle during this activity will be provided with the
sentence frame: Article ________
means___________________________________. This statement affects me today
because _________________.

Teacher Will:

How will you plan to coach

and correct during this practice?

How will you provide

opportunities for remediation and
extension?

How will you clearly state

and model academic and behavioral
expectations?

Did you provide enough

detail so that another person could
facilitate the practice?

I
n
d
e
p
e
n
d
e
n
t
P
r
a
c
t
i
c
e

1. Provide a map that shows the

boundaries during the MexicanAmerican War.
2. Instruct students to reflect on
how the boundaries changed
after the Treaty of Guadalupe
Hidalgo was implemented.
3. Distribute a map of the United
States that can be colored in.
4. Direct students to color in the
states that the United States
got back from Mexico with the
help of their graphic
organizers.
5. Facilitate a discussion by
asking students what states
they colored in.
6. Clarify what states were
returned to the United States
after students have provided
their answers.

Student Will:
How will students independently practice the
knowledge and skills required by the objective?
How will students be engaged?
How are students practicing in ways that align
to assessment?
How are students using self-assessment to
guide their own learning?
How are you supporting students giving
feedback to one another?

1. Reflect on how the boundaries

changed after the Treaty of
Guadalupe Hidalgo was
implemented.
2. Look at their graphic organizers to
see what states the United States
got back from Mexico as a result of
the Treaty of Guadalupe Hidalgo.
3. Color in the states on the map that
the United States got back from
Mexico.
4. Participate in the class discussion
by sharing their maps with the
class.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

The teacher will walk around the classroom to offer students assistance.

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Students can use their graphic organizers for extra support.

The teacher will clarify information if its unclear.

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

The teacher will tie in all the activities from the day. To make it relatable, the teacher
will discuss how the Treaty of Guadalupe Hidalgo changed the boundaries between
the United States and Mexico. The teacher will ask students How would life be
different if the Treaty of Guadalupe Hidalgo wasnt created? The students will discuss
within groups their answers and contribute their answers to a class discussion. This
will allow students to understand how the treaty impacts their lives today.

Statement from
the Treaty of
Guadalupe
Hidalgo

Summary of the
statement
(in my own
words)

How does this

affect me
today?