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Language Arts and Social Studies Unit

The Constitution

Vanessa De La Torre
Edu 512 /Spring 2018
Dr. Rachel Timmons
California Baptist University

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Topics Covered

 The Articles of Confederation

 The United States Constitution

 The Bill of Rights

 The Founding Fathers

 The National Anthem

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Table of Contents

Objectives and Standards…………………………………………………………………………

Introduction………………………………………………………………………………………….

Student List………………………………………………………………………………………….

Vocabulary………………………………………………………………………………………….

Literature……………………………………………………………………………………………

Poetry……………………………………………………………………………………………

Direct Instruction Lesson Plan……………………………………………………………………

Concept Attainment Lesson Plan...………………………………………………………………

Generalization Lesson Plan………………………………………………………………………

Inquiry Lesson Plan……………………………………………………………………………….

Vocabulary Lesson Plan………………………………………………………………………….

Listening/Talk Lesson Plan……………………………………………………………………….

Writing Lesson Plan……………………………………………………………………………….

Unit Schedule………………………………………………………………………………………

Assessment………………………………………………………………………………………...

Unit Reflective Commentary……………………………………………………………………..

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Objectives and Standards
Direct Instruction Lesson
 Objective: After the lesson on the facts of the Articles of Confederation, students in grade 5
will identify, list and summarize information on the shortcomings as set forth by the critics by
writing 10 facts both orally and in writing with 95% accuracy.

Concept Attainment Lesson


 Objective: After the lesson on the concept of the Constitution students in grade 5 will be able
to state both orally and in writing the correct definition of a Constitution.

Generalization Lesson
 Objective: After the lesson on using data to support generalizations, students in grade 5 will
apply this knowledge and develop generalizations concerning the topic of the Constitution with
that of the Articles of Confederation with 95% accuracy.

Inquiry Lesson
 Objective: After the mini lesson on the Founding Fathers, students in grade 5 will be able to
describe orally and produce a Bio Box, which depicts the lifestyle of a Founding Father with
95% accuracy.

Vocabulary Lesson
 Objective: After the mini lesson on the Constitution (Bill of Rights) students in grade 5 will be
able to define and correctly engage the vocabulary in writing with 95% accuracy.

Listening/Talking Lesson
 Objective: After the mini lesson on the United States National Anthem Song, students in
grade 5 will be able to understand how Francis Scott Key has influenced American Ideals by
discussing and writing a reflection paragraph with 95% accuracy.

Writing Lesson
 Objective: After the review mini lesson on the Bill of Rights, students in grade 5 will be able to
analyze and interpret the Bill of Rights within their writing with 95% accuracy.

Standards
 Social Studies Standards
5.7 Students describe the people and events associated with the development of the U.S.
Constitution and analyze the Constitution’s significance as the foundation of the American
republic.
 1. List the shortcomings of the Articles of Confederation as set forth by their critics
 2. Explain the significance of the new Constitution of 1787, including the struggles over its
ratification and the reasons for the addition of the Bill of Rights
 5. Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of
individual Americans within a unified nation, to respect the rule of law, and to preserve the
Constitution
 6. Know the songs that express American ideals (e.g., “America the Beautiful,” “The Star-
Spangled Banner”).

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 CCSS ELA Standard
 RL.2.1 Ask and answer questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
 RW.5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
b. Provide logically ordered reasons that are supported by facts and details.
RW.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
 Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension
 W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information
 W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and
information clearly
 W.5.5. With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach
 W.5.7. Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
 S.L.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
 R.L.5.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.

 CCSS ELD Standard


 Emerging - Part I: Interacting in Meaningful Ways
5.2. Interacting via written English Collaborate with peers on joint writing projects of short
informational and literary texts, using technology where appropriate for publishing, graphics, and
the like.
 Expanding – Part I: Interacting in Meaningful Ways
5.1. Exchanging information/ideas Contribute to class, group, and partner discussions, including
sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and
adding relevant information.
 Bridging – Part I: Interacting in Meaningful Ways
5.1. Exchanging information/ideas Contribute to class, group, and partner discussions, including
sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others,
adding relevant information, building on responses, and providing useful feedback.

 College and Career Readiness Anchor Standard CCSS


 CCSS.ELA-LITERACY.CCRA.R.6 Assess how point of view or purpose shapes the content
and style of a text
 CCSS.ELA-LITERACY.CCRA.R.5 Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or
stanza) relate to each other and the whole.

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Introduction to Unit

Relevance:
I created a fifth-grade social studies unit, which incorporates the Common Core State
Standards topic on the development of the U.S Constitution. In this unit, I created lessons that fulfill
the requirement of EDU 512. The lessons include direct instruction, concept attainment,
generalization, inquiry, and various other mini lessons. I also differentiated the lessons according to
my student’s needs. These lessons will help my students gain a deeper understanding on the
Constitution. Therefore, having the opportunity to really dig deep and become familiar with the Bill of
Rights, is very important for the students. They will have knowledge to better comprehend the current
political climate.

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Student List with Three Focus Students

General Student List with Three Focus Students

Gender General SES General Ethnic Describe


Level Academic Level Population Student Needs

13 Boys 4 on free lunch 2 high average, 3 low 7 Hispanic, 3 6 Average Students


Provide a general average, 9 on level Caucasian, 2 Asians, (No special needs)
description in the 1 African American 2 Gate Students
boxes to the right. 2 Special Needs
3 ELLs

15 Girls 4 on free lunch 2 high average, 3 low 7 Hispanic, 3 Average Students (No
Provide a general average, 9 on level Caucasian, 2 Asians, special needs)
description in the 1 African American
boxes to the right.
EL Focus Student Does not get free Spanish / Expanding Hispanic Her learning style is
lunch. Visual and
Kinesthetic.
Alondra Her English level is
expanding, from
CELDT Scores.
Classwork is always
turned in, with an
extra day to complete.

Special Needs Yes, he gets free English Hispanic His learning style is
Focus Student lunch Special Needs Visual.
He sits by himself
Omar and with his
instructional aide.
He doesn’t have
any behavior
issues.
Advanced learner Does not get free Gate Student Caucasian Parents are very
Focus Student lunch. involved in the
classroom.
John He is always looking
for a challenge.
He is typically the first
one finished with
assignments.

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Vocabulary Page

Vocabulary:
Articles of Confederation – The United States first plan for government
Ratification – to pass or approve
Federalists – People who wanted a strong, central government
Antifederalist – Someone against the constitution
Constitution – The United States final plan for government that we still use today.
Civil Rights - Every citizens freedoms and liberties.
Slander – If you speak falsehoods about someone and it damages their reputation, you could be sued.
Libel - If you write (publish) falsehoods about someone and it damages their reputation
Quarter – To house troops.
Search Warrant – Issued by a judge – law enforcement must prove probable cause.
Probable cause – To show good reason to search a home because it will be likely to uncover evidence.
Grand jury – A jury that decides if there is good reason to believe the accused person is guilty.
Double jeopardy – for trial a second time, even if found innocent in the first trial.
Due process – the guidelines that protect a person’s rights during legal proceedings.
Eminent domain – The government’s power to take private property for public use.

Spanish Vocabulary:
Artículos de la Confederación - El primer plan de los Estados Unidos para el gobierno
Ratificación- para aprobar o aprobar
Federalistas - Gente que quería un gobierno fuerte y central
Anti federalista - Alguien en contra de la constitución
Constitución -el plan final de los Estados Unidos para el gobierno todavía es usado.
Derechos civiles- libertades para todos los ciudadanos.
Calumnia - falsedades sobre alguien que dañe la reputación
Difamación: si se escribe (o publica) falsedades sobre alguien y daña su reputación
Cuarto - Para alojar tropas.
Orden de búsqueda - emitida por un juez - la aplicación de la ley debe probar la causa probable.
Causa probable: para mostrar una buena razón para buscar un hogar porque es probable que descubran evidencia.
Gran jurado: un jurado que decide si hay buenas razones para creer que la persona acusada es culpable.
Doble riesgo: segundo juicio, incluso si se encuentra inocente en el primer juicio.
Debido proceso: las leyes que protegen los derechos de una persona durante los procedimientos legales.
Dominio eminente: el poder del gobierno para tomar propiedad privada para uso público.

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Literature Page

Corona Public Library - https://goo.gl/3M1Fmv


Articles of Confederation by Logan Thomas (E- Book) https://goo.gl/NykKQk
The U.S Constitution (E- Book) https://goo.gl/Wjxis6
The Bill of Rights: Protecting our Freedom Then and Now by Syl Sobel J.D - – eBook
The Founding Fathers Creators of the United States by John Malam
Dictionary
Encyclopedia

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Poetry Page
(Use a separate page for poetry list on topic and add your unit poem)

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EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC

Vanessa De La Torre
Articles of Confederation - Direct Instruction
Lesson one

1. MATERIALS/PREPLANNING
Materials –
Student U.S History journals
Pencils
Video link:
https://goo.gl/sCWfsA
Individual Worksheet - Big Problems with the Articles of Confederation
Plickers
Power Point of the Lesson

Vocabulary -
Articles of Confederation – The United States first plan for government
Ratification – to pass or approve
Federalists – People who wanted a strong, central government
Antifederalist – Someone against the constitution
Constitution – The United States final plan for government that we still use today.

Spanish Vocabulary -
Artículos de la Confederación - El primer plan de los Estados Unidos para el gobierno
Ratificación- para aprobar o aprobar
Federalistas - Gente que quería un gobierno fuerte y central
Anti federalista - Alguien en contra de la constitución
Constitución -el plan final de los Estados Unidos para el gobierno todavía es usado.

Literature –
Corona Public Library - https://goo.gl/3M1Fmv
Articles of Confederation by Logan Thomas (E- Book) https://goo.gl/NykKQk

1. OBJECTIVE
After the lesson on the facts of the Articles of Confederation, students in grade 5 will identify, list and summarize
information on the shortcomings as set forth by the critics by writing 10 facts both orally and in writing with 95% accuracy.

 State the cognitive taxonomy level (Bloom’s )


 Cognitive Taxonomy Level: Knowledge, Evaluation, and Comprehension

 List the standards met by this objective.

Social Studies Standard


5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the
Constitution’s significance as the foundation of the American republic.
1. List the shortcomings of the Articles of Confederation as set forth by their critics

 CCSS ELA Standard

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English Language Arts Common Core State Standards Reading: Writing Standards
RW.5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
b. Provide logically ordered reasons that are supported by facts and details.

 CCSS ELD Standard


5.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and
academic topics

 College and Career Readiness Anchor Standard CCSS


CCSS.ELA-LITERACY.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout
provided in class.)

Students will summarize information by listing ten facts about (topic of study).

Essential literacy strategy: Summarizing (Summarizing strategy must be taught)

Students will summarize information about the topic studied by listing ten facts and using the
appropriate academic vocabulary (for the topic) both orally and in writing.

Related skills for the essential literacy strategy:


 Listening to information presented.
 Reading related documents/stories on the topic being studied.
 Learning the academic vocabulary terms.
 Students will write ten facts using correct writing conventions to demonstrate their learning about the
topic of ___________.

2. ASSESSMENT STRATEGY

I will assess the students informally. I will give a project assignment at the end of the lesson to access the student’s
comprehension on the Articles of Confederation. I will ask the students to write down 10 facts on the Articles of
Confederation. They must include 10 reasons as to why the articles failed. If further review is necessary, I will spend time
reviewing the following day with small group instruction. I will record the data in my journal.

Proficient Basic Below Basic


 There were at least 9  There were less than  There were less than
facts listed. eight facts listed. five facts listed.
 Students wrote in  Students wrote in  Students did not use
complete sentences complete sentences. complete sentences.
with little to no errors.  There were very few
 There were many grammatical errors.
details within the
answer,
.

Furthermore, I will also use plickers and ask a series of questions throughout the lesson. After the plickers quiz, I will
download the class report. The plickers, project, and the series of questions will give me a good understanding of how
much the class absorbed from the lesson. I will use this information as a guide for future assessments and see which
method works the best for my students. I have a large variety of students in my class. I do believe that more than one way

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to assess them will give me a better understanding of their comprehension.

4. LESSON OPENING/PURPOSE (5 points)

The purpose of this lesson is for students to understand the events associated with the development of the U.S
Constitution. They will also be able to connect one document to the other. The Articles of Confederation failed and
therefore a new document had to be created.

I have 4 ELL students in my class. They range from emerging and expanding levels.
I have 1 IEP student and 3 Gate students.

3. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)


 The class will read the content and language objective together.
 I will orally explain the content and language objectives.
 We will also review the vocabulary words.
 I will play a video to introduce the Articles of Confederation to the class.
 I will display the translated vocabulary words on the board.
 Video Link: https://goo.gl/sCWfsA

A warm up question will be displayed on the board.

If you were to create your own country, what would it look like?
What kind of laws would it have?

 Students will be given the opportunity to discuss with a partner.


 Students will also discuss the video with a partner. They will provide one detail from the video.
 Sentence frames will be posted on the board for ELL students.

The video was about …


The most interesting detail from the video is …

Rationale:
Allowing students to discuss vocabulary terms and video with their partner will allow them to practice their English oral
development and gain deeper comprehension on the content. Likewise, the video I selected was easy to understand and
entertaining. It provided visuals of the content and vocabulary words for those students who prefer visual modality.

 LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND KNOWLEDGE,
PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED PRACTICE

 POST STANDARDS
 The standards and vocabulary terms will be posted on the board, they will be in bright, bold, and big letters to capture
the student’s attention.

 RESTATE OBJECTIVE IN STUDENT TERMS


 After the lesson on The Articles of Confederation, you will understand and list ten facts on why the articles failed.
with 95% accuracy (both orally and in writing).

 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge


Provide a rationale for why it is important to check for background knowledge. Link to your specific
class/group of students and their learning needs and styles.

Rationale:
Background knowledge allows students to draw links from old material to new material. It is also important to review
vocabulary terms. ELL and native speakers will be able to apply the vocabulary terms to the new lesson.

Lesson Topic: Articles of Confederation

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 I ask the students to brainstorm what they already know about the Articles of Confederation.
 As a class we fill out a KWL chart.
 Students can also think of information they saw in the video to help them get started.
 As a class we fill out a KWL chart.
 Students from every group table participate

K (What we know) W (What we want to learn) L (What we learned)


The U.S has laws. What are the Articles of
Confederation?
The country is united. What is the constitution?
The United States currently has a How did the Articles of
legislative, judicial, and executive Confederation fail?
branch.

 INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson
for this particular group of students/class.

Explain how your strategy incorporates EL student’s background.

Input:
The lesson begins by students taking out their U.S History journal.
They write down the objective.
I inform students that they will be writing down notes relating to the Articles of Confederation.

POWERPOINT-
The notes state the following:

Articles of Confederation

 Slides
 Students are given time to copy down the notes.
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 As a class, we discuss each slide.

What were the Articles of Confederation?


The articles were a governing document. They were the laws that unified the thirteen colonies.
---------------

When were the documents written?


The Continental Congress wrote the Articles of Confederation during the Revolutionary War.
They became effective on March 1, 1781.

---------------
States Vs Country
The articles made the states too strong. It left the federal government too weak.
--------------

Missing Branches?
The articles only contained the legislative(Congress) branch. The Executive (president) and Judicial (Courts) branch were
missing.

---------------
Too many problems?
With the strength of the states, the federal government grew weak. States were beginning to act alone and to their best
interest.

--------------
Cons?
The articles had no power over the collection of taxes. Therefore, they were not able to build an army.

------------
Voting?
Each state received one vote regardless of population size.

-------------
Official money?
The articles did not have official money. The money from one state would have no value in another.

-------------
Foreign Policy?
The Articles of Confederation had no power to conduct foreign policy.

-------------
Solution?
A meeting was called in May 1787. Congress proposed to draft an entirely new constitution.

-------------

The Constitution
As a result, in 1788, the articles were replaced with the current United States Constitution. To this day, the Constitution is
the supreme law of the land.

------

At the end of the lesson, I will ask the following questions.


- Does anyone have any questions?

- The students will then be asked to discuss what they understand with their shoulder partner. While the students
discuss, I will pass out a worksheet. The worksheet is on the weaknesses of the Articles of Confederation.

 MODELING SDAIE: Demonstrations and modeling


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Provide a rationale for why you selected this strategy or manner of modeling the next lesson step
for this class.

 The worksheet titled “Big Problems with the Articles of Confederation” is displayed on the overhead.
 Each student has one.
 They are instructed to follow along.
 Students are asked questions while filling in the space provided.
 The worksheet will be glued to their journal after it is completed.
 Sentence frames are posted on the board to help ELL students compose sentences.
 We do one of the questions together as a class.
 Students raise their hand and participate.

Rationale:
Students have many questions when they do a new assignment. I want to provide a guide for them to know what is
expected. Therefore, going over the worksheet and allowing students to write in the answers will allow them to
practice. I also want the students to use this sheet for an end of the course test. They will be able to go back and find
the answer accordingly.

Worksheet - Big Problems with the Articles of Confederation

Problem #1:
National Government had no power to make taxes

What will happen?


Students fill this part in.

Sentence Structures
The government will …
The people will …
There wouldn’t be any …

Example answers
There wouldn’t be any money to fund government projects.

 I ask, “Does anyone have any questions?”


 The students are then required to fill in the rest of the questions.
 They must write one or two complete sentences for each space.
 Lastly, students are required to draw one situation on the back of the worksheet.

 TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard?

 Bilingual worksheets were provided for the EL learners.


 I also added many visuals to the PowerPoint.
 A Spanish video for reference.

Rationale:
Many of my ELL students are visual learners. Their academic English is slowly progressing. I do require them to write as
much English as possible. However, many of them still rely on visuals and I try to add as many to my slides. Not only that,
but many of my other students benefit from visuals as well. I also provided a link to an eBook. The E-book can easily be
translated into Spanish or the language of my student’s choice. A video link is also available for reference.

eBook: https://goo.gl/NykKQk
Video: https://goo.gl/FQRisH

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 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning
Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class.

For the rest of the lesson I allow the students to finish working on the Big Problems with the Articles of Confederation
worksheet. I will walk around to assist any students with further questions. However, before the lesson is over I inform the
students to take out their Plickers Card. They will answer two questions relating to the Articles of Confederation. The
questions will be projected on the overhead. Students will hold up their Plickers card according to what the correct answer
is. The answers will be in multiple choice of A or B.

The questions are the following:

1. Why were the Articles of Confederation written?


2. What powers did the Articles of Confederation give the government?

Rationale:
I decided to use Plickers because it’s an organized option to integrate low tech into the lesson. The results will also be
instant. After the students answer the questions. I will download the report from Plickers. I will review the results and plan
my next lesson accordingly. I will also determine if my content objective was through the Plickers and through the
independent project.

 GUIDED PRACTICE STRATEGY


 Students will work on the Big Problems with the Articles of Confederation Worksheet.
 Bilingual worksheets will be provided.

7. CLOSURE EL/SDAIE: Questioning for review

 As a class we will discuss the following questions.


 The students will be allowed to discuss with their shoulder partner.
 Then, every group will answer these questions.
 We will finish filling out the KWL chart.

Questions:
What powers did the Articles of Confederation deny to the government?

The Articles of Confederation did not allow the government the power to tax. Why do you think that was?

Why do you think the Articles did not have an executive(president) branch?

Learning facts about The Articles of Confederation.


K (What we know) W (What we want to L (What we learned) Q (What new questions
learn) emerged?)
The U.S has laws. What are the Articles of The United States first
Confederation? plan for government
The country is united. What is the constitution? The document that
replaced the Articles of
Confederation. The
supreme law of the land.
The United States How did the Articles of The Articles of
currently has a Confederation fail? Confederation failed due
legislative, judicial, and to a lot of factors.
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executive branch. Some were:

It provided a weak
national government.

It did not provide a


common currency
(money).

 Ask the students if anyone has anything to add about what they have learned about The Articles of Confederation.
 Remind the students about key elements of the facts they have listed and what they now have learned.

8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class.

 The students will finish the Big Problems with the Articles of Confederation Worksheet.
 They will also work on a project. They will write 10 or more facts on the Articles of Confederation.
 They must also include the reasons as to why the Articles of Confederation failed.
 Any classwork not finished in class must be done for homework.

Rationale:
I allowed students to finish their Big Problems with the Articles of Confederation Worksheet before starting any
independent work. I also allowed students to begin their independent work/homework in class. This also allows me to
help them with any questions if needed. Lastly, any unfinished classwork will be taken home.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION

1. Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your literacy instruction in this learning segment. As needed, consult with your cooperating teacher to
complete the charts. Some rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. For example, students

 With Individualized Education Programs (IEPs) or 504 plans


 With specific language needs
 Needing greater challenge or support
 Who struggle with reading
 Who are underperforming students or have gaps in academic knowledge

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Students with IEP and 504 plans
IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Special Needs 1 Close monitoring, large print text, window card to isolate text

1. Omar is a kinesthetic learner, I provided examples for Jimmy.


Omar is a student with autism. He is a 2. Omar keeps a graphic organizer of the weeks lesson. He is aware of
native English speaker. He has an the new lessons and material beforehand.
instructional support aide. He likes to 3. Omar works with his instructional support aide during the lesson and
sit at the front of the classroom, not for independent study.
surrounded by kids. He doesn’t like
changes. Omar is a kinesthetic learner
and enjoys hands on activities. He Rationale:
also benefits from games and physical
examples. Omar has always been 1. I provided examples and notes for Omar as a hands-on approach.
very communicative about his needs. 2. I paired up Omar with his instructional aide because he does not like
to work with other students.
3. Omar was given a weekly schedule because he doesn’t like changes
or surprises. With the schedule he can go over it with his aide and
anticipate lessons.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,


Students Modifications
Alondra is a very bright EL student. 1 Alondra is a visual learner therefore I will provide translations of the
She tends to be very engaged in every notes and content vocabulary.
lesson. Her level of language is I will also provide visuals with bright colors and sentence frames.
expanding. Her home language is Lastly, I will give plenty of opportunities for group discussions.
Spanish. Her interest can range from
magical creatures to sports. She tends Rationale:
to read fantasy books and wear 1.Translations will help Alondra comprehend the content in her native
clothing depicting sports teams. Lastly, language.
Alondra is a kinesthetic and visual 2. The bright colors will allow note taking to be easier to see.
learner. She excels when translations 3. Allowing Alondra to discuss the vocabulary terms and video will allow
are provided. She also benefits from her to practice English oral development.
taking notes. 4. The sentence frames will help Alondra construct a complete sentence.

Students with Other Learning Needs

Other Learning Needs: Needing Greater Challenge Number of Supports,


Accommodations,
Students Modifications

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Needing Greater Challenge 1

Stephanie is bilingual. She speaks 1. Stephanie is a kinesthetic learner, I provided examples and notes.
both English and Spanish. She 2.I pair up Stephanie with other gifted students.
actively engages in class and helps 3.I offer extra credit puzzles and games for students that are done early.
her classmates. Her learning style is
kinesthetic. She enjoys anime and
pizza. She also tends to finish all her Rationale:
classroom assignments first. Likewise,
Stephanie often volunteers in class. 1. I provided examples and notes for Stephanie as a hands-on approach.
She likes to pass out papers and 2. I paired up Stephanie with other gifted students as a way to interact
erase the board. with other students and have rich discussions.
3. Stephanie tends to finish all her classwork early. I provided puzzles
and games as a way to have fun without giving her extra work. I don’t
want to overwhelm Stephanie with numerous worksheets.

10. ATTACHED STUDENT WORK:

11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis (SAMPLE BELOW- Add to it and develop
it in appropriate manner)

Direct instruction was used because the students lack knowledge on the Articles of Confederation; therefore,
the knowledge needs to be given to them in a very detailed manner. Scaffolding was used in the notes.
Students were also given instructions on filling in the class worksheet. In addition, an introductory video
was shown. I also assessed the students in different ways. For this reason, it was necessary to provide a
direct instruction. This lesson will prep the students for the lessons that will follow. The next lesson will
focus on the U.S Constitution.

Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.

20
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Creating
I used different approaches of assessing. It allowed students to gain deeper understanding of
Evaluating
the content.
Analyzing
Appling I used this application in order for students to list the shortcomings of the Articles of Confederation.
Understanding
I used remembering in order for students to define content vocabulary and memorize the terms
Remembering
with its definitions.

Instructional Preparation Reflection Checklist


Complete the following reflective check list for each lesson in your unit. You can add or delete
items in the check list. This is to help you become aware with the components you have
included in your lessons which will also help you write your commentaries for the EdTPA
tasks.

Lesson Summary of Instructional Preparation


Adaptation Features for Focus Students
Preparation Scaffolding Grouping Adaptation
o Background o Modeling o Pairs o Advanced
Knowledge o Independent Practice o Independently o EL
o E-resources o Other
Modeling: Pairs:
o Background I modeled and gave Allowing students to discuss I made adaptations for all
Knowledge – examples of how to fill in the the content standards three type of students. The
Allowed students to make worksheet. allowed them to practice majority of the class are
connections with old their English oral visual or kinesthetic
material. They were also Independent Practice: It development. learners.
aware of the new was important to know each They were also able to get a The adaptations included
information and terms student’s comprehension. I better understanding of the videos, translated material,
before the lesson started. will use this information for content. examples, and individual
future lessons. worksheets.
E-resources – The
videos provided extra Independently:
visuals. Independent work allowed
me to assess each student’s
comprehension.

21
Integration of Application Assessment Objective
Processes o Hands on o Group o Linked to Standard
o Reading o Linked to objectives o Oral
o Listening o Engaging o Test
o Viewing Linked to Standard:
o Vocabulary The students will be able to
o Hands on – o Group: Students were understand
o Students worked on actively sharing in pairs The shortcomings of the
Reading – individual worksheets the vocabulary and Articles of Confederation.
Students read and and took notes. content.
followed two-step written
instructions. o Linked to objectives- o Oral- Students
The lesson was covered discussed the content.
Speaking- under the fifth-grade
Exchanging information social studies state
and ideas with others standards. o Test- Students used
through oral collaborative Plickers to assess their
conversations comprehension on The
o Engaging – Articles of
Listening- Students were actively Confederation as well
Students were actively discussing in pairs. as worksheets.
listening in order to
answer questions.

Notes for next lesson:

o Strengths: Students were able to successfully understand the shortcomings of the Articles of Confederation.
Students were very engaged during group discussion. According to Picklers 99% of the students were able to
answer the questions correctly.
Weaknesses: The ELL students had a bit of trouble understanding the objective.

o Students needing more help


On the next lesson, I will allow the ELL students to watch a Spanish video, while the rest of the class watches the
English version. I will also provide a PowerPoint of all the notes translated.

o Content adaptations
I will continue to translate the worksheets. It was very successful.
o Reading skills: ELL students were able to understand the written notes because some portions were translated.

o Vocabulary clarification
I will continue to use pair collaboration for vocabulary clarification. Students were able to fully grasp the definitions
with 100% accuracy.

22
CONCEPT ATTAINMENT LESSON PLAN FORM
California Baptist University School of Education

The Highest Law of the Land


Concept Attainment Lesson Plan
Vanessa De La Torre - Lesson two
1. MATERIALS/ PREPLANNING
 Student U.S History Journal
 Video Link: https://goo.gl/nJmz74
 Individual Worksheet
 Power Point Lesson

Vocabulary
 Constitution - law determining the fundamental political principles of a government
 Preamble - the introductory part of a statute or deed, stating its purpose, aims, and justification
 Bill of Rights - a formal declaration of the legal and civil rights of the citizens

Spanish Vocabulary
 Constitución - ley que determina los principios políticos fundamentales de un gobierno
 Preámbulo - la parte introductoria de un estatuto o escritura, indicando su propósito, objetivos y justificación
 Carta de Derechos - una declaración formal de los derechos legales y civiles de los ciudadanos

Literature
 Corona Public Library - https://goo.gl/3M1Fmv
 The U.S Constitution (E- Book) https://goo.gl/Wjxis6
 Dictionary
 Encyclopedia

2. OBJECTIVE (10 points) Must contain the word concept – You should be able to know this lesson will be
on developing a concept by reading the objective.

After the lesson on the concept of the Constitution students in grade 5 will be able to state both orally and in writing the
correct definition of a Constitution.

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)


Blooms Taxonomy: Analysis and Application

 Hist. Social Science Standard


 State Bloom’s Level on the Taxonomy in Bold Type

 Hist. Social Science Standard


5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the
Constitution’s significance as the foundation of the American republic.

5. Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within
a unified nation, to respect the rule of law, and to preserve the Constitution

23
 CCSS ELA Standard
RW.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include
formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension

 College and Career Readiness Anchor Standard CCSS


 CCSS.ELA-LITERACY.CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the whole.

 ELD Standard(s)
o Emerging - Part I: Interacting in Meaningful Ways
o 5.2. Interacting via written English Collaborate with peers on joint writing projects of short informational and
literary texts, using technology where appropriate for publishing, graphics, and the like.

o Expanding – Part I: Interacting in Meaningful Ways


o 5.1. Exchanging information/ideas Contribute to class, group, and partner discussions, including sustained
dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant
information.

o Bridging – Part I: Interacting in Meaningful Ways


o 5.1. Exchanging information/ideas Contribute to class, group, and partner discussions, including sustained
dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information,
building on responses, and providing useful feedback.

Language Function Statement: edTPA


What main communication language function do students need to use to communicate their understanding of this content?
Use: Student uses language to: (see Toolkit samples)

Essential Literacy Strategy

Additional Language Demands in each area:

Academic vocabulary/symbols: List vocabulary

Syntax: (Use language frames in Language of … section in Toolkit)

Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)

3. ASSESSMENT (10 points)


Note: A rubric would work well for this assessment

Formal Assessment:

This lesson will be assessed by the written definition in the student journal. The definition must include three descriptors
and three examples of the constitution.

Informal Assessment:
Students will also be assessed informally by listening to their oral definitions of the concept of the constitution.

24
Proficient Basic Below Basic
 Able to accurately use  Able to accurately use  The word was not used
the concept word with the concept word with within context.
three descriptors and two or less descriptors  One or less descriptors
three examples. and examples. or examples.
 Complete sentences  Complete sentences  Student did not use
with little to no errors. with very few complete sentences.
. grammatical errors.

4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for learning!

Students previously learned about the Articles of Confederation and the reasons why they failed. As to every problem, a
solution must be created. Therefore, the United States government proposed to draft an entirely new document. This
document grants its citizens, rights. Students will learn what is a constitution and it’s purpose.

5. PURPOSE (5 points)

Boys and girls, today we will be learning about the constitution. It is important to understand the constitution
because it’s the supreme law of the land. There is no higher law. The constitution explains how our whole
government works. It also lists the basic freedoms that all Americans can enjoy. Are you ready to learn all about
it? Let’s go!

 LESSON BODY (35 points)


Provide a rationale (justify reason) for using this lesson model.

Rationale:
It is important for students to build on prior knowledge. As a class we went over the articles of Confederation. Students
are aware that they failed, and a new document was created. Therefore, explaining what a constitution is will help
students understand the new concept. Likewise, repetition will help students learn the new vocabulary word.

Prior to starting the lesson body do the following:


Objective:
After the lesson on the constitution I will be able to fully understand its definition. I’ll be able to write and explain it to my
group members.

 Mark SDAIE in bold type where it applies.

Step One- Definition:

The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!

Today we are going to study the concept of a Constitution.

According to the dictionary a Constitution is the basic principles and laws of a nation, state, or social
group that determine the powers and duties of the government and guarantee certain rights to the
people in it

25
Step Two - Examples:

Bullet each example and leave space between each new example.
The teacher must present (5 –6 ) examples of the new concept.

1. This is a picture of our Constitution. It is the Constitution because it has laws, it has rights and, it’s a
document.

2. This is also a picture of a Constitution. The British Constitution, is a Constitution because it has laws, it
has rights, and it’s a document.

3. This is also a picture of a Constitution. The Basic Law for the Federal Republic of Germany, is a
Constitution because it has laws, it has rights, and it’s a document.

26
4. This is a picture of a Constitution. The Constitution of Spain, is a Constitution because it has laws, it has
rights, and it’s a document.

5. This is also a picture of a Constitution. The Basic Laws of Israel, is a Constitution because it has laws, it
has rights, and it’s a document.

6. This is a picture of a Constitution. The Basic Laws of Sweden, is a Constitution because it has laws, it has
rights, and it’s a document.

Step Three - Non-examples:


Give, 5 or so, non-examples with reasons why they are not examples of the concept.

1. This is an envelope.
It is not a constitution because it does not have laws, it does not have rights, and it’s not a document.

27
2. This is a folder.
It is not a constitution because it does not have laws, it does not have rights, and it’s not a document.

3. This is a letter.
It is not a constitution because it does not have laws or rights even though it is a document.

4. This is a Map.
It is not a constitution because it does not have laws or rights even though it is a document.

28
5. This is a Restaurant Menu.
It is not a constitution because it does not have laws or rights even though it is a document.

Step Four - Mixed Examples:

Bullet each mixed example and leave space between each new
example. Present them and ask students to distinguish between them. Give 5 mixed examples with clear
responses of why and why not.

1. Here is the Constitution of the Philippines. Is this an example of a Constitution? It is a constitution


because it has laws, rights, and it’s a document.

2. Here is a school policy.


Is this a constitution? It is not a constitution because the school policy is not a set of laws, rights, or a
document.

29
3. Here is a book.
Is this a constitution? A book is not a constitution because it does not have a set of laws, rights, or a
document.

4. Here is a chart.
Is this a constitution? A chart is not a constitution because it does not have laws or rights even though it
is a document.

5. Here is the Constitution of Mexico. Is this an example of a Constitution? It is a constitution because it has
laws, rights, and it’s a document.

30
Vocabulary

Step Five - Redefine Concept:

The teacher must ask students to define the concept in their own words. You should have given several clear attributes
of the concept that students can easily repeat and write in their journals. Now it is their task to write the new term with
the meaning and description in their journal under the vocabulary for this unit.

They could also illustrate the term and give various examples and non-examples. Let them be creative in how they enter
the vocabulary terms. This will help them remember the vocabulary and make it useful for them.

You could say:


Boys and girls, turn to your partners and say the definition of a constitution in your own words. This is your
chance to practice saying (rehearsing) this new term. Be sure you both state the definition and give several
good examples and state why they are good examples.

Fully script 2 or 3 student responses.

Student 1:
“The Constitution is a very important document. It has laws and rights. Many countries have constitutions including the
United States. Countries follow their constitution. A letter is not a constitution even though it is a document. “

Students 2:
“A Constitution is document that many countries use. The constitution has laws. The constitution has rights for the
people. Some countries that have a constitution are the United States, Israel, and Mexico.”

Student 3:
“A constitution is a document with laws and rights. The constitution must have all three to be a constitution. Many
countries have constitutions.”

Now, have them write the definition in their own words in their journal.
“Next, please take out your journals and enter this term constitution.
Also write the definition in your own words and give several examples. Explain how a constitution is used and where it
is located. “

Lesson Step Six - Student Examples:

The teacher must ask the students to find or suggest additional examples of the concept to show their understanding.

“Students, now it is your turn to own this concept. You are the experts, so your task is to find more examples. You
could look in the books I have gathered in our classroom library or on the internet. You could look in a dictionary or
encyclopedia. You might find more examples in the school library. Another good place would be Corona Public
Library.”

31
Step Seven – Response to Learning the Concept:

Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on the
EL/ELA objectives and the Social Studies content of the lesson body.

ELD Level Emerging Response to learning:


Listening - Listening actively to spoken English in a range of social and academic contexts.
Speaking- Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think . . .), as well as
open responses, to gain and/or hold the floor
Reading - Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect,
problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with substantial
support.
Writing - Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or
graphic organizers).

ELD Expanding Response to learning:


Listening - Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed
questions, with occasional prompting and moderate support
Speaking - Explain how well writers and speakers use language resources to support an opinion or present an idea (e.g.,
whether the vocabulary used to provide evidence is strong enough, or if the phrasing used to signal a shift in meaning
does this well), with moderate support.
Reading - Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect,
problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate
support.
Writing - Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g.,
from notes or graphic organizers).

ELD Bridging Response to learning:


Listening- Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed
questions, with minimal prompting and light support.
Speaking- Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using
technology where appropriate for publishing, graphics, and the like
Reading- Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect,
problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with light support.
Writing- Write clear and coherent summaries of texts and experiences using complete and concise sentences and key
words (e.g., from notes or graphic organizers).

7.CLOSURE (5 points)

 Gather students at the discussion table or on the rug. It is now the end of the day and students are
prepared to go home. Wrap up the learning with a chance for students to practice key learning once
again. In this case it will be the new concept you have introduced.

 Provide something like the following dialogue:

“Boys and girls please come to our “talking circle”. We have much to discuss.
Today we studied the concept of a constitution. Now it is your turn to own this information. Let’s practice saying what we
have learned about a constitution. Who would like to begin? Yes Jimmy, please tell us the three characteristics of a
constitution. That is correct. Who else would like to add to Jimmy’s interpretation? Carla, go ahead. Good job Carla. Does
that mean that many countries have constitutions? Good job, class. Also, please be aware that the constitution is the
highest law of the land. That applies to every country with a constitution. “

“Lastly, please discuss with your shoulder partner and explain one more time what a constitution is.
32
8. INDEPENDENT PRACTICE (5 points)

Provide a rationale/justification for your choices.

 The teacher assigns the students the task of finding additional examples of the concept on their own. For example,
students can look in books, library or computer for additional examples.

“Students, please take out your history journal. Please go to your writing station. Each station has an
assignment to do. There will be examples provided. However, I do want independent work is encouraged. Any
questions please talk to me. I will be walking around if there is any confusion. Lastly, If you don’t finish this in
class, please take it home and finish it as homework.”

 For my ELL students they will create a cluster diagram.


 Students with low reading ability will be required to do choral reading within their group and create a
picture and a paragraph relating to a constitution.
 Students with advanced literacy skills will be required to do a double entry journal as well as a
picture.

Rationale:

I adapted the independent practice according to my students needs. However, I am looking for a clear understanding
of what a constitution is. I am also looking for the students to construct the definition in their own words and use
examples I gave as well as their own.

9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)

Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written using the assessment strategy and in 24 hours of instruction for 3 students. (See
edTPA for directions on feedback)
ELL Learner – W/Few
Words I selected a cluster diagram. This strategy should provide students a visual
representation of ideas. This is also an easy way to organize and remember ideas. The
drawings attached will also help students remember unfamiliar words they are
learning. Pg. 22 (50 literacy Strategies)

Student with low I selected choral reading. This strategy was used because my students with low
reading ability reading ability will feel much more comfortable reading outload within their own
group. This exercise will also help them increase their reading fluency. Pg. 16 (50
Literacy Strategies)

Student with I selected double – entry journals because it requires my advanced literacy students
advanced literacy to reflect on the newly acquired material. On one side they will write about the
skills/other constitution. On the other side they will reflect on what it means to them.
Pg. 33 (50 Literacy Strategies)

33
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. Main Idea Map Students design a graphic This strategy helps I would use the main Idea
organizer containing the students identify key map as notes for the
main ideas of the text. words for the definition of students. They would be
a constitution. able to write down the key
words from the definition
of a constitution. This
would help them for
future reference.
2. Prior Knowledge With a series of questions This strategy is helpful Prior knowledge is
and guided procedures, the because it allows important and
students are able to link new students to become a bit encouraged in every new
material with previous more familiarized with the lesson. Students will be
learned material. new content. It won’t be able to learn a lot quicker
as foreign because they and more efficiently. Not
have learned about other only that, but since the
things that go along with new content word is
it. “constitution” students
should have an easier
time linking it with the
Articles of Confederation
and be able to see the
link.

50 Literacy Strategies
1. Anticipation Guides Anticipation Guides help This strategy is helpful Since the students get
students activate prior because students get exposed to new content,
knowledge. exposed to the content anticipation guides will
before the lesson. They activate prior knowledge.
are also able to discuss Not only that, but it will
and think about the new allow them to reflect at
topics. the end of the lesson.
Perhaps their thinking
changed from the
beginning of the lesson to
the end.
3. Learning Logs Learning logs allow students Learning logs are great I decided to pick learning
to write questions, because teachers can logs because it’s very
summaries, and reflections monitor the students similar to writing notes.
of their learning. Students learning. They can also However, it makes
can also make charts and see how well they’re students think outside of
drawings. underusing the new the box. They are
material and if there is required to write their
any confusion. own questions and it
requires them to think
deeper.
50 Social Studies
Strategies
1. Creating Students better understand Since the students are Since we are learning
Classroom and then commit to the rules involved in the rule about the constitution, I
Rules when they participate in the making, it helps them decided that creating
process and outcome. have a deeper rules would give students
understanding. and insight of the process
of law making.
2. Developing Many people know that Understanding that It is critical for to
Multiple different perspectives exist. different views exist will recognize and develop
Perspectives However, this is not the case allow students to learn different perspectives.
for many elementary and about the past and about This is a necessary step
middle schoolers. different people. of social studies. Lastly,
this strategy will help
34
students understand
others and their beliefs.
Technology YouTube videos showing the I selected YouTube This option works best
Resources concept of the Constitution videos because they for my EL students and
allow additional visual for those that benefit from
and audio aides for my visual and audio aides.
students.

10. (10 points)


THEORETICAL OVERVIEW:

For this lesson I decided to use Analysis and Application. I am looking for my students to fully attain the
concept of the constitution. I am also looking for them to differentiate between examples and non-examples.
For this reason, I felt it was necessary to have several examples and repetitions.

This lesson is taught by using information processing theory to attain the concepts. Add more here……

Structure of Knowledge

Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
rationale for your thinking.
Evaluation
Synthesis
I used Concept Attainment lesson for this standard because students are able to
Analysis
apply the concept of a constitution to other examples and be able to differentiate.
I used Concept Attainment lesson for this standard because students will be able to
Application
sketch and construct in their own words the definition of a constitution.
Comprehension
Knowledge

35
11. ATTACHED STUDENT WORK (10 points)
Attach the work you have assigned for independent practice. You must do the assignment just as if you were a
student in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the class.

Lesson Summary of Instructional Preparation


Adaptation Features for Focus Students

Preparation Scaffolding Grouping Adaptation


o Background o Independent Practice o Whole group o Advanced
Knowledge o Works Independently o EL
o E-resources Independent practice was o Other
adjusted to each student’s Whole group:
need. This instruction was I made adaptations for all
Background used when the three types of learners.
Knowledge: concept of the The adaptations included
Students were aware constitution was specific work for each
that this lesson was a presented. learner’s needs, visuals,
continuation of the and translations.
Articles of Independent work
Confederation. was used when the
students were
E- Resource: assessed. I was
During the lesson a looking to see what
power point was uses. I each of them had
also made sure that retained.
online visuals were
provided. There were
graphics on every slide.
Integration of Processes Application Assessment Objective
o Writing o Meaningful o Rubric o Integrated with
o Listening o Linked to objective o Written Language Arts
o Viewing o Formative o Age Appropriate
Meaningful:
Writing: The lesson was meaningful Language Arts:
Students will be because the constitution is A rubric was provided Students will be able to
required to write the something that can be for the assessment. state both orally and in
correct definition of a applied to their everyday There was a proficient writing the correct
constitution. lives as well as the United level, basic, and below definition of a
States government. The basic. Constitution.
Listening: students are now aware of
There was a lot of their basic citizen rights. Written: Age Appropriate:
repetition for the Students had to The lesson was age
students. They were Linked to objectives: accurately use the appropriate for both ELLs
able to hear repetitions The Lesson was covered concept word with three and native English
of the definition. under the fifth-grade social descriptors and three speakers.
studies state standards. examples.
Many examples were
provided for visuals. Formative:
Students were required
to write the definitions in
their student journals
were they would be
formally assessed.

36
Notes for next lesson:

o Strengths/Weaknesses of Lesson:
After the lesson many students had success in defining what a constitution was. However, there were
some weaknesses throughout the lesson. The ELL’s were the group that struggled the most.

o Students needing more help:


The ELL students struggled with the concept of the constitution. It was hard for many of them to apply
the concept to their own perspective and lives. Many of them communicated that they were unaware of
basic citizen rights. Therefore, on the next lesson I will use many more visuals and examples that are
easier to understand.

o Content adaptations:
Bilingual reading material for the ELLs will be provided on the next lesson. Also, I will continue to use
differentiation instruction. It was a success and challenged many of my students.

o Reading skills:
The reading skills were simple enough for most of my students to understand.

o Vocabulary clarification:
I will continue to discuss the vocabulary words with the whole class. I noticed that showing examples
helped students attain the information a lot more efficiently.

37
GENERALIZATION LESSON PLAN AND RUBRIC
Revised by Dr. R. Timmons
California Baptist University School of Education

U.S.A Constitution Vs the Articles of Confederation


Generalization Lesson Plan
Lesson Three

1. MATERIALS
U.S History Journal
Visuals
Post-its
Power Point
Video
Previous Notes on the Articles of Confederation

 Vocabulary
 Articles of Confederation – The United States first plan for government
 Ratification – to pass or approve
 Federalists – People who wanted a strong, central government
 Antifederalist – Someone against the constitution
 Constitution – The United States final plan for government that we still use today.
 Civil Rights - Every citizens freedoms and liberties.

 Spanish Vocabulary
 Artículos de la Confederación - El primer plan de los Estados Unidos para el gobierno
 Ratificación- para aprobar o aprobar
 Federalistas - Gente que quería un gobierno fuerte y central
 Anti federalista - Alguien en contra de la constitución
 Constitución -el plan final de los Estados Unidos para el gobierno todavía es usado.
 Derechos civiles- libertades para todos los ciudadanos.

2. OBJECTIVE
 Objective: After the lesson on using data to support generalizations, students in grade 5 will
apply this knowledge and develop generalizations concerning the topic of the Constitution and
the Articles of Confederation with 95% accuracy.

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

Comprehension - students will be gathering and organizing information on a Venn Diagram in order to gain knowledge
and develop generalizations of the Constitution the United States and the Articles of Confederation.

38
 Hist. Social Science Standard
5.7 Students describe the people and events associated with the development of the U.S. Constitution and analyze the
Constitution’s significance as the foundation of the American republic.

State Bloom’s Level on the Taxonomy:


Evaluation, Synthesis, and Analysis.

 CCSS ELA Standard


RW.5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

R.L.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

 CCSS ELD Standard


 Emerging - Part I: Interacting in Meaningful Ways
5.2. Interacting via written English Collaborate with peers on joint writing projects of short informational and
literary texts, using technology where appropriate for publishing, graphics, and the like.

 Expanding – Part I: Interacting in Meaningful Ways


5.1. Exchanging information/ideas Contribute to class, group, and partner discussions, including sustained
dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant
information.

 Bridging – Part I: Interacting in Meaningful Ways


5.1. Exchanging information/ideas Contribute to class, group, and partner discussions, including sustained
dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information,
building on responses, and providing useful feedback.

 College and Career Readiness Anchor Standard CCSS


R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare
the approaches the authors take.

3. ASSESSMENT (10 points)

Formally –
Students will create a Venn Diagram with the Generalizations made from the Constitution and the
Articles of Confederation.

Informal –
Students will answer a question on the Exit Ticket.

Portfolio – According to the Venn Diagram and the Exit Ticket, I will plan my next lesson. Activating
prior knowledge is extremely important and I would have to fully review to continue. All the lessons on
the Unit revolve around the Constitution. Its important for the students to follow accordingly.

39
Rubric:

Proficient (5 pts.) Basic (3pts.) Below Basic (1pt.)


 Student was able to  Student was able to  Student was able to
accurately compare and accurately compare and accurately compare and
contrast the Constitution contrast the Constitution contrast the Constitution
with the Articles of with the Articles of with the Articles of
Confederation with at Confederation with at Confederation with less
least 7 similarities and 7 least 5 similarities and 5 than 5 similarities and 5
Differences. Differences. Differences.
 Student illustrated 1 fact  Student illustrated 1 fact  Student illustrated 1 fact

Purpose of Assessment: To adjust teaching strategies.

4. PURPOSE
The main purpose of this lesson is for students to come up with generalizations regarding the U.S
Constitution and the Articles of Confederation. The students must demonstrate knowledge from
previous lessons and connect it to new information in order to create generalizations.

 Fully script
“Hello, boys and girls! For the past few days we have been studying about the Constitution and
the Articles of Confederation, can you share with me a few things we have been studying about?
(allow students to share a few responses)

Good, well today we are going to use all the information we have studied and connect it. You
should have some knowledge about the Articles of Confederation from a previous lesson. Please
take out your U.S history journals. (Give students time to take out journals)

Not only that but, we also learned the definition of the Constitution. Therefore, todays lesson will
provide us with new information about the Constitution and it will show us the similarities and
differences between the Constitution and the Articles of Confederation. However, most importantly
we will also learn why the Constitution is the foundation of the American Republic.

5. ANTICIPATORY SET/Motivation for Learning

“Boys and girls, we have been learning about the Constitution and the Articles of Confederation. We
know the Articles of Confederation failed and the government drafted an entirely new document, the
Constitution. However, what is in the Constitution? We know the Constitution is a document, it has
laws, and it has rights. Today we will take more notes and continue our lesson. However, before we
begin let’s refresh our minds.”

- The class will read the content objective together.


- We will review the Vocabulary words together.
- We will review the definition of the Constitution (from previous lesson)
As a class we repeat “The Constitution is a document, it has laws, and it has rights”
- I will play a short video relating to the Constitution.
40
- I will display the translated Vocabulary words on the board.
- Video link: https://www.youtube.com/watch?v=oMoymqXB4Cs

- After watching the video. Students will be given the opportunity to discuss the video with a
partner.
- They will provide one detail from the video.
- Sentence frames will be posted on the board for ELL students.

Sentence Frame
The most interesting detail from the video was…

6. LESSON BODY

Step 1. Pupils look at evidence the teacher has made available such as
lists, data charts, artifacts, videos and science demonstration
activities.

Script:
“Class please take out your U.S history Journals. Now lets take a look at the
overhead. What do you see about the data we have in front of us?”

Student 1 “There is a list of facts of the Articles of Confederation”


Student 2 “Yeah, and also for the Constitution”

“Yes perfect. “

Articles of Confederation The Constitution

 Document  Executive Branch


 Have Laws  Term limits for different offices in
 Contained the Legislative Branch office
 States too strong  Central government in charge of
 No power to collect Taxes money value
 States have one vote regardless  Declare war on other countries
of population  The supreme law of the land
 Made by the Founding Fathers  Document
 Called the nation of the United  Have Laws
Sates  One state cannot enter war by itself
 The supreme law of the land  Contained the Legislative Branch
 No President (Executive Branch)  Made by the Founding Fathers
 Term limits for different offices in  Limited State Power
office  Can collect taxes
 One state cannot enter war by  Electoral College (representing states
itself to vote)
 Declare war on other countries  Called the nation of the United Sates
 Central government in charge of  Bill of Rights
41
money value

 How do you think we might organize this information? (Student answers)


S1: We can list together the things that are same.
S2: We can list together the things that are different.

“yes, very good class”

Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.

 “Let’s see, what do we notice about the information we have? “


Give student answers.
S1: I see that they were both documents.
S2: Both documents can declare war.
S3: I notice that the Articles of Confederation and the Constitution were made by the
same people.
S4: Yeah, I noticed that too.

“Great, who were those people?”

S3: The Founding Fathers!

 What can we say, in general about this information?


S1: I can see how the Constitution and the Articles of Confederation are a little
different.
S2: I can also see they share similar things.
S3: The Articles of Confederation does not have rights… the Bill of Rights.
S4: The Articles of Confederation could not collect taxes.

Step 3. Finally, ask students to develop generalizations based on the


Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.

 Class, how do you think we could explain the relationships and general trends we
see? Can anyone think of a way to say it? Script… (Ex. What have they learned
about building boats, floating objects, etc?) Add several student responses and
script the discussion.
S1: I learned that the Articles of Confederation and the Constitution share many things.
S2: The Articles of Confederation and the Constitution were both the Supreme Law of
the Land.
S3: The Central Government is in charge of the money value.

42
 Is there anything we could say about how this could apply in a similar situation or
in another place? (Ex. ….What kinds of boats are used to transport oil, coal,
wheat, etc in our country or in the world).
S1: Many other countries have constitutions.
S2: Yes, just like in yesterdays lesson. The Constitution of the Philippines
.
“Good job class, that is correct. Do you guys remember some of those laws?”

S3: The Constitutions around the world are also the highest law in their country.
S4: Some Constitutions are very similar to ours and also have rights for the people.

Write the student’s generalizations on the board or on an overhead transparency as


they think of them. Accept all that are suggested. In your lesson plan, be sure to
script possible responses from your students.
Add the list here.
Bullet responses:
 The Constitution has laws.
 The Constitution and the Articles of Confederation are the highest law of the land.
 I see that both are documents.
 The articles of Confederation had no power to collect taxes.
 The Constitution and the Articles had a legislative branch.
 They both called the nation of the United States.
 They Articles of Confederation gave too much power to the states.
 The Constitution can collect taxes.
 The Constitution limits state power.
 The Articles of Confederation allowed states one vote.

Have students consider each of the proposed generalizations. Is each


generalization supported by the data? Script this discussion.
 Facts on the chart are from things we have studied.
 I remember the information from our notes.
 The pictures look familiar.
 The Constitution and the Articles share many similarities.
 We can see why the Constitution was necessary.
 Our notes allow us to see the similarities.
 The videos helped us remember.
 I like what the Constitution stands for.

7. CLOSURE (5 points)

43
Ask the students to state here, in their own words, what they learned about the use of data to
form generalizations. It is here that you pull them back together as a class for a moment.
Ask:
 What did you learn from the data today concerning the Constitution and the Articles of
Confederation?
 What have we learned about using facts/data/evidence to solve problems (generate new
ideas, form conclusions, etc.)
 The issue here is to help students learn the PROCESS as well as to develop the
PRODUCT. They should be able to express in their own words the learning they
acquired.
 Ask them if they have any other comments. Script possible responses.
S1: Will the Constitution change again?
S2: I have a similar question. The Articles changed into the Constitution. Does that
mean the Constitution will change into something else?
(allow students to discuss among them)

Teacher should restate the learning one last time in another way.
 Fully script what you will say as well as possible student responses.
 Class, today we used our knowledge about the Articles of Confederation and the Constitution.
We also learned how the Articles influenced the Constitution. We also used the information
from a previous lesson to make generalizations between the two. Likewise, we learned about
their similarities and differences. We can now see the significance of such a document. I want
all of you to grab a post it and illustrate one fact concerning the Constitution and the Articles of
Confederation. This can be either a similarity or a difference. Please turn it in, once you’re
done.

(give the students 5 minutes to complete)

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale.
The Venn Diagram, will allow the students to apply what they learned. This will also allow me to assess
them and to see if my objective was fully met. If most of the class still needs further review. Then on
the next lesson, I will review before starting. Not only that but the Venn diagram allows me to see if the
students comprehended the information. I’m not looking for complex sentences but for them to be
able to analyze and differentiate the data given.

“Students, it is now your turn to use the information given. You will create a Venn Diagram in your
U.S history journal. A Venn Diagram looks like this.”

44
On the left-hand side label “Articles of Confederation and on the right hand side (point) label it
Constitution. Please use your notes from today to help you fill out the Venn Diagram. One more
thing, what goes in the middle of the two circles? (point to location)
The similarities! Perfect. You will be given the rest of the class time to finish. Remember, any
classwork not finish becomes homework.”

 The list of generalizations will still be visible on the board or a chart and students can
also list them in the journal. Some will need the reference and others won’t need it at all
but you have taken care of a diverse range of writers and thinkers.

 Student will be assigned to create a Venn diagram where they will list differences and
similarities between the Constitution and the Articles of Confederation.
 The assignment and the exit ticket will be assessed by using a rubric:

Proficient (5 pts.) Basic (3pts.) Below Basic (1pt.)


 Student was able to  Student was able to  Student was able to
accurately compare and accurately compare and accurately compare and
contrast the Constitution contrast the Constitution contrast the Constitution
with the Articles of with the Articles of with the Articles of
Confederation with at Confederation with at Confederation with less
least 7 similarities and 7 least 5 similarities and 5 than 5 similarities and 5
differences. differences. Differences.
 Student illustrated 1 fact  Student illustrated 1 fact  Student illustrated 1 fact

9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)


How will you meet the learning needs of all students in the class? Provide specific strategies that might be
used for each type of learner.

Provide feedback for each of the 3 focus students on the work sample. Feedback must be written and provided
in person within 24 hours of the lesson. (See edTPA for directions on feedback)

ELL Learner – W/Few


Words I would provide the notes on the Constitution and the Articles of Confederation in my
student’s home language (Spanish).
I would also provide examples of what a finished Venn Diagram looks like.
I would allow the students extra time if necessary to complete the assignment.
45
Student with low I will allow the students extra time if necessary.
reading ability The notes will be left for reference.
I will review everything with the students. I will read and guide everyone.
Student with I will group my focus student with other advances students.
advanced literacy I will encourage collaborative conversations within the group.
skills/other I will also give the students an opportunity to discuss their thoughts with the class.
I will allow my focus student access to an iPad for further research, if necessary.

Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. K-W-L Chart pg.251 K-W-L charts are a great way to This strategy is helpful I selected this strategy to
review and to engage in because it allows me to see where the students
background knowledge. gage what the students stand on the unit. This will
know and what they want to allow me to see if further
learn concerning the review is necessary.
Constitution and the
Articles of Confederation.
2. Learning Log pg.36 Learning logs allow students to Learning logs are great I decided to pick learning
write questions, summaries, because teachers can logs because it’s very
and reflections of their learning. monitor the students similar to writing notes.
Students can also make charts learning. They can also see However, it makes students
and drawings. how well they’re think outside of the box.
understanding the new They are required to write
material and if there is any their own questions and it
confusion. requires them to think
deeper.

50 Literacy Strategies
1. Quick Writes pg.91 Quick writes are impromptu This fast and simple This activity not only helps
writings that allow students to strategy can allow the the students tap into any
respond to a question. students to think about the prior knowledge, but it also
lesson before starting. It helps with writing fluency.
also enables them to This is great for ELL
prepare. learners and for the rest of
the students.
2. T – Chart T- Charts are very similar to This is a great alternative to This would be another
pg.131 Venn Diagrams. A variable is Venn Diagrams. Very option for students. It’s a
placed on each side of the chart similar to Venn Diagrams simple way to compare and
and then they’re compared. and much simpler to create. contrast two variables.
50 Social Studies
Strategies
1. Graphic Organizer Graphic Organizers allow This strategy is helpful I decided to use graphic
pg.39 students to organize information because it allows students organizers because Venn
in visual ways. to make meaning of what Diagrams fall into this
they’re hearing or reading. category. Students also
have the choice of selecting
a Flow chart or a Fishbone
Organizer. Both charts
allow for comparing and
contrasting ideas or
problems with solutions.
2. Graphic Novels Graphic novels are a visual Graphic novels are a great This is a great way for ELL
pg.112 representation of multiple alternative for students. learners and for students
frames. Students can make They can represent their with low reading or writing
graphics to represent changing comprehension with abilities. It’s another way to
events. illustrations. asses their understanding.

46
Technology YouTube videos comparing and I selected YouTube videos This option works best for
Resources contrasting the Constitution with because they allow my EL students and for
the Articles of Confederation. additional visual and audio those that benefit from
Videos aides for my students. visual and audio aides.

10. THEORETICAL OVERVIEW (10 Pts.):


 This generalization lesson model is based on the constructivist and information processing
theories. This lesson allows students to find relationships and conjectures from a particular set
of topics to make generalization between the Constitution and the Articles of Confederation.
Students will use data and not make false generalizations or form biased opinions due to lack
of experience. Therefore, students will make inferences and conclusions with the information
presented.

Structure of Knowledge

Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.

Generalization Instruction plan is based on helping students evaluate the differences between
Evaluation the Constitution and the Articles of Confederation. This lesson plan facilitates the process of
applying background knowledge with newly acquired information.

Generalization Instruction plan allows students to construct a list of facts regarding the
Synthesis
Constitution and the Articles of Confederation. This allows for organized synthesizing the
similarities and differences.

Generalization Instruction plan allows students to use a diagram for the data regarding the
Analysis Constitution and the Articles of Confederation. Students are able to analyze the information
and find evidence to support generalizations.

Application

47
Comprehension Example: I used a Direct Instruction lesson for this standard because…..
Knowledge

11. ATTACHED STUDENT WORK (10 points)


Attach the work you have assigned for independent practice. You must do the assignment just as if you
were a student in your class. Use the appropriate paper, print, and line size suitable for the developmental
level of the class.

Lesson Summary of Instructional Preparation


Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Background o Modeling- o Whole group- o Advanced-
Knowledge- I modeled what a Venn There were whole Grouped with other
We reviewed the Diagram was and how to group (class) advanced students.
vocabulary before properly use it. discussion while Discussions were
starting. We also discussing the encouraged.
discussed the unit o Guided Practice-
before starting. As a class we discussed o Works o EL-
Students were able to the data of the Independently- Visuals, translated
link to previous Constitution and the Students created a material, and extra
lessons. Articles of Confederation. Venn Diagram on the time.
Constitution and the
o Links to past o Independent Practice- Articles of
learning- The Venn Diagram and Confederation.
Students watched a the Exit ticket.
video to trigger earlier
lessons.

o E-resources-
I used videos from
YouTube.

Integration of Application Assessment Objective


Processes o Rubric o Linked to Standard
o Reading o Meaningful o Integrated with
o Writing o Linked to objectives Rubric was used to Language Arts
o Speaking assess the Venn
o Listening Student product was Diagram and the Exit Lesson connected to the
o Viewing based on meaningful Ticket. Social Studies 5.7.
information and was linked Likewise, it also met the
Students read the to learning objectives for Language Arts Standards
material on the board. 5th grade students. R.W 5.1 and R.L 5.1
They were also engaged
in listening, speaking,
viewing of images as well
as the generalizations
made

o Vocabulary
48
Vocabulary was also
reviewed before the
lesson.

Notes for next lesson based on lesson results:

o Strengths/Weaknesses of student learning: Students had a bit of difficulty understanding the beginning of the
lesson. However, the more in dept and the more I modeled. The easier it became for them.
o
o Students needing more help: I will give students extra time if they need it. I will also make sure they use their U.S
history journals for reference. Al my lessons go off each other. They will need all their resourced in order to
successfully meet all the objectives.

o Content adaptations: Allow students to review any notes on the Articles of Confederation and the Constitution in
advance. This will allow them to prepare for the generalization unit.

o Reading skills: It will vary depending on the lesson.

o Vocabulary clarification: I will continue to review the vocabulary before the new lesson begins. I want all my
students to become experts with the unit’s vocabulary.

Place Divider Page Here

49
Inquiry Lesson
Mini Lesson Format
The Founding Fathers

Name: Vanessa De La Torre Grade Level : Fifth Grade

ELA Content Standard: ELD Standards:


Emerging - Part I: Interacting in Meaningful Ways
Students in Grade 5 will extend their research skills by referring to 5.2. Interacting via written English Collaborate with peers on
details and examples within text. Students will have the joint writing projects of short informational and literary texts,
opportunity to explain and discuss the ideas presented with a Bio using technology where appropriate for publishing, graphics,
Box. and the like.

Expanding – Part I: Interacting in Meaningful Ways


Content Standard:
5.1. Exchanging information/ideas Contribute to class, group,
5.7 Students describe the people and events associated with the and partner discussions, including sustained dialogue, by
development of the U.S. Constitution and analyze the following turn-taking rules, asking relevant questions, affirming
Constitution’s significance as the foundation of the American others, and adding relevant information.
republic.
Bridging – Part I: Interacting in Meaningful Ways
5.1. Exchanging information/ideas Contribute to class, group,
and partner discussions, including sustained dialogue, by
following turn-taking rules, asking relevant questions, affirming
others, adding relevant information, building on responses, and
providing useful feedback.
.
.

ELA Language Objective: ELD Language Objective for Grade Level


Students in Grade 5 will exchange information and ideas through
Students in Grade 5 will extend their research skills by referring to oral collaborative discussions. Students will interact with peers
details and examples within text information. Students will have in English and will become engaged with various texts, print and
the opportunity to explain and discuss the ideas presented within multimedia.
a historical text.

ELA Content Objective:


After the mini lesson on the Founding Fathers, students in grade 5
will be able to write and produce a Bio Box, which depicts the life
of one of the Founding Fathers with 95% accuracy.

Cog. Taxonomy/DOK Levels


Level 1: Recall: Define, Identify, Illustrate, Who, What, When,
Where, Why
Level 2: Skill/Concept: Classify, Collect, Display, Summarize,
Organize
Level 3: Strategic Thinking: Investigate, Cite Evidence, Differentiate

Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?

Students will gather and organize information and objects relating to the lifestyle of a Founding Father, through the use of
investigation.

50
Supporting Literacy Development through Language – Plan ahead!
Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.

Language Function Statement:


What main communication language function do students need to use to communicate their understanding of this content?

 How does student use language (see Toolkit samples for use of language)

 Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:

Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.

Additional Language Demands in vocabulary, syntax and discourse:

Language Demand Statement: edTPA p. 61

Students will use specific academic language (vocabulary, functions, discourse, syntax) while sharing and writing information
about a Founding Father in order to participate in a learning task that demonstrates their disciplinary understanding.

Language Function Statement: edTPA p. 61

The content and language in this lesson will focus on the learning task of the Founding Fathers represented by the active
vocabulary used. Therefore, students will identify main ideas and details that represent their investigation.

Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
meet strengths/weakness of students so that all (provide text chapters/reference)
 The Founding Fathers Book by students meet the targeted outcome.
John Malam  Interactive Read – Alouds (50
 Empty Boxes or Coffee Cans  eBook –Every student will have strategies)
 Construction paper access to their own copy of the
 Chromebooks book, The Founding Fathers.  K-W-L chart (50 strategies)
 E-book copy of the Founding
Fathers for every student  Groups- Collaborative work will  Quicks writes (50 strategies)
be encouraged. This is
 Video to introduce the Founding
especially for ELL learnings and  Group assignments (SDAIE)
Fathers
students with low reading
abilities. Every group table will  Scaffolding and modeling for
research information on one students (SDAIE)
Founding Father.

Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
and attention on the learning goals? learning these standards with these
Quick write- students?

At the beginning of the lesson, I will I will introduce a finished Bio Box of Students will create a project that is
read aloud a book on the Founding George Washington to the class. I will completely hands on. They will be
Fathers. I will select the pages that are read a list I created about the objects given the opportunity to interpret the
dedicated to George Washington, selected. Students will get an idea of lives of the Founding Fathers. They will
51
James Madison, John Adams, the project. This will spark their interest be able to use their imagination to
Alexander Hamilton, Thomas Jefferson, on the assignment. It’s an convey these ideas. Not only that but,
and Benjamin Franklyn. After reading unconventional way to learn about the they will become familiarized with
the biographies, students will a quick Founding Fathers. these important U.S history figures.
write. They will state any basic They will also be given the opportunity Likewise, many of the Founding
information they can recall on the to research the Founding Father of their fathers are in our money and their
Founding Father of their choice. choice. They will find important aspects names are in communities around us.
At the end of the activity, students will of their lives and apply them to the Bio It is important for students to be aware
share their quick writes with the class. I Box. of these important figures and to know
will then create a K-W-L chart with the what they represented and contributed
information. to the United States.

Misconceptions: Identify common


misconceptions regarding concepts addressed in
this lesson

Students may have difficult time trying


to divide the work evenly among their
group members. Students will be
required to work together to create a
Bio Box.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities


Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:  State objective/provide purpose for learning
 Check for background knowledge
Before  Motivate for learning
Teaching -
Setting the Objective: Students will gain deeper knowledge on the Founding Fathers.
stage.
Purpose: Students will become aware of the Contributions of the Founding Fathers to the United States.

Background Knowledge:
 I will begin the lesson by reviewing the vocabulary words we studied from the previous lesson.
(Anticipatory Set)
 I will then ask the students the following question. “Who were the founding fathers?” (allow
students to answer, they should have vague information from previous lessons)
 I will then introduce the book, The Founding Fathers by John Malam.
 Students will follow with their very own eBook copy.
 I have already selected the pages, I will read. The pages selected are excerpts from the book.
 The pages selected are on George Washington, James Madison, John Adams, Alexander
Hamilton, Thomas Jefferson, and Benjamin Franklyn.
 I will ask the students to examine the images and information from the book.
 I will ask students to share with their group what they notice in the pictures, and then share as a
class.
 What inferences can students make about the Founding Fathers and their lives?
 What evidence do they use to support their inference?

Motivation Strategy:
 I will show a finished Bio Box of George Washington.
 I will then explain to the students what they will create.
 Students will create a Bio Box on a Founding Father.
 Students will work in groups to gather images, information, and items depicting the life of a Founding
Father.
 Students will present their finished product to the class.
52
Students will begin researching the inquiry question.
Who was (Founding Father)?
 Groups of 4 will be assigned
 Each group will focus on a different Founding Father.
 Students will pick a Founding Father from a jar
 A list with the inventory of all the items represented will be required. Students must write why each
item was selected.

Lesson Body: Explain Strategies/Lesson steps:


 Engage students in active meaning making of key concepts
During/active  Model strategy/skill by using examples or demonstrations
engagement  Guided practice
in learning  Independent practice: students use the strategy or skill independently
 Planned supports for whole class. Individuals, special needs

Collaborative (engagement with others)


 Students think, pair, share; discuss background knowledge.
 As a class, students will examine images; discuss inferences and evidence of the Founding Fathers and
their lives.
 In mixed groups students will conduct research to create a bio box depicting the Founding Father they
were asked to investigate.

(Initiate simple conversations on social and academic topics)

Interpretative (comprehension and analysis of written and spoken texts)


 Students will interpret the images on the book, which depict the lifestyle, triumphs, and contributions of
the Founding Fathers.
 Students will work together to comprehend and analyze written texts, which provide information regarding
the Founding Fathers.

(Comprehend information on familiar topics and on some unfamiliar topics in contextualized settings)

Productive (creation of oral presentations and written inventory list)


 Students will work collaboratively to create a bio box.
 Students will find important information and will find ways to express the ideas visually.
 Students will collect 7 objects or pictures that represent a Founding Father.
 Students will collectively present their bio box to the class.
 Students will produce an inventory sheet with all the items listed.
 Students will also write why each item was selected.

(Express ideas on highly structure and scaffold academic interactions; and write or use expand
vocabulary to provide information and extended responses in contextualized settings)
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
 How you will restate key point of learning objective
 How students share learning
 How you will check for understanding

Productive (creation of oral presentations and written texts)


 Students work to create a Bio Box depicting the Inquiry questions.
 Students will present their finished project as a group.
 Students will produce a written list with the inventory of all the items represented. Students must write
why each item was selected.

53
 At the end of the student’s presentation I will ask the group what they learned during the inquiry
research?

Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least two types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?

Informal:
Quick write- Students will write a paragraph (5-6 sentences) reflecting
After the read aloud, students will write a quick write. I will on what they have learned during their research. The
assess their knowledge on the Founding Fathers. This should paragraph will be written in their U.S History Journal. They
show a basic understanding. However, after the Bio Boxes must also include what they found interesting about the
students’ knowledge should increase. Founding Father they studied and any other comments about
their project. Lastly, students will share their paragraphs with
Formal: their groups.
Whole-Group Assessment:
Students will produce a finished Bio Box, which depicts and
provides information relating to a Founding Father. Students
will fill up the box with 7 objects and pictures. A list with the
inventory sheet will be listed as well as a rationale as to why
each item was selected. Likewise, a rubric will be used to
assess the final product as a group.

Feedback: Explain how you will provide feedback to 2 students


needing intervention. It must be in writing and using assessment
tool (i.e., list, rubric/ other) and within 24 hours of instruction.

Focus Student–
I will provide a checklist for the student. This will be a lot
easier of keeping track of his progress. He will also be able to
help his group in a much more efficient way. I will also review
the checklist by marking off the tasks completed.

ELL student –
I will provide the same list for my ELL student. However, it
will be translated to their home language. I will also initial it,
once as task as been completed.

edTPA Lesson Plan Reflection and Commentary Section


Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.

Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to
impact student learning:

For the whole class:


The Bio box was a great way for all the students to learn about the Founding Fathers. My next step lesson will be
similar but less complex. Students will create collaborative books. This is because I noticed how much the students
learned when allowed to express themselves in a creative manner. They were eager to participate and share their
projects.

54
For the three focus students and other individuals/groups with specific needs.

1. ELL student- I will allow ELL students to work with more fluent English speakers. They should be able to help
one another.
2. Focus Student – I will allow students extra time if necessary.
3. Gate Focus students – I will not limit the student’s creativity. They will be able to use any box, basket or
anything they see fit. I will encourage as much creativity as possible. However, if a student has concerns they
will be able to speak to me before making final decisions.

What theory or theorists would most strongly support use of this strategy?
Thompkins, suggests that bio boxes are a great way for students to build comprehension on a historical figure. They
also refine their understanding while selecting important items. Lastly, it is also a great to build background knowledge
in a creative and meaningful way.

Attach photos or copy of student work and teaching tool

Strategies for your next lessons based on data and assessment results

Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research based strategies from the course resources.

Wright Text Describe strategy and provide research Explain how strategy is helpful Rationale for selecting & links to
base. for whole group or specific student/standards
student(s).
Main Idea Map Students design a graphic organizer This strategy helps students I would use the main Idea map as
containing the main ideas. identify key words. notes for the students. They
would be able to write down the
key words.This would help them
for future reference.
Prior Knowledge With a series of questions and guided This strategy is helpful because it Prior knowledge is important and
procedures, the students are able to link allows students to become a bit encouraged in every new lesson.
new material with previous learned more familiarized with the new Students will be able to learn a lot
material. content. It won’t be as foreign quicker and more efficiently.
because they have learned about
other things that go along with it.

50 Literacy Strategies
1. Anticipation Anticipation Guides help students This strategy is helpful because Since the students get exposed to
Guides pg.7 activate prior knowledge. students get exposed to the new content, anticipation guides
content before the lesson. They will activate prior knowledge. Not
only that, but it will allow them to
55
are also able to discuss and think reflect at the end of the lesson.
about the new topics. Perhaps their thinking changed
from the beginning of the lesson
to the end.
Learning Logs pg.63 Learning logs allow students to write Learning logs are great because I decided to pick learning logs
questions, summaries, and reflections teachers can monitor the students because it’s very similar to
of their learning. Students can also learning. They can also see how writing notes. However, it makes
make charts and drawings. well they’re underusing the new students think outside of the box.
material and if there is any They are required to write their
confusion. own questions and it requires
them to think deeper.

50 Social Studies Strategies


Collaborative Books p. 25 Students work together to produce a This strategy will be helpful The writing process is
book. Every student creates a page. At because the students work implemented in this activity.
the end, the pages are put together to together. Not only that, but they Also, ELLs can work with other
form a book. will work on the same topic and students and get assistance. Their
therefore it will be easier to group members can help them
collaborate choose vocabulary and write
sentences.

Alphabet Books p.4 Students make a 26-page alphabet The finish product is a book Alphabet books are a great way
book with one page featuring each featuring all the words from the for the students to connect with
letter. Students then choose vocabulary vocabulary list. This will help the unit. They have to think about
words starting with each letter of the students because the book can be the words and relate them to other
alphabet. Then they write explanations featured in the classroom library. things. Lastly, they can reread the
describing the word relating to the unit. Students will able to read the books and use them as resource
Lastly, they add an illustration. book many times. for other books.
Technology Resources YouTube videos showing the concept I selected YouTube videos This option works best for my EL
of the Constitution because they allow additional students and for those that benefit
visual and audio aides for my from visual and audio aides.
students.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning
goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or
informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s)
is it assessing?
Quick write-
After the read aloud, students will write a This assessment aligns with “Students in Grade 5 will exchange information and
quick write. I will assess their knowledge on ideas through oral collaborative discussions. Students will interact with peers in
the Founding Fathers. This should show a English and will become engaged with various texts, print and multimedia.”
basic understanding. However, after the Bio
Boxes students’ knowledge should increase. Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of student understanding of
the concepts being taught.

The quick write will allow me to gage the students’ knowledge on the Founding
Fathers before starting the lesson.

Student Feedback:
Describe how you will provide feedback to students on this assessment.

I will give feedback in their student journals next to the quick write rubric. The
points will be provided (1-5 pts)
Assessment Strategy #2: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s)
is it assessing?
Whole-Group Assessment:
This assessment aligns with:
56
Students will produce a finished Bio Box, 5.7 Students describe the people and events associated with the development of
which depicts and provides information the U.S. Constitution and analyze the Constitution’s significance as the
relating to a Founding Father. Students will fill foundation of the American republic.
up the box with 7 objects and pictures. A list
with the inventory sheet will be listed as well
as a rationale as to why each item was Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of student understanding of
selected. Likewise, a rubric will be used to the concepts being taught.
assess the final product as a group.
The Bio Box and the inventory sheet will allow me to see if the students have a
proficient understanding of who the Founding Fathers were and what their lives
were about.

Student Feedback:
Describe how you will provide feedback to students on this assessment.

I will give feedback in their student journals next to the Bio Box rubric. The
grade will also be provided.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction


Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning

The Bio boxed allowed the students to research in depth a Founding Father. Students were aware of who these men were, but now
they have background knowledge.

Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).

Students will work together to comprehend and analyze written texts, which provide information regarding the Founding Fathers.
This is especially important for ELL students. Conducting research can be difficult and students will feel more more comfortable in
a controlled environment. They will also be engaged and having fun while learning about historical figures.

Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.

eBook –Every student will had access to their own copy of the book, The Founding Fathers.

Groups- Collaborative work was encouraged. This is especially for ELL learnings and students with low reading abilities. Every
group table had research information on one Founding Father.

57
Social Studies/LA - Vocabulary and Handwriting
MINI LESSON PLAN

Name: Vanessa De La Torre Grade Level 5th grade

ELA Content Standard: ELD Standards:

CCSS.ELA-RL.5.RW.2D Emerging - Part I: Interacting in Meaningful Ways


Write informative/explanatory texts to examine a topic and 5.2. Interacting via written English Collaborate with peers on
convey ideas and information clearly. joint writing projects of short informational and literary texts,
 Introduce a topic clearly, provide a general observation using technology where appropriate for publishing, graphics,
and focus, and group related information logically; and the like.
include formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension Expanding – Part I: Interacting in Meaningful Ways
 W.5.1 Write opinion pieces on topics or texts, supporting Exchanging information/ideas Contribute to class, group, and
a point of view with reasons and information partner discussions, including sustained dialogue, by following
turn-taking rules, asking relevant questions, affirming others,
and adding relevant information
Content Standard: .
 5.7.2. Explain the significance of the new Constitution of Bridging – Part I: Interacting in Meaningful Ways
1787, including the struggles over its ratification and the Exchanging information/ideas Contribute to class, group, and
reasons for the addition of the Bill of Rights partner discussions, including sustained dialogue, by following
turn-taking rules, asking relevant questions, affirming others,
adding relevant information, building on responses, and
providing useful feedback.

ELA Language Objective: ELD Language Objective for Grade Level

ELA Language Standards for Grade Level Students in grade 5 will listen actively to spoken English within
RW.5.2 Write informative/explanatory texts to examine a topic an academic context. Students will present an informational
and convey ideas and information clearly text, which utilizes the lesson vocabulary and writing.
ELA Content Objective:
After the mini lesson on the Vocabulary words relating to the
Constitution (Bill of Rights) students in grade 5 will be able to
define and correctly engage the vocabulary in writing with 95%
accuracy.

Cog. Taxonomy/DOK Levels


Knowledge - Define
Comprehension - Categorize, Organize
Application - Explain

Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?

Students will receive direct instruction relating to 8 domain specific academic vocabulary words related to the
Constitution. Following the instruction, students will be able to correctly utilize the key terms and relate them to the Bill
of Rights. This will prepare them for a future lesson on the Bill of Rights.

58
Supporting Literacy Development through Language – Plan ahead!
Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.

Language Function Statement:


What main communication language function do students need to use to communicate their understanding of this content?

 How does student use language (see Toolkit samples for use of language)

 Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:

Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.

Additional Language Demands in vocabulary, syntax and discourse:

Language Demand Statement: edTPA p. 61


Students will use specific academic language (vocabulary, functions, discourse, syntax) while sharing their vocabulary words about
The Bill of Rights in order to participate in a learning task that demonstrates their disciplinary understanding.

Language Function Statement: edTPA p. 61


The content and language in this lesson will focus on the learning task of the Vocabulary words relating to the Bill of Rights.
Students will also provide examples and details that represent their vocabulary words. Likewise, students will gain deeper
understanding of the Civil Liberties.

Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
 Markers, Crayons, Colored meet strengths/weakness of students so that all (provide text chapters/reference)
Pencils students meet the targeted outcome.
 Pencils  Tapping into Prior Knowledge
 U.S History Journal eBook- All students will have their own (SDAIE)
 8 Sheets of white copy paper
copy of the Bill of Rights Book. This will  K-W-L chart (50 strategies)
for each group
allow them to use if for reference.  Contextualize the Lesson Group
 eBook: The Bill of Rights: Discussion, Hands on Activities
Translated Vocabulary words- (SDAIE)
Protecting our Freedom Then
It will help the ELL learners gain  Activate Background Knowledge,
and Now by Syl Sobel J.D
comprehension on the vocabulary Scaffolding (Tompkins)
 List of 8 Vocabulary Words
words.  Student to Student Interaction
(SDAIE)
 Think-Pair-Share (McEwan-
Adkins)
 Visualize-Organize (McEwan-
Adkins)
 Collaborative Books (Tompkins)

Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
and attention on the learning goals? learning these standards with these
students?
I will start by addressing my students:
59
Students will think, pair, share with a “Students you will create an Students will have the opportunity to
partner what they already know about informational book for others about the become engaged with this lesson
the Constitution, such as the vocabulary words relating to the “Bill of since it allows them to share their
significance and the Bill of Rights. Then Rights” We will be focusing on 8 background knowledge in regard to the
the class will share their ideas as a vocabulary words. vocabulary words of the Bill of Rights.
class discussion. I will write the This will help us expand our They will be given an opportunity for
information on a K-W-L chart. This will background knowledge and contribute creativity as well as expertise on their
allow me to gage the student’s that knowledge to others. It is your job group’s vocabulary word. In addition, it
comprehension before the lesson. to define the vocabulary words in your will allow students to lead a discussion
own words. This will help others about the Bill of Rights while using
Misconceptions: Identify common understand the significance of our Civil vocabulary words.
misconceptions regarding concepts addressed in Liberties. Lastly, after working This lesson also allows students to
this lesson collaboratively in groups, your books write additional notes in their U.S
will be published. You will then present history Journals
Students might be overwhelmed with your informational book to the class. in order to expand further knowledge.
the vocabulary words. However, after The books will also be on display during
the book and the project. They should Open House. Get ready to make
be able to comfortably define the key beautiful books!
vocabulary words. They will also gain a
deeper understanding of the Bill of
Rights and prepare them for a future in
depth lesson on the Civil Liberties.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities


Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:  State objective/provide purpose for learning
 Check for background knowledge
 Motivate for learning
Before
Teaching -
Setting the
Objective: Students will gain deeper knowledge on the Bill of Rights.
stage.
Purpose: Following the instruction, students will be able to correctly utilize the key terms of the Bill of Rights.

Background Knowledge:

1. I will begin the lesson by discussing with the students what they already know about the
Constitution and the Bill of Rights from previous lessons.
2. Students will be given the opportunity to pair with a partner and share what they already know.
3. Then, the class will share their ideas as a class discussion.
4. I will then write the information on a K-W-L chart.
5. After the quick review, the 8 vocabulary words will be displayed on the overhead.
6. I will introduce the 8 vocabulary words and definitions, translations will also be provided.
7. I will read the vocabulary words aloud.
8. I will ask if the students need any clarification.
9. Students will write the vocabulary words on their U.S History journals.
10. An e-book: The Bill of Rights: Protecting our Freedom Then and Now by Syl Sobel J.D will be
provided for every group. These will be used for reference and further examples.

Bill of Rights Vocabulary Words:


1. Slander – If you speak falsehoods about someone and it damages their reputation, you could be
sued.
2. Libel - If you write (publish) falsehoods about someone and it damages their reputation
60
3. Quarter – To house troops.
4. Search Warrant – Issued by a judge – law enforcement must prove probable cause.
5. Probable cause – To show good reason to search a home because it will be likely to uncover
evidence.
6. Grand jury – A jury that decides if there is good reason to believe the accused person is guilty.
7. Double jeopardy – for trial a second time, even if found innocent in the first trial.
8. Due process – the guidelines that protect a person’s rights during legal proceedings.

Spanish Vocabulary Words:

1. Calumnia - falsedades sobre alguien que dañe la reputación


2. Difamación: si se escribe (o publica) falsedades sobre alguien y daña su reputación
3. Cuarto - Para alojar tropas.
4. Orden de búsqueda - emitida por un juez - la aplicación de la ley debe probar la causa probable.
5. Causa probable: para mostrar una buena razón para buscar un hogar porque es probable que
descubran evidencia.
6. Gran jurado: un jurado que decide si hay buenas razones para creer que la persona acusada es
culpable.
7. Doble riesgo: segundo juicio, incluso si se encuentra inocente en el primer juicio.
8. Debido proceso: las leyes que protegen los derechos de una persona durante los procedimientos
legales.

Lesson Body: Explain Strategies/Lesson steps:


 Engage students in active meaning making of key concepts
During/active  Model strategy/skill by using examples or demonstrations
 Guided practice
engagement  Independent practice: students use the strategy or skill independently
in learning  Planned supports for whole class. Individuals, special needs

Instructional Strategy
 Students will create a collaborative book.
 Each page must have a drawing and information gathered from the vocabulary words.
 The information will be the definition from the notes and the student’s interpretation in their own
words.
 Students will be able to use the eBook for reference as well as their notes.

Model Instructional Strategy


 Every group will be given a vocabulary word.
 I will introduce the page and section design for the book.
 I will model the procedure by writing one page of the book together as a class before allowing students
to begin.
 I will also restate the importance of creating neat work.
 Messy work will not be accepted.
 Students must write in pencil first, I will also model this.

Students will begin their collaborative books


 Groups of 8 will be assigned.
 Each group member will be assigned one vocabulary word.
 Vocabulary words will not be repeated within the groups.
 All the 8 vocabulary words will be assigned.
 Students will be able to collaborate within their group. However, every page will be done independently.
 Students will make a rough draft before creating their finish product.
61
 I will compile the pages to complete each group’s book

Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
 How you will restate key point of learning objective
 How students share learning
 How you will check for understanding

Productive (creation of collaborative book and oral presentations)


 Students will create a Collaborative Book of the Vocabulary Words.
 Students will present their finished project as a group.
 At the end of the student’s presentation they will write a short reflection in their U.S History Journal.

Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least two types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?

Informal:
Whole-Group Assessment: Students will be given the opportunity to express their
Students produced a finished collaborative book, which interpretation of the vocabulary words with a creative
provided information relating to the 8 domain vocabulary approach. This will allow them to learn by applying their
words about the Bill of Rights. A rubric will be used to assess own knowledge. They will also be required to write their
the final product as a group. own definition. This project will facilitate the future lesson
on the Bill of Rights. It will be much easier to understand the
10 amendments after this lesson.
Formal:
Individual Assessment:
Each student has the responsibility of creating one page of
the collaborative book. The page will be assessed. The
student has to provide an illustration of one vocabulary
word. They must also write a definition in their own words.
In addition, this will allow me to gage what they learned
during the lessons, and what strategies they employed.
Lastly, a rubric will be used to evaluate individual
performance.

Feedback: Explain how you will provide feedback to 2 students


needing intervention. It must be in writing and using assessment
tool (i.e., list, rubric/ other) and within 24 hours of instruction.

Focus Student–
I will provide a checklist for the student. This will be a lot
easier of keeping track of his progress. He will also be able to
help his group in a much more efficient way. I will also
review the checklist by marking off the tasks completed.

ELL student –

62
I will provide the same list for my ELL student. However, it
will be translated to their home language. I will also initial it,
once as task as been completed.

edTPA Lesson Plan Reflection and Commentary Section


Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to
impact student learning:

For the whole class


Students were given the opportunity to express their interpretation of the vocabulary words with a creative approach. This allowed
them to apply their knowledge in a nonconvention way. This lesson will facilitate the future lesson on the bill of rights.

For the three focus students and other individuals/groups with specific needs.
1. Sentence structures for ELL students.
2. Sentence structures and visuals for focus students and Sentence Structures as well.
3. Gate students were encouraged to work together. This allowed for deeper discussions.

What theory or theorists would most strongly support use of this strategy?
Thompkins, suggests Collaborative books because they allow students to work together and gain deeper understanding.
The writing process is implemented in this activity. ELLs can work with other students and get assistance. Their group members
can help them write sentences.

Strategies for your next lessons based on data and assessment results

Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research-based strategies from the course resources.

Wright Text Describe strategy and provide Explain how strategy is helpful Rationale for selecting & links
research base. for whole group or specific to student/standards
student(s).
1. Teacher helps the students activate This strategy is helpful because it ELL students and focus students
prior knowledge by relating new will help students create a link will greatly benefit from this
Prior Knowledge: information with older learned with the new information. They strategy. They will be able to
Activating the “Known.” material. will be able to add on to older understand the new information.
P.40 information and therefore learn It is also a good strategy to know
much easier. what information the students
already know.

Paired reading or partner reading can This activity is helpful for any ELLs and any other students can
2. Paired Reading p.17 help students who lack reading struggling student. They will be benefit from this activity. They
fluency. able to practice their reading with will be able to comprehend the
a group before speaking out loud text a lot easier and work with a
to the class. They will also get partner instead of individually.
beneficial feedback that will help
with their reading fluency.

50 Literacy Strategies
1. Graphic Organizer pg.39 Graphic Organizers allow students to This strategy is helpful because it I decided to use graphic
organize information in visual ways. allows students to make meaning organizers because students have
of what they’re hearing or the choice of selecting a Flow
reading. chart or a Fishbone Organizer.
63
2. Students make a 26-page alphabet The finish product is a book Alphabet books are a great way
Alphabet Books p.4 book with one page featuring each featuring all the words from the for the students to connect with
letter. Students then choose vocabulary vocabulary list. This will help the unit. They have to think about
words starting with each letter of the students because the book can be the words and relate them to other
alphabet. Then they write explanations featured in the classroom library. things. Lastly, they can reread the
describing the word relating to the unit. Students will able to read the books and use them as resource
Lastly, they add an illustration. book many times. for other books.
50 Social Studies Strategies
1. WebQuest’s pg.239 WebQuest’s are similar to a scavenger This allows students to work This activity will be fun for the
hunts. Students go to an online page independently or in groups. The students. It’s different and it
created by the teacher. They follow the WebQuest’s have readings, maps, allows for critical thinking. It’s
directions. definitions, and printable almost like a game. I feel
worksheets. incorporating this into a lesson
with the Bill of Rights will give
the students a different
perspective on some of the
amendments. It might further
persuade their opinion or change
it.

2. Newspaper Making Students create a print or web-based This strategy will help both group The newspaper is a great
pg. 178 classroom newspaper. This is a and individual workers. Students nontraditional way for students to
creative approach to express different have the freedom to become examine a topic (Bill of Rights)
perspectives. creative and write their opinions from a variety of perspectives.
on the Bill of Rights. Also, it is encouraged for students
to read different newspapers
before creating their own. They
get to opportunity to see different
perspectives in the real world
about the same topic.
Technology Resources
Students will watch videos relating to This strategy will help all the Videos are a great way to tap into
the ten Bill of Rights and the students that are visual learners. It background knowledge. It will
constitution. will also benefit English learners also give all students extra tools to
Videos with extra visuals. work with. Likewise, using videos
is a SDAIE strategy. This will
help the whole class, including
Special Needs and ELLs.

Language Function
Toolkit/other Students describe why and how This strategy will benefit groups. This activity will help the whole
relationships and patterns exist Groups will work together to class link events to the creation of
Cause and effect between events. They also identify create a graphic organizer. The the Bill of Rights. They will be
(Graphic Organizer) consequences that led to an outcome. students can divide the work. One able to identify the event that led
group does the causes and the to a particular amendment.
other group can focus on the
effects.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning
goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or
informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is
it assessing?

RW.5.2 Write informative/explanatory texts to examine a topic and convey ideas and
Students produced a finished collaborative book, information clearly
which provided information relating to the 8 domain 5.7.2. Explain the significance of the new Constitution of 1787, including the struggles
vocabulary words about the Bill of Rights. over its ratification and the reasons for the addition of the Bill of Rights

64
Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of student understanding of
the concepts being taught.

This strategy allows students to create a collaborative book. Therefore, they are able to
meet the standards for the lesson. Students convey their ideas and gain an understanding
of the Bill of Rights through the vocabulary words.

Student Feedback:
Describe how you will provide feedback to students on this assessment.

I will give feedback in their student journals next to the collaborative book(group)
rubric section. The grade will also be provided.
Assessment Strategy #2: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is
it assessing?

Each student has the responsibility of creating one


page of the collaborative book. The page will be Evidence of Student Understanding:
assessed. The student has to provide an illustration of Describe how this assessment strategy provides evidence of student understanding of
one vocabulary word. They must also write a the concepts being taught.
definition in their own words. In addition, this will
allow me to gage what they learned during the lessons,
and what strategies they employed. Lastly, a rubric Student Feedback:
will be used to evaluate individual performance. Describe how you will provide feedback to students on this assessment.

I will give feedback in their student journals next to the collaborative book rubric. The
grade will also be provided.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction


Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning

All the lessons are connected. Therefore, the students needed prior knowledge in order to successfully met the objective of this lesson. They will
also need these notes for the lesson on the Bill of Rights.

Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).

Students will work together to comprehend and analyze the vocabulary words. They will create a collaborative book.
This is especially important for ELL students. They will also be engaged and having fun while learning about historical figures.

Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.

eBook- All students will have their own copy of the Bill of Rights Book. This will allow them to use if for reference.

Translated Vocabulary words-


It will help the ELL learners gain comprehension on the vocabulary words.

65
Listening /Talk (Use Social Studies Topic)
MINI LESSON PLAN

Name: Vanessa De La Torre Grade Level 5th grade

ELA Content Standard: ELD Standards:


RW.5.1Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.  Emerging - Part I: Interacting in Meaningful Ways
5.2. Interacting via written English Collaborate with peers on
joint writing projects of short informational and literary
Listening texts, using technology where appropriate for publishing,
Summarize a written text read aloud or information presented in graphics, and the like.
diverse media and formats, including visually, quantitatively, and  Expanding – Part I: Interacting in Meaningful Ways
orally 5.1. Exchanging information/ideas Contribute to class,
group, and partner discussions, including sustained
Talking dialogue, by following turn-taking rules, asking relevant
Engage effectively in a range of collaborative discussions (one-on- questions, affirming others, and adding relevant
one, in groups, and teacher led) with diverse partners on grade 5 information.
topics and texts, building on others’ ideas and expressing their  Bridging – Part I: Interacting in Meaningful Ways
own clearly 5.1. Exchanging information/ideas Contribute to class,
group, and partner discussions, including sustained
dialogue, by following turn-taking rules, asking relevant
Content Standard: questions, affirming others, adding relevant information,
5.7 Students describe the people and events associated with the building on responses, and providing useful feedback.
development of the U.S. Constitution and analyze the
Constitution’s significance as the foundation of the American
republic.

6. Know the songs that express American ideals (e.g., “America the
Beautiful,” “The Star-Spangled Banner”).

ELA Language Objective: ELD Language Objective for Grade Level


Students in Grade 5 will extend their research skills by referring to
details and examples within text information. Students will have Students in Grade 5 will exchange information and ideas through
the opportunity to explain and discuss the ideas presented within oral collaborative discussions. Students will interact with peers
a historical text. in English and will become engaged with various texts, print and
multimedia.
ELA Content Objective:
After the mini lesson on the United States National Anthem Song,
students in grade 5 will be able to understand how Francis Scott
Key has influenced American Ideals by discussing and writing a
reflection paragraph with 95% accuracy.

Cog. Taxonomy/DOK Levels


Level 1: Recall
Level 2: Compare, Distinguish, Make Observations, Use Context
Clues
Level 3: Assess, Differentiate
Level 4: Connect

Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?

66
Students will discuss the Star-Spangled Banner in a Grand Conversation. They will understand how Francis Scott Key has
influenced American Ideals.

Supporting Literacy Development through Language – Plan ahead!


Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.

Language Function Statement:


What main communication language function do students need to use to communicate their understanding of this content?

 How does student use language (see Toolkit samples for use of language)

 Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:

Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.

Language Demand Statement: edTPA p. 61


Students will use specific academic language (vocabulary, functions, discourse, syntax) while participating in discussions about the National
Anthem.

Language Function Statement: edTPA p. 61


The content and language in this lesson will focus on the learning task of the National Anthem. Students will also provide examples and details
that represent the American Ideals.

Vocabulary Words:
1. Spangled -covered with beads or jewels or sequins
2. Hail - greet enthusiastically or joyfully
3. Perilous- fraught with danger
4. Rampart- an embankment built around a space for defensive purposes
5. Haughty - having or showing arrogant superiority
6. Hireling - a person who works only for money
7. Desolation - sadness resulting from being forsaken or abandoned

Spanish Vocabulary:
1. Spangled cubierto con perlas o joyas o lentejuelas
2. Saludo, saludar con entusiasmo o con alegría
3. Peligroso: lleno de peligro
4. Terraplén: un terraplén construido alrededor de un espacio con fines defensivos
5. Arrogante - tener o mostrar superioridad arrogante
6. Hireling - una persona que trabaja solo por dinero
7. Desolación: tristeza que resulta de ser abandonado o abandonado

Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
meet strengths/weakness of students so that all (provide text chapters/reference)
 A copy of the Lyrics to “The students meet the targeted outcome.
Star-Spangled Banner” for  Tapping into Prior Knowledge
every student. Lyrics- (SDAIE)
 Highlighters

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 YouTube video of the Star- The lyrics will be printed out for each  Contextualize the Lesson Group
Spangled Banner student to have. This will help them Discussion, Hands on Activities
 Pencil read along. (SDAIE)
 History Journals  KWL Chart-Activate Background
 American Flag Highlighter- Knowledge
 History Textbook for reference. Will allow students to read along as well  Student to Student Interaction
as highlight important ideals. (SDAIE)
 Visualize-Organize (McEwan-
Translated Lyrics- Adkins)
ELL students will have the lyrics in their  Grand Conversations-Promote
home language for reference. Discussion, Exploration of Big
Ideas (Tompkins)
Song and video-
For the students to listen to the song
and for visual aide.

Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
and attention on the learning goals? learning these standards with these
I will create a K-W-L chart to determine students?
what the students already know about Before beginning the lesson, I will have
the National Anthem. a picture of an American Flag on the Students will compare the lyrics with
overhead. I will ask the students the historical accounts and modern-day
following question. traditions.
Misconceptions: Identify common
misconceptions regarding concepts addressed in “What does the flag mean to you?”
this lesson
Students will then share their opinions
Students might confuse the National with the class. With this introduction I
Anthem with the Pledge of Allegiance. will begin the lesson.
For this reason, I will provide lyrics and
the song. “Class, today you will learn about our
National Anthem. You will be able to
understand how Francis Scott Key (the
writer) has influenced American Ideals.
Are you ready? Let’s begin!”

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities


Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:  State objective/provide purpose for learning
 Check for background knowledge
 Motivate for learning
Before
Teaching -
Setting the
Teacher: Presentation/ Learning Activities (Strategy Steps)
stage.
 I will begin the class by displaying an American flag.
 Students will be asked to share their opinions on a Think-Pair-Share: “What does the flag mean to
you?”
 I will then create a K-W-L Chart: Based on any knowledge students have on the National Anthem.
 Then, I will gather the students to the front of the classroom.
 We will read the lyrics of The Star-Spangled Banner” by Francis Scott Key.
 Then, I will play the YouTube video of the song.

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 After hearing the song and reviewing the lyrics. Students will be asked to think about the song by
drawing pictures or by writing in their journals. This will give them time to prepare ideas for the
Grand Conversation.

Lesson Body: Explain Strategies/Lesson steps:


 Engage students in active meaning making of key concepts
During/active  Model strategy/skill by using examples or demonstrations
 Guided practice
engagement  Independent practice: students use the strategy or skill independently
in learning  Planned supports for whole class. Individuals, special needs

Students: Practice and Application


1. Students will form small groups.
2. This will allow them to discuss the lyrics before getting together as a class. This will also allow
them to collect their thoughts on the song.
3. Students will then come together to the front of the classroom.
4. Students will form a circle for the class conversation.
5. I will begin by asking, “How has Francis Scott Key, the writer of the Star-Spangled Banner
influenced American Ideals?
6. Students will take turns to answer the question. All students will answer. One after the other.
7. Students will be able to introduce a new idea and will be encouraged to talk about it.
8. Students will be sharing ideas, asking questions, making connections, and reading excerpts from
the lyrics to make a point.
9. Students will be expected to make 3 comments about the topic being discussed.
10. Lastly, I will focus on the message of the Star-Spangled Banner.
11. I will conclude the conversation by summarizing and drawing conclusions about the story behind
the Star-Spangled Banner.
12. If needed, students will have the opportunity to have student-led discussions with their peers if
further clarification is necessary
13. Students will return to their desks and will write a reflection on the conversation.

Productive: creation of oral presentations and written texts


1. Students will reflect on the conversation. They will write a paragraph in their U.S History Journals.
2. The reflections must have the ideas discussed in the Gran Conversation.
3. Students will also produce a second paragraph, which will address what the students learned from
the process, what strategies they used, and how their learning was extended

Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Explain:
Teaching
 How you will restate key point of learning objective
 How students share learning
 How you will check for understanding

Closure:
1. Students will reflect on the conversation. They will write a paragraph in their U.S History Journals.
2. The reflections must have the ideas discussed in the Gran Conversation.
3. Students will also produce a second paragraph, which will address what the students learned from
the process, what strategies they used, and how their learning was extended.
4. After the students finish writing the paragraphs. They will be given the opportunity to share their
reflections with the class.

69
Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least two types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?

Informal:
Grand Conversation-
I will observe discussions being held in class and which I will monitor students learning through the K-W-L chart. I
students participate in the teacher-led and student-led will also pay close attention in the Grand Conversation. I will
discussions. encourage all the students to speak and voice their ideas.
This is a very important step in order to fully meet the
. objective. Students must know how Francis Scott Key has
Formal: influenced American Ideals.
Students will produce two paragraphs (4-5 sentences). They
will reflect on the Grand Conversation and identify what
they learned during their discussion, what strategies helped
them, and how their learning was extended.

Feedback: Explain how you will provide feedback to 2 students


needing intervention. It must be in writing and using assessment
tool (i.e., list, rubric/ other) and within 24 hours of instruction.

I will provide a list for both of the focus students. This list
will be a rubric of what will be graded in the paragraphs. I
will also check off as they go. I will also speak to the
instructional aide for their progress.

edTPA Lesson Plan Reflection and Commentary Section


Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to
impact student learning:

For the whole class:


The Grand Conversation was a great way for all the students to become familiarized with the National Anthem. Many of them were
actually confused. Some of them thought it was the same as the Pledge of Allegiance. Allowing, for a grand conversation allowed
students to learn the meaning of the song and to understand how Francis Scott Key has influenced American Ideals.

For the three focus students and other individuals/groups with specific needs.
1. I will continue to provide translations in student’s home language. This was very helpful for reading the Lyrics of the Star-
Spangled Banner.
2. I will also continue to provide highlighters. They were very useful for my focus students. They were able to highlight
important information and follow along.
3. I will also continue to use visual aids for my visual learners. Many students face lit up when they were able to see the
video and hear the song of the Star-Spangled Banner. The students were much more engaged.

What theory or theorists would most strongly support use of this strategy?
Tompkins, strongly suggest the use of Grand Conversations. Students are able to meet during literature and establish the feeling of
community. Not only that but, Grand Conversations are great for allowing students to voice their reactions and comments.

70
Strategies for your next lessons based on data and assessment results

Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research based strategies from the course resources.

Wright Text Describe strategy and provide Explain how strategy is Rationale for selecting & links
research base. helpful for whole group or to student/standards
specific student(s).
Main Idea Map Students design a graphic organizer This strategy helps students I would use the main Idea map
containing the main ideas. identify key words. as notes for the students. They
would be able to write down
the key words. This would
help them for future reference.
Prior Knowledge With a series of questions and This strategy is helpful Prior knowledge is important
guided procedures, the students are because it allows students to and encouraged in every new
able to link new material with become a bit more lesson. Students will be able to
previous learned material. familiarized with the new learn a lot quicker and more
content. It won’t be as foreign efficiently.
because they have learned
about other things that go
along with it.

50 Literacy Strategies
1. Anticipation Anticipation Guides help students This strategy is helpful Since the students get exposed
Guides pg.7 activate prior knowledge. because students get exposed to new content, anticipation
to the content before the guides will activate prior
lesson. They are also able to knowledge. Not only that, but
discuss and think about the it will allow them to reflect at
new topics. the end of the lesson. Perhaps
their thinking changed from
the beginning of the lesson to
the end.
Learning Logs pg.63 Learning logs allow students to Learning logs are great I decided to pick learning logs
write questions, summaries, and because teachers can monitor because it’s very similar to
reflections of their learning. the students learning. They writing notes. However, it
Students can also make charts and can also see how well they’re makes students think outside
drawings. underusing the new material of the box. They are required
and if there is any confusion. to write their own questions
and it requires them to think
deeper.

50 Social Studies
Strategies
Collaborative Books p. 25 Students work together to produce This strategy will be helpful The writing process is
a book. Every student creates a because the students work implemented in this activity.
page. At the end, the pages are put together. Not only that, but Also, ELLs can work with
together to form a book. they will work on the same other students and get
topic and therefore it will be assistance. Their group
easier to collaborate members can help them
choose vocabulary and write
sentences.

Alphabet Books p.4 Students make a 26-page alphabet The finish product is a book Alphabet books are a great
book with one page featuring each featuring all the words from way for the students to
letter. Students then choose the vocabulary list. This will connect with the unit. They
vocabulary words starting with help students because the book have to think about the words
each letter of the alphabet. Then can be featured in the and relate them to other
they write explanations describing classroom library. Students things. Lastly, they can reread
the word relating to the unit. will able to read the book the books and use them as
Lastly, they add an illustration. many times. resource for other books.
71
Technology Resources YouTube videos showing the I selected YouTube videos This option works best for my
concept of the Constitution because they allow additional EL students and for those that
visual and audio aides for my benefit from visual and audio
students. aides.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning
goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or
informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is
Grand Conversation- it assessing?
I will observe discussions being held in class and which
students participate in the teacher-led and student-led It aligns with
discussions. “Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly”

It also aligns with the content standard of


“6. Know the songs that express American ideals (e.g., “America the Beautiful,” “The
Star-Spangled Banner”)”

Evidence of Student Understanding:


Describe how this assessment strategy provides evidence of student understanding of
the concepts being taught.

Since students are engaged they are learning. Also, by participating, commenting, and
listening they are being involved in the lesson. They will now be familiar with the
National Anthem.

Student Feedback:
Describe how you will provide feedback to students on this assessment.

I will give feedback in their student journals next to the Gran Conversation checklist, I
have with me during the lesson. Students will get feedback by participating and
commenting. Every student is encouraged to participate.

Assessment Strategy #2: Alignment with Objectives:


Describe how this assessment is aligned to your stated objectives. Which objective(s)
Students will produce two paragraphs (4-5 sentences). is it assessing?
They will reflect on the Grand Conversation and
identify what they learned during their discussion, what This assessment aligns with:
strategies helped them, and how their learning was RW.5.1Write opinion pieces on topics or texts, supporting a point of view with reasons
extended. and information.

Evidence of Student Understanding:


Describe how this assessment strategy provides evidence of student understanding of
the concepts being taught.

Students had to know how Francis Scott Key has influenced American Ideals. This
activity was an interactive way to find out. Students had to write two paragraphs of
their learning.

Student Feedback:
Describe how you will provide feedback to students on this assessment.

I will give feedback in their student journals next to the Grand Conversation paragraph
rubric. The grade will also be provided.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction


Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning

72
The students linked prior knowledge before starting the lesson. Likewise, the Grand Conversation allowed for a community feeling. The students
were encouraged to speak and voice their opinions. This was a very important step to fully meet the objective.

Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).

The class formed a circle for a class conversation. This was done for everyone to be able to see each other. Students were encouraged to make
conversations. Likewise, the rest of the students to continued, one after the other.

Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.

Highlighter-
Will allow students to read along as well as highlight important ideals.

Translated Lyrics-
ELL students will have the lyrics in their home language for reference.

Song and video-


For the students to listen to the song and for visual aide.

Writing for Information in Social Studies


MINI LESSON PLAN

Name: Vanessa De La Torre Grade Level: 5th grade

ELA Content Standard: ELD Standards:

5.7.2 Explain the significance of the new Constitution of


1787, including the struggles over its ratification and the A. Collaborative
reasons for the addition of the Bill of Rights 1. Exchanging information and ideas with others through
oral collaborative discussions on a range of social and
Content Standard: academic topics

W.5.7. Conduct short research projects that use several


sources to build knowledge through investigation of different B. Interpretive
aspects of a topic. 5. Listening actively to spoken English in a range of social
and academic contexts

C. Productive
11. Supporting own opinions and evaluating others’
opinions in speaking and writing
ELA Language Objective: ELD Language Objective for Grade Level

Students in grade 5 will collaborate orally with peers and At the end of this lesson, students in grade 5 will be able to
exchange information and ideas to produce a writing use the definitions of their vocabulary words as well as
incorporating their vocabulary words and the Bill of Rights. analyze and interpret the Bill of Rights within their writing
with 95% accuracy.
ELA Content Objective:
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Students in grade five will correctly use vocabulary in their
writing about the Bill of Rights. Students will use correct
language structure in their writing to convey their ideas and
information.

Cog. Taxonomy/DOK Levels

Cog. Taxonomy Levels:


 Knowledge
 Analyze

DOK Levels:
 Level 1: Recall information
 Level 2: Use information
 Level 4: Investigation , time to think

Learning Focus
Central Focus Statement:

What do we know about the Bill of Rights and its significance in the Constitution?

Essential Literacy Strategy:

Students will write an explanation of the Bill of Rights and its importance. They will be required to analyze and study
an amendment of their choice prior to composing their response.

Language Demand Statement: edTPA


Student will use academic language (vocabulary, discourse, syntax) while organizing their ideas. They will write a letter relating to
the Bill of Rights.

Language Function Statement: edTPA


The content and language focus in this lesson will focus on the comprehension of the Bill or Rights and its importance within the
Constitution.

Additional Language Demands in vocabulary, syntax and discourse:

Vocabulary:
Civil Rights - Every citizens freedoms and liberties.
Slander – If you speak falsehoods about someone and it damages their reputation, you could be sued.
Libel - If you write (publish) falsehoods about someone and it damages their reputation
Quarter – To house troops.
Search Warrant – Issued by a judge – law enforcement must prove probable cause.
Probable cause – To show good reason to search a home because it will be likely to uncover evidence.
Grand jury – A jury that decides if there is good reason to believe the accused person is guilty.
Double jeopardy – for trial a second time, even if found innocent in the first trial.
Due process – the guidelines that protect a person’s rights during legal proceedings.

74
Eminent domain – The government’s power to take private property for public use.

Spanish Vocabulary:
Derechos civiles- libertades para todos los ciudadanos.
Calumnia - falsedades sobre alguien que dañe la reputación
Difamación: si se escribe (o publica) falsedades sobre alguien y daña su reputación
Cuarto - Para alojar tropas.
Orden de búsqueda - emitida por un juez - la aplicación de la ley debe probar la causa probable.
Causa probable: para mostrar una buena razón para buscar un hogar porque es probable que descubran evidencia.
Gran jurado: un jurado que decide si hay buenas razones para creer que la persona acusada es culpable.
Doble riesgo: segundo juicio, incluso si se encuentra inocente en el primer juicio.
Debido proceso: las leyes que protegen los derechos de una persona durante los procedimientos legales.
Dominio eminente: el poder del gobierno para tomar propiedad privada para uso público.

Syntax:
The vocabulary words will be used to complete sentence structures. The students will gain deeper knowledge on the vocabulary
words. It is vital for the students to learn the key vocabulary words in order to comprehend the Bill of Rights with accuracy.

Discourse:
Students will be required to write a letter to the Founding Fathers. The purpose of the letter is to analyze and interpret the Bill of
Rights with accuracy. Students will also be required to research the amendment of their choice.

Materials Planned Supports: Explain how strategies meet Research Based Learning Strategies: (provide
strengths/weakness of students so that all students text chapters/reference)
Chrome Books meet the targeted outcome.
U.S History Journals Interactive Read – Alouds (50 strategies)
The Bill of Rights: Protecting our Sentence frames – will assist English
Freedom Then and Now by Syl Sobel learners with the writing process. K-W-L chart (50 strategies)
J.D - – eBook ( for reference)
Slideshow of Vocabulary Images Translated vocabulary terms – Will assist Quicks writes (50 strategies)
English learners with understand the
academic language. Group assignments (SDAIE)

Access to the eBook – It will help all Scaffolding and modeling for students (SDAIE)
students research topics of their choice. This
will also allow students to follow along
during the Read- Aloud.

75
Pre-Assessment: How will you Motivation Strategy: How will you catch Personal/Cultural/Community Assets: What
determine prior knowledge? attention of students and focus their minds assets will be utilized to support learning these
and attention on the learning goals? standards with these students?
At the beginning of the lesson, students
will do a quick write. They will state
any basic information they can recall It is important for the students to become aware
on the Constitution and how it applies Students will be asked to recall information of their civil rights. In particular, the importance
to their lives. They will also be of the Constitution. They will be asked to and purpose they serve. As U.S citizens, these
reminded to add as many vocabulary share with their table groups. Students will be rights are granted to them. They should have
terms as possible. At the end of the given time to discuss any prior knowledge knowledge on what they mean and how to apply
activity, students will share their quick before writing a quick write. them into their lives. This activity will also
writes with the class. I will then create assist students in gaining a deeper
a K-W-L chart with the information. After reviewing the quick writes and creating comprehension of the
a K-W-L chart. The class will discuss the Constitution, in general. Students will also learn
Misconceptions: Identify common Constitution. I will remind the students the key vocabulary terms. They will be able to
misconceptions regarding concepts role of the Bill of Rights. Then we will start define and comprehend the Bill of Rights with
addressed in this lesson the lesson. more accuracy.

 Common misconceptions will


be the formality of the quick
write.

 The length of the answer.

 Assessing prior knowledge


and vocabulary terms.

 Translated Material

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Learning Learning Strategies and Activities
Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:

Before Objective: Students will gain deeper knowledge on the Bill of Rights.
Teaching -
Setting the Purpose: Students will become aware of their Civil Rights and the significance of the Constitution.
stage.
Check for Understanding:
Students should already be aware of the vocabulary words from a prior lesson. The vocabulary part of the lesson is
simply a review.
- Teacher will display a slideshow with an image. The image has a graphic and a definition.
- Students will participate by stating the vocabulary word.
- Students from every table group, will be given a chance to participate.
- There will be a slideshow on every vocabulary word.
- The slideshow will also provide a Spanish translation.
- After the students have a good understanding of the vocabulary words and their definition, we will start the
quick write activity.

Motivation:
- Students will be required to do a quick write.
- Quick write prompt:
- Explain the significance of the Constitution of 1787?
- Students will be given ten minutes to let their thoughts flow without stopping.
- The students are required to reflect on their prior knowledge.
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- Students will be reminded to state any basic information they can recall on how it applies to their lives.
- They will also be reminded to add as many vocabulary terms as possible.
- At the end of the activity, students will share their quick writes with the class.
- Every group table will share at least two quick writes. I will take note and create a K-W-L chart.
- Students will copy the notes on their U.S History journal.

Lesson Body: Explain Strategies/Lesson steps:


 Engage students in active meaning making of key concepts
During/active  Model strategy/skill by using examples or demonstrations
engagement  Guided practice
in learning  Independent practice: students use the strategy or skill independently
 Planned supports for whole class. Individuals, special needs

- Students are now ready for the lesson


- As a class we will do an Interactive Read – Aloud of the eBook.
- The Bill of Rights: Protecting our Freedom Then and Now by Syl Sobel J.D - – eBook
- Students will have their own individual copies. They will have an eBook version on their chrome books.
- I will read aloud as students follow on their copies.
- We will interact as a class discussing the amendments and the book.
- After discussing the story, students will take down notes on the Bill of Rights.

Bill of Rights
1. The First Amendment grants freedom of speech, freedom of press, freedom of assembly, and the right to protest.

2. The Second Amendment grants the right to bear arms

3. The Third Amendment states that soldiers cannot take over a home during war or peace without the homeowner’s
permission.

4. The Fourth Amendment protects Americans from unreasonable and unlawful search and seizure of property.

5. The Fifth Amendment allows all citizens due process and states that a person cannot be forced to serve as a witness
against himself when accused of a crime.

6. The Sixth Amendment provides a speedy and public trial by jury for all who are accused of a crime.

7. The Seventh Amendment also allows a trial by jury to be held for certain civil disputes.

8. The Eighth Amendment prevents those accused of suffering cruel and unusual punishment.

9. The Ninth Amendment states that no one’s Constitutional rights should be used to infringe upon the rights of
another citizen.

10. The Tenth Amendment provides each state with powers that are not specifically assigned to the nation’s
government in the Constitution.

- After discussing the Bill of Rights, students will start their writing project.
- Students will write a thank you letter to the Founding Fathers.
- They will be encouraged to think deeply and make connections to their own lives.
- They will state how the Constitution applies to their lives and will select an amendment.
- The amendment should be the most important amendment in their opinion with evidence.
- They will brain storm and research the amendment of their choice.
- They will be reminded to add as many vocabulary words as possible.

Supports:
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- Sentence structures will be provided.
- Access to chrome books for research.
- Peer revisions before submitting final project.

Sentence Structures:
- Students are welcome to use them, as they see fit.
- They also have the freedom to create their own letter. As long as they include the definition of the constitution.
- The most important amendment, with at least three pieces of evidence.

I start the lesson with the writing process on the overhead. I guide the students. We begin by reflecting. They take notes
and answer questions in their U.S history journal.

Writing Process

Reflect:
The most important amendment is ______________________.
Three reasons _______________________________
How the constitution applies to our lives?

Gather thoughts
- I allow students to conduct research.
- They use their chrome books.

Write a rough draft


- On the overhead. I model an example.

Dear Founding Fathers,


I cannot thank you enough for the creation of the Constitution. I am ___(name)____, a fifth-grade student in
_____(Hogwarts)________ elementary. The constitution is ____(definition)____________________. I am grateful for
such a creation. It applies to my life by ___ (give an example) ____ ___. The most important amendment is __ (chosen
amendment) _________________. My reasons are the following __ (name the 3 reasons)
_________________________. Reason 1 ____(elaborate)_____________. Reason 2 ____________________
(elaborate). Reason 3 ________________________ (elaborate). These were my reasons for believing that amendment
__ (chosen amendment) ____________ is the most important amendment in the constitution.
Forever Grateful,
____(name)______________.

Revise it
- Shoulder partner will revise it with a red ink.
- They will initial their name.

Edit
- Students will correct any mistakes or grammar errors.

Publish finish paper


- Students will create the final copy with black ink
- Students will turn in their letter for a grade.

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Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching
Group Sharing:
At the end of the lesson students will share their thoughts with a group partner. Students will be encouraged to
respectfully agree or disagree with their partners.

Exit Tickets:
I will have students reflect at the end. They should have an idea of the magnitude of importance that the Bill of
Rights carry. Other countries don’t share the same liberties as we do. They will reflect on what it means to be able to
uphold and preserve our civil liberties. They will write this reflection on an exit ticket.

Exit Question:
What does it mean to support and keep our civil rights? Why is this important?

Monitoring Student Learning - Review and Assessment: Monitoring Student Learning - Student Voice:

Informal:
Observations, class conversations, as well as the exit ticket. Students will have a voice by reflecting on how the Constitution
applies to their lives. They will also have the opportunity to express
Formal: what amendment is the most important. Lastly, they will be able to
They will write a letter to the Founding Fathers. discuss with their classmates their opinions. Students will also be
encouraged to respectfully agree or disagree. Everyone has a right
to discuss their opinions and their voices. After all, this is exactly
Feedback: the reason for the creation of the Constitution.
I will provide feedback back by writing helpful comments on their
rough drafts. I will also give them a rubric of what is expected in
the letter.

edTPA Lesson Plan Reflection and Commentary Section


Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.

Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to
impact student learning:

For the whole class


The next step to impact student learning will be the extension activities. The students will continue to reflect on the Bill of Rights.
However, this time they must do it on at least 5 amendments. They will create a double – entry Journal. They will divide the page
into two columns. Students will write the chosen amendments on the left side. On the right side they will write their reflection.
Under the reflection column, they must relate the amendments to their own background knowledge, write a question, or simply
react to it.

For the three focus students and other individuals/groups with specific needs.

1. Special Needs students will be given the choice to watch videos relating to the Bill of Rights. This will be in case they need
additional information or visuals. After, they must also do their reflection on the five amendments of their choice.

2. ELL students will be given the same videos as the special needs. They will also be given the chance to watch the videos in their
native language. Lastly, they will be given extra time to finish their assignment.

3. Gifted students will be able to work in groups with other gifted students. They will be required to write a question on the five
amendments and a reflection for each.

What theory or theorists would most strongly support use of this strategy?
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Teachers can use the double entry journal to help students structure their thinking (Tovani, 2000).
Likewise, this strategy is a tool to help students indicate what they find important in the unit.

Attach photos or copy of student work and teaching tools.

Strategies for your next lessons based on data and assessment results

Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research based strategies from the course resources.

Wright Text Describe strategy and provide Explain how strategy is Rationale for selecting & links
research base. helpful for whole group or to student/standards
specific student(s).
1. Teacher helps the students This strategy is helpful ELL students and focus
activate prior knowledge by because it will help students students will greatly benefit
Prior Knowledge: relating new information with create a link with the new from this strategy. They will
Activating the “Known.” older learned material. information. They will be able be able to understand the
P.40 to add on to older new information. It is also a
information and therefore good strategy to know what
learn much easier. information the students
already know.

Paired reading or partner reading This activity is helpful for any ELLs and any other students
2. Paired Reading p.17 can help students who lack struggling student. They will can benefit from this activity.
reading fluency. be able to practice their They will be able to
reading with a group before comprehend the text a lot
speaking out loud to the class. easier and work with a
They will also get beneficial partner instead of individually.
feedback that will help with
their reading fluency.

50 Literacy Strategies
1. Collaborative Books p. Students work together to This strategy will be helpful The writing process is
25 produce a book. Every student because the students work implemented in this activity.
creates a page. At the end, the together. Not only that, but Also, ELLs can work with other
pages are put together to form a they will work on the same students and get assistance.
book. topic and therefore it will be Their group members can help
easier to collaborate. them choose vocabulary and
write sentences.

2. Students make a 26-page alphabet The finish product is a book Alphabet books are a great
Alphabet Books p.4 book with one page featuring each featuring all the words from way for the students to
letter. Students then choose the vocabulary list. This will connect with the unit. They
vocabulary words starting with help students because the have to think about the words
each letter of the alphabet. Then book can be featured in the and relate them to other
they write explanations describing classroom library. Students things. Lastly, they can reread
the word relating to the unit. will able to read the book the books and use them as
Lastly, they add an illustration. many times. resource for other books.
50 Social Studies Strategies

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3. WebQuest’s pg.239 WebQuest’s are similar to a This allows students to work This activity will be fun for the
scavenger hunts. Students go to an independently or in groups. students. It’s different and it
online page created by the The WebQuest’s have allows for critical thinking. It’s
teacher. They follow the readings, maps, definitions, almost like a game. I feel
directions. and printable worksheets. incorporating this into a
lesson with the Bill of Rights
will give the students a
different perspective on some
of the amendments. It might
further persuade their opinion
or change it.

4. Newspaper Making Students create a print or web- This strategy will help both The newspaper is a great
pg. 178 based classroom newspaper. This group and individual workers. nontraditional way for
is a creative approach to express Students have the freedom to students to examine a topic
different perspectives. become creative and write (Bill of Rights) from a variety
their opinions on the Bill of of perspectives. Also, it is
Rights. encouraged for students to
read different newspapers
before creating their own.
They get to opportunity to see
different perspectives in the
real world about the same
topic.
Technology Resources
Students will watch videos relating This strategy will help all the Videos are a great way to tap
to the ten Bill of Rights and the students that are visual into background knowledge. It
constitution. learners. It will also benefit will also give all students extra
Videos English learners with extra tools to work with. Likewise,
visuals. using videos is a SDAIE
strategy. This will help the
whole class, including Special
Needs and ELLs.

Language Function
Toolkit/other Students describe why and how This strategy will benefit This activity will help the
relationships and patterns exist groups. Groups will work whole class link events to the
Cause and effect between events. They also identify together to create a graphic creation of the Bill of Rights.
(Graphic Organizer) consequences that led to an organizer. The students can They will be able to identify
outcome. divide the work. One group the event that led to a
does the causes and the other particular amendment.
group can focus on the
effects.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning
goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal
or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s)
is it assessing?
Formal:
They will write a letter to the Founding Fathers. Writing a letter to the Founding Fathers is aligned with the stated objective
because it measures the use of definitions and how well the students were
able to analyze and interpret the Bill of Rights.

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The letter is assessing standard 5.7.2
Explain the significance of the new Constitution of 1787, including the
struggles over its ratification and the reasons for the addition of the Bill of
Rights

Evidence of Student Understanding:


Describe how this assessment strategy provides evidence of student understanding of
the concepts being taught.

I will grade the letter according to the rubric. Students will have access to the
rubric. For a proficient score , the letter must have one important
amendment with three supporting details.

Student Feedback:
Describe how you will provide feedback to students on this assessment.

I will provide feedback back by writing helpful comments on their rough


drafts. This will allow them to correct any errors before submitting for a final
grade.

Assessment Strategy #2: Alignment with Objectives:


Describe how this assessment is aligned to your stated objectives. Which objective(s)
Informal: is it assessing?
Observations, class conversations, as well as the
exit ticket.
Class/Group conversations will align with the following standards:
Social Studies 5.7.2
Explain the significance of the new Constitution of 1787, including the
struggles over its ratification and the reasons for the addition of the Bill of
Rights

ELD Standards:
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative
discussions on a range of social and academic topics

S.L.5.1.
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher led) with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own clearly.

Evidence of Student Understanding:


Describe how this assessment strategy provides evidence of student understanding of
the concepts being taught.

The conversations the students will have, will allow me to assess their
understanding on the significance of the constitution and their interpretation
for the creation of the Bill of Rights. This is an informal assessment, but it will
allow me to gauge their level of understating.

Also, the exit ticket will allow me to do a quick review of their overall
comprehension. Depending on the responses, I will either continue with
extension activities or move on to the next lesson.

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Student Feedback:
Describe how you will provide feedback to students on this assessment.

I will allow the students to discuss their opinions with their group members. I
will also ask of them to add additional information, if their opinion lacks
detail or support. Likewise, on the exit ticket. I will add a simple comment to
their reflections. The comment will again be positive and encouraging. If
they lack information, I will simply ask them to elaborate their answer.

Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

Writing Activity Rubric for the Letter


0 (Below Basic) 1 (Basic) 2 (Proficient)
Writing  The letter does/does not  The letter contains one  The letter contains one
contain an important important amendment, important amendment,
amendment, has little to has 2 or less ideas or has 3 supporting details
no ideas or no details details

Use of Vocabulary words  The letter contains less  The letter contains 4-6 of  The letter contains 6-
in the Ideas & Details than 4 of the vocabulary the vocabulary words. 10 of the vocabulary
words. words.
 The sentences do not
contain any details.
Grammar, Spelling, and  The letter contains many  The letter contains some  The letter contains no
Sentence Structure grammatical and spelling grammar and spelling grammar or spelling
errors. errors. errors and correct
sentence structure.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction


Building on Personal/Cultural/Community Assets:

There is a great political ambience in today’s society. Having the opportunity to really dig deep and become familiar with the Bill
of Rights, is very important for the students. They will have knowledge to better comprehend the current political climate, The Bill
of Rights are freedoms that apply to every U.S citizen. Therefore, becoming aware of their liberty rights will empower them.

Grouping Strategies:

Students will be required to work in groups. They will work with their group tables. This is necessary because they will be given an
opportunity to revise each other’s work and share their opinions. Therefore, working in a group will facilitate this process.

Planned Supports:

The different supports apply to my English learner students and for those students that need additional visual support. There are
also sentence structures and access to chrome books.

Place Divider Page Here

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Professional Reflection
Provide a thorough answer for each question.
1.
Select one Social
Inquiry Learning, pg. 33
Studies Strategy
from your text and
Inquiry learning is a great strategy that can be used for Social Studies. It extends the students
explain how it can
knowledge and literacy learning. It also engages students to think in a deeper level. Students
be used to:
gather and organize information. They do this by the use of investigation. During my lesson on
Inquiry leaning, students worked in a collaborative environment to facilitate this process. They
 Extend social
were encouraged to think and discuss prior knowledge. Then, as a class they examined images,
studies
and inferences derived from the evidence of the Founding Fathers. Likewise, students also
knowledge,
conducted research to create a bio box. However, in order to successfully create a bio box, they
had to employ inquiry learning strategies.
 Extend literacy The students did the following:
learning
 Initiated simple conversations on academic topics.
 They Interpretated comprehension and analysis of written and spoken texts.
 Engage
 They comprehended information on familiar topics and on some unfamiliar topics in
students at a
contextualized settings.
deeper level of
 They produced a bio box and orally presented with an inventory list.
learning
For this reason, I selected Inquiry learning as the Social Studies strategy that extends
Students’ knowledge, literacy, and engagement learning to a deeper level.

2.
Select one Venn Diagrams pg.129
Literacy Strategy
from your text and
The Venn Diagram, is a literacy strategy that can extend social studies knowledge and literacy
explain how it can
knowledge. It can also engage students at a deeper level of learning. The Venn Diagram allows
be used to:
the students to apply what they learned. The students use the higher levels of Blooms Taxonomy
(Evaluation, Synthesis, and Analysis) when they employ the Venn Diagram. For example,
 Extend social
students compare or contrast data. They discuss and note relationships and general trends.
studies
Furthermore, the students develop generalizations on the information discussed. They also form
knowledge,
educated guesses or hypothesis. For this reason, I used the Venn Diagram literacy strategy for
my generalization lesson plan. I did this, due to its ability of extending social studies and literacy
 Extend literacy knowledge while engaging students in a deeper level of learning
learning

 Engage
students at a
deeper level of
learning.

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3. Checklists – pg. 282, Language Arts Patterns of Practice, Tompkins.
Feedback: Select I found checklists to be the most useful tool for providing immediate feedback. ELL students and
2 strategies for Focus students had one for every assignment. I would walk by and check off their progress with
providing my initials. This was the most useful strategy for immediate feedback.
immediate
feedback on Rubrics- pg.106, 50 Literacy Strategies, Tompkins.
learning from any Students had a rubric next to an assignment completed. It was easier to giver immediate
of your texts. feedback by circling the appropriate grade. Students were able to do their own grading by
Provide evidence checking off items from the rubric.
that it is research
based.

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