Anda di halaman 1dari 6

Elementary and Early Childhood Education Lesson Plan Template

Name: Madison O’Hara Date: n/a


Course: ECE 4403 Lesson Plan #: 2
Subject Area(s): Social Studies Grade Level/Time Frame: 5th // 45 minutes

Step 1: Identify Learning Context (3) The classroom is very well organized and very colorful. There are 20 individual desks
Learners organized 2 rows of 3 in the front and 2 groups of desks behind forming the letter “C”
(Classroom shapes. This allows for teacher to access the students easily while students are still able to
Context) form 2-3-person groups for activities. There is a kidney table next to the teacher’s desk
that is utilized for small groups. There are 5 desktops and 20 laptops. Around the walls of
the room are centers; in the math center there is a shelving unit with 25 cubbies filled
with different manipulatives, and in the literacy center, there are word work and
vocabulary stations with activities that are changed out monthly. There is a shelving unit
by the door with 6 morning tubs filled with indoor games like dominoes, 3D shapes,
puzzles, building units, and magnets. There is also a DocCam and a Promethean Board.
There is 1 wobble chair and 1 red stool with wheels.

Learner Description (1) Number of students in class:


 Number of males: 10
 Number of females: 10
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 504 1  Graphic organizer
plans  Dictate answer; teacher will write it
with highlighter an have him trace
over it.
 Has a buddy helper

Students w/ EIPs 7  Link background knowledge to


learning
 Focus on vocabulary and
comprehension

English learners 1  Promote classroom interaction


 Increase comprehensible input and
language output.
 Focus on academic language.
 Focus on literacy and vocabulary of
different content areas.

Gifted 1  Stimulate use of higher-order


thinking
 Stimulate use of learning strategies

Students with gaps in 11  Link background knowledge to


academic knowledge learning
 Focus on vocabulary and
comprehension

Other learning needs RTI - 7  Link background knowledge to


learning
 Progress monitoring
 Small group morning work
o Practice and re-teach

1
Personal Assets, Cultural,
Assets, Community Assets  Personal: My Students love using technology. They enjoy reading, and research
(also referred to as Funds of but mainly researching animals.
Knowledge) (5)  Cultural: Having students from multiple backgrounds and an ELL from Taiwan

Step 2: Identify Georgia Standard (s) of Write out standards that apply to the lesson. Write the number and the statement.
Curricular Priorities Excellence, WIDA Standard(s), Remember to include those that apply to every subject area you are integrating in the
etc. (1) lesson.
SS5H1 Describe how life changed in America at the turn of the century.
1. Describe the reasons people immigrated to the United States, from where they
emigrated, and where they settled.

Prior Academic Knowledge What prior academic knowledge and/or prerequisite skills will this lesson activate?
and Prerequisite Skills (5) What prior academic knowledge and/or prerequisite skills will students need for this
lesson?
 Students will need to know how to do a web quest
 Students will need to know general definitions of immigration (they will learn
this in a prior lesson)
 Students will need to know how to do a KWL chart, we will do it as a class but
general knowledge will help.
Central Focus, Overarching What are the important understandings and/or core concepts that you want students to
Goal, Big Idea, or Essential develop?
Question(s) (5) Students will explore concepts related to migration and movement by describing why
people emigrate and migrate throughout American history; as well as, explaining the
responsibility of a citizen.
Learning Objective(s) or This (or these) should support the central focus, overarching goal, big idea, or essential
Learning Target(s) (5) question(s); should be measurable; should indicate what students will be able to do at the
end of the lesson (These can be written as “I can” statements)
Students will be able to explain what Ellis Island is and what it is like.

Potential Misconceptions What potential misconceptions or developmental approximations are possible with this
and/or Developmental content and how will you address each?
Approximations (2)
 Students may confuse Immigrate vs. emigrate vs. migrate I will
address this by having definitions posted in the classroom and I will
correct any misuse.
 Students may think Ellis island is the only way people can get into the
United States if this comes up we will discuss different ways people
can immigrate.

Academic Language Academic Language Whole Class Supports Differentiated Supports


(10)
Vocabulary
 Words and
phrases with
subject
specific Language function: Students will use a web quest TW go through words that may
meanings Explain worksheet with questions to be hard for students with him.
that differ help
from
meanings Multiple meaning words: N/A
used in
everyday life
(e.g., table,

2
ruler, force) Academic vocabulary:
 General Describe
academic Explain
vocabulary
used across Subject-specific vocabulary: TW have definitions on an Pictures will be provided
disciplines Ellis Island anchor chart for students use
(e.g., Statue of Liberty
compare, Immigration
analyze,
Syntax: TW do KWL chart whole group
evaluate)
KWL chart TW do
 Subject- Webquest Worksheet
specific
words
defined for Discourse:
use in the Group discussions
discipline

Language Function: the content and


language focus of the learning task (e.g.,
How will students demonstrate understanding of the academic language in the different language
activities, discussions) represented by the demands (e.g., writing, speaking, reading, listening) in the lesson?
active verb in the learning objective(s) or
learning target(s) (e.g., apply, evaluate,
cause and effect, sequence, hypothesize,
infer, summarize, describe, explain) Students will demonstrate their understanding of the vocabulary by discussing it with their neighbors and
Language Supports: instructional
in group discussions. Students will be able to work with partners if needed for the web quest.
supports that help students understand
and successfully use the language
function (e.g., sentence starters, graphic
organizers)

Syntax: set of conventions for organizing


information (e.g., sentences, graphs,
tables); organizes language to convey
meaning

Discourse: how members of the discipline


talk, write, and participate in knowledge
construction using the structures of
written and oral language; discipline
specific discourse has distinctive features
or ways of structuring oral or written
language, or representing knowledge
.
visually

Step 3: Type of Assessment Format of Assessment (e.g., quiz, Supports, Accommodations, Evaluation Criteria
Design test, checklist, KWL chart, Modifications How will you know or
Assessment performance task) measure if the students have
Framework met the learning objective(s)
or learning target(s)?
Pre-assessment (2) KWL Chart Discussed as a whole class TW see what the students
already know about Ellis
Island before we explore.
Formative Students will fill out their web quest Students can work together if TW see if students were able
assessment(s) (2) needed to fill out the worksheet and
At the end students will fill out the successfully.
Learned sections of the KWL Chart Will be done whole group
TW see what the students
learned
Summative N/A
assessment(s) (2)
Assessment Plan Alignment (5)
Standard(s) Corresponding Learning Objective(s) Format of Assessment(s)
or Learning Target(s)
SS5H1 Describe how Students will be able to explain what The pre-assessment will help see what the students already
life changed in Ellis Island is and what it is like. know about Ellis island
America at the turn of
the century. The formative assessments have the students explaining and
1. Describe the describing what Ellis Island is like and what it is.
reasons
people
immigrated

3
to the United
States, from
where they
emigrated,
and where
they settled.

Pre-Assessment Data Summary (1)


N/A

Step 4: Materials Needed (4) Teacher Resources (must include podcasts): List all textbooks, children’s literature, CDs/DVDs, videos,
Create and on-line sources that are resources for you, the teacher, in determining the content and in teaching
Learning the lesson. Provide proper APA references.
Activities  Webquest worksheet by Violet Tabitha
o Ellis Island Webquest. (n.d.). Retrieved from
https://www.teacherspayteachers.com/Product/Ellis-Island-Webquest-920074
 Scholastic Website
o http://teacher.scholastic.com/activities/immigration/tour/index.htm
 Brainpop video on Ellis Island
o https://jr.brainpop.com/socialstudies/americanhistory/ellisisland/
o
Student Resources: List, and include, all handouts, worksheets, and other materials, including
assessments, that you will have students use in this lesson. Please make sure you cite your reference in
APA style. Include slide shows you plan to use. Note that slide images can be copied from Power Point
and pasted into Word documents. List all other materials needed, and the amount of each.
 Webquest Worksheet (provided above)
 Pencil
 Computer (we will go to the school computer lab)
Technology Students will complete a web quest
Connection (2) http://teacher.scholastic.com/activities/immigration/tour/index.htm
Brainpop
https://jr.brainpop.com/socialstudies/americanhistory/ellisisland/

Supporting Diverse How do you plan to differentiate your instruction related to the learning objective(s), learning target(s)
Learners (5) and/or central focus (e.g., content, process, product; representation, action & expression, engagement).
Explain how the support will assist a specific student and/or group with respect to the specific learning
objective(s) or learning target(s). For example:
 I will support my ELL student by providing pictures of vocab words such as the Statue of
Liberty so they can use the pictures as a reference
 I will support my IEP student by allowing them to work with a partner.
 I will support my EIP and RTI students by linking their background knowledge with the KWL
chart.
 I will support my gifted student by having them research Ellis Island to help push their
thinking.
 I will support my students with academic gaps by providing a vocab sheet for them that is
handy with pictures that they can reference.
Culturally Responsive How is the content of your lesson connected to the students’ assets (personal, cultural, and/or
Teaching (5) community) within your classroom? Be specific to the content of the lesson and the assets of your
students.
I will use culturally responsive teaching by activating the student’s background knowledge by seeing if
they know anyone who immigrated through Ellis Island.
I will use technology in my lesson.
Research and Theory, What specific research, learning theories, and/or principles of child development guided your
or Principles of Child instructional choices for this lesson? How are they applicable to your learning objective(s) or learning
Development (5) target(s)?
Background Knowledge-
According to Gambrell and Mazzoni, an effective teacher assesses what students know and link new ideas
and skills to prior understandings. I did this by having students fill out a KWL chart before diving into their
exploration of Ellis Island.

4
Instructional Anticipatory Set:
Strategies and TW say, “ So we have been talking about immigration but does anyone know how most people came to
Learning Tasks America?”
(include activities, SW answer
discussions, or other TW look for the answer Ellis Island but if students do not get there TW say, “Has anyone heard of Ellis
modes of participation Island?”
that engage students Guided lesson:
to develop, practice, TW say, “today we are going to explore Ellis Island and see what it was like! First I want to see what we
and apply skills and already know about Ellis Island. We are going to start a KWL chart for Ellis Island today.”
knowledge related to a TW make KWL chart
specific learning TW ask students what they already know about Ellis Island
objective(s) or learning Students will respond
target(s). Learning TW will write down student responses in the KWL chart
tasks may be After students have already written down what they know TW say, “Now I want you to turn and talk to a
scaffolded to connect neighbor and come up with some questions that you have about Ellis Island”
to prior knowledge and SW talk to their neighbors
often include TW listen in and observe
formative After two minutes TW ask students to share their questions
assessments) (10) SW share
TW write their questions under the want to know section of the KWL chart.
TW say, “Awesome! We came up with a lot of really great questions! Today we are going to do a web
quest today that will take us on a virtual tour of Ellis Island to prepare us for our Immigration day
tomorrow! Before we head to the computer lab we are going to watch a brainpop so we can get a basic
overview of Ellis Island.”
TW play Brainpop
https://jr.brainpop.com/socialstudies/americanhistory/ellisisland/
Once brainpop is over TW say, “Can someone tell me something new that they learned from the
Brainpop?”
SW answer
TW discuss student answers
TW say, “Okay so now we are going to head over to the computer lab and once we get there I want you
to go ahead and log on and wait for further instruction.”
Once we arrive at the computer lab
TW say, “Now I want you to find this webpage
http://teacher.scholastic.com/activities/immigration/tour/index.htm “
TW write the webpage on the whiteboard so students can use it as a reference.
TW pass out the Web quest once students are all logged onto the right place
TW go over the questions with the students and will do the first page with them to help show them how
it works.

Individual/Small group:
TW say, “I want you all to start on your webquest you can always work with a neighbor if you need to and
if you have any questions just raise your hand!”
Students will work on the web quest
TW be walking around and helping students

Connection to the Arts How would you incorporate creative expression through drama, movement, visual arts, and/or music into
(1) the lesson?
Students will look at photographs on the Ellis Island web quest.

Higher Order Thinking Create at least 5 higher-order thinking questions


Questions (HOTQs) On webquest:
(10)  Describe what an immigrant may have felt when looking at the statue for the first time?
 What do you think immigrants have in their bag? Why do you think they packed those items?
 Why do you think doctors only gave a 6 second exam?
 Why did some people think of Ellis as the Isle of tears instead of The Isle of Hope?
In Lesson:
 Can someone tell me what they learned from the brainpop?

5
Re-teaching, Re- Describe at least one new strategy for re-teaching the content and/or skills presented for students who
Engagement, Practice did not successfully meet the learning objective(s) or learning target(s) identified in the lesson.
(2)
Teacher will pull these students in a small group and will explain what Ellis Island is. TW show the video
on the scholastic website that show them what it looks like to help reinforce their idea of Ellis Island.
Extensions (2) Describe at least one new strategy for enriching, challenging or extending the content and/or skills for
students who successfully met the learning objective(s) or learning target(s) identified in the lesson.
To enrich my students knowledge of migration and movement I would have them go to the scholastic
website and go to the ‘Meet Young Immigrants” section. In this section students can read about
immigrants who are closer to their age, which might help them understand what it is like to be an
immigrant. http://teacher.scholastic.com/activities/immigration/tour/index.htm

Lesson Closure (5) Give a brief synopsis regarding how you will wrap up the lesson. How will students summarize and/or
share what they have learned related to the objective or learning target?
TW go over what the students learned on their webquest and will fill out the “learned” section of the
KWL chart.
TW remind students to dress up for tomorrows Immigration Day!
TW pass out a citizenship test for the students to review for Immigration day.