SAU School of Education Lesson Plan Template

Note: All essential elements are identical to past lesson plans. Pay close attention to the depth of questioning and
thinking to occur within each element to show an increase in your expert lesson planning ability.

Indias Neighbors

Name: Michael Forsythe Time Allotted: 40 mins
Grade Level: 7th Subject(s): Social Studies
Materials Required: (create a bulleted list, including texts using APA format)

Material Quantity/ # of Copies
Interactive reader 55 Copies
Visualization Chart 55 Copies
Vocabulary Builder 55 Copies
Student Feedback Handout 55 Copies
Colored Pencils Already in Classroom

Place Materials on front table for easy access and organization
Michigan Content Expectations: GLCE/HSCE, Common Core State Standard (CCSS) or Next
Generation Science Standard (NGSS) include both the code AND fully written out expectation.

GLCE: 7-G6.1.2 Diversity and Nationalism investigate the tensions that may develop
between cultural diversity and nationalism within a country and their consequences.

7-G6.1.2.1 WHG Era 1 Population Growth and Resources Investigate how population
growth affects resource availability

7-g6. 1.2.4 WHG Era 3 Development- Investigate economic effects on development in a
region and its ecosystems and societies;

7-G6. 1.2. 5 Religious Conflict- Investigate conflict that arises from varying religious beliefs

Objective(s): A specific, measurable portion of a GLCE, HSCE, CCSS, or NGSS (may
more clearly state with Blooms taxonomy verb) including the level of proficiency. (3Cs =
Content/Performance, Condition and Criteria i.e. The student will {Blooms taxonomy verb}{level of Blooms
taxonomy learning} so that they demonstrate 4out of 5 or higher proficiency on the {end of lesson assessment
rubric}.

Objective 1:
TLW read about the different ethnic groups and religions that exist in the countries
surrounding India. While reading TLW answer questions that pertain to population
growth, ethnic conflict, and environmental threats with complete accuracy.

7-G6.1.2.1 WHG Era 1 Population Growth and Resources Investigate how population growth
affects resource availability

7-G6. 1.2. 5 Religious Conflict- Investigate conflict that arises from varying religious beliefs
SAU School of Education Lesson Plan Template
.
Objective 2:
After independently completing the interactive reader handout TLW briefly review and
compare answers with a partner.

Objective 3:

While working with partners TLW discuss each section of the visualize handout then
independently complete each section of the chart. TLW will successfully receive a yes for
each section according the description in the rubric.

Assessment: Throughout the entire lesson (For-formative and Of-Summative)

Throughout the lesson I will use the "turn to your partner" technique as a formative assessment
to make sure students understand directions. After I give the instructions I will have the student's
consider what it looks like to execute the instructions, then I will have the students repeat the
instructions their the peer sitting next to them (AFRE, 2008).
Assessment for learning
To find out where students are in their understanding of the Indias neighboring countries I will
observe their progress with the key interactive reader. To assess the students ability I will use a
grading checklist to make sure the students have demonstrated understanding of each section of
the visualize chart.
Expected product Achieved

Visualize: The picture or image was labeled.

Yes / No
Questioning or Wondering: The learner listed or made a drawing
of something that confused them or shared something that they
wondered about.

Yes / No
Connection to Real World: The learner connected a concept from
the reading something they experienced or previously discussed.

Yes / No
Determining central Idea: The leaner summarized what they
considered to be a critical idea from the reading

Yes / No
Above I removed all non-academic elements.

How do you assess that students are progressing towards or have mastered EACH objective?




SAU School of Education Lesson Plan Template

Instructional Procedure: What information do students need to accomplish the objective?

1. Anticipatory Set: ( 5 mins _)
TTW instruct welcome students to the classroom and instruct them to quickly and quietly
begin their bell work. TTW instruct the students to complete only the first portion of the
bellringer. Once the bellringer is completed we will answer and discuss the true statement
portion.

a. Provide brief review of previous related lessons (systematic)
i. The first portion of the bellringer is a review of previously learned
information.
b. Develop readiness for learning that is to follow
i. Instead of reviewing the second answer TTW state the purpose of the
lesson. The purpose of todays lesson is to gain a better understanding of
the different religious and ethnic groups living in the countries
surrounding India. As we explore these countries we will learn about the
different conflicts they face. You may remember how we discusses
population problems in India, be on the lookout for how population has
influenced the countries that surround India.







2. Instruction:
a. Direct Interactive Instruction:
I wrote a simplified agenda on the board for me t review with the students.
Time Allotted
(Minutes out of
40)
Task
5 Bellringer
8-10 Independently read Interactive reading handout
5-6 Meet with assigned partner to review answers
8-10 Discuss visualization chart and independently complete each section.
5-6 Begin vocabulary builder / Close the class by pulling cards for
students to share elements answers from their visualize chart.

b. Describe what the teacher will do TTW
i. TTW instruct remind students of classroom management expectations. I
know that when people work in groups they begin to raise their voices, so
instead of raising my voice I will raise my hand when the noise level has
become disruptive. When you see my hand go up like this...
(Demonstration) it means the volume of your voice needs to decrease. I
SAU School of Education Lesson Plan Template
need you to react as quickly and quietly as possible so that I can move on
with my instructions, I will not proceed until the room is silent."
1. I also asked for volunteers, used sticks, and told students raise
their hands if This helped me manage student behavior,
interaction; as well as assess their understanding and progress on
with each task.

ii. Today I will be paring you with another student, when you work with
your partner I expect you to respect one another. There is no need to react
to who you have been partnered with, instead I expect you to show you are
capable of working with each other despite your differences. TTW
emphasize treating one another with respect and kindness.

iii. Thank you for your attention. TTW explain the Interactive reader and
study Guide handout. For the interactive reader students will
independently complete the handout. After the students have
independently completed the interactive read TTW pair students to reread
and review answers. These pairs of students will review each answer and
discuss and independently complete the Visualize chart.
iv. I will inform students that if they complete the Interactive reader they
should work on the challenge activity at the bottom of the page. If they
finish this then they can visit the materials table and pick up a vocabulary
builder handout 1. (Differentiated Instruction).
v. Once students have completed the visualize chart they are to turn in their
assignment to the 1
st
hour/ 2
nd
hour folder.


3. Modeling:
a. During each class period TTW chose a student to model both tasks the learners
will be completing during the lesson. A student and TTW model independently
completing the interactive reader, TTW initiate the transition from one step to
the next so that the teacher can control the pace of the modeling. Once the teacher
initiates the partners coming together and sharing answers TTW demonstrate how
to properly discuss and complete the visualize chart with a partner. AS the teacher
model this behavior it is important to think aloud in order to model the thought
process Watch while I do this problem and Ill tell you what Im thinking as I
work. After sharing and comparing answer we will move on to our Visualize
chart. As we model the visualize chart TTW discuss what kind of picture they are
considering drawing in order to visualize the concepts from the text, then on their
own chart each individual will create their own visualization. TTW model the
same process for the Questioning/ wondering, connecting to real world, and
determining central idea section of the chart.
b. After modeling both tasks TTW thank the student demonstrator and explain what
the students need to do once they have successfully completed both task.
SAU School of Education Lesson Plan Template
c. When you are done working with your partner I need you to find a seat sit
patiently as you wait for your classmates. Thank you for allowing me to teach you
these two lessons, I have learned so much from you all!
d. TLW independently complete the interactive reader and if finished before the rest
of the class TLW work on the challenge activity at the bottom of the Interactive
reader handout.
i. If they finish the challenge activity the students can move onto the
vocabulary builder handout.
ii. For students that are taking longer to complete the interactive reader
independently TTW instruct the students to circle the question in red pen
and discuss their concerns with their partners. (I will distribute red pens as
I see fit instead of announcing this to the entire class.)

e. TLW work with a partner to compare and review their interactive reader handout.
Once the partners have finished reviewing they can move on to the visualize
handout, where students will discuss together but write their own answers
independently.

4. Guided Practice:
a. TTW Instruct students to review their answer with another student while teacher
support/guidance is given. To informally assess students progress TTW monitor
independent progress on the interactive reader by walking around the classroom.
If students have not corrected answers after reviewing the interactive reader with
a partner TTW pair both students with another group and allow their peers to
explain why their answer is incorrect. Student success on the interactive read
handout will allow the teacher to have an interim check for understanding and
gage the learners comprehension of the reading.


b. Independent Practice:
When the students can perform without major errors, discomfort or confusion,
then they are ready to develop fluency by practicing without the availability of the
teacher. Students will independently complete their visualization charts. Even
though students have a partner the goal is to verbalize their thoughts before
writing their answers down on the chart.
For students who have demonstrated an understanding of the content TTW
assign the second vocabulary builder that requires students to read each
sentence and choose the correct term from a word bank to replace an
underlined phrase. Then they will write the term in the blank space and
then define the term in their own words.
What proof do you have the students have arrived?
o My proof of student arrival will be their completion of the
interactive, vocabulary builder, and the completion of visualize
chart.

SAU School of Education Lesson Plan Template
5. Differentiated Consideration (Adjust instruction and assessments, tools, resources or
activities for students who):
Finish quickly
i. Students cam answer the challenge activity at the bottom if their
interactive reader. If they finish the challenge activity the students can
move onto the vocabulary builder handout.
ii. For students that are taking longer to complete the interactive reader
independently TTW instruct the students to circle the question in red pen
and discuss their concerns with their partners. (I will distribute red pens as
I see fit instead of announcing this to the entire class.)

6. Closure: (Allotted Time__5-6__)
a. Once all task have been completed we will visit the visualize chart and TTW pull
sticks and ask students to share their answer for one of the sections on the
visualize chart.


7. References

Salter, C.L. (2008). South and East Asia and the Pacific: Eastern World. Teacher ed. Orlando,
FL: Holt, Rinehart and Winston.
Formative assessment Strategies. Keys to instructional excellence. Retrieved from
https://sauonline.arbor.edu/bbcwebdav/pid-1703349-dt-content-rid-
6599496_1/courses/EDU429_SP14_1/FormativeAssessmentOptionsResource1(AFRE).p
df