ARLINGTON CENTRAL SCHOOL DISTRICT APPR LESSON PLAN OUTLINE

Teacher:
Class:
Evaluator:

Course
Unit
Lesson Title
Objectives

Joseph Sullivan
Study Skills- Grade 8
Schetter, Eric

Pre-Conference Date:
Observation Date:

12/17/2013
12/19/2013

Study Skills- Grade 8

Westward Expansion-An era of change in the west 1865-1914
Exam Review
Students will examine and describe reasons for Westward
expansion with 80% proficiency.
Students will identify and explain specific characters and key
terms associated with Westward Expansion with 80%
proficiency.

Standards

CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue,

acknowledge and distinguish the claim(s) from alternate or opposing claims,
and organize the reasons and evidence logically.
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific
vocabulary to inform about or explain the topic
CCSS.ELA-Literacy.SL.8.1c Pose questions that connect the ideas of several
speakers and respond to others questions and comments with relevant
evidence, observations, and ideas.
CCSS.ELA-Literacy.SL.8.1d Acknowledge new information expressed by
others, and, when warranted, qualify or justify their own views in light of the
evidence presented.
Connections

Students have been developing self management skills and

becoming independent. Organization and prioritization is a topic
discussed daily to prepare for higher levels of education and
preparation for each class. All information discussed and defended
directly relates to material being examined in core classes. Todays
exam review will directly target the necessary information that will
be assessed in social studies.
Instructional
Materials/Resour
ces

Epson white board

Flip Chutes
I have, Who has? sheets

ARLINGTON CENTRAL SCHOOL DISTRICT APPR LESSON PLAN OUTLINE

Learner Factors

Environmental
Factors

Lesson
Plan/Rationale

Jig-Saw puzzles
ASR boards
Proficiency rubric visuals

All students will need a clear and visual example of daily

expectations.
Visual cues and verbal reminders explaining focus of objective,
independence and stamina are critical. Positive reinforcement is
essential for student success. Constant checks for understanding
and clarification will be addressed throughout the lesson. Planned
ignoring may be a factor for some student behaviors depending on
the day if how the students engine is running. Students who have
anxiety about working in the large group or pairs will be able to
withdraw them selves and work completely independently.
My students have demonstrated that they are all on different levels
of understanding, benefit from a variety of teaching styles and
require differentiated stimulation in order to grasp concepts. Each
section of the class spends a specific amount of time focusing on
skill development and concept understanding directly related to
what they have been studying in core classes. Throughout the
period students have learned to anticipate that they will complete a
plethora of daily formative assessments. All information discussed,
reviewed, examined and explained is often related to something
mentioned in other classes depending on what strength needs
building or weakness needs support.
The class will be set up in rows to begin. Each student will have to
prioritize and organize independently after completion of his or her
do now. When the mini lesson begins, desks will be turned toward
each other to create learning stations for partner work. Each station
will have a different activity for students to participate in. Each pair
is designed to support ones weakness and strength. Austin works
better when challenged by a student who is more socially
aggressive, like Hailey. Hailey will benefit from this pairing because
we want to support her strengths. One of Haileys long-term goals is
to be a teacher and she has shown enormous development when put
in leadership situations. Towards the end of class and to wrap up the
lesson the students will help assemble a large learning circle to
begin our formative assessment, I have, Who has? Prompting and
using a stopwatch helps will transitions.

The lesson begins with starting the do now.

Students will gather materials, inspect the rebus puzzle, and
illustrate their answer on the ASR board.
To close the warm up students will begin the week in review
then present and explain one question of their choice to the
class.
We will review objectives and agenda.

ARLINGTON CENTRAL SCHOOL DISTRICT APPR LESSON PLAN OUTLINE

Formative
Assessment
Strategies

Summative
Assessment
Technology

Notes

Planner check and self-check helps organize assignments and

review the classes individual learning goals for the week. Each
student has an integral part in assisting their peers in
completing their goal.
Concept of the day (mini-lesson) begins with students reading
the text from the Epson board.
Teacher will model each activity at every station before the
activity begins.
Partners will rotate every 2-6 minutes focusing on retaining
information and stamina. TAs will help with flow and guided
instruction throughout the room.
With 7 minutes left of class the students will meet in a large
group to participate in the closing activity that acts as the
formative assessment, I have, Who has?

The TAs and I will rotate to groups and monitor each pair by
providing direct feedback and necessary prompts. Notes will be
collected and shared with core-teachers to help direct better
instruction. Peer evaluations throughout the lesson helps develop
performance along with each student answering a concept question
of the week as they leave.
The results of the Social Studies test will be the summative
assessment for this lesson. The test usually consists of multiple
choice, matching, truefalse and short answer.
Students will be using teacher made learning styles manipulatives
and white boards. I will be presenting most information off of the
Epson board.
This is a diverse group of special needs students with disabilities in
the following areas: Speech and Language impairment, Other health
Impaired (ADHD, PDD, ED), Learning Disabilities (Math, Reading,
Writing) and Multiple Disabilities (Visual motor, LD). These students
require structure, routines and positive reinforcement to be
successful. In this class skills are re-taught, pre-viewed and
reviewed. Currently there are 8 students, 1 teacher and 2 TAs. All
students have shown growth since the start of the year and our
recent success has been one of our students, Rainford, leaving selfcontained math and joining the ICT 8th grade math.

ARLINGTON CENTRAL SCHOOL DISTRICT APPR LESSON PLAN OUTLINE

ARLINGTON CENTRAL SCHOOL DISTRICT APPR LESSON PLAN OUTLINE