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1. Focus and
Review
2. Statement of
Objective
for Student
3. Teacher Input
Time
10
minute
s
1
minute
15
minute
s
4. Guided
Practice
5. Independent
Practice
6. Assessment
Methods of
all
objectives/skills:
7. Closure
8. Assessment
Results of
The students will have an opportunity to raise their hand and tell
the words they found unfamiliar and things they found important.
The teacher will mention anything missed. The students will be
taking notes on their paper about what is talked about. At the end
of the small groups the students will be asked to complete 3
questions, where the teacher will direct them to a paragraph where
they can find the answer if the students are unsure.
Each small group is pre-grouped by their reading levels. The
students will be called by their group to the back to work with the
teacher. The other students will be reading their independent
reading books and taking notes on unfamiliar words and how they
used context clues and root words to figure it out. In the groups we
will chunk the paragraphs depending on the size of the paragraphs.
The students (if comfortable) will read a section that is chunked.
After a chunked section is read we will do the same that was done
25
as a whole class which is talking about important things in the
minute
paragraphs and the unfamiliar words. The students should be
s
taking notes. After we go through the whole passage the students
will be assigned 3 questions to go off in their groups to work on
together. What is this text mostly about? Turn to a partner and
summarize Thomas Jefferson and the Declaration of
Independence. What are two main ideas of the impact of the
declaration section? What text structure does the author use to
organize Thomas Jefferson and the Declaration of Independence?
The students will have 6 questions about summarizing the passage
and main ideas to complete after the small group. They will be able
to work as a group if they would like. The next day we will go over
10-15
the questions as a group and talk about why we got answers and
minute
make sure the students are correct. Students are to also go through
s
the passage and write down unknown words that we did or didnt
go over in the small group and write down how they figured out
what it meant using context clues.
The assessment will include two informal assessments. The teacher will
observe who participated in the group work and made notes. Then they will
be assessed by the questions they had to answer without the teacher.
They must know what the words in the passage mean so when the students
all
are looking at context clues for unfamiliar words they will know if the student
objectives/skills:
is correct or not. They should also know about the Declaration of
Independence and Thomas Jefferson. I will need a smartboard for the videos.
Targeted Students
Student/Small Group Modifications/Accommodations:
Modifications/Accommodations: For ELL
During the small group the students will be taking
students, the passage and or questions
notes on their papers on the vocabulary words and
will be read to them upon request.
will lead a lot of the small group themselves. This is
useful for students to learn how to take notes on
passages for the EOGs and to be independent of
reading passages because of the EOGs.
Materials/Technology: Smart board, brain pop video, passage for each student
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)
References:
https://www.brainpop.com/socialstudies/ushistory/declarationofindependence/
https://www.brainpop.com/socialstudies/famoushistoricalfigures/thomasjefferson/