DEPARTMENT OF EDUCATION AND TEACHER

DEVELOPMENT
CLINICAL TEACHING
COOPERATIVE LEARNING LESSON PLAN
ED 468: INTRODUCTORY SUPERVISED TEACHING: ______
ED 478: ADVANCED SUPERVISED TEACHING: ______
ED 467: INTERN TEACHING: ______
Candidate: Jennifer Schneidewind

Content Area: Social Studies

Date: May 17,

2016
(Deborah Lesson
#6)
Grade Level: 5th

Subject Matter: Planning a New Government

Lesson Content Description:
The students will get out their social studies INB
and turn to the next blank page. They will make
graphic organizers out of blank paper to take
notes on the Great Compromise and the ThreeFifths Compromise. Students will be split up into
two groups to research a certain compromise and
take as many notes on it as possible. Once each
group has a filled out chart they will take turns
sharing what they found with the class. Once the
graphic organizer is filled, the students will
answer focus question #1 and #4 with their
partner and the answers will be discussed as a
class.
Instructional Strategies/Method of Delivery:
Students will get out their INBs
Students will create a three fold graphic organizer
Students will be placed into two groups. Each group is assigned a
compromise to learn about and take notes on
The notes will be gone over as a class
The students will then be asked to answer question #1 & #4 with
their partners
The answers will be gone over as a class
Students will earn a stamp towards their social studies INB grade
for correctly completed notes
Common Core Standard:
5.7- Students describe the people and events associated with the
development of the U.S. Constitution and analyze the Constitutions
significance as the foundation of the American republic.

ELD Standard:
A. Collaborative:
1. Exchanging information/ideas: Contribute to class, group, and
partner discussions by following turn-taking rules, asking relevant
questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful
feedback
Common Core Cooperative Lesson Objective:
The students will be able to summarize and explain the compromises
(Great Compromise and the Three-Fifths Compromise) made to create
the constitution of the United States.
Assessment:
Formative:
Thumbs up/down if you understand/if you had the same response
Walking around and listening to group discussions
Summative:
Group discussion/answers
How they take their notes in their notebook (if their work is
thorough and complete they get a stamp; each stamp is worth 10
points towards their social studies INB that is due at the end of
each unit.)
Lesson/Assessment Modifications:
ELL:
Working in a group
Repeating directions
Visuals/labels
Special Needs:
Working in a group
Giving directions one at a time
Visuals/labels
Technology: Describe the types of technology you will be
utilizing in your lesson to create and enhance instruction (If no
technology is used, please explain why.)
Document Camera
Projector
Projection screen
LESSON PREVIEW PRIOR TO TEACHING
Prior knowledge required for this lesson/objective success
Articles of confederation
Northwest ordinance
Shays Rebellion
Review sub-skills required for this lesson/objective
Students have already pre-lead the lesson and done an
assignment on comparing and contrasting the Virginia Plan and
the New Jersey Plan
LESSON PRESENTATION
INTO
Step-by-Step Anticipatory Set/Orientation
Students are asked to get out their social studies INBs and open

up to the next blank page

They will be given a piece of blank paper and guided on how to
make a three fold graphic organizer
The outside of each flap will be named Great Compromise and
Three-Fifths Compromise
Students will be counted off by 1 or 2 at random
Students who are assigned #1 will find as much information as
they can about the Great Compromise, and #2 will find as much
information as they can about the Three-Fifths Compromise (7-10
minutes)

THROUGH
Step-by-Step Presentation of the Objective
Once they have the information, they will get into their same
number groups to discuss what they found (Share ideas, explain
why they wrote what they did)(5-7 minutes)
Students will then take turns sharing with the class the
information that they found and wrote down. Everyone will write
what is shared in the appropriate column.
BEYOND
Independent Practice/Summative Assessment of Each
Students/Groups
Once the graphic organizer is filled out, the students will answer
questions #1 &#4 on their own
Students will receive a stamp for points towards their social
studies INB grade for correctly completed work.