Running Doc - Final

The U.S.
Constitution
th
5 Grade
Christian Valdivia
EDU 512
Spring 2016
Dr. Rachel Timmons
California Baptist University
1
Topics Covered
U.S. Constitution
We The People
Exploring the U.S. Constitution
Development of the U.S. Constitution
Cause/Effect of the U.S. Constitution
2
3
Table of Contents
Objectives and Standards
Introduction.
Student List.
Vocabulary.
Literature
Poetry
Direct Instruction Lesson Plan
Concept Attainment Lesson Plan...
Generalization Lesson Plan
Inquiry Lesson Plan.
Vocabulary Lesson Plan.
Listening/Talk Lesson Plan.
Writing Lesson Plan.
Unit Schedule
Assessment...
Unit Reflective Commentary..
4
Objectives and Standards
Direct Instruction Lesson

Objective: After the lesson on the facts of the development of the U.S. constitution students in
grade 5 will list 10 facts both orally and in writing with accuracy.
Concept Attainment Lesson

Objective: After the lesson on the concept of the U.S. Constitution, students in grade 5 will be
able to state both orally and in writing the correct definition of constitution.
Generalization Lesson
Objective: After the lesson on using data to support generalizations, students in grade 5 will
apply this knowledge and develop generalizations concerning the topic of constitutions with
accuracy.
Inquiry Lesson
Objective: After the lesson on the U.S. Constitution students in grade 5 will be able to
describe orally and produce a timeline that describes the formation of the U.S. constitution with
95% accuracy.
ELA (Academic) Language Objective: Students in grade 5 will utilize research skills by
referring to details and examples in text and online resources. Students will also be given the
opportunity to explain and discuss information on a historical timeline.
ELD (Academic) Language Objective: Students in grade 5 will exchange information and
ideas through oral discussions. Students will be constantly interacting with peers in English
and become engaged with various visuals.
Vocabulary Lesson
Objective: After the lesson on the U.S. Constitution students in grade 5 will be able to define
and correctly engage the vocabulary in writing with 95% accuracy.
ELA Language Objective: Students in grade 5 will utilize research skills by referring to details
and examples in text and online resources. Students will also be given the opportunity to
explain and discuss information on a historical timeline.
ELD Content Objective: Students in grade 5 will exchange information and ideas through oral
discussions. Students will be constantly interacting with peers in English and become engaged
with various visuals.
Listening/Talking Lesson
Objective: After the mini lesson on the U.S. Constitution, students in grade 5 will be able to
compare and contrast events leading to the formation of the U.S. Constitution, which occur in
Liberty Kids and those from their research/textbook, students will discuss and write a reflection
paragraph with 95% accuracy.
ELD Language Objective: Students in grade 5 will utilize research skills by referring to details
and examples in text and online resources. Students will also be given the opportunity to
explain and discuss information in a one-paragraph reflection.
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Writing Lesson
Objective: After the lesson on the U.S, constitution, students in grade 5 will be able to write a
cause and effect paper about the events leading up to the U.S. constitution.
ELD Language Objective: Students in grade 5 will utilize research skills by referring to details
and examples in text and online resources in a cause /effect essay.
Standards
Social Studies Standard
1) 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.
2) Explain the significance of the new Constitution of 1787, including the struggles over its
ratification and the reasons for the addition of the Bill of Rights.
3) Understand the fundamental principles of American constitutional democracy, including how
the government derives its power from the people and the primacy of individual liberty.
4) Understand how the Constitution is designed to secure our liberty by both empowering and
limiting central government and compare the powers granted to citizens, Congress, the
president, and the Supreme Court with those reserved to the states.
5) Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of
individual Americans within a unified nation, to respect the rule of law, and to preserve the
Constitution.
CCSS ELA Standard
List the shortcomings of the Articles of Confederation as set forth by their critics.
Know the songs that express American ideals (e.g., America the Beautiful, The Star
Spangled Banner).
CCSS ELD Standard
Collaborative:
1) Exchanging information and ideas with others through oral collaborative discussions
on a range of social and academic topics.
Interpretive:
5) Listening actively to spoken English in a range of social and academic contexts.
Productive:
10) Writing literary and informational texts to present, describe, and explain ideas and
information, using appropriate technology.
College and Career Readiness Anchor Standard CCSS
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Comprehension and Collaboration:
1. Prepare for and participate effectively in a range of conversations and collaborations with
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diverse partners, building on others ideas and expressing their own clearly and
persuasively.
Conventions of Standard English:
1. Demonstrate command of the conventions of Standard English grammar and usage
when writing or speaking.
Introduction to Unit
SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create effective learning
environments and develop meaningful learning experiences which have an emphasis on
developing a deep understanding of content knowledge.
Relevance:
To fulfill the requirements of EDU 512, I created a fifth grade social studies unit, which focuses
on the Common Core State Standards topic of the U.S. Constitution. In this unit, I designed lessons
for a specific topic, including writing and vocabulary, which draw on a variety of instructional
approaches. These lessons include direct instruction, concept attainment, generalization, inquiry, and
several other mini lesson models that benefit student learning. All of the lessons provided throughout
this unit apply to the Common Core State Standards (CCSS) and are differentiated to meet the needs
of English Learners, Struggling Students, and GATE Students.
Link to Theory:
The lessons included in this unit reflect three major learning theories: behavioral theory,
information processing theory, and constructivist theory. For students who will need additional support
in these tasks, there are appropriate adaptations that have been included to accommodate these
specific needs. Overall, students benefit from literacy strategies, collaborative learning and SDAIE
strategies throughout the unit.
Professional Development:
This social studies unit has equipped me to prepare and plan lessons, which align with the new
Common Core State Standards (CCSS). The creation of effective linked objectives and aligned
assessments has provided me with essential knowledge, which I will carry into student teaching and
my educational career. I have been exposed to a variety of lesson models and learning strategies,
which will prepare me for organizing and teaching effective lessons that will help students engage
with their academic learning. The process of designing this unit has provided me with the opportunity
to include all necessary information within each lesson plan. Overall, I have been given the
opportunity to expand my content knowledge and further develop an understanding of education
preparation.
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Student List with Three Focus Students
General Student List with Three Focus Students
Gender General SES General Ethnic Describe

Level Academic Level Population Student Needs
13 Boys 0 on free lunch 3 high, 6 average, 4 6 Caucasian Average Students

Middle SES school low 4 Hispanic (No special needs)
3 African
11 Girls 0 on free lunch 5 high, 4 average, 2 7 Caucasian Average Students
Middle SES school low 2 Hispanic (No special needs)
2 African
EL Focus Student Low SES level Low average Hispanic Current teacher:
Both parents work Difficulty L1: Spanish Student struggles to
(late) maintaining L2: English maintain attention,
attention. Focus group used
Communicates in to reinforce
English but information
understand Spanish
much easier. Previous teacher:
Home schooled.
In-class Aide:
Runs focus group
with three other
students. Shows
some progress.
Special Needs None None None None
Focus Student
Advanced learner Average SES level High average, class Caucasian Current teacher:
Focus Student leader, active L1: English Proficient in all
participation categories.
Previous teacher:
Completes all
assignments ahead
of time. Has
separate folder of
work prepping for
higher grades.
In-class Aide:
Demonstrates
proficiency in all
academic
categories.
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Vocabulary
Lesson 1: Direct Instruction

Constitution: the system of fundamental principles according to which a nation, state,
corporation, or the like, is governed.
Amendment: an alteration of or addition to a motion, bill, constitution, etc.
Delegate: a person designated to act for or represent another or others; deputy;
representative, as in a political convention.
States: a politically unified people occupying a definite territory; nation.
Independence: freedom from the control, influence, support, aid, or the like, of others.
Lesson 2: Concept Attainment

Lesson 3: Generalization
Lesson 4: Inquiry
Lesson 5: Vocabulary
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Lesson 6: Listening/Talk
Lesson 7: Writing
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Literature Page
We The Kids: Preamble of the Constitution of the United States by David Catrow
Shh! Were Writing the Constitution by Jean Fritz
A More Perfect Union: The Story of Our Constitution by Betsy & Guilio Maestro
If You Were There When They Signed the Constitution by Elizabeth Levy
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Poetry Page
(List Poem)
U.S. Constitution
America the Great
Land of the free
Rights for all
Wars waged
Argument driven
Basic principles
Amended and changed
Brothers and Sisters
One people
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Lesson Plans
(Add a section divider to introduce your lesson plans.)
EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC
Behavioral Model - 100 Points
This rubric will be used to assess Direct Instruction lesson plans.
U.S. Constitution
Direct Instruction Lesson Plan
Lesson Number 1
Clarity and ease of locating each lesson component is expected. Please download this form and fill it
in for your lesson. Keep the headings and numbers for all sections as they are on this form.
1. MATERIALS/PREPLANNING (5 points)
Materials - List all of the materials you will need for teaching this lesson.
Social Studies Notebook
Photos of historical moments
Video
Projector
Chrome books
KWL chart
Vocabulary - List key vocabulary terms needed for this lesson
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Independence: freedom from the control, influence, support, aid, or the like, of
others.
Literature - List supporting literature or reading materials

2. OBJECTIVE (10 points) The social studies objective will state the learning that the students will attain by the end
of the lesson. Fill in the following objective for your grade level and unit topic.
After the lesson on the facts of the development of the U.S. constitution students in grade 5 will list 10 facts both orally
and in writing with accuracy.
The Objective should be one complete sentence with the ABCD Components.
State the objective in behavioral terms, as follows:
A=Audience: 5th Grade
B=Behavior: Students should list 10 facts about the U.S. constitution.
C=Conditions: Students should understand the important facts about the U.S. constitution.
D=Degree of accuracy needed to achieve the objective: Students should list 10 facts about the U.S.
constitution that are accurately stated both orally and in writing.
State the cognitive taxonomy level (Blooms ): Remember, define, duplicate, list, memorize, repeat, state.
List the standards met by this objective. Highlight in color the specific words in the standard that you are
addressing.
6) 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.
7) Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the
reasons for the addition of the Bill of Rights.
8) Understand the fundamental principles of American constitutional democracy, including how the government
derives its power from the people and the primacy of individual liberty.
9) Understand how the Constitution is designed to secure our liberty by both empowering and limiting central
government and compare the powers granted to citizens, Congress, the president, and the Supreme Court with
those reserved to the states.
10) Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans
within a unified nation, to respect the rule of law, and to preserve the Constitution.
CCSS ELA Standard
Know the songs that express American ideals (e.g., America the Beautiful, The Star Spangled Banner).
CCSS ELD Standard
Collaborative:
1) Exchanging information and ideas with others through oral collaborative discussions on a range of
social and academic topics.
Interpretive:
Productive:
10) Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
building on others ideas and expressing their own clearly and persuasively.
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1. Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout provided
in class.)
Lesson will be composition since students will be organize information for writing about 10 facts about the U.S.
constitution.
Language Demand Statement: edTPA p. 61
Students will use academic language geared towards writing their 10 facts in order to directly
relate to their prior knowledge.
Language Function Statement: edTPA p. 61
The content and language in this lesson will focus on the learning task of the U.S. constitution represented
by the active vocabulary used.
3. ASSESSMENT STRATEGY (10 points)

At completion of the lesson, SWBAT list 10 facts about the U.S. constitution. In their writing journals, students
will demonstrate their background knowledge by sharing their facts. In addition, this assessment will measure
how well students understand the information they are learning. Students new knowledge and understanding
will be informally assessed as they list, explain, and illustrate their facts about the U.S. constitution in their
journals. Overall, the following rubric will be used to formally assess their performance on the in-class activity
and grades will be kept inside the students journals.
Proficient (5 pts.) Basic (3pts.) Below Basic (1pt.)
Student illustrated 1 fact.

Student illustrated 1 fact. Student illustrated 1 fact.
Student wrote less than 5
Student wrote 9-10 facts in Student wrote 6-8 facts in
facts in complete sentences.
complete sentences. complete sentences.
Student wrote strong and Student wrote sentences with Student wrote very vague
sentences with no
descriptive sentences. some description.
description.
4. LESSON OPENING/PURPOSE (5 points)
Today in class we will be learning about the importance of the U.S. constitution. We will learn 10 facts that pertain to the
U.S. constitution so that we can understand the significance and implications on todays world. After you have learned the
10 facts, you will understand how the U.S. constitution affected has our lives.
Mention the types of students you have in your class. (ELL, IEP, GATE, etc.)
(3 EL, 1 IEP, 1 GATE)
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5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)
Describe what you will do to increase motivation for learning. Begin by doing something to get the students
interest hooked into what you are about to teach. Ask leading questions.
Ideas: Describe related activities or experiences they have had before. Remind them of previous learning that
relates new leaning to prior knowledge.
Ideas: Use artifacts, hands-on activities, photographs, costumes, hats, sounds, music, videos, books, etc.
As the students enter the room they will see the decorations themed towards important U.S. moments.
These pictures and /or objects will be talking points that ultimately lead to class discussions. I will share
moments in my life that was impacted by important changes in history due to the U.S. constitution, such as:
- What does the constitution have to do with you?
- What do you think started a constitution?
After the discussion I will introduce a short video of the U.S. constitution and talk about the importance of each
article.
Video: https://www.youtube.com/watch?v=Rk8dCnKIfP4
Provide Rationale for why you selected this strategy and link to this particular group of students.
This strategy is effective to broaden the thinking of students by allowing them to implement their own
opinions and thoughts. By presenting key moments that shaped the constitution the students will see
more connections with cause and effect. Engaging the students will have them understand one
another and the perspective of leaders past and present. The video will also help visually represent
differences in cultures and forms of government around the world.
LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND KNOWLEDGE,
PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED PRACTICE
POST STANDARDS
Post Standards in front of room where students can easily see them.
Draw student attention to standards.
RESTATE OBJECTIVE IN STUDENT TERMS

After the lesson on the U.S. constitution, you (students) will list ten facts about the constitution with accuracy (both
orally and in writing).
CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

Provide a rationale for why it is important to check for background knowledge. Link to your specific
class/group of students and their learning needs and styles.
Prior knowledge leads to a more efficient lesson in that all students will have an even foundation in
which to deliver the lesson with the objective clearly established. Also, activating prior knowledge
helps the teacher decide specific strategies for the students in order to reap the largest benefit from
the lessons. This allows for participation through discussion and collaboration with classmates. EL
students will also benefit from exposure to illustrations and group discussion.
Ask the students to brainstorm what they already know about the U.S. constitution. Place this information in the K (or
What We Know) column of the chart. Have them think about what they saw in the video to help them get started if
needed.
Ask the students what they would like to learn about in regards to this subject. Write these in the W (What We Want to
Learn) column.
Save the chart to be used at the end of the unit to when the students will report on what they have learned in order to
complete the L column.
Use KWL Chart from 50 Literacy Strategies (Tompkins)
Provide rationale for progress monitoring strategies you will use during each step of this activity.
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Explain your strategy for calling upon students in an equitable manner.
Monitoring progress throughout the lessons helps the teacher decide whether or not material needs
to be retaught. Using indicators or exit slips helps identify needs and trends in student work. Having
monitoring strategies such as pairing students or think-pair-share will create opportunities to
participate in discussions regarding the significance of the U.S. constitution. When calling upon
students I will focus on keeping attention of all students by calling on those who are having trouble
understanding the content.
K (What we know) W (What we want to learn) L (What we learned)

The U.S. constitution was Where do they keep it?
made a long time ago.
Presidents made the How is it changed?
constitution
Everyone is treated fairly Why did people create it?
There have been important Whats on it?
events that impacted the
constitution
Its an important document Is everyone in favor of it?
INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson
for this particular group of students/class.
Direct instruction and a visual presentation allows students to become familiar with the lesson that is being
taught. For example, through direct instruction I have the opportunity to introduce the topic that is being taught
in class readings. In addition, introducing pictures and using a comprehensive video at the end helps students
become fully engaged with the new content they are learning. Because of this, the class will have the
opportunity to learn about the importance of the U.S. constitution throughout the world with the use of
technology. The 10 facts we learn in class will also have accompanying images for visual learning and include
the vocabulary words we are studying.
Explain how your strategy incorporates EL students background.

By presenting these teaching strategies to the class, EL students will have the opportunity to gain learning
since visuals will help them understand the important topic we are studying. In addition, it allows them to also
use background knowledge from their own previous experiences that differs from the U.S. The visual
presentation will introduce the important facts that these students can also acquire and apply to their KWL
charts while working with other peers. This gives them the opportunity to organize ideas and learn new English
vocabulary words that may influence their future learning.
(Ideasselect several of these or add your own ideas.)

Go over vocabulary words, which will be in the reading. List the key vocabulary words.
Read page or view video clip (Provide sources for getting the ten facts) Source Title: 10 Fast Facts on the
Constitution
o http://constitutioncenter.org/constitution-day/about-constitution-day/10-fast-facts-on-the-constitution/
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Put a picture up on Power Point of each of the main facts for the students to look at as we read about them. The
video will also be paused in order to write the facts. This will also help EL students due to the visuals in the video
and the PowerPoint.
Show an artifact of topic:
A replica of the U.S. Constitution
See attached list of facts. Ask the students to give the facts they remember about the U.S. constitution. (Sample
5 facts)
The U.S. Constitution was written in the same Pennsylvania State House where the Declaration of
Independence was signed
Written in 1787, the Constitution was signed on September 17th
The U.S. Constitution was prepared in secret, behind locked doors that were guarded by sentries.
In 1791, Americans added a list of rights to the Constitution. The first ten amendments became known as The
Bill of Rights
Of the 55 delegates attending the Constitutional Convention, 39 signed and 3 delegates dissented
Informally check for understanding: Discuss the facts on the U.S. Constitution.
Be sure all students understand the facts by listening to responses, (using group pair share strategy etc.)
Explain here:
Students will review the 10 facts once or more in their groups where they can discuss the facts and share
which ones are most important. In addition, I will ask several open-ended questions that may lead them to
further discussions. I will listen to their responses and provide clarification if needed.
MODELING SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the next lesson step
for this class.
Modeling the assignment by pointing out organization and structure of the U.S. constitution will help
students with future assignments. Also, drawing from the 10 facts will assist in their illustrations. In their
own interactive notebooks the students will list a fact and illustrate what the definition means to them. This
is geared to assist EL students by giving ample opportunity to avoid difficult or confusing words by allowing
them to showcase their knowledge with no added pressure. The journal is also there for a future reference
as students will have the opportunity to add more information if desired to assist with future assessments.
Write the facts about the U.S. constitution on the board as the students say them.
Tell the student they are going to write these facts into their journals.
They will illustrate at least one of the facts on the constitution at the top of the page.
Then they will write the title, Facts about U.S. Constitution under the picture.
Next, they will write ten facts about U.S. Constitution from the list created above.
Demonstrate each step by drawing/writing it on the white board as you describe it to them.
Review simple sentence structure.
Show the students a copy of what the page should look like.
An example of the how the finished product in the student journal should look will be available to the students.
TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard?
In the lesson, the use of visuals is essential in understanding the standard. Using video and pictures that signify
various key points in understanding the significance of the constitution assist in setting up future classroom
discussion. In this discussion students will be allowed to pull from their notes to ask questions to myself and
their peers while I provide feedback to ensure the lesson remains geared toward overall comprehension.
CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class.
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The students interaction with one another will be assessed informally by observing their discussion
with their table partner or group. The teacher is constantly walking around the room while mastery of
the lesson will be observed formally through an assignment that has the students write a short
reflection in order to converse with one another. I will observe and provide feedback while intervening
at times to implement key points/conversation starters.
Ask several of the students to repeat the instructions they have been given.
The students will first write a rough draft of their facts. Check on the students as they work.
Continue to check for understanding of the facts related to the U.S. constitution through use of questioning strategies
both during and after the task is completed.
GUIDED PRACTICE STRATEGY

The teacher will check for accuracy while students are working on assignment and provide written and oral feedback.
Students will share their facts with their shoulder partner and edit for capitals and punctuations.
Check each students work and edit as necessary before the students make their final copy.
Be sure to check for spelling, punctuation, capitalization and sentence structure.
Once their final edits have been made, the students will copy the final work into their journals.
7. CLOSURE EL/SDAIE: Questioning for review
Ask students to share what they wrote for their facts.

Ask them to show their pictures.
Go back to the KWL chart and ask the students what they have learned about patriotic symbols that we studied today.
Fill in the L section of the chart.
Ask some specific questions about the symbols. (Example of questions might be how many star and stripes on the flag
and why, what did Benjamin Franklin want to have as the national bird, where can they find the Great Seal).
Call on some of the students to define the vocabulary terms.
Learning facts about U.S. Constitution.

K (What we know) W (What we want to L (What we learned) Q (What new questions
learn) emerged?)
The U.S. constitution Where do they keep The National Archives in Washington D.C.
was made a long time it? (Is there a lot of security?)
ago.
Presidents made the How is it changed? By a two-thirds majority vote.
constitution (What happens if the vote passes?)
Everyone is treated Why did people Guaranteed certain basic rights for its
fairly create it? citizens.
(Can certain rights be taken away?)
There have been Whats on it? Americas national government laws.
important events that
impacted the
constitution
Its an important Is everyone in favor of Debates occur to change or alter new laws.
document it? (Do the debates normally fix problems?)
Ask the students if anyone has anything to add about where they have learned about the U.S. constitution.
Remind the students about key elements of the facts they have listed and what they now have learned.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class.
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Upon completion of the in-class assignment, the students will be assigned a homework assignment
that prompts the students to learn more about the U.S. constitution. I will model and address the
expectations while asking the students to bring in facts that they research in order to create
classroom discussion. These facts will in turn be more in-depth since they will have the opportunity to
discuss their viewpoints with their parents/guardians. Overall, students researching more facts will
entice them to better understand the world around them.
Assign the students the project writing 5 more facts for their journal. They will also be asked to look for more pictures to
add to the journal.
Tell the students that the work they do at home is to be done as neatly as was done in class today. They need to use good
penmanship, correct spelling and sentences, and correct capitals and punctuation.
The homework will become part of their journal on constitutional significance to be on their desks for parents to see at
open house.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed description of

three students and the adaptations for each student in the three areas in chart below.
1. Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your literacy instruction in this learning segment. As needed, consult with your cooperating teacher to
complete the charts. Some rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different
strategies/supports or accommodations/modifications to instruction or assessment. For
example, students
With Individualized Education Programs (IEPs) or 504 plans

With specific language needs
Needing greater challenge or support
Who struggle with reading
Who are underperforming students or have gaps in academic knowledge
Students with IEP and 504 plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual 2 Close monitoring, large print text, window card to
processing isolate text
In each section do the List and Describe 3 strategies from your
following: texts that will aid each students
Describe Student & learning.
include: Provide page numbers and title of texts
and/or attach a copy of the strategies to
Strengths your lesson plan submission.
Provide a rationale as to why you believe
Present levels of each strategy will be helpful for each student
performance listed.
Weakness that you

will support
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Student: Boy, 4th grade 1 Strategies: Letter Arcs, Letter Sorts,
Alphabet Book.
Strength: Leadership
and positive influence Rationales: Guided reading with a group of 3
on other students or 4 students that can help the struggling
student gain exposure in a controlled
Present level: Below
environment. I believe this strategy will be
average
effective in establishing a foundation for
Weakness: Letter future instruction by raising the students
identification confidence.
Students with Specific Language Needs

Language Needs Number of Supports,
Accommodations,
Students
Modifications
Example: English 2 Pre-teach key words and phrases through
language learners with examples and graphic organizers (e.g., word
only a few words of cluster, manipulatives, visuals)
English
Have students use pre-taught key words and
graphic organizers to complete sentence starters
Example: Students who 5 Make connections between the language students
speak a variety of bring and the language used in the textbook
English other than that
used in textbooks
In each section do the 2 Strategies: Identify and use prepositions,
following: extend ideas, use a range of conjunctions.
Describe Student &
include: Rationale: Incorporating 5 stages including
Boy and Girl: 4th grade prewriting, drafting, revising, editing, and
publishing. These stages can be used to help
Strengths: Work well students express their ideas by having teachers
together. scaffold spelling and other mechanical skills.
Present levels of
performance: At grade
level with teacher
assistance
Weakness that you

will support: Students
with difficulty with
vocabulary words and
sentence structure.
Students with Other Learning Needs

Other Learning Needs Number of Supports,
22
Accommodations,
Students
Modifications
Example: Struggling 5 Leveled text, targeted guided reading, ongoing
readers reading assessment (e.g., running records, miscue,
conferencing)
In each section do the 2 Strategies: Sounding out, sight word reading,
following: automatic word reading.
Describe Student &
Rationale: Using literacy play centers to help
include: Boy 4th grade
students understand the roles of items. The
incorporation of phonemes, graphemes, and
Strengths: Reads
digraphs help the formation of new words.
quickly but confuses
sounds of digraphs.
Present levels of
performance:
Average/Below Average
Weakness that you

will support: Difficulty
understanding the
alphabetic principle
10. ATTACHED STUDENT WORK:
11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis (SAMPLE BELOW- Add to it and develop
it in appropriate manner)
Sample Statement: This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was
utilized because the students lack knowledge; therefore, the knowledge needs to be given to them in an explicit manner.
Scaffolding was used in writing facts on the board in order to guide the students in writing their facts using complete
sentences. Link your rationale to the specific lesson objective/standard cognitive level and
corresponding descriptive words (i.e., list, understand).
ADD MORE Of YOUR OWN IDEAS
Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.
23
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Creating
Evaluating
Analyzing
Appling
Students will comprehend 10 facts about family, which will provide a base for moving into additional
Understanding lessons.
I used Direct Instruction for this lesson because it is a simple and systematic way to learn new
Remembering information regarding the U.S. constitution.
Instructional Preparation Reflection Checklist

Complete the following reflective check list for each lesson in your unit. You can add or delete
items in the check list. This is to help you become aware with the components you have
included in your lessons which will also help you write your commentaries for the EdTPA
tasks.
Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of o Modeling o Whole group o Advanced
Content o Guided Practice o Small groups o EL
o Background o Independent Practice o Pairs o Other
Knowledge o Comprehensible Input o Works Independently
Language was
Content was adapted for Facts and organization was Entire class was shown concentrated on each
EL students. modeled for students. process of 10 facts and student to teach to his or
24
Background knowledge Students were guided broken down to discuss her level.
was addressed at the through the process of in groups.
beginning of the lesson. finding 10 facts.
Integration of Processes Application Assessment Objective

o Reading o Hands on o Rubric o Linked to Standard
o Writing o Meaningful o Group o Integrated with
o Speaking o Linked to objectives o Written Language Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning o Formative
o Vocabulary Lesson connected to
A rubric was used to standards.
Students read the Student product was based assess the final project.
material and were on meaningful information
engaged in listening and linked to learning objectives.
viewing of images
related to their content
vocabulary.
Notes for next lesson:
o Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc.
Students benefited from the use of a KWL chart in order to activate prior knowledge. A weakness was revealed when
needing to incorporate the vocabulary words.
o Students needing more help

Students will be allowed to partner up for think-pair-share in order to gather questions to ask during group instruction.
o Content adaptations
Students will be involved in lessons that integrate visuals and motivational strategies that support a wide variety of
necessary adaptations.
o Vocabulary clarification
Students exposure to the same vocabulary words for this unit will be beneficial for the
25
26
CONCEPT ATTAINMENT LESSON PLAN FORM
California Baptist University School of Education
We The People
Concept Attainment Lesson Plan
Lesson Number 2
Note: Clarity and ease of locating each lesson is what is needed.
Materials - List all of the materials you will need for teaching this lesson.
Video
Projector
Chrome books
KWL chart
Vocabulary - List key vocabulary terms needed for this lesson
27
others.
Literature - List supporting literature or reading materials

2. OBJECTIVE (10 points) Must contain the word concept You should be able to know this lesson will be on
developing a concept by reading the objective.
After the lesson on the concept of the U.S. Constitution, students in grade 5 will be able to state both orally and
in writing the correct definition of constitution.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
Lesson will be Composition since students will be gathering and organizing information
for writing and understanding the definition of constitution. Word choice and using
active voice to discuss definition is also essential.

CCSS ELA Standard
CCSS ELD Standard
Collaborative:
Interpretive:
Productive:
28
speaking.
ELD Standard(s)
o Level 1 (B): Demonstrate comprehension of oral presentation and instructions through non-verbal responses
o Level 2 (EI): Listen attentively to stories/information and identify key details and concepts using both verbal and
nonverbal responses.
o Level 3 (I): Listen attentively to more complex stories/information on new topics and identify the main points and
supporting details.
o Level 4 (EA): Listen attentively to stories and subject area topics, and identify the main points and supporting
details.
Students will use specific academic language while writing their definition in order to
participate in a learning task that demonstrates their disciplinary understanding.
The content and language in this lesson will focus on the learning task of the U.S. constitution
represented by the active vocabulary used. Therefore, students will identify main ideas and
details that represent the concept. In addition, they will be comparing ideas with others.
3. ASSESSMENT (10 points)

Note: A rubric would work well for this assessment
This lesson will be assessed by the written definition in the student journal. The definition must include three
descriptors and three examples of the term/concept amendment.
Students will also be assessed informally by listening to their oral definitions of the concept of amendment.
Basic (2 points) Below Basic (1 point)

Proficient (3 points)

Student illustrated/provided 3 Student illustrated/provided 2 Student illustrated/provided 1

examples. examples. example.
Student wrote a definition including 2 Student wrote a definition with

Student wrote a definition including
descriptors. 1 or less descriptors.
3 descriptors.

Student was able to provide an oral

Student was able to provide an Student was unable to
definition with some degree of
accurate oral definition. provide an oral definition.
accuracy.
4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for learning!
At the beginning of the day students walk in with their table groups decorated and labeled with a law that impacts
everyday life. The students will then be asked to name the law that is assigned to their tables and begin discussion to how
it can be improved. Then as a class, each group will designate a lead person to facilitate their ideas to the others. I will
then write the ideas on the board and bring up the word amendment and how it can be used to adjust/improve the law.
Then read Shh! Were Writing the Constitution by Jean Fritz to gain exposure on how laws were created and how they are
changed.
29
5. PURPOSE (5 points)
Boys and girls, today we will be learning about constitutions. It is important to understand constitutions because
they play a major part in embracing laws to improve the lives of the popular sovereignty. In learning about
constitutions, you will have the opportunity to understand our government, how it came to be, and important
changes made that influenced life today.
LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
This lesson model will help build student knowledge based on the concept of constitution. I will
model the concept by demonstrating examples with the use of materials to help students gain a
greater in-depth understanding. In addition, students will have the opportunity to discuss the different
viewpoints presented by the table groups in order to evaluate whether laws can be changed for the
better and apply them to their own experiences.
Prior to starting the lesson body do the following:

Restate the Objective in Kid terms
After our lesson today, you will know how to define what an amendment is and how to describe its use.
Mark SDAIE in bold type where it applies.
(SDAIE-Use visuals to show examples and non-examples)
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
Step One- Definition:
The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of constitution.
According to the dictionary, Constitution means: the system of fundamental principles according to which a
nation, state, corporation, or the like, is governed
Step Two - Examples:
Bullet each example and leave space between each new example.
The teacher must present (5 6 ) examples of the new concept.
This is an example of an article. It has been amended because it was first created with a purpose to serve
the people and has been altered or amended to better fit the needs of the people.
This is a constitution because it has been impacted or created a minor change of an article to better the
lives of others.
This is a picture/copy of the constitution. The laws and articles listed are all examples of amended
articles.
This is a picture of the bill of rights. These are the first ten amendments that are the foundation of basic
rights.
This is an example of the Articles of Confederation. This was changed or amended to become the present
United States Constitution.
Continue this format for 5-6 examples. Fully script each statement. The repetition is the key to teaching this
lesson well.
However, Do not just copy and paste for each example.
Step Three - Non-examples:
Bullet each non-example and leave space between each new example.
30
Give, 5 or so, non-examples with reasons why they are not examples of the concept.
This is a document of school rules.

It is not a constitution because it does not have amendments that are acknowledged by a governed state.
This is a document of classroom rules. It is not a constitution because we created these rules.
This is a document of our lesson plan for the day. This is not a constitution since we can always do a
different lesson.
This is a format for an essay. This is not a constitution since the prompt is open to adaptation depending
on the writer.
This is a powerpoint presentation. This is not a constitution since we are able to make changes quickly
and not be governed by its content.
Give 5 more examples of what is not an example of the concept and the reasons why it is not. It is very important
to go over each item and compare and contrast them so students can clearly understand the concept.
Step Four - Mixed Examples:
Bullet each mixed example and leave space between each new
example. Present them and ask students to distinguish between them. Give 5 mixed examples with clear
responses of why and why not.
Here is an annual report. Is this an example of a constitution? It is not a constitution because an annual
report is based on one subject.
This is a company report. Is this an example of a constitution? It is not since it can be changed year to year.
Here is a charter. Is this an example of a constitution? It is since its an official document describing the
goals, rights, or principles of an organization.
This is a concept statement. Is this a constitution? It is not since its a short document about the purpose of a
project.
This is a draft. Is this a constitution? It is not since this is the beginning work of a later document.
Vocabulary. This is where students have a chance to develop the correct

terms/vocabulary and really own the terminology.
Step Five - Redefine Concept:
The teacher must ask students to define the concept in their own words. You should have given several clear
attributes of the concept that students can easily repeat and write in their journals. Now it is their task to write
the new term with the meaning and description in their journal under the vocabulary for this unit.
They could also illustrate the term and give various examples and non examples. Let them be creative in how
they enter the vocabulary terms. This will help them remember the vocabulary and make it useful for them.
You could say: (Word this part according to the group you are addressing)
Boys and girls, turn to your partners and say the definition of constitution in your own words. This is your
chance to practice saying (rehearsing) this new term. Be sure you both state the definition and give several
good examples and state why they are good examples.
31
Fully script 2 or 3 student responses.
Student: A constitution is a set of laws that help organize the way we live.
Student: A constitution is something that can be changed or amended to fit the need of the people.
Now, have them write the definition in their own words in their journal.
Next, please take out your journals and enter this term Constitution.
Also write the definition in your own words and give several examples. Explain how constitution is used and
how its different from other documents, impacts your life, etc.
Lesson Step Six - Student Examples:
The teacher must ask the students to find or suggest additional examples of the concept to show their
understanding.
Students, now it is your turn to own this concept. You are the experts so your task is to find more examples.
You could look in the books I have gathered in our classroom library or on the Internet. You could look in your
textbook or search on your chrome books.
You might find more examples when reading the newspaper or watching the news. They often report things
that can be traced to a concept of the constitution. (Give them several places to find more examples of this
concept. The more they see where it belongs the better they will come to understand and be able to use the
vocabulary.)
Step Seven Response to Learning the Concept:
Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on
the EL/ELA objectives and the Social Studies content of the lesson body.
ELD Level Emerging Response to learning:
Listening SWBAT Demonstrate active listening to read-alouds and oral presentations by asking and answering yes
-no and wh-questions about the constitution with oral sentence frames and substantial prompting and support.
Speaking SWBAT Use a select number of general academic and domain-specific words to add detail about the
constitution while speaking and composing.
Reading SWBAT Describe ideas, phenomena, and text elements based on understanding of a select set of grade-level
texts and viewing of multimedia with substantial support about the constitution.
Writing SWBAT Collaborate with the teacher and peers on joint composing projects of informational and literary texts that
include a greater amount of writing, using technology where appropriate for publishing, graphics, etc. about the
constitution.
ELD Expanding Response to learning:
Listening SWBAT Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules,
and asking and answering questions about the constitution.
Speaking SWBAT Use a growing number of general academic and domain-specific words in order to add detail or to
create shades of meaning about the constitution while speaking and composing.
Reading SWBAT Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of
32
grade-level texts and viewing of multimedia with moderate support about the constitution.
include some writing (e.g., short sentences), using technology where appropriate for publishing, graphics, etc. about the
constitution.
ELD Bridging Response to learning:
Listening SWBAT Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules,
and asking and answering questions about the constitution.
Speaking SWBAT Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non
-literal language to create an effect or to create shades of meaning about the constitution while speaking and composing.
Reading SWBAT Describe ideas, phenomena and text elements using key details based on understanding of a variety of
grade-level texts and viewing of multimedia with light support about the constitution.
include a greater amount of writing (e.g., a very short story), using technology where appropriate for publishing, graphics,
etc. about the constitution.
7.CLOSURE (5 points)
Gather students at the discussion table or on the rug. It is now the end of the day and students are
prepared to go home. Wrap up the learning with a chance for students to practice key learning once
again. In this case it will be the new concept you have introduced.
Provide something like the following dialogue:

Boys and girls please come to our talking circle. We have much to discuss.
Today we studied the concept of the constitution. Now it is your turn to own this information. Lets practice saying what
we have learned about the constitution. Who would like to begin?
Continue this dialogue until students have rehearsed their learning several times.
End with each student stating the learning to the person next to him/her.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale/justification for your choices.

Asking students to own the concept of the constitution provides independent practice in that students
are able to create their own rules/laws that will govern their table groups and ultimately the classroom.
This lesson represents practice in applying information that allows the students to create dialogue
with one another to attain more ideas. In researching laws and fairness, students will be exposed to
new information that will benefit them moving forward.
The teacher assigns the students the task of finding additional examples of the concept on their own. For
example, students can look in books, library or computer for additional examples.
The teacher clarifies what the students are to do with the additional examples of the concept that they
identify. Students will write on a 3x5 card why the constitution is relevant to their lives. They will then enter
them in the social studies journal on this theme and write 3 facts that support their response.
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)
33
Provide text pages and a short description of the strategy. Explain how strategy is helpful to your focus students
and rationale for selection.
Provide feedback for each of the 3 focus students on the work sample. (See
edTPA for directions on feedback)
ELL Learner Describe specific feedback type to help learn the essential literacy
W/Few Words strategy
(Juan) Home Language: Spanish

Approx. Level of Language Proficiency: Beginning
Learning Style: Visual
Personal Interests: Playing sports with older brothers and friends.
Enjoys interacting with other students but seldom expresses himself
with words.
Three Potential Adaptations:

1) Since the student learns visually the first approach would be
to label the common items in the classroom.
2) Second, utilizing the chrome books and a translator function
can assist Juan in completing assignments at the same pace
as the other students.
3) Juan can begin working with a higher-level student to
improve his socializing and raise his confidence in order to
practice his English more frequently.
Rationales:
1) Juan learns visually. By labeling the room he gains constant
exposure to common items and begins to assimilate them in
his sight word development.
2) Using chrome books allows for Juan to determine how much
assistance he needs. I feel this is helpful in keeping him at
the same pace as the rest of the class.
3) Pairing Juan up will eliminate the need for separation in the
classroom due to his lack of fluency. Having exposure to a
higher-level student will assist Juan in his overall English
development.
Technology:
I would opt to introduce more visuals in order for Juan to understand
the difference between a normal document and the constitution. The
visuals will allow for him to be engaged and help guide discussion.
Student with low Home Language: English
reading ability Approx. Level of Language Proficiency: Below Average
Learning Style: Aural
(Derek) Personal Interests: Enjoys drawing and wants to become an artist.
Tends to get lost when time to read but is very creative when
working with others

1) Pair Derek with the writers of the class in order for him to
be able to maximize his creativity,
2) Instruct Derek to read various examples of the constitution
and draw his own.
3) Use small group to use his drawings to create context and
have him read aloud.
Rationales:
34
1) Pairing Derek with writers will have him engaged and
focused so he attains the necessary information.
2) By using drawing as a reward Derek will be motivated to
attempt reading where necessary assistance will be provided
to him.
3) Using his work, as an artist will help him build confidence in
his reading by allowing him to express his skills by doing
something he enjoys.
Technology:
I would opt to allow Derek an opportunity to organize his desk to
create a sort of display. This ties into the group work and allows all
students to become engaged in his creativity while also placing him
in the leadership role so he feels compelled to read aloud his groups
information.
Student with Home Language: English
advanced literacy Approx. Level of Language Proficiency: Advanced
skills/other Learning Style: Kinesthetic
Personal Interests: Student enjoys sports, board games, and takes
(Julie) on a leadership role when prompted to work with others.

1) Julie is capable of running a group so she will be a leader in
small group interactions.
2) Student is able to quickly formulate a plan when instruction
is given so she will be able to assign roles for her peers.
3) Julie is capable of completing a task before the total time has
expired so additional or extension activities will allow her to
thinking critically about the constitution.
Rationales:
1) Julie is a strong leader and everyone in class responds well
to her.
2) Groups tend to start slow so assigning a leader will allow
roles to be delegated effectively.
3) Julie will be able to express her new knowledge with
retention activities or class wide discussions that will benefit
all the students.
Technology:
I would opt for Julie to use her chrome book to conduct further
research into the constitution. This will prepare her for upcoming
lessons and activities.
Fill in chart below with additional strategies to support the learning or extend lesson
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. KWL Chart What we know, want to know, Allows students organize SWBAT organize thoughts
and what we want to learn. thoughts and create in order to reach higher
interesting questions for learning and difficult
future assessment. questions.
2. Service Learning Combines content with civic Allows learning to be SWBAT look beyond the
responsibility in project form. structured and enables classroom in order to find
The learning is structured and the students to reflect on the meaning in the
supervised and enables the what and why the lesson lessons taught in the
student to reflect on what has has taken place. classroom. Keeps
taken place. motivation and
engagement high.
35
50 Literacy Strategies
1. Revising Groups Read drafts aloud, offer Allow students to go SWBAT revise and identify
(116) compliments, ask clarifying through a revising stage errors in their writing.
questions, offer revision to achieve a higher level
suggestions, repeat the of work.
process, and make plans for
revisions.
2. Sketch-to sketch Read and respond to a story, Allows for creativity for a SWBAT expand learning
(126) discuss the themes, draw change of pace in a direct by adding art and
sketches, share sketches, instruction lesson. presentations.
revise and make final copies.
50 Social Studies
Strategies
1. Decision Making Isolate a decision for study, Allows for a consensus SWBAT come to a
(80) determine reasonable on the lessons so all solution as a group and
alternatives based on students are involved and identify problems with
historical sources of evidence, following intently. their decisions through
and discuss alternatives. discussion.
2. Learning Centers Organize tables to groups, use Allows for collaboration SWBAT collaborate with
(141) groups to determine talking and exposure to new one another and enhance
point and representative for ideas from the formed learning by being able to
the group, students walk groups in the classroom. teach one another their
around and get ideas for their viewpoints.
constitution.
Technology Chrome books, manipulation Allows for learners of all SWBAT use various
Resources of desks, types to be engaged and resources in order to
focused on the lesson reach a consensus in
objective. group activities.
10. (10 points)

THEORETICAL OVERVIEW: Provide an overview of the theoretical basis for this lesson model and a
rationale for why you have selected this content for this lesson model. Link your rationale to the specific lesson
objective/standard cognitive level and corresponding descriptive words (i.e., analyze, compare).
This lesson is taught by using information processing theory to attain the concepts. Add more here
36
thinking.
Evaluation
Synthesis
Analysis Concept attainment model is based on helping students examine the concept of constitution.
Concept attainment model is based on helping students apply their knowledge of the word constitution
Application
and discuss whether or not other documents are related.
Comprehension
Knowledge
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you were a student
in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the class.
37
GENERALIZATION LESSON PLAN AND RUBRIC 100 Points
Exploring the U.S. Constitution

Generalization Lesson Plan
Lesson Number 3
1. MATERIALS (5 points)
Materials
White Board
Video
Projector
38
Chrome books
We The People Liberty Kids
https://www.youtube.com/watch?v=CNTNueTl904
https://www.youtube.com/watch?v=1ZoCuXJZcsg
Vocabulary
others.
2. OBJECTIVE (10 points)
The objective will state the learning that the students will attain by the end of the lesson.
State the objective in behavioral terms, as follows:
1. A=Audience: 5th Grade
2. B=Behavior: Apply knowledge and develop generalization concerning the topic of
Constitutions.
3. C=Conditions: Students should understand the generalizations they have made about
Constitutions.
4. D=Degree of accuracy needed to achieve the objective: Students should gain knowledge
and develop generalizations about Constitutions.
The key question to ask: Can this objective be assessed and what will the student be able to think,
say, or do when the objective is accomplished?
Note: In this lesson plan, the objective will include the following words: finding
generalizations that are supported by data.
OBJECTIVE: After the lesson on using data to support generalizations, students in grade 5 will apply
this knowledge and develop generalizations concerning the topic of Constitutions with accuracy.
Blooms Level of Taxonomy: Evaluate & Synthesis
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
Lesson will be Composition since students will be gathering and organizing information on a graphic organizer in order
to gain knowledge and develop generalization of constitutions today and in the past. Word choice and using active voice
to discuss generalizations and vocabulary is essential.

39
CCSS ELA Standard
CCSS ELD Standard
Collaborative:
Interpretive:
Productive:
speaking.
Students will use specific academic language (vocabulary, functions, discourse, syntax) while writing their definition in
order to participate in a learning task that demonstrates their disciplinary understanding.
The content and language in this lesson will focus on the learning task of families/ancestor represented by the active
vocabulary used. Therefore, students will identify main ideas and details that represent the concept. In addition, they will
be comparing ideas with others.
3. ASSESSMENT (10 points)
Students will be informally assessed while I observe their interactions in class and group
discussions on the concept of generalizations.
Students will be formally assessed through their work in their Social Studies journal of
constitutions and comparing them to other forms of constitutions that exist/have existed.
This journal will be displayed for parents to view on Back to School Night an versions will be
posted on their PowerSchool accounts/profiles.
Independent work (presentation posters) will be authentically assessed. Attached rubric provides
details for assessment.
Standard Unsatisfactory Satisfactory/Good Excellent

After the lesson - Student did - Generalizations - Looked at facts
on using data to not use data were surface and data.
support to form incomplete - Accurate
40
generalizations, conclusions - Student used generalizations
students in grade - Made random insufficient data. according to
5 will apply this guesses - 2 of 3 data.
knowledge and generalizations - 3 generalizations
develop were correct. in data.
generalizations - Illustration for
concerning the each in Social
topic of Studies
Constitutions with Notebook
accuracy. - Generalizations
were in correct
grammar with no
spelling errors.
4. PURPOSE (5 points)
The main purpose of this lesson is for students to come up with generalizations regarding
constitutions. They must demonstrate background knowledge from previous lessons and connect
it to new information in order to create generalizations.
Good morning boys and girls. This week we had been studying about the U.S constitution. What
are some quick and interesting facts that we learned so far? (Give students time for responses)
Excellent examples! Now, for today we are going to use all the knowledge weve learned so far
and connect it to different forms of constitutions. We studied the term itself (constitution) in our last
lesson so now we can directly pull information about constitutions and how they impact our
lives/society. Therefore, today we are going to gain more insight on how the constitution was
made, how it changed our country, and how different forms of constitutions exist throughout the
world.
5. ANTICIPATORY SET/Motivation for Learning (5 points)
I will introduce students to a short power point that contains photos of constitutions and events
that exist today and events that happened in the past.
Then I will have students identify differences and similarities they see within the photos
Next, I will share an aspect of the constitution that has impacted my life and pertain it to how we
can better our lives and the lives of others.
I will then ask students to share any of their experiences/ideas with the class and
I will then read If I Could Change The World by Dan Kearley
o https://www.poetrysoup.com/poems/best/constitution
6. LESSON BODY (25 points)

Justify for your choice of strategies.
Students will apply their background knowledge on the topics about constitutions. In addition, students will use
prior knowledge or their own experiences to consider present day examples of constitutions, which influence
one another.
Note: The inducing-a-generalization technique helps pupils arrive at an explanatory

generalization by applying their own logical thinking skills. The teacher begins by selecting a
41
well-validated generalization and finding specific examples that support its truth. The
learners are presented only with this evidence. They are challenged to develop an
explanatory generalization that is consistent with the evidence. These steps are typically
followed:
Step 1. Pupils look at evidence the teacher has made available such as lists, data charts,
artifacts, videos and science demonstration activities.
Class, we have learned about constitutions in our previous lessons. We have discovered
many facts about constitutions, such as influences and differences between different forms.
Today, we are going to look deeper into two specific areas dealing with constitutions, such
as influences/events today and influences/events in the past. I am dividing our classroom
into two groups. I want the first group to list events going on today and the second group to
list events that have happened in the past on our classroom white board (the chart will
already be posted on the board). When your group has finished listing 5 events, I would like
for you to quietly sit on the floor with your group so we can see with what we came up with.
(Students are allowed to use chrome books, texts, and pictures to assist them in finding
information regarding influential events they have been assigned to complete).
Events Today Events in the Past

Columbia struck a peace deal Women Get the right to vote in
ending 50-year battle. 1920
Brazil and North Korea impeach Civil rights act in 1964
their presidents All of the wars
North Korea conducted missile and Cultural revolution after the Vietnam
nuclear tests War
Russia interfered with U.S. United Nations was formed in 1945
presidential election.
Donald Trump won the presidential
election.
Class, can you share with me what you notice about the facts we have in front of
us? I see a lot of things that we can study.
S1: It looks like events today and events in the past share similar things, like changing
the way people live.
S2: I also see differences in both charts since events before started the changes. I
would not like to live back then because of the fighting and changes.
How do you think we might organize this information? (Student answers)

S1: We can put together the things they share the same.
S2: We can also put together the things that are different from each other.
S3: We can make different colored lines for each, like how the events may have
branched from one another or from a constitutional principle.
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.
Some ideas are as follows. If necessary use Mind Talk (where teacher speaks out loud
so students can follow the thinking) here to help them get started:
42
Lets see, what do we notice about the information we have? Give student
answers.
S1: I see that events today impact a lot of people and events in the past impacted a
lot of people too.
S2: Events in the past seem more violent that they are today.
S3: Events today and in the past appear to help the majority of people or try to.
S4: I see that everyone today often votes on events and people in charge acted
alone with events in the past. I would like to vote and have my say with events.
What can we say, in general about this information?

S1: I see that events today and in the past are a little different depending on the
countries.
S2: I also see that we share same things.
S3: Events in the past have shaped how we handle events today.
S4: Events that violated that countries constitution werent allowed and that often
led to wars and for society to change.
Step 3. Finally, ask students to develop generalizations based on the information discussed.
Encourage them to analyze the data, then use their analysis to form an educated guess or
hypothesis. Model as needed.
Class, how do you think we could explain the relationships and general trends we
see? Can anyone think of a way to say it? Script (Ex. What have they learned
about voting, rights, and some constitutional principles etc?) Add several
student responses and script the discussion.
S1: I learned that events in the past have shaped the future.
S2: People are all given rights.
S3: Events today have allowed for change to happen to create a better place to live.
S4: A constitution is very important to not forget what was learned. Learning from
events helps make all of our countries better.
Is there anything we could say about how this could apply in a similar situation or
in another place? (Ex. . What kinds of events have shaped a country to have
the laws they have).
S1: Constitutions around the world share similar laws like the United States.
S2: Constitutions around the world celebrate moments that brought about a good
change.
S3: Constitutions around the world are upheld by their people because they care and
want to be better.
Write the students generalizations on the board or on an overhead transparency as

they think of them. Accept all that are suggested. In your lesson plan, be sure to
script possible responses from your students.
Add the list here.
Bullet responses:
When constitutions exist people are aware of events.
I see that both charts have similar things and a constitution helps frame them.
43
Events in the past had a large influence on life today. Like, the civil rights act and
women being able to vote.
Events today are influenced by principles of the constitution. Before events helped
make laws to make the constitution better for everyone.
Have students consider each of the proposed generalizations. Is each

generalization supported by the data? Script this discussion.
Facts on the chart are from things we have researched.
I remember the pictures we saw about different constitutions these past few days.
All constitutions are similar and I remember reading the book about it.
7. CLOSURE (5 points)
Ask the students to state here, in their own words, what they learned about the use of data to
form generalizations. It is here that you pull them back together as a class for a moment.
Ask:
What did you learn from the data today concerning constitutions?
Are changes always made to benefit the majority?
What have we learned about using facts/data/evidence to solve problems? (generate new
ideas, form conclusions, etc.)
The issue here is to help students learn the PROCESS as well as to develop the
PRODUCT. They should be able to express in their own words the learning they
acquired.
Ask them if they have any other comments. Script possible responses.
S1: Do you think constitutions will change again? Like 100 years from now?
S2: Why did constitutions back then need big events to occur to improve and benefit
more people?
Teacher should restate the learning one last time in another way.
Fully script what you will say as well as possible student responses.
Class, today we used our knowledge about events today and in the past to discover how they
have influenced constitutions. We also used the information we studied to make
generalizations between the two, such as their similarities and differences. As you can see
constitutions have existed for a long time and they tend to make us act how we do today. In
addition, constitutions around the world are similar and will likely continue to be similar. If you
looked at data from other countries it would also be similar. Of course, there are differences
but it is those differences that make us able to learn from one another.
S1: Events occur that help us shape the kind of future we want to live in.
S2: Having a constitution allows us to believe in whats best for everyone.
S3: Constitutions are different and they were like that in the past too.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale.
Asking students to evaluate constitutions and significant events allows for them to discuss their new
information with their classmates. As a teacher, I will provide them with independent practice since it is
44
consistent with what students have learned in class. In addition, it requires them to think independently and
use resources outside of those used in the classroom. This lesson represents training in the area of applying
and classifying information, so a mild form of independent research is an ideal task for learning outside the
classroom. Independent practice will often create a dialogue at home and will allow students to share what
they learned or get insight from their family that may have shaped their lives or how they live. In researching
and reading about constitutions, students will discover new information, which will benefit them as we move
forward on the topic of the U.S. constitution.
After students have completed their Venn Diagram, they will be able to share
Assign work that is to be done without your help. (Ex. Now students can write in their
journals about the ideas discussed. This can be an open-ended writing that allows for
further thinking.
The list of generalizations will still be visible on the board or a chart and students can
also list them in the journal. Some will need the reference and others wont need it at all
but you have taken care of a diverse range of writers and thinkers.
Student will be assigned to create a Venn diagram where they write a brief statement to
compare and contrast constitutions today and in the past pertaining to events
This will give students the opportunity to make further generalizations with their own desired
events.
They can also be challenged to ask their teachers, peers, parents how events changed the
way they view the constitution.
They will also be asked to draw a picture of how events influenced by the constitution have
been changed for the better.
The assignment will be assessed by using a rubric:
Proficient (3 points) Basic (2 points) Below Basic (1 point)

Student provided/compared Student provided/compared Student provided/compared
4-5 points between 2-3 points between at least one point between
constitutions/events we constitutions/events we
These
constitutions/events we
studied in class. Included all studied in class. Included Venn
studied in class. Included all
necessary components and all necessary components diagrams
necessary components and
will did so in presentation and did so in presentation did so in presentation
be hung in
format. format. format.
our classroom
wall after sharing and comparing/contrasting their findings with their classmates. They will also
include their drawings in their Social Studies Journal. Both of these assignments will be
displayed for back to school night where parents/guardians have the opportunity to explore the
unit the students have been learning about.
After several sessions of this type of lesson, students should be able to analyze
another set of data and formulate generalizations on their own.
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the group? Provide specific strategies that might be
used for each type of learner. Provide a rationale by answering How and Why for each student group. Attach
Student List with descriptions of the 3 key students you are addressing below.
I would provide different strategies in order to fulfill differentiation/adaptation with my students

(EL, Challenging, Advanced). Therefore, some strategies would be to include visuals, such as
videos, presentations, and pictures to teach the lesson. In addition, provide small-group
interaction, which will allow students to grasp the information more, I would include additional
learning of examples and resources in order to allow students to exercise comprehension of
45
research. Most importantly, classroom technology (computers) would provide more instruction
on the lesson we are studying.
10. THEORETICAL OVERVIEW (10 Pts.):

This generalization lesson model is based on the constructivist and information processing
theories. This lesson allows students to finding relationships and conjectures from a particular
sent of topics to make generalization between, such as constitutions. Students will have the
ability to apply these generalizations and apply them to new situations or other areas of
learning; especially those pertained to social studies. Overall, students are able to compile the
information they learned about constitutions and apply it to make generalizations describing
other instances of influential events and their impact. Most importantly, understand how
constitutional principles from the past are similar to those today and will continue to be similar
in the new ages to come.
thinking.
Generalization Instruction plan is based on helping students evaluate the differences between
constitutions around the world. This lesson plan also allows students to apply their previous
Evaluation
background knowledge about constitutions to the new information gathered throughout this
lesson.
Generalization Instruction plan allows students to construct a list of facts regarding
Synthesis
constitutions around the world by synthesizing their similarities and differences.
46
Analysis
Application
Comprehension
Knowledge
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the
assignment just as if you were a student in your class. Use the appropriate paper,
print, and line size suitable for the developmental level of the class.
These Venn diagrams will be hung in our classroom wall after sharing and
comparing/contrasting their findings with their classmates. They will also include their drawings
in their Social Studies Journal. Both of these assignments will be displayed for back to school
night where parents/guardians have the opportunity to explore the unit the students have been
learning about.
47
INQUIRY - MINI LESSON PLAN
EDU 512
Page 34 Scientific Method Timeline of Development of U.S. Constitution
(who,what,when,where,why)
Development of U.S. Constitution
Inquiry Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: Timeline
Name: Christian Valdivia Date: 2/28/17 Grade

Level: 5th grade
48
Social Studies Content Learning Objective(s): After Grade Level Content Standards:
the lesson on the U.S. Constitution students in grade 5 will be - Students describe the people and events associated
able to describe orally and produce a timeline that describes with the development of the U.S. constitution and analyze
the formation of the U.S. constitution with 95% accuracy. the Constitutions significance as the foundation of the
American republic.
ELA (Academic) Language Objective: Students in
grade 5 will utilize research skills by referring to details ELA Language Standards for Grade Level
and examples in text and online resources. Students - List the shortcomings of the Articles of Confederation as
will also be given the opportunity to explain and discuss set forth by their critics.
information on a historical timeline. - Know the songs that express American ideals (e.g.,
America the Beautiful, The Star Spangled Banner).
ELD (Academic) Language Objective: Students in
grade 5 will exchange information and ideas through ELD Standards (2014) for Grade Level
oral discussions. Students will be constantly interacting Collaborative:
with peers in English and become engaged with various 1) Exchanging information and ideas with others through
visuals. oral collaborative discussions on a range of social and
academic topics.
Cog. Taxonomy/DOK Levels: Interpretive:
- Level 1: recall: define, identify, illustrate, who, 5) Listening actively to spoken English in a range of social
what, when, where, and why. and academic contexts.
- Level 2: Skill: classify, collect, summarize, Productive:
organize 10) Writing literary and informational texts to present,
- Level 3: Strategic thinking: investigate, cite describe, and explain ideas and information, using
evidence, and differentiate. appropriate technology.
Central Focus Statement:

Students will gather and organize information regarding the U.S. constitution on a historical timeline
through the use of texts and online resources.
Language Demand Statement: edTPA

Students will use specific academic language while sharing their information regarding the U.S.
constitution in order to execute a learning task that will demonstrate mastery of the content.
Language Function Statement: edTPA

Students will understand the function of active vocabulary when executing the learning task related to the
U.S. constitution. Students will focus on main ideas and details regarding their significant moments in the
formation of the U.S. constitution.
Materials Key Academic Vocabulary Research Based Learning Strategies

- Poster
paper/board Constitution: the system of - Gallery Walks (Tompkins)
- Crayons, colored fundamental principles according to - Timelines (50 SSS)
pencils, markers. which a nation, state, corporation, or - Story boards (Tompkins)
- Access to the like, is governed. - Historical Fiction (50 SSS)
internet and Amendment: an alteration of or - Open mind portraits (Tompkins)
texts addition to a motion, bill,
- Social studies constitution, etc.
journal Delegate: a person designated to act
for or represent another or others;
deputy; representative, as in a
political convention.
States: a politically unified people
occupying a definite territory; nation.
Independence: freedom from the
control, influence, support, aid, or
the like, of others.
Pre-Assessment: How Motivation Strategy: How will you catch Real World Connection: How are learning
will you determine prior attention of students and focus their goals relevant to students lives?
knowledge? minds on the learning goals?
49
Students will have the opportunity to
In utilizing gallery walks Students, you have been chosen to make contemplate about the future; their future
all students will be able your impact on the future by by understanding and utilizing their prior
to move around and understanding your history. This task is knowledge of the past. This lesson allows
view images or media crucial in understand why we are able to students to dive deeper with their own
designed to spark sit and converse the way we do. We are thoughts and desires for their future self.
interest. Also, this looking for moments throughout our They will note these aspirations on their
strategy is useful in history that caused us to get to where we timelines to be shown in the classroom.
accessing prior are today. After conducting your research
knowledge by having you will be asked to organize your
the images correlated thoughts on a timeline and argue your
with previous lessons. innovative perspective.
Students will be able to
answer deeper
questions regarding the
U.S. constitution such
as: what would have
happened if the
constitutions werent
formed? How could our
world we live in be
different?
All strategies will be research based Students: Practice and Application

and from one of the texts. Please Note meaningful activities, interaction, strategies,
provide reference for each. practice and application, feedback in each of the
three areas below.
Teacher: Presentation/ Learning
Activities (Strategy Steps) 1. Students will be paying attention and listening
(includes language and content to directions provided.
objectives, comprehensible input, 2. Students will answer the questions.
strategies , interaction, feedback. Use 3. Students will be presented with motivation
bullet points in each of the three areas a) Students will recall past lessons
below. b) Students will engage with example of
timeline
1. Teacher will appear first and present 4. Students will be split in four groups in order to
gallery walk. develop a timeline.
2. Teacher will direct conversation to 5. Students will begin researching inquiry.
connect prior lessons and trigger
background knowledge. Collaborative (engagement with others)
3. Teacher will present motivational 1. Students will be thinking, pairing, and
strategy. sharing with classmates.
a) Address key findings of past lessons
b) Address a moment that can be
used in a timeline.
4. Teacher will break students into four
groups to make timeline.
5. Teacher will dismiss students to begin Interpretative (comprehension and analysis
researching additional significant of written and spoken texts)
moments. 1. Students will interpret background
knowledge in order to depict various
moments related to the development of
todays world.
2. Students will work together in order to
Collaborative (engagement with connect past and future perspectives at
others): grade level.
1. Students will work in mixed
groups. Productive (creation of oral presentations
2. Students will collaborate to and written texts)
develop focus ideologies driven 1. Students will collaborate in developing a
toward their future. timeline.
2. Students will collectively present their timelines
Interpretative (comprehension and to the class.
analysis of written and spoken texts) 3. Students will produce a paragraph that
1. Students will be addressing addresses what was learned and implications from
background knowledge in order to the learning process in how their choices in
exhibit comprehension of prior moments are impacted by their individual
50
lessons. perspectives.
2. Students will comprehend grade
level materials while providing
information that connects past and
future perspectives.
Productive (creation of oral

presentations and written texts)
1. Students will present timelines
while highlighting the importance of
key events that have shaped the
world today.
2. Students will present projects as
groups.
3. Students will each provide a
written statement to why the
moments they chose have
implications on their independent
views.
Review and Assessment: What specific assessment Student Reflection: How will you provide for student
tools are being used? reflection on learning?
Whole-group assessment: Students will produce a Students will write reflections in their social studies
finished timeline that depicts and provides notebook based on their attained knowledge. Students will
information relating to a specific moment be challenged to think critically about how their lives have
regarding the U.S. constitution that they been influenced by their findings.
researched. Students will include illustrations,
images, and be graded on presentation of
information.
Individual assessment: Each student in the group will

produce one sentence noting how a moment has
implications on their future. In addition, the rubric will
be used to evaluate participation.
Teacher Reflection Extension:

What do you anticipate to be a problem for specific Based on data/evidence, what are the next steps for
students in completing either objective? future lessons? Provide evidence for your answer.
ELD Objective: An extension activity that would allow students to

EL and struggling students may struggle to identify develop an active voice with their writing would be
information from within the texts. Students will also find from writing a letter to a political figure such as a
difficulty with the language barrier in understanding the governor or the president.
deeper meaning in the content. In addition, the
vocabulary may cause confusion if not implemented with
visuals.
Content Objective
Students will struggle with picking the information most
relevant to their timelines. Also, in choosing and
gathering information EL students may not want to
participate.
What would likely go well? Why?

Students will benefit from collaboration and conversing
with one another. In presenting their timelines they will be
able to practice using visual aspects that coincide with
their perspectives.
In what area(s) would you like to develop more

proficiency?
Students will benefit from direct instruction in order to
develop effective research skills.
51
What theory or theorists would most strongly
support use of this strategy?
The theory that strongly supports direct instruction
focuses on knowledge discovery through actively being
engaged in learning research skills.
Attach copy of student work

Timelines will be displayed throughout the
classroom while their individual reflections will be
filed for an end of the year portfolio.
Strategies to extend the lesson- Fill in chart below:

Wright Text Description of strategy How strategy is Rationale for
helpful selecting & links to
student/standards
1. KWL Chart What we know, want to Allows students SWBAT organize
know, and what we want to organize thoughts thoughts in order to
learn. and create reach higher learning
interesting and difficult questions.
questions for future
assessment.
2. Service Combines content with civic Allows learning to SWBAT look beyond
Learning responsibility in project form. be structured and the classroom in order
The learning is structured enables the to find the meaning in
and supervised and enables students to reflect the lessons taught in
the student to reflect on what on what and why the classroom. Keeps
has taken place. the lesson has motivation and
taken place. engagement high.
50 Literacy
Strategies
1. Story Boards Students are able to Addresses using EL students can
(131) manipulate and sequence visuals in order to understand concepts
stories and examine target EL students. based on visuals and
illustrations more carefully. branch towards the
initial lesson.
2.Hot Seat (51) Students filling in roles in When addressing a Allows students the
order to explain large unit and opportunity to
viewpoints/perspectives. make it diverse. summarize ideas.
50 Social
Studies
Strategies
1. Community Students are able to act on Students will feel Differentiation is
Building (3) leadership and roles in which welcome and provided in order to
to improve the academic willing to have students
atmosphere. participate in understand one
lessons. another and their roles.
2. Discovery Students are able to Students are Students are welcome
Learning (29) research and discover driven towards to study and approach
content at their grade level. utilizing their problems with various
learned skills to solutions.
expand.
Technology Chrome books, manipulation Allows for learners SWBAT use various
Resources of desks, of all types to be resources in order to
engaged and reach consensus in-
focused on the group activities.
lesson objective.
52
Social Studies Vocabulary and Handwriting
MINI LESSON PLAN
U.S. Constitution
Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: What do you know about the U.S. Constitution?
Name: Christian Valdivia Date: 3/9/17 Grade

Level: 5th grade
Social Studies Content Learning Objective(s): After Grade Level Content Standards:
the lesson on the U.S. Constitution students in grade 5 will be - Students describe the people and events associated
able to define and correctly engage the vocabulary in writing with the development of the U.S. constitution and analyze
with 95% accuracy. the Constitutions significance as the foundation of the
American republic.
ELA (Academic) Language Objective: Students in
grade 5 will utilize research skills by referring to details ELA Language Standards for Grade Level
and examples in text and online resources. Students - List the shortcomings of the Articles of Confederation as
will also be given the opportunity to explain and discuss set forth by their critics.
information on a historical timeline. - Know the songs that express American ideals (e.g.,
America the Beautiful, The Star Spangled Banner).
ELD (Academic) Language Objective: Students in
grade 5 will exchange information and ideas through ELD Standards (2014) for Grade Level
oral discussions. Students will be constantly interacting Collaborative:
with peers in English and become engaged with various 1) Exchanging information and ideas with others through
visuals. oral collaborative discussions on a range of social and
academic topics.
Cog. Taxonomy/DOK Levels: Interpretive:
- Level 1: recall: define, identify, illustrate, who, 5) Listening actively to spoken English in a range of social
what, when, where, and why. and academic contexts.
- Level 2: Skill: classify, collect, summarize, Productive:
organize 10) Writing literary and informational texts to present,
- Level 3: Strategic thinking: investigate, cite describe, and explain ideas and information, using
evidence, and differentiate. appropriate technology.
Students will receive direct instruction relating to 5 domain specific academic vocabulary words. Following
the instruction, students will be able to correctly utilize the importance of the U.S. constitution and its
significance throughout the world.
Students will use specific academic language (vocabulary, functions, discourse, syntax) while sharing their
vocabulary words about the constitution in order to participate in a learning task that demonstrates their
disciplinary understanding.
by the active vocabulary used. Students will also provide examples and details that represent their
vocabulary words. In addition, they will be comparing ideas with others.
53
List of 5 vocabulary words (provide text chapters/reference)
Pencils Constitution: the system of
fundamental principles Tapping into Prior Knowledge
Crayons, Markers, Colored
according to which a nation, (SDAIE)
Pencils
state, corporation, or the like, is Contextualize the Lesson Group
5 sheets of white copy paper for
governed. Discussion, Hands on Activities
each group
Amendment: an alteration of or (SDAIE)
Social Studies Journals
addition to a motion, bill, Activate Background Knowledge,
Chrome books
constitution, etc. Scaffolding (Tompkins)
Dictionary Delegate: a person designated Student to Student Interaction
to act for or represent another (SDAIE)
or others; deputy; Think-Pair-Share (McEwan-
representative, as in a political Adkins)
convention. Visualize-Organize (McEwan-
States: a politically unified Adkins)
people occupying a definite Collaborative Books (Tompkins)
territory; nation.
control, influence, support, aid,
or the like, of others.
Pre-Assessment: How will you Motivation Strategy: How will you Real World Connection: How are
determine prior knowledge? catch attention of students and focus learning goals relevant to students lives?
their minds on the learning goals?
Students will discuss their ideas and Students will have the opportunity to
thoughts on what they know about the Students, you have been tasked with bring their thoughts about the future to
U.S. Constitution. The class will come being creative in this lesson. In learning writing. Each group will be able to
together and initial thoughts will be about the U.S. Constitution we have collaborate just how our founding fathers
written on the board for all to see. focused on these words. As a group we did and students will learn how to
will explore the significance and organize their ideas that will be noted in
importance of the U.S. constitution. After their social studies journals.
we found information in our groups we
will all contribute to a class mural about
our future and how it has been shaped by
the U.S. constitution.
All strategies will be research based and from one Students: Practice and Application
of the texts. Please provide reference for each. Note meaningful activities, interaction, strategies,
practice and application, feedback in each of the three
Teacher: Presentation/ Learning Activities areas below.
(Strategy Steps)
(includes language and content objectives,
comprehensible input, strategies , interaction, feedback.
Use bullet points in each of the three areas below. Academic Language Development: (How will this
Academic Language Development: (How will this happen in the following three areas?)
happen in the following three areas?)
1. Teacher will appear first and deliver motivational 1. Students will be paying attention and listening
strategy. to directions provided.
2. Teacher will direct conversation to connect students 2. Students will brainstorm based on the vocab
thoughts to the lesson. words.
3. Teacher will instruct students to write on the board 3. Students will collaborate and write on the white
their initial thoughts of the 5 vocab words. board their initial thoughts of the 5 vocab words.
4. Teacher will show sample of finished project for 4. Students will see example of finished project.
students. 5. Students will begin researching the five words.
5. Teacher will dismiss students and the researching will
begin.
Collaborative (engagement with others):

1. Students will work in mixed groups.
2. Students will collaborate to develop focus
54
ideologies driven toward the future.
Collaborative (engagement with others)
Interpretative (comprehension and analysis of 1. Students will be thinking, pairing, and sharing
written and spoken texts) with classmates.
1. Students will be addressing background
knowledge in order to exhibit comprehension of
prior lessons. Interpretative (comprehension and analysis of
2. Students will comprehend grade level materials written and spoken texts)
while providing information that connects past 1. Students will interpret vocabulary words in
and future perspectives. order to depict various moments related to the
development of todays world.
Productive (creation of oral presentations and 2. Students will work together in order to connect
written texts) past and future perspectives at grade level.
1. Students will present ideas while highlighting
the importance of key events that have shaped Productive (creation of oral presentations and
the world today. written texts)
2. Students will present projects as groups. 1. Students will collaborate in developing a presentation.
3. Students will each provide a written statement 2. Students will collectively present their timelines to the
to why the moments they chose have implications class.
on their vocabulary words. 3. Students will produce a paragraph that addresses
what was learned and implications from the learning
process in how their choices in moments are impacted
by their individual perspectives.
Whole-group assessment: Students will produce a

finished mural that depicts and provides Students will write reflections in their social studies
information relating to the vocabulary words notebook based on their attained knowledge. Students
regarding the U.S. constitution that they will be challenged to think critically about how their lives
researched. Students will include illustrations, have been influenced by their findings.
images, and be graded on presentation of
information.
Individual assessment: Each student in the group will

produce a paragraph noting how the vocabulary words
have an impact on their future. In addition, the rubric will
be used to evaluate participation.
Teacher Reflection Extension:

What do you anticipate to be a problem Based on data/evidence, what are the next
for specific students in completing steps for future lessons? Provide evidence for
either objective? your answer.
ELD Objective: An extension activity that would allow

EL and struggling students may struggle to students to develop an active voice with
identify information from within the texts. their writing would be from writing a
Students will also find difficulty with the letter to a political figure such as a
language barrier in understanding the deeper
governor or the president.
meaning in the content. In addition, the
vocabulary may cause confusion if not
implemented with visuals.
Content Objective
Students will struggle with picking the
information most relevant to their vocabulary.
Also, in choosing and gathering information
EL students may not want to participate.
What would likely go well? Why?

Students will benefit from collaboration and
conversing with one another. In presenting
their findings they will be able to practice
using visual aspects that coincide with their
55
perspectives.
In what area(s) would you like to

develop more proficiency?
Students will benefit from direct instruction in
order to develop effective research skills.
What theory or theorists would most

strongly support use of this strategy?
The theory that strongly supports direct
instruction focuses on knowledge discovery
through actively being engaged in learning
research skills.
Attach copy of student work

The class mural will be presented along
the walls of the classroom. In addition, if
a school assembly is coming up we will
present to the entire school what our
class has made.

student/standards
assessment.
50 Literacy
Strategies
initial lesson.
50 Social
Studies
Strategies
56
expand.
lesson objective.
Listening /Talk (Social Studies Topic)

MINI LESSON PLAN
U.S. Constitution
Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: Liberty Kids
Name: Christian Valdivia Date: 03/28/17 Grade Level: 5
ELD Objectives: ELA Language Standards for Grade Level

After the mini lesson on the U.S. Constitution, students - Students describe the people and events associated
in grade 5 will be able to compare and contrast events with the development of the U.S. constitution and
leading to the formation of the U.S. Constitution, which analyze the Constitutions significance as the foundation
occur in Liberty Kids and those from their of the American republic.
research/textbook, students will discuss and write a
reflection paragraph with 95% accuracy.
ELA Content Standards for Grade Level
ELD Language Objective: - List the events that led to the formation of U.S.
Students in grade 5 will utilize research skills by referring Constitution.
to details and examples in text and online resources. - Know the songs that express American ideals (e.g.,
Students will also be given the opportunity to explain America the Beautiful, The Star Spangled Banner).
and discuss information in a one-paragraph reflection.
ELD Content Objective: ELD Standards (2014) that apply

Students in grade 5 will exchange information and ideas Collaborative:
through oral discussions. Students will be constantly 1) Exchanging information and ideas with others through
interacting with peers in English and become engaged oral collaborative discussions on a range of social and
with various visuals. academic topics.
Interpretive:
Cog. Taxonomy/DOK Levels 5) Listening actively to spoken English in a range of
- Level 1: recall: define, identify, illustrate, who, social and academic contexts.
what, when, where, and why. Productive:
- Level 2: Skill: classify, collect, summarize, 10) Writing literary and informational texts to present,
organize describe, and explain ideas and information, using
- Level 3: Strategic thinking: investigate, cite appropriate technology.
evidence, and differentiate.
57
Students will engage in discussion, comparing and contrasting an episode of Liberty Kids with
the factual information collected in previous lessons and presented in the textbook about the
U.S. Constitution.
Students will use specific academic language (vocabulary, functions, discourse, syntax) while sharing their
vocabulary words about the constitution in order to participate in a learning task that demonstrates their
disciplinary understanding.
by the active vocabulary used. Students will also provide examples and details that represent their prior
knowledge. In addition, they will be reflecting by writing one paragraph.

(provide text chapters/reference)
- Smart board Constitution: the system of
- Paper fundamental principles Tapping into Prior Knowledge
- Pencils/pens according to which a nation, (SDAIE)
- Social studies journals state, corporation, or the like, is Contextualize the Lesson Group
- Liberty Kids governed. Discussion, Hands on Activities
Delegate: a person designated Student to Student Interaction
territory; nation.
Pre-Assessment: How will you Motivation Strategy/Positive Real World Connection: How are
determine prior knowledge? Mindset: How will you catch attention of learning goals relevant to students lives?
students and focus their minds on the
Students will discuss their thoughts and learning goals? Students will have the opportunity to
ideas regarding the formation of the U.S. bring their thoughts about the future to
Constitution after watching the episode of Students, you have learned how the U.S. writing. Each group will be able to
Liberty Kids. constitution has impacted our world and collaborate just how our founding fathers
society today. Now, we will enjoy a fun did and students will learn how to
new way of recapping the information in organize their ideas that will be noted in
order to write a reflection based on our their social studies journals.
thoughts and ideas of the U.S.
constitution.
Central Focus of lesson: A statement that Academic Language Development:

summarizes the overarching learning outcomes Describe
beyond facts & skills
Students will practice their academic
Students will continue learning about the U.S. language orally while participating in
constitution. classroom discussions and in writing
while reflecting on their learning from the
lesson.
58
of the texts. Please provide reference for each. 1. Students will consider the question and answer to the
following: How would you feel if you were one of the
Teacher: Presentation/ Learning Activities founding fathers?
(Strategy Steps)
1. Think-Pair-Share: How would you feel if you were one 2. K-W-L Chart: Students will share what they already
of the founding fathers? know about the U.S. Constitution.
2. K-W-L Chart: Based on previous lessons and research, 3. Students will watch episode of Liberty Kids.
what do we already know about the U.S. Constitution
(causes, effects,, etc.)? 4. Students will participate in a grand conversation.
Students will engage with different recourses already
3. Play episode of Liberty Kids. studied and Liberty Kids. Students will also engage with
domain specific vocabulary.
4. After watching the episode, ask students to gather in
small groups of 4 and prompt discussion questions that 5. Students will make observations, connections, and will
reflect on the episode. cite evidence regarding the similarities and differences
between the episode and the other recourses previously
5. Teacher will guide discussion and fill in a Venn studied. These observations and connections will be
Diagram as students make observations, connections, included in the Venn Diagram that is presented on the
and cite evidence from the episode and previous board.
research the students have done.
6. If needed, students will have the opportunity to have
6. Students will have the opportunity to have student-led student-led discussions with their peers if further
discussions if further clarification is necessary. clarification is necessary
7. Students will then return to their desks and will 7. Students will return to their desks and will construct a
construct a metacognition paragraph about their metacognition paragraph about their learning process
learning process and the connections made between the and the contentions that were made in the episode and
recourse theyve studied (We the People, Liberty Kids) recourses previously studied.
Use bullet points in each of the three areas below.
Academic Language Development: (What will

Academic Language Development: (How will this students do to develop academic language?)
happen in the following three areas?) Collaborative (engagement with others)
1. Students think, pair, share; discuss background
knowledge.
Collaborative (engagement with others) 2. As a class students will discuss background
1. Think-Pair-Share knowledge and will scaffold knowledge with the use
2. K-W-L Chart of the KWL chart.
3. Collaborative Discussion in Class 3. In groups students will engage in a collaborative
4. Venn Diagram discussion and will utilize domain specific
vocabulary.
Interpretative (comprehension and analysis of 4. Students will elaborate on their compare/contrast
written and spoken texts) discussions and share them on the Venn Diagram.
1. Analyze Previous Research Studied in Class
2. Analyze We the People by Liberty Kids Interpretative (comprehension and analysis of
3. Compare and Contrast Recourses and the episode written and spoken texts)
1. Students analyze previous research studied in
Productive (creation of oral presentations and class.
written texts) 2. Students analyze We the People by Liberty Kids
1. Students will orally present and share their 3. Students will work together to make connections
findings. about both texts (compare and contrast recourses
2. Students will create a metacognition paragraph and the episode)
Productive (creation of oral presentations and

written texts)
1. Students will work collaboratively to complete
the Venn diagram
2. Students produce a written metacognitive
paragraph, which addresses what the students
learned from the process, what strategies they
used, and how their learning was extended.
59
Whole-Group Assessment (Informal): Students will reflect on their connections or observations

Teacher will observe discussions being held in class and within group discussions. Following discussions, students
which students participate in the teacher-led and will write a 4-5 sentences reflection paragraph.
student-led discussions and to what extent.
Individual Assessment (Formal):

Students will produce a paragraph (4-5 sentences)
identifying what they learned during their discussion,
what strategies helped them, and how their learning was
extended.
Teacher Reflection
Impact: (Analysis of Student Achievement from this lesson)
How many students met performance criteria for objectives? How many did not meet the performance
criteria for objectives?
95% of the students met performance criteria for objectives. The other 5% of students did not meet the
performance criteria for objectives, such as EL students.
Next Steps: How will you change the lesson to increase student achievement?
1. What did your analysis tell you about how your students learn?
Students were able to review through the use of a K-W-L chart. Comparing the various resources proved to be
effective and student led discussions assisted in jumpstarting writing the paragraph.
2. What did your analysis tell you about the success of the strategies you used?
All the strategies included were very effective. Students were allowed to go through the process of activating prior
knowledge in order to execute a 4-5-sentence paragraph.
3. How useful were the assessments in terms of student learning?
The assessments were successful in that students were focused on an individual and group approach.
4. What resources and/or personnel might assist you in improving student achievement? \
Outlining the process would have assisted students that require a more foundational approach rather than a
progressive/adaptive learning environment.
5. How will you differentiate instruction so that all students achieve?
Instruction will be varied and focus on total comprehension through the use of various resources tailored to the
needs of the individual student. Students groups will also feature students that are able to assist one another such
as EL students and another student that is able to understand.
6. How will you differentiate instruction for students who easily achieved the performance criteria
and need to move forward?
For students that easily performed all the performance criteria, extension activities can be used in order to
challenge them. For example, students at higher levels can be challenged to write more sentences or reflect on
future implications.
60
student/standards
assessment.
50 Literacy
Strategies
initial lesson.
50 Social
Studies
Strategies
expand.
lesson objective.
61
Writing for Information in Social Studies
MINI LESSON PLAN
Cause/Effect of the U.S. Constitution

Name: Christian Valdivia Date: 4/3/17 Grade Level: 5
62
Social Studies Content Learning Objective(s): ELA Language Standards for Grade Level
After the lesson on the U.S, constitution, students in grade Students describe the people and events associated with
5 will be able to write a cause and effect paper about the the development of the U.S. constitution and analyze the
events leading up to the U.S. constitution. Constitutions significance as the foundation of the
American republic.
ELD Language Objective:
Students in grade 5 will utilize research skills by referring ELD Standards (2014) for Grade Level
to details and examples in text and online resources in a Collaborative:
cause /effect essay. 1) Exchanging information and ideas with others through
oral collaborative discussions on a range of social and
academic topics.
ELD Content Objective: Interpretive:
Students in grade 5 will exchange information and ideas 5) Listening actively to spoken English in a range of
through oral discussions. Students will be constantly social and academic contexts.
interacting with peers in English and become engaged Productive:
with various visuals. 10) Writing literary and informational texts to present,
describe, and explain ideas and information, using
Cog. Taxonomy/DOK Levels appropriate technology.
Level 2: Categorize, Organize
Level 3: Explain
Level 4: Investigate, Examine
Level 5: Revise
Central Focus of This Lesson: Students will create a clear and coherent cause and effect essay that describes
the events related to the U.S. constitution.
Guiding Question: What are the most influential factors that have led up to the formation of the U.S.
constitution?

(provide text chapters/reference)
- White board Constitution: the system of
- Paper fundamental principles Tapping into Prior Knowledge
- Pencils/pens according to which a nation, (SDAIE)
- Social studies journals state, corporation, or the like, is Contextualize the Lesson Group
- Textbooks governed. Discussion, Hands on Activities
Delegate: a person designated Student to Student Interaction
territory; nation.

Pre-Assessment: How will you Motivation Strategy/Positive Real World Connection:
determine prior knowledge? Mindset:
Students will have the opportunity to
Students will discuss their thoughts and Students, you have learned how the U.S. bring their thoughts about the future to
ideas regarding the formation of the U.S. constitution has impacted our world and writing. Each student will be able to
Constitution in a cause and effect society today. Now, we will write a cause collaborate just how our founding fathers
organizer. and effect essay that will help us tie up did and students will learn how to
the lessons of the U.S. constitution. organize their ideas that will be in a
cause/effect essay.
63
of the texts. Please provide reference for each.
1. Students will be motivated for the lesson.
Teacher: Presentation/ Learning Activities 2. Students will be able to organize their
(Strategy Steps) thoughts from prior lessons.
3. Students will begin to write.
1. Teacher will use motivation strategy. 4. Students will write until they tale a five
2. Students will be prompted to use prior lessons in minute break.
order to execute a cause and effect paper. 5. Students will begin writing again.
3. Teacher will allow students to begin writing.
4. Teacher will give students a five-minute break
after 30 minutes of writing.
5. Teacher instructs students to continue writing.
__________________________________________________________ _________________________________________________________
___ ___
Academic Language Development: (How will this Academic Language Development: (What will
happen in the following three areas?) students do to develop academic language?)
Collaborative (engagement with others)
Collaborative (engagement with others) 1. In groups students will engage in a collaborative
1. Collaborative Discussions in Class discussion and will utilize domain specific
vocabulary.
Interpretative (comprehension and analysis of 2. Students will elaborate on their compare/contrast
written and spoken texts) discussions and share them on the Venn Diagram.
1. Students will comprehend different writing skills
when it comes to writing. Interpretative (comprehension and analysis of
2. Students will interpret different resources they written and spoken texts)
have studied and connect it to their own writings. 1. Students analyze previous research studied in
class.
Productive (creation of oral presentations and 2. Students will work together to make connections
written texts) about both texts (compare and contrast recourses
1. Students will create rough drafts and final drafts. as cause/effect)
Productive (creation of oral presentations and

written texts)
1. Students will create rough drafts and final drafts
about the U.S. constitution.
Whole-Group Assessment (Informal): Students will write an essay (5 paragraphs) in their

Teacher will observe students prepare an organizer to Social Studies Journal on what they have learned during
assist them with the cause/effect relationships regarding these lessons. For example, students will write a first
the U.S. constitution. draft followed by corrections and development of a final
draft.
Individual Assessment (Formal):
Students will produce a well-developed final draft about
the U.S. constitution that will be graded on organization,
punctuation, and content. Students will be assessed on
their ability to gather and organize ideas for writing a
cause/effect essay. In addition, students will be provided
with a rubric for their final product.
After delivering this lesson, it is recommended that you promptly reflect on it.
Personal Reflection
What evidence of learning came as a result of your lesson?

Students had the opportunity to apply background knowledge in regards to the U.S. constitution and expand their academic learning
by applying their own findings of the causes/effects of the formation of the U.S. constitution.
How will you help students who did not learn the lesson?
64
In order to help students who did not learn the lesson, I will use evidence found in student work samples and differences for groups
or individual learners relative to the essential strategies learned from prior lessons. Also, the use of more visualizing and verbalizing
techniques will help. In pursuit of completion of this assignment, I will provide ample corrections and explanations in order to
improve their writing.
How did the cause/effect technique help motivate students? Improve Learning?
The cause/effect approach helps students have an opinion on their writing. This will motivate students to voice their opinions
through this assignment and open opportunities for deeper learning to take place.
How did this lesson promote critical thinking?

The lesson promoted critical thinking during group discussions where students had the opportunity to apply background knowledge
and apply it to the new information that was being presented. Students also had the opportunity to use critical thinking when they
gathered and organized ideas for writing.
65
Unit Schedule
Week 1 Monday Tuesday Wednesday Thursday Friday

7:45-8:30 Language Reading Reading Reading Language
am Arts Arts
8:30-9 am Social Social Social Group Group
Studies Studies Studies Project Project
9-10 am Math Math Math Math Math
10-10:45 Journal Spelling Journal Spelling Spelling
am Writing Writing (review) (Test)
10:45- Art SSR Group SSR Art

11:30 am project
12:15-1:30 SUTW Library PE Computers SUTW
pm
1:30-2:08 Science Science Lab Science Lab
Week 2 Monday Tuesday Wednesday Thursday Friday

7:45- 9 am Language Reading Reading Language Language
Arts Arts Arts
8:30-9 am Social Social Social Individual Individual
Studies Studies Studies Project Project
9-10 am Math Math Math Math Math
10-10:45 Journal Poetry Poetry Spelling Spelling
am Writing (Review) (Test)
10:45- Art SSR Group SSR Art

11:30 am Project
12:15- SUTW PE PE Computers SUTW
1:30 pm
1:30-2:08 Science Science Lab Science Science
pm Test Centers
66
Language Arts and Social Studies Unit Assessment Plan
Goals/ Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5:
Standards/ Direct Concept Generalization Inquiry Vocabulary
Objectives Instruction Attainment
Assessed Objective: Objective: Objective:
Objective: Objective: After the lesson After the mini After the mini
After the lesson After the lesson on using data to lesson on the lesson on U.S.
on the facts of the on the concept of support U.S. Constitution Constitution
U.S. Constitution the U.S. generalizations, students in grade students in grade
students in grade Constitution students in grade 5 will be able to 5 will be able to
5 will list 10 facts students in grade 5 will apply this describe orally define and
both orally and in 5 will be able to knowledge and and produce a correctly engage
writing with state both orally develop timeline, which the vocabulary in
accuracy. and in writing the generalizations depicts the writing with 95%
correct definition concerning the formation/events accuracy.
of constitution. topic of with 95%
Constitutions with accuracy.
accuracy.
Type of Rubric: Informal Informal & Group Project/ Informal &

assessment with Students new Assessment of Formal Rubric: Formal
rationale for knowledge and oral/written Assessment/ Graded on Assessment/
each type of understanding definition: Rubric: collaboration Rubric:
will be informally This lesson will Students will be skills and Students essays
assessment
assessed as they be assessed by informally information will be graded
list and explain the written assessed while I presented, with according to
their facts about definition in the observe their rubric. Both, correct use of
the constitution in student journal. interactions in whole-group vocabulary
their journals. The definition class and group assessment and words. Rubric will
must include discussions on individual also be used.
three descriptors the concept of assessment. Both, whole-
and three generalizations. group
examples of the Students will be assessment and
term/concept formally individual
constitution. assessed through assessment will
their work in their be presented.
Social Studies
journal of the
U.S. constitution.
Purpose of The rubric To informally In this lesson, Group project will Students will be
Assessment provides students assess whether students will work allow students to assessed on their
with a brief scale students together to make work comprehension of
and explanation understand the generalizations collaboratively in vocabulary
of what is concept taught about a specific order to research words, their
expected from throughout the topic they are other meanings, and
them for the lesson, they will studying. constitutions from their ability to use
assignment they be asked to state Discussions will across the world vocabulary
are asked to the definition of allow and relate it to effectively.
complete. the term studied. observations to their previous
occur and identify studies.
if the content is
being met and
reviewing their
journals will
reflect their
learning.
67
Implementation Students will Informal The teacher will Students will be Student essays
: write 10 facts in assessment will model how to asked to create a will be completed
How will you complete take place in the generalize and timeline using in class and they
do the sentences, with a form of classroom prompt students images, will have the
few grammar/ discussion. The to observe and drawings, and opportunity to
assessment?
punctuation teacher will ask questions. captions that share with other
errors as observe These demonstrate their classmates. The
possible. discussions and observations will understanding of teacher will then
review student be noted on how the U.S. grade student
Social Studies chart. constitution was responses.
Journal entries. created.
Feedback: The rubric will Students will Students will be Each student will The teacher will
How will you contain a receive given verbal receive their own read each
let students description of constructive feedback about grade and also student response.
know about each point value feedback on their their progress receive an overall The teacher will
and the definitions. and a few guiding group grade. The write notes if
their progress?
appropriate box Additional questions will be graded rubric will needed and
will be marked support will be monitored in contain any provide any
with a brief provided, if order to evaluate additional positive and
explanation of the needed. student feedback, if corrective
assigned grade. understanding. needed. feedback that
Additional notes students need in
will be provided, if order to make
needed. changes.
How will this The lesson Students who The lesson will The lesson will The cause/effect
information introduces the tend to struggle determine determine each essay will help
guide your next unit content on throughout the whether students students ability to the teacher
steps in the U.S. lesson will be are capable of complete identify whether
Constitution. assigned to join making research on a or not students
planning
This will have a instructional generalizations topic that pertains have a strong
instruction? major impact on groups that will and be able to to the lesson. comprehension of
the future lessons help guide them connect the vocabulary
that will be taught in the right background terms they have
in class. direction of knowledge to studied. This will
learning new information. help the teacher
academic make further
content. evaluations of
who needs
additional help.
Who else will Parents/Guardian Parents/Guardian Parents/Guardian Parents/Guardian Parents/Guardian
have access to s will have s will have s will have s will have s will have
the assessment access to the access to the access to the access to the access to the
results? assessment assessment assessment assessment assessment
results in order to results in order to results in order to results in order to results in order to
Why?
help their child help their child help their child help their child help their child
identify any areas identify any areas identify any areas identify any areas identify any areas
of improvement, if of improvement, if of improvement, if of improvement, if of improvement, if
needed. needed. needed. needed. needed.
68
69
Professional Reflection
Provide a thorough answer for each question.
1.
Select one Social Timelines
Studies Strategy
from your text and - The use of timelines as a strategy allows for students to extend their knowledge
explain how it can by being able to adapt sequenced events that induce a higher level of cognitive
be used to: learning. In order to extend literacy learning these events can be used as prompts
that allow for students to engage with text and convey meaning through their own
Extend social personal interpretations. These two aspects of learning go hand in hand by allowing
studies students the opportunity to think critically when dealing with concrete information.
knowledge,
Extend literacy
learning
Engage
students at a
deeper level of
learning
2.
Select one
Literacy Strategy
from your text and Story boards
explain how it can - By using storyboards students are able to incorporate research strategies by
be used to: adding meaning to pictures. In order to extend for social studies knowledge
storyboards can be used to narrate a moment in time that influenced change over
Extend social time. Also, this can be performed alongside the use of illustrations. In order for
studies students to engage in literary learning, storyboards can be executed with the
knowledge,
intention of a classroom discussion/narration. This engages students to deeper
Extend literacy meaning by enticing them to collaborate and oppose one anothers viewpoints.
learning
Engage
students at a
deeper level of
learning.
3.
Feedback: Select Feedback strategies include asking the four questions and hosting a one-on-one
2 strategies for
providing conference. First, the four questions include (what can the student do? What cant
immediate the student do? How does the students work compare with that of others? How can
feedback on the student do better?) This provides you and the student with specific plans to
learning from any begin improvement. Second, hosting a one-on-one conference gives the student
of your texts. the opportunity to ask necessary questions regarding their goals. This becomes a
Provide evidence
that it is research motivator and makes the students look forward to the next meeting.
based.
70
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The U.S.

Exploring the U.S. Constitution

Development of the U.S. Constitution

Cause/Effect of the U.S. Constitution

Objectives and Standards

Direct Instruction Lesson Plan

Concept Attainment Lesson Plan...

Generalization Lesson Plan

Inquiry Lesson Plan.

Vocabulary Lesson Plan.

Listening/Talk Lesson Plan.

Writing Lesson Plan.

Unit Reflective Commentary..

Direct Instruction Lesson

Concept Attainment Lesson

General Student List with Three Focus Students

Gender General SES General Ethnic Describe

13 Boys 0 on free lunch 3 high, 6 average, 4 6 Caucasian Average Students

Lesson 1: Direct Instruction

Lesson 2: Concept Attainment

Shh! Were Writing the Constitution by Jean Fritz

America the Great

Land of the free

Rights for all

Amended and changed

Brothers and Sisters

Literature - List supporting literature or reading materials

Language Demand Statement: edTPA p. 61

Language Function Statement: edTPA p. 61

3. ASSESSMENT STRATEGY (10 points)

Proficient (5 pts.) Basic (3pts.) Below Basic (1pt.)

Student illustrated 1 fact.

4. LESSON OPENING/PURPOSE (5 points)

RESTATE OBJECTIVE IN STUDENT TERMS

CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

K (What we know) W (What we want to learn) L (What we learned)

INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

Explain how your strategy incorporates EL students background.

(Ideasselect several of these or add your own ideas.)

MODELING SDAIE: Demonstrations and modeling

CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

GUIDED PRACTICE STRATEGY

7. CLOSURE EL/SDAIE: Questioning for review

Ask students to share what they wrote for their facts.

Learning facts about U.S. Constitution.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed description of

With Individualized Education Programs (IEPs) or 504 plans

Students with IEP and 504 plans

Weakness that you

Students with Specific Language Needs

Weakness that you

Students with Other Learning Needs

Weakness that you

10. ATTACHED STUDENT WORK:

Instructional Preparation Reflection Checklist

Lesson Summary of Instructional Preparation

Integration of Processes Application Assessment Objective

Notes for next lesson:

o Students needing more help

Note: Clarity and ease of locating each lesson is what is needed.

Literature - List supporting literature or reading materials

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)