MASTER APPRENTICE PROGRAM for TEACHERS

Lesson Plan and Reflection Form

Candidate: Becca Ciamacco Date: 4/2017

Grade Level: First Subject: Social Studies/ELA Number of Students 21

1 Core Standard/Content Standard:

Historical thinking: 2. Photographs, letters, artifacts and books can be used to learn about the past.
Spatial Thinking: 4. Maps can be used to locate and identify places.
Human Systems: 7. Diverse cultural practices address basic human needs in various ways and may
change over time

2 Learning Objective/s:

Students achieving below grade level expectations will complete a flip book with
5 Mexico facts with teacher assistance.
Students achieving at grade level expectations will complete a flip book with 5
Mexico facts with limited teacher assistance.
Students achieving above grade level expectations will complete 5 Mexico facts
in a small group individually utilizing books as resources.
3 Assessment/Monitoring Learning:

Type of Assessment (describe):

Students will be assessed using informal observation and a formal pre-test. The pre-
test will be used to see what the students already know and be a comparison point
for the end of the unit. Informal observation will be used throughout the flip book
activity.
Monitoring of Progress: (describe)
Monitoring of progress will take place during review of previous learning, the pre-test
and the flip book activity.
*List any special accommodations or modifications in the learning plan required by student needs.
Students achieving below grade level expectations will work in a small group with the
teacher in order to complete their flip book. Students achieving beyond grade level
expectations will work together and use books as resources to complete it on their
own.
Why have you chosen this approach for assessment?
I have chosen a pre-test in order to have a comparison point for the end
of the unit and to inform my instruction throughout the unit. I have
chosen informal observation because this is the first lesson on Mexico
and I want to note the way students are able to complete the flip book
and the resources they use.
4 Central Focus

Students will be introduced to the idea of

other cultures and countries focusing on
Mexico.
5 Learning Experience Plan

5/24/2016-rev.
 Anticipatory set/Introduction:
Must include, numbered:
1 Gain Attention: World Map will be shown on SmartBoard
2 Review Previous Learning: What is a country? What is a state? What is a
continent?
3 Motivation: We are going to travel; to 6 different countries over the next
month.
4 Statement of Student Objective: Today we will start our journey around the
world in the country of Mexico and will learn at least 5 new facts about this
culture.
5 Introduction: Before we take off down South, we need to find a bit about
what we already know.

Strategies/Methods: (describe steps in instruction)

Students will take a pre-test individually.
Students will create their suitcases where they will store all work within
the unit for the next 4 weeks.
Students will watch video Welcome to Mexico!
Students will complete their Mexico flip book either as a small group or
with the teacher.
Why have you chosen these strategies/methods?
I have chosen these strategies because they are multimodal and allow
the students to relate the content to their real lives. There is research
required in the flip book activity and a motivating factor of filling up the
suitcases throughout the unit.

Closure/Conclusion:
.Students will be asked, What is one thing you learned today about the culture in
Mexico?
*List any special accommodations or modifications in the learning plan required by student needs.
Students who are struggling readers will receive assistance in completing their flip
book. Students who are visual learners will use books to assist them whereas
auditory learners will be able to pull facts from the video.
6 Supporting Learning:

Materials /Resources needed:

Welcome to Mexico video
Pre-test worksheet
Flipbooks
Folders for suitcases

Grouping for Learning:

Large Group, individual, small group

Language Demands: (vocabulary demands AND other communication demands)

Vocabulary demands: culture, country, geography, globe, religion,
language

5/24/2016-rev.
 The students will be expected to listen, respond, and write.

Candidate: _______________________________________________ Date: __________________________

Mentor: _________________________________________________ Date: __________________________

5/24/2016-rev.