Lesson Plan Template

(Based on the MoPTA)

Mizzou Ed, Office of Field Experiences University of Missouri, Columbia

Student Teacher Intern: Tyler M. Banks Date: December 11, 2017,

2017
School/Grade: Third Grade Cooperating Teacher:

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

NSS-USH.K-4.4 THE HISTORY OF PEOPLES OF MANY CULTURES AROUND THE WORLD

Understands major discoveries in science and technology, some of their social and
economic effects, and the major scientists and inventors responsible for them

NL-ENG.K-12.7 EVALUATING DATA:

Students conduct research on issues and interests by generating ideas and questions,
and by posing problems. They gather, evaluate, and synthesize data from a variety of
sources (e.g., print and nonprint texts, artifacts, people) to communicate their
discoveries in ways that suit their purpose and audience.

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student needs

Students will:
1. Learn about the lives, careers, and accomplishment of activists that have come before
them.
2. Conduct short as well as more sustained research based on preliminary questions,
demonstrating understanding of the subject under investigation.
3. Gather relevant information from multiple print and digital sources to support the
information presented in their mock interview.
4. Assess and paraphrase historical sources.

Assessment (type(s) of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson

Students demonstrate their knowledge of the individual they researched through additional
activities. Students will either:
 Create a mock interview with their chosen activist via:
1. iMovie
o Students will incorporate either video of themselves and their partner
acting out the mock interview or visuals and voice overs to present their
research.
2. Prezi/PowerPoint/PowToon Slideshow
o Student will include visuals and word bubbles to represent the
conversation between themselves and their chosen activist.
Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion

1. In pairs or individually, students will select the individual they would most like to learn
more about from a composited list of prominent activists in history.
Composited list of activist will depend on the era of history your students are
studying.
Include will be little teaser that gives some interesting tidbit of information.
2. Students will compose a preliminary list of questions to ask their activist.
3. Students will use available resources such as books, Internet sites, and other sources
to research/learn about the activist in regards to the preliminary questions they
chose.
4. Students will use the research that answered their preliminary questions to construct
their mock interviews via iMovie, Prezi, PowToon Slideshow, or PowerPoint.
5. Students will share their interviews with their classmates.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

1. Students will work in pairs

2. Students will access to technology, biographies, and any other necessary resource
desired for researching.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objective

1. Students will participate in classroom discussion regarding research strategies,

productive questions, etc.
2. Students will participate in a rotation activity in which each student sums up
information about his or her activist with each other student in the class.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
 Graphic Organizers
Biographical Dictionaries or other sources of biographical information about activist of
the period being studied

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning

iPad/Computer/Internet access
1. iMovie
o Students will incorporate either video of themselves and their partner
acting out the mock interview or visuals and voice overs to present their
research.
2. Prezi/PowerPoint/PowToon Slideshow
o Student will include visuals and word bubbles to represent the
conversation between themselves and their chosen activist.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.

Productive Question Workshop:

Teacher will discuss with students the importance of what a productive question is and how
it can be constructed. Teacher will instruct students on how the creation of their questions
should be of the open-ended type as opposed to yes-no type questions. In other words,
students will learn to design questions that do not require the person being interviewed to
give a simple yes or no answer but rather a more detailed and thorough explanation.

Alternative Presentation Options:

Some students have a hard time speaking in front of large groups or they may have a speech
impediment so student will have the option to present their mock interview in a variety of
ways.

Graphic Organizer:
Students will be provided with graphic organizers for their note taking

Concrete Examples:
Students will be provided with concrete examples regarding all of the above:
1. Productive Questions
2. Preliminary Questions
3. Final iMovie/ Prezi Examples

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to
help keep students on task and actively engaged
 1. Define expectations for group, independent & transition times immediately
o Provide examples and non-examples
o Rehearse the expectations
o Provide frequent opportunities to follow expectations
o Use corrective procedures that teach expectations
o Review expectations frequently
2. Walk around during group work
o Make sure students are using their time wisely while making use of the
technology.
o Make suggestions for somethings that the students may want to consider
going forward with their research.
o Reaffirm the idea that questions must be productive (Interview)
o Be available to clarify any confusions

Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts (may be incorporated tomorrow or throughout the unit

1. Students will participate in a trivia game regarding information presented by all of the
students on their chosen activist.

Special Circumstances/Focus for Observation/Additional Information

Any special circumstances of which the observer should be awareAny area or lesson component that
may not have been covered by this format that you think is vital to include in this lesson

Follow-Up: Use this space to summarize major observations, reflections, evaluative

comments, and future goals from the lesson following observation of the lesson and the
discussion to debrief after the lesson.

Date Lesson Plan and Lesson were Discussed with Observer:

Observer:
Post Debriefing Notes by Student Teacher Intern: