Lesson Plan 1

Key Content Standard(s): List the complete text of only the relevant parts of each standard

Common Core:
RI.1.1 Ask and answer questions about key details in a text
California ELD:
PI.1.1 Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics

Lesson Objective: What do you want students to know and be able to do?

Students will identify key details and complete a bubble map on Rosa Parks.

Assessment: Formal and Informal Assessment

 What evidence will the students produce to show they have met the learning
objective?
 Students will show they have met the learning objective by completing a bubble map in a
whole group setting. The bubble map will include key details from Rosa Parks’s life.

 What modifications of the above assessment would you use for language learners
and/or students with special needs?
 Language learners would be given sentence frames to prompt the use of complete sentences
when speaking to a partner. There is a student in the class who knows limited English, he
would be able to respond to the prompts in the lesson in the language he is most
comfortable with.

Prerequisite Skills, Knowledge and Experiential Backgrounds

 Prerequisite skills from prior school experiences
 Students will have had a mini-lesson on Rosa Parks earlier in the year. They may be familiar
with who she is and why she is important. However, students might have difficulty recalling
key details from her life. They are also familiar with the bubble map concept, where the
main idea is placed at the center and key details are placed in bubbles surrounding it.

 Strategy to connect school learning with prior experiential knowledge and/or

cultural background
 I know that the students are familiar with Rosa Parks, or may have learned about her in the
past. I plan to ask the students “What do we already know about Rosa Parks?” I will draw on
students’ collective prior knowledge to introduce Rosa Parks.

 Pre-assessment strategy
 A pre-assessment strategy for this lesson is to ask the students what they already know
about the topic. Then, the teacher can determine how many stopping points, and questions
for comprehension will be appropriate for the lesson.

Academic Language
 What content specific vocabulary, text structures, stylistic, or grammatical features
will be explicitly taught?
  A content specific vocabulary term in this lesson is “key details”. Students will be asked to
identify the key details of the historical figure in the book we are reading. Students will also
be taught the bubble map structure. The teacher will be modeling how to fill in a bubble
map while students share key details they identified.
Equity
 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and
language levels) Describe your differentiated instructional strategy.
 I plan to pre-teach important details and a summary of the book we are reading to a student
in the class who has limited English skills. This will allow him to stay engaged in the lesson
because he will be familiar with the key details. Students of varying academic abilities will
also have the opportunity to participate through a pair-share. By allowing all students to
talk to a partner, every person will have heard something they could say when the class is
called back to whole-group instruction.

Instructional Learning Strategies to Support Student Learning

What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential
backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide
practice, and build independent learning, 4) monitor student learning during instruction, and 5)
build metacognitive understanding.

List what the teacher will be doing and what the students will be doing

Time Teacher Students Resources

1 min Introduction - Tell students we

are reading a book about Rosa
Parks.

3 mins Activate prior knowledge. Ask Students will share out anything
the students what they already they already know about Rosa
know about Rosa Parks. Parks.

Read Rosa Parks book. Stop at

10 mins selected points and ask Students will stay engaged, and Rosa Parks by Sundance
questions to support will respond to questions asked by Publishing
comprehension. teacher.

Ask students “how did Rosa

2 mins Parks change the laws for Students share out final thoughts
everyone?” for everyone.

Teacher asks students to pair

10 mins share key details from Rosa Students share out what they Chart paper, marker
Parks’s life. Teacher writes remember about Rosa Parks.
down ideas in a bubble map.
 Lesson Plan 2

Key Content Standard(s): List the complete text of only the relevant parts of each standard.

Common Core:
RI.1.1 Ask and answer questions about key details in a text
California ELD:
PI.1.1 Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics

Lesson Objective: What do you want students to know and be able to do?

Students will identify key details and complete a bubble map on Martin Luther King Jr.

Assessment: Formal and Informal Assessment.

 What evidence will the students produce to show they have met the learning
objective?
 Students will show they have met the learning objective by completing a bubble map as a
class. In the bubble map, the students will identify key details from Martin Luther King Jr.’s
life.

 What modifications of the above assessment would you use for language learners
and/or students with special needs?
 Students that are language learners can be given sentence frames when talking to their
partners. There is a student in this class with limited English, a modification for him would
be allowing him to use the language he is most comfortable with.

Prerequisite Skills, Knowledge and Experiential Backgrounds.

 Prerequisite skills from prior school experiences
 Martin Luther King Jr. is a very well-known historical figure, so it is likely that the students
have heard of him before. At the very least, I expect that these students will recognize the
name, even if they can not clearly identify why he is famous.

 Strategy to connect school learning with prior experiential knowledge and/or

cultural background
 Since I anticipate these students having some prior knowledge of Martin Luther King Jr., I
will give the students an opportunity to share what they already know by asking, “What do
you already know about Martin Luther King Jr.?” Martin Luther king Jr. is a little bit more
well known than Rosa Parks, so the students may have more to say than the first lesson.

 Pre-assessment strategy
 A pre-assessment strategy for this lesson could be to ask the students to do a
Academic Language.
 What content specific vocabulary, text structures, stylistic, or grammatical features
will be explicitly taught?
 The content specific vocabulary being taught in this lesson is “key details”. Students will
identify the key details from the book about Martin Luther King Jr. The teacher will continue
modeling how to fill in a bubble map as the students share out their ideas.
Equity.
 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and
language levels) Describe your differentiated instructional strategy.
 I will pre-teach important details and a summary of the book to a student in the class who
has limited English skills. He will also be paired with a student on the rug that is
comfortable speaking in his native language. Students of varying academic abilities will
have the opportunity to participate through a pair-share. When the class is called back to
whole-group instruction, every student will have heard something they could say when they
were talking to their partner.

Instructional Learning Strategies to Support Student Learning.

What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential
backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide
practice, and build independent learning, 4) monitor student learning during instruction, and 5)
build metacognitive understanding.

List what the teacher will be doing and what the students will be doing.

Time Teacher Students Resources

1 min Introduction - Tell students we

are reading a book about
Martin Luther King Jr.

3 mins Activate prior knowledge. Ask Students will share out what they
students what they already already know about Martin Luther
know about Martin Luther King King Jr.
Jr.

12 mins Read book about Martin Luther Students will stay engaged and “Happy Birthday, Martin
King Jr. Stop at pre-selected have an opportunity to pair share. Luther King” by Jean
points and ask questions to They will respond to questions Marzzollo
support comprehension. asked by the teacher.

Tell students to pair share key

10 mins details from Martin Luther King Students share out key details and Chart paper, marker
Jr.’s life. Teacher writes down what they remember about Martin
student-identified key details in Luther King Jr.
a bubble map.