Teacher: Mr.

Thatcher Room #: TBD Lesson # in unit:1 Topic: Introduction to

U.S. History Course
Social Studies Lesson Objective and Assessment:
By the end of class the student will be able to:
Content Objectives:
NCSS Thematic Standards
 Understand what will be covered and what “makes up” the course Culture and Cultural Diversity
 Feel welcomed into the classroom, by the educator, and by peers Power, Authority, and
 Remember other students’ names, who Mr. Thatcher is, and Governance
information about Mr. Thatcher Time, Continuity, and
 Describe and follow the classroom rules, expectations, and Change
procedures of the classroom Production, Distribution, and
Consumption
Academic Language Objectives: People, Places, and
Environments
 Identify and understand various academic terms from the course Science, Technology, and
syllabus, information about the structure of the classroom, and Society
Individual Development and
expectations for the semester/year
Identity
Global Connections
Assessment Statement: What artifacts show they have met the objective?
Individuals, Groups, and
Institutions
 Student assessment can be found through active participation and
Civic Ideals and Practices
viewed engaging with other students individually, small groups, and/or
large groups

Specific Standard Indicators Aligned with this Lesson:

 Overview of 11th grade Social Studies Standards

Planned Supports for Variety of Learners

Students with IEPs/504 Plans (List Individual’s specific accommodations):

As the educator, knowing students IEPs/504/Other Special Circumstances before the class begins will allow me
to tailor/enhance the classroom environment for the students (seating charts, etc.).

Students with Specific Language Needs:

Allowing students to use translation technology the first day may be necessary for their understanding of the
rules, expectations, and regulations for the course. As the educator, I will take other various needs from ILPs into
consideration.

Students with Other Learning Needs:

Physical needs and considerations, much like the language needs, will be addressed before students enter the
room. As the educator, I will take other various needs from ILPs into consideration.

Learning Tasks: Specific Learning Tasks Description:

Class/Group Discussion
Cooperative Learning/Small Group  The multimedia presentation about the teacher
Guided Practice/Teacher Modeling/Demo. is a way for students to engage with one
Lecture/Direct Instruction another. On the first day, students will be
Bookwork (Reading)
learning about the teacher’s background and
Question/Answer
Learning Stations general interests.
Writing to Learn  Direct instruction will be used to present
Inquiry Learning/PBL information about the syllabus and discussions
 Simulation/Role Playing/Game will be utilized to clarify any information for the
Independent Learning students
Other

Lesson Agenda
Prior Academic Learning and Prerequisite skills (Warm up): How will you support students in accessing prior
knowledge, personal, real world and/or cultural connections?

I will be utilizing “first day of school” activities which students are familiar with, along with other activities specific to my
classroom to welcome students. The first days is a way for students to become familiar with one another and with the
educator, giving students ways to make interpersonal connections.

Transitioning and Stating Objectives:

Time Teacher Will Be Students Will Be
 Welcoming each
student at the door.
After introducing
7:55 (before class) – 8:00 themselves, the
teacher will instruct
students to find their
seat (projected on
screen)
Rationale
 Greeting students at
the door establishes a
precedent of the
teacher caring about
his/her personal
 Meeting the teacher
relationship(s) with
at the door, listening
the students
to instructions
 The seating chart
 Finding their assigned
helps direct traffic and
seats from the chart
shows students their
on the projector
“personal” space
screen
 The seating chart
 Talking among each
helps the educator
other as they get
with classroom
settled
management,
especially at the
beginning of the
school year

 Introducing  Taking attendance in

 Taking attendance
8:00 – 8:10 (every student says
his/her name –
personal introduction)
 Giving the multimedia
8:10 – 8:25 presentation of the
teacher to the
students.
themselves as I take
attendance. Sharing
some information
about themselves
(siblings, pets,
random fact, etc.)
 This presentation
 Asking questions
about Mr. Thatcher
and following along
with the slides.
this way allows the
students to get to
know one another
and to use some
energy
makes the educator
more vulnerable and
feel more “real” to the
students.

 Passing out the  Actively reading the  The “3-2-1” reading

syllabus. Students will
have 10 minutes to
come up with a “3-2-
1” about the syllabus
 Once they have
8:25 – 8:45 responses, students
will be presented the
opportunity to place
their answers on the
whiteboard.
 Reminding students
about the signature
component by a
syllabus and creating
a “3-2-1” (3 important
things, 2 questions,
and 1 thing they
enjoy)
 Place their one  Having a class
question on the board
for the whole-class
(possible discussion
varying on time)
 Taking the syllabus
home along with the
parent letter
strategy: stays
consistent with critical
thinking skills in the
course (social studies
based)
discussion about the
syllabus allows the
students and the
educator to be on the
same page.
Additionally, it allows
the students to be
 parent/guardian on prepared for what is
the syllabus to come.

 Pass out the parent  Giving students a

8:45 – End of Class
 Releasing students
letter and instruct physical copy of the
 Pack up their items
students to give their syllabus and parent
(including: syllabus
parent/guardian to letter begins a line of
and parent letter)
them and to have communication home
 Leaving the
them read and sign if not already
classroom
the syllabus established

Daily Assessment Formative: Summative:

Level(s) of Higher Order Thinking Class discussion Test
Addressed Today: CPS clickers Project
Email teacher Report
knowledge
Entrance/Exit slip Presentation
comprehension Teacher Observe Final Exam
application Listened to conversations Other
analysis Quiz
synthesis Thumbs up, neutral, or down
evaluation Homework check
Video quiz
Voting
Whiteboard Check
Other

Preparation needed for this Lesson

Materials: Writing Utensils (pens/pencils), Notebook(s), folder (for the semester)

Technology: Multimedia introduction (educator), Projector, Projection of seating chart

Copy: Syllabus (30 copies/class), parent letter (30 copies/class)

Based on student assessment feedback, what is the instructional impact for tomorrow’s lesson:

Students will feel welcomed into the classroom and have a clear understanding of the course’s/educator’s
expectations. Students will know how to contribute to the course.

Other reflections:

Questions to consider:
- How did today go?
- Did students raise any good points/questions?
- Do I need to adjust anything?
- How am I feeling? (Self-health)
Lesson 2 (second day of class):

 Objectives:

o Share specific course information

 Textbook (assigned)

 Online access (if applicable)

 Other Resources (online- various content information)

 Skyward/Similar online access

 Activities:

o Pass out textbook

o Pass out slips of paper

 Students online ID and Passwords for content access

o Walk through Skyward

o Walk through Canvas/Moodle/Blackboard/etc.

 Assessments:

o Students show me their access on a device (in person or emailed)

 Exit Ticket:

o On a scrap sheet of paper, students will write things they feel uneasy about still

 Textbook, Online Book, Canvas, Syllabus, etc.

Lesson 3 (third day of class):

 Objectives:

o Explain the differences between primary and secondary sources

 Activities:

o Primary vs. Secondary explanation

 Students working in small groups to discuss whether a resource is primary or secondary

 Mr. Thatcher will provide a quick lecture on what composes a primary and secondary

resource

 The class will be divided into 4 or 5 groups (varies based on class size). These groups

will sort a collection of artifacts (not only U.S. History based).

 At the end of the activity, Mr. Thatcher will present the correct answers to the class via

the projector. A class discussion will then take place. The goal of this conversation is to

clarify any misinterpreted information.

 Assessment:

o Students will provide 2-3 reasons sentences demonstrating their knowledge of primary and

secondary sources.

o As the educator, I can read these statements and prepare for the next class. If needed, I can

reinforce these definitions and differences in advancing classes.