CommonCoreAlignedLessonPlanTemplate

Subject(s):
_
SocialStudies
_______________________________________________
Grade:
___
5
______
Teacher(s):
__
Mr.Rodriguez
____________________________
School:
__
VUSC
______
Date:
__
3/7/16
_____
PartIGOALSANDSTANDARDS
1. CommonCoreLearningStandard(s)
Addressed:
HSS.5.5.4.Describetheviews,lives,andimpactofkeyindividualsduringthisperiod(e.g.,KingGeorgeIII,PatrickHenry,Thomas
Jefferson,GeorgeWashington,BenjaminFranklin,JohnAdams).
[RevolutionaryWar]

RL.5.1Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.
W.5.2Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly.

2. ELDandStateContentStandard
Addressed(History/SocialScience,Science,PhysicalEducation,VisualandPerformingArts):
ELD.PI.5.10
Writing
:a)Writeshortliteraryandinformationaltexts(e.g.,adescriptionofacamel)collaboratively(e.g.,jointconstructionoftexts
withanadultorwithpeers)andsometimesindependently.b)Writebriefsummariesoftextsandexperiencesusingcompletesentencesand
keywords(e.g.,fromnotesorgraphicorganizers).

3. LearningObjective:
(Whatwillstudentsknow&beabletodoasaresultofthislesson?)
STUDENTFRIENDLYTRANSLATION
Afterreadingcloselyaboutafamous
Afteraclosereadingofabiographyofafamouspatriot,studentswillbeabletouseagridtoidentify
patriot,Iwillbeabletocompleteagrid
keydetailsoftheearlyyears,revolutionarywaryears,andlegacyleftoftheirfamouspatriotfromtheir thatshowsdetailsabouttheearlyyears,
text.
revolutionarywaryears,andlegacyleft

bymyfamouspatriot.
4. LanguageObjective(s):
(Whatis
thetypeoflanguagethatEL'swillneedtolearnanduseinordertoaccomplishthegoalsofthelesson?Ex)
Reading,Writing,Listening,Speaking,Academicvocabulary,Languagefunctions,LanguageLearningStrategies)
StudentswillfollowalongasImodelclosereadingandperformtheirownclosereadingfortheirfamouspatriot..
StudentswillcreateaGridmapasdemonstratedbytheteacherfortheirfamouspatriot.

5. Relevance/Rationale:

(Whyaretheoutcomesofthislessonimportantintherealworld?Whyare
theseoutcomesessentialforfuturelearning?)

STUDENTFRIENDLYTRANSLATION
TheRevolutionaryWarhelpsyou
knowwherethecountyyouliveincame


Rodriguez,Benjamin:EDUG510,BSTLessonPlan#2SocialStudies,3/3/16
Theeventsleadingto,andthepeopleinvolvedintheRevolutionaryWarareimportantbecausetheyexplain fromandwhyitexiststhewayitdoes
howourcountrycametobeafreeandindependantnation.Theidealsandgovernmentthatfoundedthe
today.
UnitedStatesstillexistandrunourcountrytoday.

6. EssentialQuestions:
Accordingtoyourtexts,whatkeydetailsinfluencedthelifeofyourfamouspatriotintheearlyyears,revolutionarywaryears,andintheir
legacy?

Whocontributedtothechangesthatresultedinanewnationandwhatwerethey?

PartIISTUDENTSINFORMATION
7. ClassInformation:
A. TotalNumber:
24Students

B. EL/SpecialNeeds
:SpecialNeeds
:Only1studenthasanIEPandreceivesservicesforspeech.
ELs
:100%ofthestudentsinthisclassbegan
asEnglishLearners.Atthispoint,11ofthe25StudentsarestillELsand14havebeenreclassifiedasFluentEnglishProficient.
C. Linguistic
:
Allthestudentsinthisclasscomefromaspanishspeakinghousehold.Ofthe25families18speaksomeEnglish.
D. Cultural/Health
:
All24studentscomefromaMexicanbackground.Twostudentswearglasses.
E. Physical
:
Atthe5thgradelevel,physicalskillsareoftenmeansofgainingsocialstatus.Sincegirlstypicallymaturefasterthanboys,many
timesatthislevelthegirlshaveequalorstrongerphysicalskills.
F. Social
:
4studentsfromthisclasscomefromSingleMotherFamilies.Atthe5thgradelevel,studentsseeksocialapprovaloftheir
classmates.Manytimesstudentswillseparateaccordingtotheirgender.Mixinggendercanbeawkwardbutinthisclassroomstudents
enjoycompetitionandfamilysocialization.
G. Emotional
:
4studentsshowsignsofdepressionorpotentialabuse.Theyavoideyecontactwhenspeakingdirectlytoadults.Noactual
evidenceshasbeenseenbutbehaviorseemstobeconsistentwithmostadults.(Especiallymales)
H. H.Interests/Aspirations
:
THEBOYSLOVETOPLAYSOCCER!Atthisschoolthereisaninterestinvolleyballandsoccer.Studentshaveahigh
socialinterestwiththeirfamily.Manystudentsspendnightsathome.Abouthalftheclasshasexpressedinterestinsomevarietymusic.

8. AnticipatedDifficulties

(Basedontheinformationabove,whatdifficultiesdoyouthinkstudentsmayhavewiththecontent?):
Ianticipatethatmanyofmystudentswillhaveahardtimereadingthepassageandpullingdetails.Iwillscaffoldbymodelingagainforeachgroup
withthefollowingadaptations:Readthepassageonce,thensearchforwordsthatstandout,underlineorhighlightwordsthatarenotfamiliarand
mayneeddefining.Circledetailsthatareimportant.Discusswithyourpartnerwhatyouhavelearnedandwhatstuckout.Writeinthemarginany
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Rodriguez,Benjamin:EDUG510,BSTLessonPlan#2SocialStudies,3/3/16

commentsyoumayhave.Readthepassageagainandlookfortoneofvoice,whatisparticularlyinterestingaboutyourfamouspatriot?Noteyour
ideasonthegridundertheappropriateheadings.

PartIIILESSONADAPTATIONS
9. Modifications/Accommodations

(Whatspecificmodifications/accommodationsareyougoingtomakebasedontheanticipateddifficulties?)
Iwillpracticeeachassignmentwiththestudentsasagroupinclassandaskleadingquestionsthatcausetheindividualstothinkabouttheirbooks.

st
10. 21
CenturySkills

Circleallthatareapplicable

Communication

Collaboration

Creativity

CriticalThinking

st
Describehowthe21
centuryskill(s)youhavecircledwillbeobservedduringthelesson:
IwillobservecommunicationandcollaborationasIwalkaroundtheroomandwatchmystudentsdiscussquestionsaskedduringthe
lesson.Studentwilldiscussinapairsandwillshareoutwiththeentireclass.

11. Technology

Howwillyouincorporatetechnologyintoyourlesson?
Iwillusealaptopandprojectortodisplaythereadingmaterialforclosereadinginstruction.

PartIVASSESSMENTOFSTUDENTLEARNING
12. AssessmentCriteriaforSuccess
:(Howwillyou&yourstudentsknowiftheyhavesuccessfullymettheoutcomes?Whatspecificcriteriawillbe
metinasuccessfulproduct/process?Whatdoessuccessonthislessonsoutcomeslooklike?)
a. Formative:
a. Informal:
IwillassessmystudentsinformallyasIaskthemquestionsduringthelessonandhavethemthinkpairsharetheir
response.Iwilllistentotheirpairedresponsestothequestions.Iwillaskquestionsduringtheirreadingandpresentationofthe
Gridtotheclass.Iwillreviewmarksmadeontheirbiographyreadings.
b. Formal:
IwillformallyassessthestudentsunderstandingofthelessonbyreflectingontheworkdoneontheGridmap.

b. Summative(ifapplicable):
N/A
c. (Attachrubrichere,ifapplicable):
N/A
PartVINSTRUCTIONALPROCEDURE
13. InstructionalMethod:
Circleone
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Rodriguez,Benjamin:EDUG510,BSTLessonPlan#2SocialStudies,3/3/16

DirectInstruction
InquiryCooperativeLearning

14. Resources/Materials
:
(Whattexts,digitalresources,&materialswillbeusedinthislesson?)
MakingaNationStudentJournal(Eitherthephysicalbookorebook)&25AdditionalcopiesoftheStudentJournal,(Oneforeachstudent)
PowerpointofReMarNo
ElectronicEquip:
DocumentscannerorProjector,Laptop,WhiteboardandDryEraserMarkers

15. Procedure(Includeestimatedtimes.Pleasewriteadetailedprocedure,includingquestionsthatyouareplanningtoask.):
Prep:(2minutes)
Have
powerpointCued
tofirstslide,
OpenFamouspersonGrid
,and
ReadingPDF
allopenandreadytoswitch.

OPEN:(2minutes)
Teachersays,Readingcanbehardsometimes.Inordertoreadwell,sometimesyouhavetoreadclosely.Now,Idontmeanyouaregoingtohavethebookclose
toyourface.No,Imean,youaregoingtoreadandinteractwiththetext.Youmaybesaying,Interactwiththetext,whatdoyoumeanMr.Rodriguez?

FirstSlide
WhatImeanisReMarNo.Sayforme,ReMarNoWhenyouhaveabookinfrontofyouandyoudontunderstandthewordsonthepage,remember,
ReMarNo.

Second&Thirdslide
ReMarNomeansREAD,MARK,&NOTE.Read,simplymeans.Readthepassage.Markhelpsyouinteractwithyourwords.
Underline
anyunknownwordsor
thingsthatstandout.CIRCLEkeydetails,andHIGHLIGHTanythingyouwanttoremember.ThenmakeaNoteinthemarginoremptyspaceonthepageabout
whatyouread.Goparagraphbyparagraphandkeepyournotessimpleandshort.Thenwhenyoufinishafullpassagesharewhatyoulearnedwithapartner.After
youReMarNo,once,doitagain.Read,Mark,andNote,butthesecondtime,trytoseeifyoucanfindsomethingnew
SayformeReMarNoStudentssay,ReMarNo
Turntoyourneighbor
andtellthemwhatyoushoulddowhenyoudontunderstandwhatsonapage.StudentssharewitheachotheraboutReading,
markingthepage,andnotingdetails.
Teachersays,Scholar,ScholarStudentssay,Yes,YesTeachersays,Alright,letstryit.

BODY:(40minutes)

SwitchtotheECopyofthepassageordocumentscannerofthepassage.
WehavebeenstudyingtheRevolutionaryWar.VerysimplyputRevolutionmeanssomethingNEWorCHANGE,youcanthinkaboutwhen
somethinghasbeengoingonforalongtimeandyoudecidetoREVOLTorgoagainstthenormandCHANGEthings.Morespecifically,theRevolution
isarevoltagainsttheOLDLeadershipsothatyoucanestablishNEWLeadershipandnewRULES.


Rodriguez,Benjamin:EDUG510,BSTLessonPlan#2SocialStudies,3/3/16

Turntoyourneighborandsay,OUTWITHTHEOLD,INWITHTHENEW!Studentsturnandsayittoneighbor.

IntheRevolutionaryWarthereweresomeveryimportantpeopleandwearegoingtomeetsomeofthemtoday.ThefirstoneisThomasJefferson.
Pleaseturninyourjournalstopage18.Studentsturntopage18

Teachersays,Say,ReMarNo.YourmarksandnotescanbemorethanwhatIput,butyoumusthaveatleastwhatIwriteonmybook.Feelfreetowrite
moreandnotemoreonyourbooks.Ifyouarenotsure,orifyouthinksomethingisimportant,MARKIT!HEREWEGO,ReMarNo!
Readthepassageandmakemarksofanythingthatsticksout.Teacherstopsforfirstandsecondparagraphtoaskwhatstudentsnotedandmarked.What
didyounoticethatwasimportantinthatparagraph?Studentsraisetheirhandandshare.Teachermarksthemontheboard.Teacherssays,Letskeep
going.
Teacherreadstherestoftheparagraphsinthatsectionandasksstudentstoturntotheirpartnerandsharewhattheywouldliketomark.Turntoyour
partnerandtellthemwhatimportantthingsyouwouldliketomarkinthesepassages?Studentsturnandshare.Teachersays,Scholar,ScholarsYes
Yes.Teachersays,Whowantstosharewhattheyortheirpartnershared?Teachertakesafewsuggestionsandmarksthemdown.
TeachercontinuesuntilallTHREESECTIONsunderTHOMASJEFFERSONhavebeenmarkedandnoted.

SwitchtoGRID
Teachersays,Ok,nowthatwehavelotsofnotesanddetails,turntopage40.THISISagridofalltheFamousPatriots.YouwillnotethatThomas
Jeffersonisthefirstoneandthethreesectionsnexttohisnamearethesectionsfromthereading.Giveme2importantpiecesofinformationfromthe
EarlyYearssectionofThomasJeffersonsreading.Talktoyourneighboraboutwhatyouthinkweshouldputinthissection.Studentstalkaboutthe
grids.Teachersays,Scholars,ScholarsYes,YesWhatdoyouthinkshouldgointheearlyyearboxofThomasJeffersonslife?Teachertakes
somesuggestionsandmarkstheboxes.
TeacherPassesoutFamousPatriotAssignments(StudentsareassignedaPatriotorcanbechosenatrandom)23studentsperpatriot.

SwitchtoLASTSLIDEinpowerpoint
Teachersays,
Yourmission:ReMarNo,yourFamousPatriotsstory,andrecordtheinformationthatwasimportantonthisgrid.
Read,Mark,Note,andrepeatforbetterdetails.
Teachersays,Anyquestions?Teachertakesafewquestions.
Teachersays,Begin,ReMarNo,thenGrid.StudentsbeginreadingtheirFamousPatriotspageinformation.
Teachergoesaroundandlistenstogroupdiscussionandanswersquestionsasneeded.

After20Minutes,
Teachersays,YoushouldbewritingonyourGridaboutnow,andwearesharingin10minutes.
After10minutes,Teachersays,Letsbeginsharing,pleasefillinyourgridaseachgrouppresents.Iwillfillmineinaswell.

CLOSE:(5minutes)
Towardstheendofclass,Teachersays,Scholars,Scholars,Studentsreply.Yes,yes.
Teachersays,Iamcurious.Ofallfamouspatriots.Whichonedidyoulikethemost,andwhy?Teachertakesaresponse.Teachersays,Didanyonelikea
differentpatriot?Takesanotherresponse.Teachersays,Howaboutonemoreandwhy?


Rodriguez,Benjamin:EDUG510,BSTLessonPlan#2SocialStudies,3/3/16
Teachersays,ThesePatriotsallhadanaffectonourcountry,withoutthem,wemightnotbefreetoday.
Teachersays,Letsgetreadytoswitchtoournextsubject.
PartVIREFLECTION
1. Whatinstructionalstrategiesdidyouusetohelpstudentsachievethelessonobjective?
Inorderforstudentstoachievethelessonobjective,Iusedsharedandclosereadingtoencourageengagementinourunderstandingofthepassages.Ialsouseda
gridforthedatasothatstudentswouldbeabletorecordtheirfindingsintheclosereading.Duringthelesson,Ihadstudentsthinkpairsharethroughoutour
demonstratedclosereadingsothattheyunderstoodwhatweweredoingasagroupandrepeatedthesametechniqueutilizedinthelargegroupaswellintheir
smallgroups.

2. Werethestudentssuccessfulatachievingthelessonobjective?
a) Ifso,providestudentevidence.
About90%ofthestudentsweresuccessfulinachievingthegoalastheywereabletobothfindinformationonalloftheirfamouspatriotsandrecorditontheir
grid.Allstudentscompletedtheirportionofthegridmapafterclosereadingabouttheirfamouspatriot.

b) Ifnot,whydoyouthinktheywerenotabletoachievethelessonobjective?Whatareyournextsteps?
N/A

3. Whatwouldyouchangeaboutthelessonandwhy?
AlthoughIanticipatedpotentiallynothavingenoughtimetopresenteachgroupsgridmap,Iwashopingtoatleasthavetimetoputthemapsonthe
documentscannersothateachmembercouldreadtheirfindingsoutloud.Unfortunately,thelessonpriortomylessonwasnotimplementedbymy
masterteacherandIwasaskedtoteachthatlessonalongwithmyown.Thisthrewoffthetimingofmylessonandcausedmetohaveevenlesstime
formyactivity.Studentswerestillabletocompletetheirportionofthegridbutnoonewasabletosharetheirwork.Thus,studentsonlylearnedabout
theirownpatriotanddidnotlearnabouttheotherpatriotsdonebyothergroups.Iwouldhavechangedmyformatandincorporatedtheprevious
lessonalongwithmylessonhadIknownpriorthatIwasgoingtohavetoteachbothonthesameday.Iwouldhavepreferredthatthelessonsbedone
separatelysothatthestudentshavetimetoprocesstheinformationpriortodothesecondactivity.Thisemphasizestheimportanceofstayingontrack
withmylessons,astimeisessentialandremindsofmyTPE10,InstructionalTime.Instructionaltimeshouldhavebeenapriorityandshouldhave
beentakenintoconsiderationwhentheschooldaybegan.Unfortunately,Idonotbelievethiswasconsideredforthesakeofmylessonandthe
studentsintheclassroom.

ClassroomLessonsONLY:

AfterpresentingyourlessoninyourBSTclassroom,pleasereviewandreflectonstudentworkrelatedtothislesson.
Makecopiesofstudentworkforlevelsofhigh,middle,andlow,andwriteyourcommentsonthecopies.


Rodriguez,Benjamin:EDUG510,BSTLessonPlan#2SocialStudies,3/3/16

Reflectingonstudentwork,Inoticethatnoteveryonewasabletocompletetheentireassignment.Iattributethisoutcometothelackoftimein
completingeverything.Unfortunately,mylessonwasrushedduetotheadditionallessonthatwasattachedtomytimebymymasterteacher.In
theend,mylessonwascutshorter.Besidesmoststudentsnotbeingabletocompletetheentirechart,Inoticedthattheirnotesonthereading
wasabitmessyandresultswerehighlyvaried.Someunderlined2things,othersunderlined5things,stillotherscircletheentireparagraphand
underlinednothing.IthinkmyinstructionsneededtobeclearerandIshouldhaveincorporatedarubric,sothattheyknewwhatmyexpectations
were.IfIcoulddothislessonover,Iwouldincorporatearubric,andgivemorespecificinstructionsonwhatIexpectedtoseeontheirnotetaking
inthereading.Iwouldgivethemmoretimetodothechart.Iwouldcirculateabitmoretomakesurethatprogressisbeingcompletedbyall
students.Theonestudentwhodidnothingontheassignment,wasoutoftheclassformostofthelessonandwhenhecameback,Idontthinkhe
knewwhattodo.Tohelphimcompletethework,Imightmakethegradingagroupeffort.Studentswouldhaveanadditionalcomponentontheir
rubricthatrequiredeverystudentthatwaspresenttohaveworkcompleted.Ifonestudentdidnothaveeverything,thenthatcomponentofthe
rubricwouldbeaffectedforallgroupmembers.Itwouldonlybeworth3pointsastonotpenalizeeveryonemajorlyforsomeoneelseswork,but
stilltomotivatethemtowanttohelpeachother.


Rodriguez,Benjamin:EDUG510,BSTLessonPlan#2SocialStudies,3/3/16

Thisstudent#1includedlotsofdetailsintheirnotesandontheirchart.Theymeritedthefull6/6pointsbothpartsofthisassignment.


Rodriguez,Benjamin:EDUG510,BSTLessonPlan#2SocialStudies,3/3/16

Thisisthesecondofstudent#1assignment.Againsheearnedthefullpointsforbothparts.Full6/6.


Rodriguez,Benjamin:EDUG510,BSTLessonPlan#2SocialStudies,3/3/16

Thisstudent#2haddetailsonmostofthereadingandincludeddetailsinallofthispartofthechart.Theyearned6/6forthisportion.

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Thisisthesecondpartoftheassignmentforstudent#2.Noticeonhereshedoesnthavenearlyasmuchdetailsonherworkasontheonewedid
together.Evenherchartsufferedforhavinglessdetailsinhernotes.Sheearned3/6forthispartoftheassignment.

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Rodriguez,Benjamin:EDUG510,BSTLessonPlan#2SocialStudies,3/3/16

Student#3wasoutoftheclassforaportionofthelesson.Whenhearrived,Iexplainedtheassignmenttohim,buthemissedtheclassportionand
receivesspecialservicesforreading.ThusIamsurethiswasnotgoingtobeeasyforhimregardlessofwhetherhewaspresentornot.However,
workingasagroupshouldhavehelphimcompletetheworkwithmoreease,andtheclassexamplewouldhavebeenbeneficialtohim.IfIwerein
theclassmore,Iwouldhaveallowhimextratimetoworkonthisassignmentwouldhavescaffoldedtheassignmentmore.Ihaveworkedwith
student#3inaoneononesetting.Heisverycapableifhehasassistanceandguidanceforthebeginningofeachassignment.

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Thisisthesecondpartofstudent#3sassignment.Hedidnothaveenoughtimetocompletethework.Heneededadditionaltimeoutsideofclass
time.

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