LESSON PLAN- EDU3216

Aligned with the Minnesota Standards of Effective Practice on Planni

and the Minnesota Teacher Performance Assessment Package

Teacher Candidate: Jacob Nuckolls Date:

School and District: Grade: 6th
Cooperating Teacher: C.T.s Signature:
University Supervisor:
Unit/Subject Social Studies
Lesson Title/Lesson Focus: Final Unit Test Estimated Length of Lesson: 80 minutes
*Please attach the cooperating teachers and the university supervisors observational comments
to this document.

PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1) Identify the strengths, needs, and interests of individuals needing
accommodations, including students with IEPs and/or 504 plans.
There is one student who is at a 1st grade reading level. This student has a Teachers
Aide with him always, he also as an IEP plan. Another student has mental issues but the
mother is not permitting him any sort of aid. There are a few students on a 504 plan for
various needs. One of the children is hard of hearing and uses a hearing aid/speaker
microphone to receive instruction. Otherwise, most of the students are at high reading
levels.

2) Identify the strengths, needs, and interests of individual students in your

classroom whose first language is not English, who represent cultural
differences, who may struggle to learn, or who may be highly motivated to
learn.
10 out of 21 students are ELLs. They are 2-3s on the WIDA scale. There are several
ethnic groups represented ranging from white, African American, Somali, Hmong, and
Latino. There are some students that are extremely undermotivated. There are a few
highly-motivated students as well. In general, most of the class is quite intelligent, but
not necessarily very motivated.

3) Identify prior learning experience, and language, physical, cognitive, or

social/emotional development you will need to consider as you plan
instruction for this group of students.
Students already have an overview of the American Revolution and the beginnings of
the United States from 5th grade. However, they will not know some of the founders
specifically. Many of the students are ELLs and are these students learn in a variety of
ways. In order to accommodate to these multiple learning styles as well as their
social/emotional and cognitive development, the material for this test has been
reviewed several times over in multiple ways including using visual aids, group review,
 presentations, and study sheets. This is the final assessment of their retention and
critical thinking.

4) Based on your answers to prompts 1-4 above, what specific supports have you
planned (or will you plan) for students to help them reach the lesson
objective?
Because many of the students are on IEPs and many are ELLs, I will have a TA in the
room and one who will also pull certain students out to the library to work in a quieter,
less distracting environment.

Central Focus and Alignment:

What is the learning goal you have identified for your students?
Students will be able to identify and explain the significance of the lives of the main Founders
of the United States.

Students will be able to identify and explain the significance of the lives of several African-
Americans and their accomplishments.

What state adopted academic or content standard(s) are you addressing?

(Provide the name of the
standards document, the grade level, the correct numerical citation, and the text
of the standard(s)
you select.)

5.4.4.17.3. Minnesota State Standard (2011)

Identify the major events of the American Revolution culminating in the creation of a new and
independent nation. (Revolution and a New Nation: 1754-1800)

6.4.4.19.1. Minnesota State Standard (2011)

Explain the causes of the Civil War; describe how the debate over slavery and abolition played
out in Minnesota. (Civil War and Reconstruction: 1850- 1877)

6.4.4.19.2. Minnesota State Standards (2011)

Create a timeline of the key events of the American Civil War; describe the war-time
experiences of Minnesota soldiers and civilians. (Civil War and Reconstruction: 1850-1877)

What is your objective(s) for this lesson? Identify what the students will be able
to do following
instruction. Include an action verb (observable behavior), and criteria for
success.
Students will demonstrate their understanding of the significance of 5 American Founders by
completing a multiple-choice section of the exam about these figures and their major
accomplishments with 90% accuracy.

Students will explain the significance of key African American figures that shaped US History by
completing a multiple-choice and true/false section of the exam about these figures and their
major accomplishments with 90% accuracy.

Students will demonstrate their comprehension, critical thinking, and writing ability by writing
two essays 4-6 sentences in length integrating their thoughts and at least 2 main concepts of
the Unit.

Academic Language and Support:

What are the academic language demands? Identify:
(include function[s] and form[s])

Functions:
Unit Exam a test in which students are assessed on their comprehension and understanding
of the subject material of the previous unit.

Forms:
Identify students will choose the correct definition for the described concept or person.
Explain students will extenuate upon the importance of a particular person, place, idea, or
event.
Match students will choose the correct person, place, idea, or event that corresponds with the
description.

How have you planned to support students in meeting the academic language
demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to
use to support students
understanding of the academic language. Describe when, within the lesson,
students will be expected to
use and demonstrate understanding of the academic language. Be sure to
include function, form, syntax,
and discourse.)

I will support students understanding by already previewing the main components of the final
unit exam as well as giving them multiple opportunities for review in multiple ways including
visual aids, group studying, and independent study sheets.

Assessment: Attach to your lesson plan any rubrics, checklists or other assessment
tools that you will use.
Describe the tools/procedures that will be used throughout this lesson to monitor
and measure
students learning of the lesson objective(s). (Multiple and varied assessments
should be used in the
lesson.)

Formative:
I will be walking around the classroom checking in with the students and making sure they are
focused on the test.

Summative:

The test provides a unit-long summative assessment on everything the students have learned
since the beginning of February.

Feedback:
How will you plan to provide specific feedback to students on their progress
toward reaching the lesson objective?

I will provide feedback by writing on the students tests and grading them on their correct
answers.

How will students use the feedback to improve their competencies and
knowledge? (Describe the
specific opportunity for their application of the feedback.)
Students will use the assessment of my feedback on their tests to determine whether or not
they understood the key information from the unit. A retake of the test will be given the
following Friday, giving students the opportunity to re-study and solidify their comprehension.

Materials and Special Arrangements:

Teacher Materials:
Test, answer key.

Student Materials:

Binder, pencil, test.

Theories and or Research-Based Best Practices:

Identify relevant research/theory to justify why learning tasks (or their
application) are appropriate.
How have you intentionally linked this to your instructional planning?

Blooms Taxonomy (1956) a theory that expresses student learn best when they remember,
understand, apply, analyze, evaluate, and create. This is the structure that the test follows.

References (APA) and Acknowledgments:

Biography.com Editors. (2014, April 02). Frederick Douglass. Retrieved February 22, 2017,
from http://www.biography.com/people/frederick-douglass-9278324. This source provides an
excellent and concise narration of Frederick Douglass life, hitting all of the main points and it
includes the implications of his life in the future of Civil Rights in the United States. This
 source is incredibly readable for teachers and students alike.

Biography.com Editors. (2014, April 02). John Jay. Retrieved February 22, 2017, from
http://www.biography.com/people/john-jay-9353566 . A helpful and concise history of John Jays
life including his major accomplishments. This is very approachable for students at a 6 th-grade
reading level.

Biography.com Editors. (2015, February 15). Thomas Jefferson. Retrieved February 22, 2017,
from http://www.biography.com/people/thomas-jefferson-9353715. Likewise, a very
approachable history of the writer of the Declaration of Independence, Thomas Jefferson. It is
easily accessible and does a very good job illustrating his significance.

Biography.com Editors. (2015, November 16). John Adams. Retrieved February 22, 2017, from
http://www.biography.com/people/john-adams-37967. A well-done and readable narration of
John Adams life and major accomplishments, including his presidency. Bio.com also has very
helpful videos that illustrate the same key events.

Biograpraphy.com Editors. (2014, July 08). James Madison. Retrieved February 22, 2017, from
http://www.biography.com/people/james-madison-9394965. A well-articulated and brief
account of Madisons life and achievements. It includes a very helpful video.

Biography.com Editors. (2015, July 08). George Washington. Retrieved February 22, 2017,
from http://www.biography.com/people/george -washington-9524786#synopsis. Another age-
appropriate account of the US President George Washington. It does a very effective job of
dispelling myth and giving an accurate account.

Expectations for Student Behavior:

Describe how your students will be intellectually engaged. How will you
communicate expectations for
them? How will you follow up on behavior expectations and how well you are
engaging learners?

These students will have taken tests like this one for the last several units. They will
understand that they are to work at a sound level 0 and, if they finish their test early, they are
to work on other homework or read a silent reading book. I will reiterate these expectations
before the exam is passed out, and it will be expected that students remember these
classroom behavior expectations.

Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)

Today, I will focus on cueing my students on behavior expectations (such as sound level), before a
student speaks too loudly.
 Standard Lesson Plan Form

LESSON PLAN

Plan your teaching steps by addressing What will the teacher do and What will students do.

Provide evidence of scaffolding, linking new content to prior learning, engaging students,
monitoring progress, supporting students so they can use academic language, and transitioning.

INSTRUCTIONAL SEQUENCE
Tim What will the teacher do? What will students do? (Note behavior
e expectations and plans to promote
intellectual engagement.)
3 Introduction/Motivation: Students listen quietly and answer
min questions when called upon.
Activate prior knowledge Good morning, 1st
period.
We have been reviewing these things for the
past few days and it is now time to test
ourselves on what we remember and how we
think about the Founders and the things we
discussed during Black History Month.

Communicate the learning objective

Today we are going to take our unit test
over the American Founders and Black
History month.

Introduce academic language Much like

last time, we will have some sections where
you are matching, true and false, fill-in-the-
blank, and a couple of essay questions.

Lesson Tasks (Including Assessment):

I will now hand out the exams and you Students take exams.
70 will have the full-time to work. Remember,
min we will be working at a sound level 0. If
you get done early, you can pull out a
silent reading book or homework for
another class.
 Closure: (Summarize the lesson with
students, provide further opportunities for
learning, and build a bridge to the next
lesson.)
Excellent job. If you did not do that well,
5 there will be a retake next Friday for those
min. of you that want to get another shot at this
exam.

Extension: We have no homework due

tomorrow, but remember that we are
starting our new unit on Reconstruction in
Minnesota History! Be prepared to learn
more about your states history.