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Standards-Aligned Lesson Plan Template

Subject(s): English Language Arts and Social Studies Grade: Fifth

Teacher(s): Mrs. Heather Spenser School: College Park Elementary Date: March 7th,
2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
CCSS.ELA-Literacy.RI.5.1: Quote accurately from the text when explaining what the text says explicitly and
when drawing inferences from the text.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
H-SS 5.5.1: Understand how political, religious, and economic ideas and interests brought about the Revolution

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.5.6.Em: Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast,
cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing
multimedia, with substantial support.

4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?) TRANSLATION
Students will accurately quote from the text when explaining the causes and We will read write about causes
effects of Great Britains victory after the French and Indian War and the and effects of Great Britains
Proclamation of 1763. (Blooms Taxonomy: Analyze) debt after the French and Indian
War using examples from the
text.
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?) (TPE1.3) TRANSLATION
Students need to grasp the events the led to the American Revolution in It is important that we learn
order to understand their countrys history and the reasoning behind our about our countrys history and
independence. It is also important for students to articulate thoughts and the events that led to our
ideas clearly and effectively through speaking and writing using evidence.
(Retrieved from Education Connection: 21st Century Skill Crosswalk) freedom while showing evidence
from text.
6. Essential Questions (TPE1.5):
Why would someone like to be involved in the decisions that affect you?
Why is having an opinion important?
What is the difference between my control of the front row students and the last row students? And why is
that?

Part II STUDENTS INFORMATION (TPE1.1,3.2)


7. Class Information:
a. Total number There are 24 students; 12 girls and 12 boys.
b. English Learners/Standard English Learners There are sixteen English Learners with five different
reading proficiency levels. Four student is at a Beginner reading level, two students are at an Early
Intermediate reading level, four students are at an Intermediate reading level, five students are at an Early
Advanced reading level, and one student is at an Advanced reading level. There are no Standard English
Learners.
c. Students with Special Needs There are a total of six students with IEPs. One student has an IEP for
Attention Deficit Hyperactivity Disorder (ADHD), two students have an IEP for Specific Learning Disabilities,
and three students with an IEP for Speech and Language Services (two students are assisted for a speech
stutter and one for vocabulary assistance specifically). In addition, one student has been diagnosed with
ADHD but does not have an IEP and three students required glasses to be worn in the classroom.
d. Academic language abilities, content knowledge and skills in content area - About four students
perform below grade level, eight students are progressing toward grade level, nine students are performing
at grade level, and three of the class performing above grade level for Social Studies and English Language
Arts. Students have worked in Google Classroom with identifying main ideas and details using text evidence
and typing their findings. Students have also learned about the French and Indian War and technology
during the Industrial Revolution but have not taken any assessments recently according to the Master
Teacher.
e. Linguistic background There is one native Samoan speaking student, twenty-one native Spanish
speaking students, and one native English speaking student. Sixteen of the Spanish Speaking students have
an IEP.
f. Cultural background (home/family) The majority of the students come from a Hispanic/Latino
background. There is one student with a Samoan background, twenty-one students with a Hispanic/Latino
background, two student with a White background.
g. Health considerations (if any) Two students have a visual color deficiency or are fully color blind and
two students are allergic to bees and mosquitos. There are no known food allergies and three students
require glasses during instruction.
h. Physical development factors that may influence instruction in this academic content area In
this age group physical skills are gaining more importance in influencing status and self-concept. Girls are
ahead of boys in physical development therefore they are taller, stronger, and more skillful in small muscle
coordination. High energy level-opportunities for physical activity continue to be important. Girls begin
adolescent growth spurt and there is a quiescent growth period for boys. These students are also able to
take responsibility for personal hygiene (Retrieved from ASCDs Developmental Characteristics of Youth and
Children Poster)
i. Social development factors that may influence instruction in this academic content area During
this stage caregiver guidance and support are a major influence upon school achievement. Caregiver
commitment and involvement play an important role in expansion of interests and activities outside the
home. Caregivers assist these students in assuming personal and social responsibility. Students occasional
negativism or rebellion does not diminish importance for development of values. This age group is overly
concerned with peer imposed rules, which may be shifting. Peers share sexual information and
misinformation. Competition is more common with a considerable amount of boasting. Gender differences in
interests are pronounced and antagonism between boys and girls leads to frequent quarrels. The formation
of same sex cliques is formed and extreme energy expenditure in physical game playing occurs between
same sex peers. Both boys and girls become interested in hobbies and intensification of peer group
influence begins. Team games are popular, crushes and hero worship is common for same and opposite sex.
There is a heightened competiveness in school activities which may lead to difficulty in handling failure
experiences. This group continues to needs teacher approval and affection and they are increasingly able
and interested in assuming responsibilities. (Retrieved from ASCDs Developmental Characteristics of Youth
and Children Poster)
j. Emotional development factors that may influence instruction in this academic content area
Students react to feelings of others positively and/or negatively and are sensitive to criticism and ridicule.
They seek warm, friendly relationships with adults. Worries are evident, revolving around self-esteem and
threats or security like a loss of caregiver or family finances. Students begin to test and question attitudes,
values, and belief systems which may results in conflict. Adult role models give strong cues about
acceptable behavior. Students understand the reasons for rules and behave according to those rules. They
are beginning to make judgements about their own behavior, set standards for themselves, and take
responsibility for their behavior. They also begin to conform to gender roles, achieve personal relationships,
and are aware of the importance of belongings. Lastly, these students are self sufficient and can think
independently inside and outside the home. (Retrieved from ASCDs Developmental Characteristics of
Youth and Children Poster)
k. Interests/Aspirations (relevant to this academic area) Students are interested in Pokmon cards,
the movie Trolls, and their iPhones. The boys enjoy playing soccer during recess and afterschool. Students
are reading Harry Potter books and the Diary of a Wimpy Kid books as well. A few of the students aspire to
be a teacher, Doctor, and FBI agent when they grow up. Many of the students in this class are very artistic
and enjoy drawing characters and ideas from their imagination.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs.):
I anticipate that some English Learners, students with speech and language disabilities, and students with
learning disabilities will struggle to keep up with the reading excerpt provided, determining specific causes and
effects, and they also may not participate in class discussions as they fear speaking in front of other peers or
havent followed the speed of the reading. The two students will ADHD may have trouble staying focused on
the task if I do not keep them engaged. This class has a wide variety of proficiency levels and it will be
important to accommodate each student and varying levels.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)


9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs.)
I will display the key vocabulary words on a PowerPoint presentation with definitions and visuals for my ELs to
make connection and to help them understand the terms. I will also be making notes in the text on the
document camera with causes and effects along with the class so the EL students, students with speech and
language disabilities, and students with special needs to write down, refer to it, and stay on track with the
lesson. I will allow time for the students with ADHD to work with peers, participate in the class discussion, and
follow along with me as I complete the multi-flow chart with them. I will also remind these students what the
instructions were to keep them on track with completing their assignments and walk around the room to make
sure they are staying on track.

10. 21st Century Skills Circle all that are applicable


Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
Communication: Students will participate in a class discussion. Students will also work in pairs to read
paragraphs from the excerpt and compare their findings from the text.
Critical Thinking: Students critically think about the causes and effects of Great Britains debt after the
French and Indian War and give their opinion on how they would feel to be told where they can and cannot live
freely.
11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
I will show a video about the French and Indian War to refresh the students memory and engage them.
I will also show a PowerPoint presentation to review our objective and vocabulary words.
I will present the text on the document camera to follow along awhile students are reading.
12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)
Before the lesson begins I will show a video to set the stage for the excerpt the students will read and refresh
their memory about the French and Indian War. Additionally, I will be displaying the map of the United States to
give the students an idea of where the different territories were and display the excerpt and multi-flow map on
the document camera.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)


13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative: During the class discussion, I will be asking different students questions to complete the multi-
flow map while getting student participation to give clarification and assistance when necessary. I will also
be walking around to help students write their paragraphs and review their level of understanding on the
causes and effects of Great Britains debt after the French and Indian War. I will also be checking to see if
students are citing correctly within their paragraphs.

b. Summative (if applicable): I will be assessing the students completion of the multi-map for causes and
effects of Great Britains debt after the French and Indian War. I will also be reviewing the students
paragraphs for accurate referencing to the text while explaining the causes and effects. (DOK Level 2: Skills
and Concepts)

c. Attach rubric here (and copy and paste your objective above your rubric): Objective: Students will
accurately quote from the text when explaining the causes and effects of the French and Indian War.
(Blooms Taxonomy: Analyze)

d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)
I will hold a discussion to review what the students have learned from the excerpt provided. They will also
recite the objective we went over at the beginning of the lesson. I will ask them whether they think they have
met their objective set out before the lesson and why? How many of you have at least two causes and two
effects referencing the text? Or what could we have done better to meet that objective?

Part V - INSTRUCTIONAL PROCEDURE


14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

Marzanos: Identifying Similarities and Differences (Yields a 45 percentile gain)

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
23 copies of Causes of the Revolution: The benefits and Costs of War from History-Social Science for California:
Our Nation by Scott Foresman
23 Multi-Flow Map handouts
Pencils
Document Camera
Projector
Video from: https://www.youtube.com/watch?v=Y2fjkNgQJTA (0:04 1:05)
16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
Anticipatory Set
I will open the lesson by showing a video to review the events that led to the Proclamation of 1763 which
ends with the colonists upset over land restrictions. I will ask the students a few questions to get them
focused on the events that led to the American Revolution. Why did the colonists to move to America?
Does anyone know what the biggest cause was for the American Revolution against Great Britain?

Objective and Its Purpose


Next, I will say Today we are going to begin learning about the events that led to the American Revolution.
Our objective today is to quote from the text when explaining the causes and effects of Great Britain winning
the French and Indian War.
What does it mean to quote from the text? Get feedback. What should you do when you are quoting
directly from the text? Get feedback.
To review what is our objective today? I will have the student repeat the objective chorally.
Why do you think this is important to learn about the events that led to the American Revolution? How is
this information relevant for you right now? I will get student feedback and as a class we will come up with
the importance of this lesson. Once we have determined an appropriate purpose I will have them repeat it
back to be chorally.

BODY:
Instructional Input
I will begin by reviewing the vocabulary words listed on page 99 of their text. I will display the words on the
PowerPoint presentation with images that show relevance to current issues and have them give me their own
interpretation of the picture and term. These visuals will be helpful for the ELs and students with learning
disabilities because they will gain more understanding of an image rather than words they struggle to
understand.
Once all the vocabulary words have been clarified I will tell the students that we will be reading an excerpt
about one of many events that lead to the American Revolution while focusing on the causes of this event and
effects of the event. I will ask students what they think a cause is and what an effect is and allow random
students to define each word. As a class, once we have determined accurate definitions, I will write the
definitions of each from their own words on the multi-flow map worksheet displayed on the document camera.
The students will follow along writing the definitions on their worksheet as well.
The chart you have in front of you is called a multi-flow chart and this is used to write about causes and
effects of events.
What do you think goes in the box on the left? Why? Get feedback.
Who thinks they know what goes in the middle box? Get feedback.
What do you think goes in the box on the right? Why?
Now there are arrows that make this map flow. Which way should the arrows flow? Get feedback.
Why do you think the arrows go in that direction?
I will instruct them that while you are reading along in the excerpt underline any causes or effects of Great
Britains victory over France so we can fill out the multi-flow map on your worksheet and put a C or an E to
differentiate between a cause and an effect.

Modeling/ Guided Practice


Lets do the first paragraph together. I will read and you underline what you think causes are and what effects
are.
I will begin reading the excerpt and stop at resource rich land I will ask the students what they think that
means to make sure they understand the term. I will continue reading. Once I have completed the first
paragraph (5 sentences) I will pause and ask the class what they underlined/highlighted for that paragraph.
What event or events happened in this paragraph?
Do you see any clue words in this section that tell you it's cause or effect?
Which one is a cause?
Which one is an effect?
Where does that go on the multi-flow chart? I will write in the flowchart what we found in the first
paragraph.
Does anyone know what debt means?
Once I feel everyone has caught up I will continue reading the second paragraph while walking around the
classroom, pausing to ask them what rebellion means (from the vocab PPT) to refresh the memory of my
English Language Learners/Students with Special Needs.
Checking for understanding
What event or events happened in this paragraph?
Do you see any clue words in this section that tell you it's cause or effect?
Which one is a cause?
Which one is an effect?
Where does that go on the multi-flow chart? I will write in the flowchart what we found in the second
paragraph.
This review will give my ELs and Students with special needs, time to catch up and have a better
understanding for how to complete the map.

CLOSE:
Independent Practice:
I will then instruct the class to pair up and read the last paragraph of the excerpt and pair share what they
have underlined through the whole passage. I will walk around to see what students are underlining and
making sure my students with ADHD are remaining engaged and on task. When some students finish early I
will ask them what they underlined and whether it was a cause or an effect in this event.

Closure:
Once everyone has read the last paragraph I will ask students to share, either in their own words or by quoting
directly from the text, one event, and a cause and an effect and write it with them on the map.
I will give them an example from above on how to present. On cause of Great Britains victory after the French
and Indian War was gaining control over resource rich land.
I will ask the class what was the objective of this lesson? I will also give them time to respond and carry a
class discussion on the definition of a cause and effect, and let some students share their paragraphs. I will ask
the students why is it important to quote the text and show evidence when writing? And how would you feel
if you moved to a new country to be free and were told where you could or could not live? I will then ask them
whether they feel they have met their objective or not and why?

Part VI REFLECTION (TPE6.1)


1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, &
Student with Special Needs. On student work samples, please include scores according to rubric
categories.
2. Were the students successful at achieving the lesson objective?
a) If so, explain which areas in which students were successful, according to your data analysis.
Each student for the exception of one met the objective for the lesson which was to accurately quote
from the text when explaining the causes and effects of Great Britains victory after the French and Indian
War and the Proclamation of 1763. Twenty-three out of twenty-four students received a four out of four on
their worksheets, meeting the objective for the lesson. The majority of the students were successful in
identifying two causes and two events when using textual evidence. I was able to get many of the students
to respond to formative assessments throughout the session regarding comprehension of what we were
reading and their thoughts on effects and causes of the French and Indian War, Settlers moving to new land,
and the Proclamation of 1973. One student did not complete one of the effects within the worksheet but
they were able to identify multiple effects for the other two events which still allowed him to meet the
objective. I did notice that some students neglected to add quotation marks when directly quoting the text
or were missing one of the two quotation marks in their writing. We did review what to do when quoting
directly from the text and they have been quoting form the text many times before. It was quoted properly
on the document camera on my version but they might have just not reviewed their work before turning it
in.
b) If not, explain which areas in which students were not successful, according to your data
analysis. Why do you think they were not able to achieve the lesson objective in these areas?
The one student who did not meet the objective received a zero out of four on his worksheet. He was
unable to copy down one full sentence from the worksheet displayed on the document camera or engage in
the lesson. This student has a specific learning disability and usually sits right in front, by the teachers
every day. In the past, the teacher needs to remind him to stay on task but he is unable to complete the
majority of this assignments. For this lesson, the teacher had just rearranged the seating assignments the
day before and this particular student was moved to the back of the classroom. Due to his seat position, I
did not encourage him as much as I could have. I did walk around the room throughout the entire lesson
and I did address his level of completion but continued with the lesson to keep the majority of the students
moving along. I found this lesson to be quite long for them and I did need to allow them to have a break for
two minutes before working on the last paragraph in the text. I also found this student to be disruptive to
those around him and my master teacher did address his actions many times throughout the lesson
privately. I think I needed to specifically work with him and not move on until he was up to speed but I was
too nervous to lose the majority of the classroom attention which was had kept for the majority of the
lesson. I also think I would modify the rubric for him and encourage him to look for one cause and one effect
in order to complete the objective but he was still unable to meet that.
3. What instructional strategies did you use to help students achieve the lesson objective? Which
subject-specific pedagogical skills did you employ to help students be successful? (Reference TPE
Part 2: Subject-Specific Pedagogy)
I showed my class a fun video to bring their attention to the lesson and the American Revolution. I asked
the students about what they already knew about the French and Indian War. We reviewed the key details of
that event and I showed a PowerPoint that went over vocabulary they should be familiar with before reading
the unit. I added visuals to the vocabulary words to allow students to make connections to that time period and
examples used currently. I also referred to the citations under each page and how that is a form of citing just
like quoting from the text to allow them to make connections. I also reviewed what the definition of an
objective is and what our objective was for the lesson. Throughout the text, I paused to make sure students
understand specific words or phrases. I related colonists living too far for Britain to control with students in
front of the classroom, close to me, versus students I have less control over at the back of the classroom. This
example seemed to help many students make connections. When I related the historical events to relatable
events like the students having to move without being asked their opinion I got a lot of interaction and student
participation which helped them understand how the colonists felt after the Proclamation of 1763. I asked for
input from a variety of students to get different answers and as a class they would respond with whether the
cause or effect was paraphrased or a direct quote. Once we had completed two of the three events I gave the
students a two-minute break to get their energy out and saw an EL student reading ahead in the passage. I
worked with him one-on-one and asked if he would add his thoughts when we began the lesson again. That
student came up with our last event for the class to focus on when they read by themselves and worked in
groups. After the student read the last paragraph themselves they worked in pairs to find one cause and one
effect for the last event, the Proclamation of 1763. I walked around the room to formatively assess each
student and their progress. I helped students when necessary and was pleasantly surprised when my lower
students were understanding the effects of the Proclamation of 1763 and paraphrasing in their own words.
4. What would you change about the lesson and why (according to your data analysis)?
I had a few students who continued to disrupt those around them and I think I should have paused and
waited until they settled down and caught up with the rest of the class. I also think finding causes and effects
for this passage was difficult and time-consuming to get participation which made the lesson very long. For the
one student who did not complete the worksheet at all, I would modify the rubric to have him identify one
cause and one effect verbally to me and then have him write them down as copying down from the board was
too difficult for him. I would prefer to work one-on-one with him during the two-minute break but he was one of
the main students who needed a break to release some energy. I would also modify the worksheet to one
event per paragraph which is why one of the boxes is not filled on all their worksheets. While going through the
lesson I felt four would be too many for them to analyze so I modified it on the spot and had them cross out the
last one.
Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.

Name: _________________
Date: _________________

Multi-Flow Chart: Cause and Effect


What does the cause of an event mean? ________________________________________
What does the effect of an event mean? _______________________________________
Causes Effects

Causes
Effects

Causes Effects

Causes
Effects
Causes and Effects Rubric

Description 1 point 2 points


Identify causes of a specific Identified 1 cause using Identified 2 causes using
event in the text using textual evidence textual evidence
textual evidence
Identify effects of a specific Identified 1 effects using Identified 2 effects using
event in the text using textual evidence textual evidence
textual evidence

Total Points: ________