E-Unit La Final

American
Heroes
3rd Grade
Amy Helzer
EDU 512
Spring 2017
Dr. Rachel Timmons
California Baptist University
1
Topics Covered
American Heroes throughout history
Who is an American Hero?
Characteristics of an American Hero
Exploring different American Heroes
What do you know about American Heroes?
2
Table of Contents
Objectives and Standards
Introduction/EdTPA Reflective Assignment.
Student List.
Vocabulary.
Literature
Poetry
Direct Instruction Lesson Plan
Concept Attainment Lesson Plan...
Generalization Lesson Plan
Inquiry Lesson Plan.
Vocabulary Lesson Plan.
Listening/Talk Lesson Plan.
Writing Lesson Plan.
Unit Schedule
Assessment...
Unit Reflective Commentary..
3
Objectives and Standards
Direct Instruction Lesson
Objective
After the lesson on Abraham Lincoln students in grade 3 will list 10 facts both orally and in
writing with 90% accuracy.
Common Core Social Studies Standard

3.4.6. Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne
Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass,
Harriet Tubman, Martin Luther King, Jr.).
Common Core Social Studies ELA Standard

W 3.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
Common Core Social Studies ELD Standard

Interpretive
5.Listening actively to spoken English in a range of social and academic contexts
Productive
12.Selecting and applying varied and precise vocabulary and language structures to effectively
convey ideas
College and Career Readiness Anchor Standard CCSS

Text Types and Purposes
2.Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
Concept Attainment Lesson
Objective
4
*After the lesson on the concept of What is an American Hero students in grade 3 will be able
to state both orally and in writing the correct definition of an American hero.
Central Focus: Comprehension or Composition

Lesson will be Composition since students will be gathering and organizing information for writing
and understanding the definition of American Hero.

*3.4.6. Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne
Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet
Tubman, Martin Luther King, Jr.).

*W 3.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.

Interpretive
*5.Listening actively to spoken English in a range of social and academic contexts
*12.Selecting and applying varied and precise vocabulary and language structures to effectively
convey ideas

*2.Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection,
organization, and analysis of content.
Generalization Lesson
OBJECTIVE: After the lesson on using data to support generalizations, students in grade 3 will apply
this knowledge and develop generalizations concerning the topic of American Heroes with accuracy.


clearly.

Interpretive
Productive
convey ideas
5
2.Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
State Blooms Level on the Taxonomy in Bold Type: Synthesis/ Evaluation
Inquiry Lesson
Social Studies Content Learning Objective(s):

After the mini lesson on American Heroes students in grade 3 will be able to describe orally
and produce a poster, which depicts an American Hero with 95% accuracy.
ELA (Academic) Language Objective:

Students in Grade 3 will extend their research skills by referring to details and examples within
text and online information. Students will have the opportunity to explain and discuss the ideas
presented within a historical text.
ELD (Academic) Language Objective:

Students in Grade 3 will exchange information and ideas through oral collaborative
discussions. Students will interact with peers in English and will become engage with various
texts, print and multimedia.
Cog. Taxonomy/DOK Levels:

Level 3: Strategic Thinking: Investigate, Cite Evidence, Differentiate
Level 2: Skill/Concept: Classify, Collect, Display, Summarize, Organize
Level 1: Recall: Define, Identify, Illustrate, Who, What, When, Where, Why
Common Core Social Studies Standards:
3.4.6. Describe the lives of American heroes who took risks to secure our freedoms (e.g. Anne
Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass,
Harriet Tubman, Martin Luther King, Jr.).
ELA Language Standards for Grade Level

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RI 3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently. Recount stories from diverse cultures, and
determine their central message, lesson, moral.
clearly
a.Introduce a topic and group related information together; include illustrations when useful to
aiding comprehension.
b. Develop the topic with facts, definitions, and details cues linking words and phrases (e.g.,
also, another, and, more, but) to connect ideas within categories of information provide a
concluding statement or section.
ELD Standards for Grade Level

Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics.
6
Interpretive
6.Reading closely literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language.
8. Analyzing how writers and speakers use vocabulary and other language resources for
specific purposes (to explain persuade, entertain, etc.) depending on modality, text type,
purpose, audience, topic, and content area.
Productive
9. Expressing information and ideas in formal oral presentations on academic topics.
12. Selecting and applying varied and precise vocabulary and language structures to
effectively convey ideas.
Vocabulary Lesson

After the mini lesson on American Families students in grade 3 will be able to define and correctly
engage the vocabulary in writing with 95% accuracy.
ELD Language Objective:

Students in grade 3 will listen actively to spoken English within an academic context. Students will
present an informational text, which utilizes the lesson vocabulary and writing.
ELD Content Objective:

Students in grade 3 will acquire and use grade appropriate general academic and domain specific
words and phrases. Students will write about families correctly using the domain-specific vocabulary
content.
Cog. Taxonomy/DOK Levels

Level 1: Define
Level 2: Categorize, Organize, Distinguish
Level 3: Contrast, Compare, Explain

L 3.4. Determine or clarify the meaning of unknown and
multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a
range of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
b. Determine the meaning of the new word formed
when a known affix is added to a known word
(e.g., agreeable/disagreeable, comfortable/
uncomfortable, care/careless, heat/preheat).
c.Use a known root word as a clue to the meaning
of an unknown word with the same root
(e.g., company, companion).
d.Use glossaries or beginning dictionaries, both
print and digital, to determine or clarify the
precise meaning of key words and phrases
ELA Content Standards for Grade Level

clearly.
7
a. Introduce a topic and group related information together; include illustrations when useful to aiding
comprehension.
b. Develop the topic with facts, definitions, and details.
cues linking words and phrases (e.g., also, another, and, more, but) to connect ideas within
categories of information.
provide a concluding statement or section.
ELD Standards (2014) that apply

Interpretive
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning
is conveyed explicitly and implicitly through language.
Productive
12. Selecting and applying varied and precise vocabulary and language structures to effectively
convey ideas.
Listening/Talking Lesson

After the mini lesson on American Heroes, students in grade 3 will be able to compare and contrast
American Heroes, which occur in the two picture books with the factual information in their textbooks,
students will discuss and write a reflection paragraph with 95% accuracy.

Students in grade 3 will exchange information and ideas through oral collaborative discussion.
Students will interact with peers in English and will engage with the text. Students in grade 3 will listen
actively to spoken English within the context of Language Arts and History.

Students in grade 3 will discuss and write about the American Hero studied throughout the text using
domain-specific vocabulary content and compare and contrast American Heroes from previous
studies.

Level 1: Recall
Level 2: Compare, Distinguish, Make Observations, Use Context Clues
Level 3: Assess, Differentiate
Level 4: Connect

L 3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based
on grade 3 reading and content, choosing flexibly from a range of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known affix is added to a known word
(e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
c.Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
company, companion).
d.Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise
meaning of key words and phrases
8
clearly.
comprehension.
cues linking words and phrases (e.g., also, another, and, more, but) to connect ideas within
categories of information. provide a concluding statement or section.
ELD Standards (2014) for Grade Level

Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on a range
of social and academic topics.
Interpretive
5. Listening actively to spoken English in a range of social and academic contexts.
Productive
convey ideas.
Writing Lesson

After the mini lesson on American Heroes, students in grade 3 will be able to write a summary on
what they have learned in this unit on American Families with 95% accuracy.

Students in grade 3 will use precise and domain specific vocabulary to write about American Heroes.
Students in grade 3 will listen actively to spoken English within the context and produce clear and
coherent writing, which display development and organization.

Students in grade 3 will write a summary about what they have learned in this unit about American
Heroes using domain-specific vocabulary content.

Level 2: Categorize, Organize
Level 3: Explain
Level 4: Investigate, Examine
Level 5: Revise

L 3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based
on grade 3 reading and content, choosing flexibly from a range of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known affix is added to a known word
(e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
c.Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
company, companion).
d.Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise
meaning of key words and phrases

9
clearly.
comprehension.

Interpretive
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning
is conveyed explicitly and implicitly through language.
Productive
convey ideas.
Introduction to Unit/edTPA Reflective Assignment
SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create effective learning
environments and develop meaningful learning experiences which have an emphasis on
developing a deep understanding of content knowledge.
Relevance:
To fulfill the requirements of EDU 512, I created a third grade social studies unit, which focuses
on the Common Core State Standards topic of American Heroes. In this unit, I designed lessons for a
specific topic, including writing and vocabulary, which draw on a variety of instructional approaches.
These lessons include direct instruction, concept attainment, generalization, inquiry, and several other
mini lesson models that benefit student learning. My creation of this unit enabled me to improve and
refine my lesson planning abilities. All of the lessons provided throughout this unit apply to the
Common Core State Standards (CCSS) and are differentiated to meet the needs of English Learners,
Struggling Students, and GATE Students.
Link to Theory:
The lessons included in this unit reflect three major learning theories: behavioral theory,
information processing theory, and constructivist theory. Teachers and students discover their learning
roles in each theory and work alongside one another to facilitate learning. For students who will need
additional support in these tasks, there are appropriate adaptations that have been included to
accommodate these specific needs. Overall, students benefit from literacy strategies, collaborative
learning and SDAIE strategies throughout the unit.
Professional Development:
This social studies unit has equipped me to prepare and plan lessons, which align with the new
Common Core State Standards (CCSS). The creation of effective linked objectives and aligned
assessments has provided me with essential knowledge, which I will carry into student teaching and
my educational career. I have been exposed to a variety of lesson models and learning strategies,
which will prepare me for organizing and teaching effective lessons that will help students engage
with their academic learning. The process of designing this unit has provided me with the opportunity
to include all necessary information within each lesson plan. Overall, I have been given the
opportunity to expand my content knowledge and further develop an understanding of education
10
preparation.
Student List with Three Focus Students
General Student List with 3 Focus Students

Class Size: 24
Gender General SES General Ethnic Describe Student
Level Academic Population Needs
Level
11 Boys 10 on free lunch 3 high average, 6 9 Hispanic, 1 Special Needs: ADHD
Low SES school low average, 2 on 4 Caucasian, 2 504 plan
grade level 3 ELL
1 GATE
13 girls 9on free lunch 4 high average, 4 Hispanic, 2 ELL
Low SES school 4 low average, 8 Caucasian, 2 IEP
5 on grade level 1 African
American
EL Focus Low SES level Low average Hispanic Previous Teacher:
Student: Pedro Dad is migrant CDELT level 3 Academically low because
worker of ELL needs.
CELDT 3
Resource Teacher:
English at home is very
limited since both parents
only speak Spanish. Tends
to have trouble reading
and often becomes very
shy when asked to read in
class.
Current Teacher: Student

is struggling with writing.
Students feels comfortable
communicating English
with others in class.
However, continues to lack
in academic English.
Instructional Average SES Below average Caucasian Previous Teacher:
Challenge level language L1: English Struggled with writing and
Focus Student: proficiency retaining information for
11
Isaiah Struggles with long periods of time.
writing and has a
low retention rate Current Teacher: Student
has ADHD. Has limited
retention rate and
struggles with writing.
In-Class Aide: Student

interacts with others in
class. Shows strengths in
kinesthetic, auditory, and
visual learning, but
sometimes struggles
because of his special
need that interferes with
instruction.
Advanced Average SES High average, Caucasian Current Teacher: Reads
Focus Student: level Proficient in at a 5th grade level. Able
Kyla language, to complete coursework
Strong efficiently and quickly.
comprehension
and reading Previous Teacher:
abilities Has strong communication
skills and is self-directed
learner.
Demonstrates higher level
thinking skills, such as
vocabulary.
Benefits from auditory
learning methods.
GATE Teacher:
Demonstrates strong
communication skills,
critical thinking, and
comprehension skills.
Tends to initiate
discussions when asked to
do so.
12
Vocabulary
Lesson 1: Direct Instruction

Lawyer A person who practices or studies law.
Civil War A war between citizens of the same country.
Emancipation Proclamation A proclamation from President Lincoln that all slaves were free.
Abolish- Formally put an end to a system or practice.
President The elected head of a republican state.
Lesson 2: Concept Attainment

American A native or citizen of the United States.
Hero A person who is admired or idealized for courage, outstanding achievements, or noble
qualities.
Lesson 3: Generalization
qualities.
Lesson 4: Inquiry
qualities.
Lesson 5: Vocabulary
qualities.
Lesson 6: Listening/Talk
13
Diversity - The condition or fact of being different
Compare- The similarity or dissimilarity between two things
Contrast- The difference between two things.
qualities.
Lesson 7: Writing
Abolish- Formally put an end to a system or practice.
qualities.
14
Literature
Lives of the Presidents by Kathleen Krull
Just a Few Words, Mr. Lincoln by Jean Fritz
Abe Lincolns Hat by Martha Brenner
A.Lincoln and Me by Louise Borden
50 American Heroes Every Kid Should Meet by Dennis Denenberg
Tales of Famous Americans by Peter Roop
The Childrens Book of Heroes by William J. Bennett
Heroes all Kids Should Know by Mary Hinkle
I am book series by Brad Metzger
15
The American Hero Haiku
16
Helping our Country
The American Hero
Mighty, Brave, and Strong
Lesson Plans
American Heroes Abraham Lincoln
Direct Instruction Lesson Plan
Lesson Number 1
1.MATERIALS/PREPALANNING
Materials
Abraham Lincoln book
Social Studies Journal
17
Video
ELMO
KWL chart
Vocabulary
Abolish Formally put an end to a system or practice.
Literature
Lives of the Presidents by Kathleen Krull
Just a Few Words, Mr. Lincoln by Jean Fritz
Abe Lincolns Hat by Martha Brenner
A.Lincoln and Me by Louise Borden
Objective
After the lesson on Abraham Lincoln students in grade 3 will list 10 facts both orally and in writing with 90%
accuracy.
Taxonomy Level (Blooms): Knowledge
3.4.6. Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson,
Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther
King, Jr.).
W 3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Interpretive
Productive
12.Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

2.Write informative/explanatory texts to examine and convey complex ideas
3. Assessment Strategy
At the completion of this lesson, students will be able to list 10 facts about Abraham Lincoln. In their writing
journals, students will demonstrate their background knowledge by sharing their facts. In addition, this
assessment will measure how well students understand the information they are learning. Therefore, students
new knowledge and understanding will be informally assessed as they list and explain their facts about
18
Abraham Lincoln in their journals. Overall, the following rubric will be used to formally assess their
performance on the in-class activity and grades will be kept inside the students journals.
Proficient (5 pts.) Basic (3pts.) Below Basic (1pt.)

Student illustrated 1 fact. Student illustrated 1 fact. Student illustrated 1 fact.
Student wrote 9-10 facts Student wrote 6-8 facts Student wrote less than
in complete sentences. in complete sentences. 5 facts in complete
Student wrote strong Student wrote sentences sentences.
and descriptive with some description. Student wrote very
sentences. vague sentences with no
description.
4. Lesson Opening
Today in class we will be learning about the importance of an American hero, Abraham Lincoln. We will learn
10 facts that pertain to President Lincoln. After you have learned these facts you will understand why Abraham
Lincoln was an American hero.
3 ELL, 2 Gate, 4 IEP
5. Motivation for Learning Strategy Anticipatory Set
When the students enter the classroom, I will have the word HERO written on the board. I will let each one of
the write one work that describes a hero on the white board. After I read all the responses to the class I will ask
the following questions:
*What do you think a AMERICAN hero would be like?
*Can you name in American heroes?
*What can you tell me about the American hero, Abraham Lincoln?
After asking these questions, I will introduce a short video that is a 3rd grade friendly video about the life of
Abraham Lincoln.
https://www.youtube.com/watch?v=97yVZJg2v5A
Rationale for selecting this strategy and why it links to this group of students. This strategy is
effective for engaging students since it allows them to share their background knowledge in regards
to American heroes and Abraham Lincoln. In addition, it allows students to lead a discussion and
share thoughts about what they know about history. In the end, the video will present more
information about Lincoln and why he is an American hero. Most importantly, this visual
presentation represents a universal access that allows all students (ELL, IEP, GATE) in the classroom
to become fully involved with the lesson.
1 LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK

BACKGROUND KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING,
CHECKING FOR UNDERSTANDING, AND GUIDED PRACTICE
POST STANDARDS
Post Standards in front of room where students can easily see them.
Draw student attention to standards.
RESTATE OBJECTIVE IN STUDENT TERMS

After the lesson on American Heroes, Abraham Lincoln, you (students) will list ten facts about Abraham
Lincoln with accuracy (both orally and in writing).
CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

Provide a rationale for why it is important to check for background knowledge. Link to your
specific class/group of students and their learning needs and styles. Activating prior knowledge not
only helps students make connections between what they know already and what they are about to learn, it helps students
become mentally engaged in upcoming learning. Furthermore, it alerts the teacher to any missing prior knowledge that
19
the student may need in order to comprehend the lesson. This is especially important with many of the ELL who may
have come from other countries and know very little about American history.
Ask the students to brainstorm what they already know about Abraham Lincoln. Place this information in the K (or
What We Know) column of the chart. Have them think about what they saw in the video to help them get started if
needed.
Ask the students what they would like to learn about in regards to this subject. Write these in the W (What We Want to
Learn) column.
Save the chart to be used at the end of the unit to when the students will report on what they have learned in order to
complete the L column.
Use KWL Chart from 50 Literacy Strategies (Tompkins)
Lesson Topic American Heroes, Abraham Lincoln
Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.
Progress monitoring will occur throughout the lesson by observing students responses and behaviors
throughout the lesson. In order to ensure that they are on task, I will monitor their understanding of the task
from beginning to end by watching who is fully engaged and who is distracted. I will make sure to call on those
who are having a hard time following along. I will use the concept Think-Pair-Share so all the students will
have the opportunity to participate in a discussion. This will allow students to work together and teach one
another important information regarding Abraham Lincoln.
K (What we know) W (What we want to learn) L (What we learned)

He was our president. What made him an American
Hero?
He was tall. Why were his words important?
He was shot and killed. When was he president?
He wore a black hat and coat.
INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson
for this group of students/class.
Direct instruction and a visual presentation allows students to become familiar with the lesson that is being
taught. Through direct instruction I will introduce the topic in class readings. In addition, I will show a video to
help students become fully engaged with the new content they are learning. through the use of technology.
Explain how your strategy incorporates EL students background.
Through the use of multiple teaching strategies, EL students will have the opportunity to learn through class
discussion and a video. The visual presentation will introduce the important facts that these students can
apply to their KWL charts while working with other peers. This gives them the opportunity to organize ideas
and learn new English vocabulary words that may influence their future learning.
(Ideasselect several of these or add your own ideas.)

Go over vocabulary words which will be in the reading. List the key vocabulary words

Abolish Formally put an end to a system or practice.
Read page or view video clip (provide sources for getting the ten facts) Source Title:
Lives of the Presidents pg. 34-38
20
Visit: https://www.youtube.com/watch?v=97yVZJg2v5A
See attached list of facts. Ask the students to give the facts they remember about (topic) Abraham Lincoln.
1. He was the 16th president.
2. He was born on February 12th in Kentucky.
3. His nickname was Honest Abe.
4. He served as a captain in the Army.
5. He worked as a lawyer.
6. He did not like slavery.
7. The civil war took place while he was president.
8. He signed the Emancipation Proclamation that freed slaves.
9. He was assinated while watching a play.
10. His face is on pennies and five dollar bills.
Informally check for understanding: Discuss the facts on Abraham Lincoln
Be sure all students understand the facts by listening to responses, (using group pair share strategy
etc.) Explain here:
Students will discuss the 10 facts in groups where they can share which ones are more interesting to them. In
addition, I will ask several open-ended questions that may lead them to further discussions. I will listen to their
responses and provide clarification if needed.
MODELING SDAIE: Demonstrations and modeling
Provide a rationale for why you selected this strategy or manner of modeling the next lesson step
for this class.
Modeling the organization and sentence structure of the 10 facts provides scaffolding to the students who
need additional assistance. It provides them with a clear example of the work that is expected in their
journals. Before they write in their journals, I will remind them to number their facts. I will have students
list their 10 facts on a left page of the journal and draw their illustrations on the right page. I will model this
requirement on the board by using my own journal and projecting it onto the board. I may need to write two
more examples if students do not understand the format. After modeling the format, students will have the
opportunity to write about Abraham Lincoln. This model allows me to teach the students how to write and
organize their facts. Students who need additional support (e.g. ELLs and IEPs) will have the opportunity
to follow along and receive additional help if needed once they have begun to write in their journals.
Write the facts about Abraham Lincoln on the board as the students say them.
Tell the student they are going to write these facts into their journals.
They will illustrate at least one of the facts on Abraham Lincoln at the top of the page.
Then they will write the title, Abraham Lincoln, An American Hero under the picture.
Next, they will write ten facts about Abraham Lincoln from the list created above.
Demonstrate each step by drawing/writing it on the white board as you describe it to them.
Review simple sentence structure.
Show the students a copy of what the page should look like.
An example of the how the finished product in the student journal should look will be available to the students.
TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard?
In the lesson, I use a short video that is projected to the classrooms blackboard in order to engage and guide students
with the topic we are studying. EL students students will benefit from this learning from mulitiple learning modalitie since
they will be able to view what is being taught through visual aid. Furthermore, when it comes to modeling, I will be able to
demonstrate how the students should write in their journals and what important vocabulary words they should include.
Overall, every student will be able to view the facts we discussed in class since they will be projected onto the board as I
write them down and teach them the importance of proper sentence structure and organization.
CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class.
Through informal observation, I will listen to students discuss their facts they have written and illustrated with
their shoulder partner. This will allow me to observe whether the students mastered the lesson and assignment
that was being asked for them to complete. Students will benefit from collaborative learning and can aid their
partner in organization of facts and their writing if needed. Think Pair -Share will be used throughout the
21
lesson. Students will be given the opportunity to ask questions regarding the concepts that were taught. This
may lead to further discussions that could benefit struggling students.
Ask several of the students to repeat the instructions they have been given.
The students will first write a rough draft of their facts. Check on the students as they work.
Continue to check for understanding of the facts related to Abraham Lincoln through the use of questioning strategies
both during and after the task is completed.
GUIDED PRACTICE STRATEGY
The teacher will check for accuracy while students are working on assignment and provide written and oral feedback.
Students will share their facts with their shoulder partner. They will edit their papers for capitalization, punctuation,
and complete sentences.
I will check each students work and edit as necessary before the students make their final copy.
Once their final edits have been made, the students will copy the final work into their journals.
7. CLOSURE EL/SDAIE: Questioning for review

Ask students to share what they wrote for their facts.
Ask them to show their pictures.
Go back to the KWL chart and ask the students what they have learned about Abraham Lincoln today.
Fill in the L section of the chart.
Ask some specific questions about Lincoln.
Call on some of the students to define the vocabulary terms.
Learning facts about Abraham Lincoln

K (What we know) W (What we want to L (What we learned) Q (What new questions
learn) emerged?)
Ask the students if anyone has anything to add about where they have learned about Abraham Lincoln
Remind the students about key elements of the facts they have listed and what they now have learned.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class.
After students have completed their in-class assignment, I will assign them a take-home assignment that will
allow them to learn more about their Abraham Lincoln. Therefore, they will be assigned to writing 5 more facts
about their Lincoln at home. From guided practice in class, students should have a strong understanding of the
directions given since they have learned to write and organize a list of facts in their journals. Overall, having
students write more facts about their Abraham will allow them to gain more background knowledge that can be
presented in the following class meeting.
Assign the students the project writing 5 more facts for their journal. They will also be asked to look for more pictures to
add to the journal.
22
Tell the students that the work they do at home is to be done as neatly as was done in class today. They need to use good
penmanship, correct spelling and sentences, and correct capitals and punctuation.
The homework will become part of their journal on American Hereos to be on their desks for parents to see at open
house.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION

Color highlight the strengths, weaknesses, and your adaptation
Red- Weakness
Green Strengths
Yellow - What you are doing about both strengths and weaknesses.
Describe EL Focus Student (Javier)
Home Language: Spanish
Approx. Level of Language Proficiency: Intermediate CSELT level 3
Learning Style/Modality Preferences: Visual Learner (kinesthetic)
Personal Interest: The EL student enjoys playing video games, soccer, and watching movies. Student enjoys
socializing with others and is very respectful towards the teacher. He completes most of his homework and has good
attendance.
Prescribe /Describe Three Potential Adaptations for Instruction
1. Because the student is at an intermediate language proficiency level, I will write the facts up on the board for him to
copy.
2. The EL student will also work with his table partner and in small groups. This will give him the opportunity to
practice his conversational and academic English.
3. The EL student enjoys watching movies and is a visual learner. Therefore, I will use a video to explain more of who
Abraham Lincoln was.
Provide Rationales for each Adaptation
1. When the facts are written on the board for him it allows him to focus on learning the facts. He will spend less time
worrying about spelling, etc. He will also be copying sentences that have correct grammar and structure.
2. Any opportunity that he gets to have a conversation with another student will improve his English and his confidence
in social situations.
3. The short video will allow the student to see visual illustrations of Abraham Lincoln. This is his strongest learning
modalite.
Rational for making Adaptations Sentence Frame
Because the student is weak in the area of English grammar and language, which is linked to English Language Arts,
Reading Standard W 3.2, I wrote the facts on the board to help him convey his facts clearly.
Because the student is strong in the area of communicating with others, I choose to use small group and table partner
activities. Because several students are weak in this skill of identifying new facts with unknown vocabulary terms, I
am selecting the strategies of a vocabulary word wall to encourage English Language Development with new historical
content.
Technology: What tool did you select?
I chose to incorporate a short video as a visual aid to the EL student. This will allow the student to make more connects
with the concepts and become more engaged with the lesson. Most importantly, the video may lead to further
discussion that the student can participate in with others.
Describe Focus Student Presenting Instructional Challenge (Aidan)

Home Language: English
Level of Language: Below Average Language Proficiency
Learning Style/Modality Interest: Auditory and Kinestetic
Personal Interest: Student enjoys fun learning activities that include hands on learning. He enjoys playing outdoors
and riding his bike. Instructions/Directions need to be repeated more than once. Student is slow to complete work and
seems to be distracted quite often.
Prescribe /Describe Three Adaptations for Instruction
Link each adaptation to specific characteristic of this students needs. Link to specific parts of standard /objective.
1. Due to struggle to pay attention I will repeat directions if necessary.
2. Due to the students challenge to complete work in a timely manner I will reduce the number of facts he needs to
write from 10 to 7.
3.Due to his challenge to stay focused I will have him work in a group.

1. Because the student struggles with fast pace lessons, I will require less facts for him to write or provide him with
more time to complete the task.
23
2. Because the student is weak in the area of focus, the student will benefit from working in a group. His peers may
help him stay focused as they work together.
3. Because the student is weak in understanding directions, I will repeat the instructions for him and ask if he has any
questions.
Because the student(s) is/are weak in this particular skill of language profiencey and writing skills which is linked to
CCSS.ELA-LITERACY.W.3.2, I selected this particular instructional focus of writing 10 facts to strengthen his writing
through revising and editing.
Because the student is strong /has strength in this particular area of hands on activities I chose to allow the students to
add a drawing to their journal to further show their knowledge of the subject.
The classroom projector will allow me to present a journal sample of the ten facts that the student may need as
additional assistance in order to follow directions on how to write his own facts.
Describe Advanced Focus Student (Kyla)

Level of Language: Proficient
Learning Style/Modality Interest: Auditory
Personal Interest: Student enjoys reading, playing soccer, listening to music, and playing interactive learning games.
She works well with others and tends to assist those who struggle in class. She comes from an educated family that
exposes her to many learning opportunities.
Prescribe /describe Three Adaptations for Instruction
1. Because the student did has strong communication skills, I will provide small-group interactions throughout the
lesson.
2. Because the student is proficient with critical thinking, I will provide engaging interactions with others in order to
allow discussion and knowledge to grow.
3. Because the student has strong higher thinking skills, I will provide her with other resources that can lead to more
learning about American Hereos.
Provide a Rationale for each Adaptation
1. Because the student does well in a social setting and will initiate discussion, small group interaction will provide her
with opportunities for an exchange of ideas and examples.
2. Because the student has strong comprehension skills and tends to finish early, additional learning of facts and
resources will allow her to exercise comprehension of research.
3. Because the student has strong higher order thinking skills and will often read if not engaged, I will provide her with
opportunities for reading across the disciplines. The student can benefit from primary source readings, articles or other
books while enjoying learning.
Because the student(s) is/are strong in this particular skill of interacting with others and initiating discussion, which is
linked to CCSS.ELA-LITERACY.SL.3.3 standard or standard concept, I selected this particular instructional focus of
participating in collaborative conversations with diverse partners about grade 3 topics and text with peers and adults in
small and larger groups.
Because the student is strong in higher level thinking I choose this adaptation. Because several students are strong in
this skill of interacting with others and initiating discussion I am selecting this strategy of participating in small group
interaction, learning new facts, and reading across the disciplines of American Hereos.
The student has the opportunity to use the classroom computer in order to research additional learning facts about the
lesson that was taught and investigate further research in regards to American Hereos. This will allow the student to
expand their knowledge and provide greater discussions when it comes to sharing with the class.
10. ATTACHED STUDENT WORK:

In their Social Studies Journals, students will attach their 10 facts and introduce their new 5 facts that they completed for homework.
These facts will be displayed at the end of the unit for sharing.
11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis

This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was utilized because the students lack
knowledge; therefore, the knowledge needs to be given to them in an explicit manner. Scaffolding was used in writing facts on the
board in order to guide the students in writing their facts using complete sentences. Scaffolding was used in writing facts on the board
in order to guide the students in writing their own facts about American Heroes using complete sentences. Therefore, direct
instruction works well with reproduction of factual information. The change of behavior is that students will be able to write 10 facts,
24
following the lesson instruction. This provides students with a knowledge base for building additional lessons regarding American
Heroes.
Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.
Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Creating
Evaluating
Analyzing
Students have the opportunity to apply background knowledge about American Heroes and share it
Applying
with their classmates. This will also guide further learning throughout the lesson.
Students will comprehend 10 facts about American Heroes, which will provide a base for moving
Understanding
into additional lessons.
I used Direct Instruction for this lesson because it is a simple and systematic way to learn new
Remembering
information regarding American Heros.
Instructional Preparation Reflection Checklist

Complete the following reflective check list for each lesson in your unit. You can add or delete
items in the check list. This is to help you become aware with the components you have
included in your lessons which will also help you write your commentaries for the EdTPA
tasks.
Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of o Modeling o Whole group o Advanced
25
Content o Guided Practice o Small groups o EL
o Background o Independent Practice o Pairs o Other
Knowledge o Comprehensible Input o Works Independently
Lesson concentrated on
Content was adapted for Facts and their organization The entire class each student (advanced,
EL, struggling and GATE were modeled for students. participated in forming the EL, other) in order to teach
students. Background Comprehensible input in the first 2-3 facts. In small to their level.
knowledge was assessed form of a video provided groups or with shoulder
through a KWL chart in students with the 10 facts. partner students were able
the beginning of the Students were guided through to review
lesson. the first few facts and then grammar/punctuation and
were allowed to work write the rest of their facts.
independently.
Integration of Processes Application Assessment Objective

o Reading o Hands on o Rubric o Linked to Standard
o Writing o Meaningful o Group o Integrated with
o Speaking o Linked to objectives o Written Language Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning o Formative
o Vocabulary
Student product was based on A rubric was used to Lesson connected to
Students read the material meaningful information and assess the final product. standards, such as Social
and were engaged in was linked to learning Following the lesson Studies and Language Arts.
listening, speaking, objectives for 3rd grade. students were assessed on In addition, it was age
viewing of images as well written and oral accuracy of appropriate (3rd grade).
as content vocabulary. their 10 facts.
Notes for next lesson:

Strengths/Weaknesses of lesson based on your data from students and the assignment results etc.
Possibly provide more cooperative groups that will focus on specific areas and the groups can work on the material
with others to gain further understanding.
Allow students to work in pairs in order to discuss important ideas and share with others.
Provide more content adaptations that will take place for the students with IEPs and ELL students.
Reading skills always going to vary in a group of students
Vocabulary clarification will be taught, as it is needed for the academic subjects since some students may struggle.
CONCEPT ATTAINMENT LESSON PLAN FORM

California Baptist University School of Education
What is an American Hero?

Concept Attainment Lesson Plan
Lesson Number 2
1. MATERIALS/PREPLANNING (5 points)
26
Materials must include examples and non-examples of the concept being taught.
8 pictures of American Heroes and others
Dry Erase Markers and eraser
Vocabulary List key vocabulary terms

American a native or citizen of the United States.
Hero - A person who is admired or idealized for courage, outstanding achievements, or noble qualities.
Literature List supporting literature or reading materials

50 American Heros Every Kid Should Meet, by Dennis Denenberg
Tales of Famous Americans by Peter Roop
2. OBJECTIVE (10 points) Must contain the word concept You should be able to know this lesson will be on
developing a concept by reading the objective.
After the lesson on the concept of What is an American Hero students in grade 3 will be able to state both orally
and in writing the correct definition of an American hero.
Central Focus: Comprehension or Composition

Lesson will be Composition since students will be gathering and organizing information for writing and understanding the
definition of American Hero.

3.4.6. Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin
Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).

W 3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Interpretive
Productive
12.Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas

State Blooms Level on the Taxonomy in Bold Type Application/ Analysis
Language Demand Statement: edTPA p. 61

Students will use specific academic language (vocabulary, functions, discourse, syntax) while writing their definition in
order to participate in a learning task that demonstrates their disciplinary understanding.
Language Function Statement: edTPA p. 61
The content and language in this lesson will focus on the learning task of American Heroes represented by the active
vocabulary used. Therefore, students will identify main ideas and details that represent the concept. In addition, they will
be comparing ideas with others.
3. ASSESSMENT (10 points)
27
This lesson will be assessed by the written definition in the student journal. The definition must include three
descriptors and three examples of the term/concept American Heroes
Students will also be assessed informally by listening to their oral definitions of the concept of ancestor.
Proficient (3 points) Basic (2 points) Below Basic (1 point)
Student illustrated/provided 3 Student illustrated/provided 2 Student illustrated/provided 1

examples. examples. example.
Student wrote a definition including 3 Student wrote a definition including 2 Student wrote a definition with 1 or
descriptors. descriptors. less descriptors.
Student could provide an accurate Student could provide an oral Student was unable to provide an oral
oral definition. definition with some degree of definition.
accuracy.
4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for learning!
After getting the classes attention I will hold up a picture of American Heroes: George Washington, Michael Phelps, a
police officer, a person in the army, and a nurse. I will then ask the class. What do you think all these people have in
common? After several guesses, I will tell them they are all American Heroes. Then I will ask the class to Think Pair
Share what they believe an American Hero is. I will write all their ideas on the board. Then we will discuss the definition
of American and hero.
5. PURPOSE (5 points)
Boys and girls, today we will be learning about American Heroes. It is important to understand American
heroes because they inspire us to have courage, obtain noble qualities, and achieve outstanding things as Americans.
6. LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
This lesson model will help build student knowledge based on the concept of American Heroes. The concept
will be modeled by demonstrating examples with the use of materials to help students gain a greater in-depth
understanding. Furthermore, students will have the opportunity to discuss the different examples presented
and evaluate whether people in their lives are American Heroes. They will be inspired to one day become an
American Hero.
Prior to starting the lesson body do the following:

Restate the Objective in Kid terms
After our lesson, today, you will know how to define what a hero is and how to identify who they are in America.
Mark SDAIE in bold type where it applies.

(SDAIE-Use visuals to show examples and non-examples)
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
Step One- Definition:
The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of American Hero.
According to the dictionary hero means: A person who is admired or idealized for courage, outstanding
achievements, or noble qualities. An American means a native or citizen of the United States.
Step Two - Examples:
28
This is a picture of Abraham Lincoln. He was the 16th president of the United States. He led the country through
the civil war and abolished slavery. He is an American hero because he showed great courage when fighting in
the war. He also had many great accomplishments.
This is a picture of Michael Phelps. He an American swimmer who won 28 medals in the Olympics. He is an
American hero because of his incredible achievement at the Olympics.
This is a picture of a fire fighter. She put out fires and rescues people and animals from fires. She is an American
hero for her bravery.
This is a picture of an army soldier. He fights in other countries to keep the United States safe. He is an American
hero because of his courage.
This is a picture of Amelia Earhart. She was the first female American aviator to fly solo across the Atlantic
Ocean. She is an American hero because of her great accomplishments in flight and her courage.
Step Three - Non-examples:
This is a picture of Moana. She sets sail on an ocean adventure to save the people of her island.
Though she acted with bravery she is not an American hero because she is a cartoon character.
This is a picture of Usain bolt. He is the fastest runner in the Olympics. Though he accomplished great things he
is not American hero because he is from the country of Jamaica.
This is a picture of a woman on a park bench. She is not an American hero because we dont know what country
she lives in or any of her accomplishments.
This is a picture of Adele. She is a famous singer. She has won a lot of music awards. She is not an American
hero because she is from Great Britain.
This is a picture of a man littering in Los Angeles.

He is not an American hero because he is not doing good things for the United States or its citizens.
Step Four - Mixed Examples:
Here is a picture of Thomas Jefferson. He is an American Hero because he was our 3 rd president and helped
wrote the Declaration of Independence.
Here is a picture of Queen Elizabeth. She has had amazing accomplishments in her life time. Yet, she is not an
American hero because my great grandmother and grandfather at their wedding?
Here is a picture of a doctor at a hospital in California. He is an American hero because through his great
accomplishments he has saved lives.
Here is a picture of Neil Armstrong. He is an American hero because he is the first person to walk on the moon.
That showed a lot of bravery.
This is a picture of J. K. Rowling. She is the famous author of the Harry Potter books. Though she has
accomplished a lot she is not an American hero because she is from Britain.
Vocabulary. This is where students have a chance to develop the correct terms/vocabulary and really own the
terminology.
Step Five - Redefine Concept:
The teacher must ask students to define the concept in their own words. You should have given several clear
attributes of the concept that students can easily repeat and write in their journals. Now it is their task to write
the new term with the meaning and description in their journal under the vocabulary for this unit.
29
They could also illustrate the term and give various examples and non-examples. Let them be creative in how
they enter the vocabulary terms. This will help them remember the vocabulary and make it useful for them.
Boys and girls turn to your partners and say the definition of American Hero in your own words. This is your chance
to practice saying (rehearsing) this new term. Be sure you both state the definition and give several good examples
and state why they are good examples.
Fully script 2 or 3 student responses.
Student: An American hero is from the United states and does something great.
Student: An American hero is brave and courageous like a police officer or astronaut.
Now, have them write the definition in their own words in their journal.
Next, please take out your journals and enter this term American hero.
Also, write the definition in your own words and give several examples. Explain what makes a person an American
hero.
Lesson Step Six - Student Examples:
The teacher must ask the students to find or suggest additional examples of the concept to show their
understanding.
Students, now it is your turn to own this concept. You are the experts so your task is to find more examples. You could
look in the books I have gathered in our classroom library or on the internet. You could look in your textbook or in
books at the school library.
You might find more examples at the public library and even at home where you can ask your parents about American
heroes. (Give them several places to find more examples of this concept. The more they see where it belongs the
better they will come to understand and can use the vocabulary.)
Step Seven Response to Learning the Concept:
Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on
the EL/ELA objectives and the Social Studies content of the lesson body.
ELD Level Emerging Response to learning:
Listening SWBAT Demonstrate active listening to readalouds and oral presentations by asking and answering yesno
and wh questions about American heroes with oral sentence frames and substantial prompting and support.
Speaking SWBAT Use a select number of general academic and domainspecific words to add detail about American
heroes while speaking and composing.
Reading SWBAT Describe ideas, phenomena, and text elements based on understanding of a select set of gradelevel
texts and viewing of multimedia with substantial support about American heroes.
Writing SWBAT Collaborate with the teacher and peers on joint composing projects of informational and literary texts that
include a greater amount of writing, using technology where appropriate for publishing, graphics, etc. about American
heroes.
ELD Expanding Response to learning:

30
Listening SWBAT Contribute to class, group, and partner discussions by listening attentively, following turntaking rules,
and asking and answering questions about American heroes.
Speaking SWBAT Use a growing number of general academic and domainspecific words to add detail or to create
shades of meaning of American heroes while speaking and composing.
Reading SWBAT Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of
gradelevel texts and viewing of multimedia with moderate support about American heroes.
include some writing (e.g., short sentences), using technology where appropriate for publishing, graphics, etc. about
American heroes.
ELD Bridging Response to learning:
Listening SWBAT Contribute to class, group, and partner discussions by listening attentively, following turntaking rules,
and asking and answering questions about American heroes.
Speaking SWBAT Use a wide variety of general academic and domainspecific words, synonyms, antonyms, and non
literal language to create an effect or to create shades of meaning about American heroes while speaking and composing.
Reading SWBAT Describe ideas, phenomena and text elements using key details based on understanding of a variety of
gradelevel texts and viewing of multimedia with light support about American heroes.
include a greater amount of writing (e.g., a very short story), using technology where appropriate for publishing, graphics,
etc. about American heroes.
7.CLOSURE (5 points)
Think Pair Share. Have the students in groups of two tell discuss what an American hero is. Tell them
to give an example of an American hero in their lives or one they have learned about.
After 4-5 minutes have one person from each pair share an example of an American hero. Write those
examples on the board.

8. INDEPENDENT PRACTICE (5 points)
Provide a rationale/justification for your choices.

Asking students to find three examples of American heroes at home provides independent practice because it
is consistent with what students have learned in class. In addition, it requires them to think independently and
use resources outside of those used in the classroom. Independent practice will often create a dialogue at
home and will allow students to share what they learned. When a student teaches someone what they have
learned they have a better chance of remembering the lesson.
The teacher assigns the students the task of finding additional examples of the concept on their own. For example,
students can look in books, library or computer for additional examples.
The teacher clarifies what the students are to do with the additional examples of the concept that they identify.
Students will enter the 3 examples of American heroes in their social studies journal explaining why they relate to the
concept we learned in class. Students will also share a picture of an American hero or draw a picture if they do not
have one.
31
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION
Color highlight the strengths, weaknesses, and your adaptation
Red- Weakness
Green Strengths
Yellow - What you are doing about both strengths and weaknesses.
Describe EL Focus Student (Javier)
Home Language: Spanish
Approx. Level of Language Proficiency: Intermediate CSELT level 3
Learning Style/Modality Preferences: Visual Learner (kinesthetic)
Personal Interest: The EL student enjoys playing video games, soccer, and watching movies. Student enjoys
socializing with others and is very respectful towards the teacher. He completes most of his homework and has good
attendance.
Prescribe /Describe Three Potential Adaptations for Instruction
1. Because the student is at an intermediate language proficiency level, I will examples of concepts on the board for
him to copy.
2. The EL student will also work with his table partner and in small groups. This will give him the opportunity to
practice his conversational and academic English.
3. The EL student enjoys watching movies and is a visual learner. Therefore, I will use a video to show more examples
of American Heroes.
1. When the examples are written on the board for him it allows him to focus on learning the concepts. He will spend
less time worrying about spelling, etc. He will also be copying sentences that have correct grammar and structure.
2. Any opportunity that he gets to have a conversation with another student will improve his English and his confidence
in social situations.
3. The short video will allow the student to see visual illustrations of American Heroes. This is his strongest learning
modality.
Because the student is weak in the area of English grammar and language, which is linked to English Language Arts,
Reading Standard W 3.2, I wrote the facts on the board to help him convey his facts clearly.
Because the student is strong in the area of communicating with others, I choose to use small group and table partner
activities. Because several students are weak in this skill of identifying new facts with unknown vocabulary terms, I
am selecting the strategies of a vocabulary word wall to encourage English Language Development with new historical
content.
I chose to incorporate a short video as a visual aid to the EL student. This will allow the student to make more connects
with the concepts and become more engaged with the lesson. Most importantly, the video may lead to further
discussion that the student can participate in with others.
Describe Focus Student Presenting Instructional Challenge (Aidan)

Level of Language: Below Average Language Proficiency
Learning Style/Modality Interest: Auditory and Kinestetic
Personal Interest: Student enjoys fun learning activities that include hands on learning. He enjoys playing outdoors
and riding his bike. Instructions/Directions need to be repeated more than once. Student is slow to complete work and
seems to be distracted quite often.
Prescribe /Describe Three Adaptations for Instruction
Link each adaptation to specific characteristic of this students needs. Link to specific parts of standard /objective.
1. Due to struggle to pay attention I will repeat directions if necessary.
2. Due to the students challenge to complete work in a timely manner I will reduce the number of facts he needs to
write from 10 to 7.
3.Due to his challenge to stay focused I will have him work in a group.

1. Because the student struggles with fast pace lessons, I will require less facts for him to write or provide him with
more time to complete the task.
2. Because the student is weak in the area of focus, the student will benefit from working in a group. His peers may
32
help him stay focused as they work together.
3. Because the student is weak in understanding directions, I will repeat the instructions for him and ask if he has any
questions.
Because the student(s) is/are weak in this particular skill of language profiencey and writing skills which is linked to
CCSS.ELA-LITERACY.W.3.2, I selected this particular instructional focus of writing 10 facts to strengthen his writing
through revising and editing.
Because the student is strong /has strength in this particular area of hands on activities I chose to allow the students to
add a drawing to their journal to further show their knowledge of the subject.
The classroom projector will allow me to present a journal sample of the ten facts that the student may need as
additional assistance in order to follow directions on how to write his own facts.
Describe Advanced Focus Student (Kyla)

Level of Language: Proficient
Learning Style/Modality Interest: Auditory
Personal Interest: Student enjoys reading, playing soccer, listening to music, and playing interactive learning games.
She works well with others and tends to assist those who struggle in class. She comes from an educated family that
exposes her to many learning opportunities.
Prescribe /describe Three Adaptations for Instruction
1. Because the student did has strong communication skills, I will provide small-group interactions throughout the
lesson.
2. Because the student is proficient with critical thinking, I will provide engaging interactions with others in order to
allow discussion and knowledge to grow.
3. Because the student has strong higher thinking skills, I will provide her with other resources that can lead to more
learning about American Hereos.
Provide a Rationale for each Adaptation
1. Because the student does well in a social setting and will initiate discussion, small group interaction will provide her
with opportunities for an exchange of ideas and examples.
2. Because the student has strong comprehension skills and tends to finish early, additional learning of facts and
resources will allow her to exercise comprehension of research.
3. Because the student has strong higher order thinking skills and will often read if not engaged, I will provide her with
opportunities for reading across the disciplines. The student can benefit from primary source readings, articles or other
books while enjoying learning.
Because the student(s) is/are strong in this particular skill of interacting with others and initiating discussion, which is
linked to CCSS.ELA-LITERACY.SL.3.3 standard or standard concept, I selected this particular instructional focus of
participating in collaborative conversations with diverse partners about grade 3 topics and text with peers and adults in
small and larger groups.
Because the student is strong in higher level thinking I choose this adaptation. Because several students are strong in
this skill of interacting with others and initiating discussion I am selecting this strategy of participating in small group
interaction, learning new facts, and reading across the disciplines of American Hereos.
The student has the opportunity to use the classroom computer in order to research additional learning facts about the
lesson that was taught and investigate further research in regards to American Hereos. This will allow the student to
expand their knowledge and provide greater discussions when it comes to sharing with the class.
33
10. (10 points)
THEORETICAL OVERVIEW:
The concept attainment lesson model is taught by using information processing to attain the concept learned in class.
Students will retain what they are learning through repetition of the concept. The lesson provides repetition of the
definition while using visuals for students to view. As students search for their own examples, they can reflect back on the
visuals and repeated definition to determine what examples fit the mold. This lesson provides possibilities for students to
visualize, write, and discuss various examples of the new concept learned throughout the unit.
Cognitive Rationale for using this Lesson Model in relationship to the

Level cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
rationale for your thinking.
Evaluation
Synthesis
Concept attainment model is based on helping students examine the important
Analysis concept of ancestor in order to classify and analyze different examples that
represent the concept.
Concept attainment model is based on helping students apply their knowledge of
Application ancestor and use its definition to determine whether a group of people that are
related to them can be defined as their ancestor/ancestors.
Comprehension
Knowledge
11. ATTACHED STUDENT WORK (10 points)

In their Social Studies Journals, students will attach their completed independent learning assignment and in-class
activities for further review. They will also be able to display these assignments for parents to review at back to school
night.
34

o Adaptation of Content o Modeling o Whole group o Advanced
o Background Introduction of examples, o Small groups o EL
Knowledge non-examples and mixed o Pairs o Other
o Links to past learning examples o Works
Draws on Direct o Guided Practice Independently Lesson concentrated
Instruction lesson Copy definition into Social o Mixed groups on each student
introduction to Studies journal o Flexible groups (advanced, EL, other)
American Heroes. o Independent Practice in order to teach to
o Strategies Used Find 3 additional examples The entire class his or her level.
Concept attainment, and create an illustration participated in
concrete examples, discussing the new
SDAIE, concept. In small
Think-Pair-Share groups or with
Working in pairs shoulder partner
Resources Selected students were able to
review examples of
American Heroes that
were introduced.
o Vocabulary Lesson connected to
Student product was based A rubric was used to standards, such as
Students read the on meaningful information assess the final Social Studies. In
material and were and was linked to learning product. Following addition, it was age
engaged in listening, objectives for 3rd grade. the lesson students appropriate (3rd
speaking, viewing of were assessed on grade).
images as well as the written and oral
concept vocabulary. accuracy identifying
the concept of
American Hero
o Strengths/Weaknesses of Lesson
Lesson contained engaging intro/story, strong examples/non-examples; good visuals.
o Students needing more help
It may be necessary to pull out level group to review main characteristics of an American Hero.
o Content Adaptations
Allow students to study various images and descriptions of American Heroes in advance so they are prepared
to discuss concept.
o Reading Skills
35
May vary depending on the lesson
o Vocabulary clarification
It is important to possibly review key vocabulary terms days prior to the lesson, especially for the focus students
in the classroom.
GENERALIZATION LESSON PLAN AND RUBRIC 100 Points

California Baptist University School of Education
American Heroes
Generalization Lesson Plan
Lesson Number 3
By Amy Helzer
1. MATERIALS (5 points)
Materials
Venn Diagram sheets
Visuals/Photos of American Heroes
Classroom White Board
Power Point
ELMO
The Childrens Book of Heroes by William J. Bennett
2. OBJECTIVE (10 points)
OBJECTIVE: After the lesson on using data to support generalizations, students in grade 3 will apply
this knowledge and develop generalizations concerning the topic of American Heroes with accuracy.
Hist. Social Science Standard


clearly.

Interpretive
Productive
convey ideas

36
State Blooms Level on the Taxonomy in Bold Type: Synthesis/ Evaluation
Comprehension and Collaboration:

1.Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others ideas and expressing their own clearly and persuasively.
Conventions of Standard English:
1. Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
3. ASSESSMENT (10 points)
Students will be informally assessed while I observe their interactions in class and group
discussions on the concept of generalizations.
Students will be formally assessed through their work in their Social Studies journal of American
Heroes.
This journal will be displayed for parents to view on Back to School Night.
Independent work will be authentically assessed. Attached rubric provides details for assessment.
Unsatisfactory Satisfactory/Good Excellent

4. Student did not use data to Generalization were surface Looked at facts and made
form conclusion. with limited data accurate generalization
Made random guesses Insufficient data according to data
2 out of 3 correct Ability to write 3 generalizations
Have 2 boxes plus 3
generalizations on any topics
Organized
Illustration of each
generalization
Generalization used correct
grammar
PURPOSE (5 points)
The main purpose of this lesson is for students to come up with generalizations regarding
American Heroes. They must demonstrate background knowledge from previous lessons and
connect it to new information in order to create generalizations.
5. ANTICIPATORY SET/Motivation for Learning (5 points)
Good morning boys and girls! These past few days we have been studying about American
Heroes. Can you share with me a few things we have studied about American Heroes? (Allow
students to share a few responses). Well, today we are going to use all the information we have
studied. We will be able to compare and contrast different American Heroes. Therefore, todays
lesson will provide us with new information about American heroes and will show us the
similarities and differences about different American Heroes.
I will introduce students to a short power point that contains photos of American Heroes.
Then I will have students identify differences and similarities they see within the photos.
I will then read a chapter from the book The Childrens Book of Heroes by William J. Bennett
37
6. LESSON BODY (25 points)
Step 1. Pupils look at evidence the teacher has made available such as lists, data charts,
artifacts, videos and science demonstration activities.
Class, we have learned about American Heroes in our previous lessons. We have
discovered many facts about American Heroes, such as their special qualities and
differences. Today, we are going to look deeper into specific characteristics and qualities of
an American hero. I am dividing our classroom into two groups. I want the first group to list
facts Abraham Lincoln and the second group to list facts about this Firefighter on our
classroom white board (the chart will already be posted on the board). When your group
has finished listing facts, I would like for you to quietly sit on the floor with your group so we
can see with what we came up with. (Students can use recourses, texts, and pictures to
assist them in finding information.
Abraham Lincoln Firefighter
16th President Woman
Face is on the penny and five-dollar African American
bill Protects and saves people
He was tall Brave
He wore a black hat and coat Strong
He was shot and killed Puts out fires
Lead during the civil war Works outside
Signed the Emancipation Hard worker
proclamation
Hated slavery
Lawyer
Caucasian
Man
P
Class, can you share with me what you notice about the facts we have in front of
us? I see a lot of things that we can study.
S1: It looks like these 2 heroes both work hard and were brave.
S2: I also see differences in both charts. Abraham Lincoln lived long ago and this fire
fighter looks like they are from our time.
How do you think we might organize this information? (Student answers)
S1: We can put together the things they share the same.
S2: We can also put together the things that are different from each other.
S3: We can make circles for each, like things that are the same and things that are
different.
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.
Some ideas are as follows. Lets set up a Venn diagram. Draw the Venn Diagram on the
board. Label the different areas of differences and similarities.
Lets see, how are the two heroes alike? Give student answers.
S1: Both are American.
S2: Both help people.
S3: Both have to be brave and strong.
38

How are they different?
S1: One is a man and one is a woman.
S2: One is Caucasian and one is African American.
S3: One is from the past and one is from the present.
Step 3. Finally, ask students to develop generalizations based on the data, discussion and,
their background information. List students generalizations here.
Write the students generalizations on the board or on an overhead transparency as they think
of them. Accept all that are suggested.
American heroes can be woman or men
American heroes are any race.
American heroes help people.
American heroes help our country.
American heroes can be at any time in history even today.
7. CLOSURE (5 points)
Ask:
What did you learn from the data today concerning American Heroes?
What diagram did we use to help us compare and contrast the two heroes?
What similarities did you notice in the two heroes?
What differences did you notice in the two heroes?
Did anything surprise you in what you learned today?
Class, today we used our knowledge about American Heroes to help us compare and contrast two
different heroes. We were able to use the information we studied to generalize between the two, such
as their similarities and differences.
Strategies:
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. Show Them This is a strategy that has the The students are more likely This is especially important
teacher model the skill they want to have success with their for struggling students.
the students to perform. Venn Diagram in They need to be exposed to
independent work if their concepts several times.
teacher has modeled how to
use on in guided practice.
2. Main Idea Graphic Using a Venn Diagram helps This is a strategy that This is a great strategy to
Organizer students organize facts as they provides areas to organize help my visual learners.
compare and contrast data. facts in a simple way.
50 Literacy Strategies
1. Data Charts The chart would be in the form This strategy helps the This is a great strategy for
of a Venn Diagram. student to organize and my visual learners.
summarize their learning.
2.Rubrics There will be three categories of This strategy helps the This aligns with W 3.2. This
unsatisfactory, satisfactory, and student understand what is standard asks the students
excellent. Each column will expected of them. They will to write and convey ideas
explain what requirements are know the requirements. clearly. The rubric will
needed. clearly show the
requirements to be
39
successful in this area.
50 Social Studies
Strategies
1.Graphic Organizer A Venn Diagram helps students This strategy provides areas This is a great strategy to
organize facts as they compare to organize fact in a simple help my visual learners.
and contrast. way.
2. Discovery Learning The students will use primary The students will This is a college and career
resources to compare and understand how to extract readiness anchor of
contrast two American Heroes. information from text. analyzing content.
Technology ELMO Students will be able to see Students who are struggling
Resources the teach modeling the need to be exposed multiple
concept. times to a new concept.
8. INDEPENDENT PRACTICE (5 points)

Students will be given 2 pictures of different American Heroes. They will have a brief
description underneath each picture. They will need to fill in a Venn Diagram that is given to
them with information on the two heroes.
The assignment will be assessed by using a rubric:
Proficient (3 points) Basic (2 points) Below Basic (1 point)

Student provided/compared Student provided/compared Student provided/compared
4-5 points between the two 2-3 points between the two at least one point between
heroes. Included all heroes. Included all
These
the two heroes. Included all
necessary components and necessary components and Venn
necessary components and
did so in presentation did so in presentation did so in presentationdiagrams
will format. format. format. be hung in
our classroom wall after sharing and comparing/contrasting their findings with their classmates.
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the group? Provide specific strategies that might be
used for each type of learner. Provide a rationale by answering How and Why for each student group. Attach
Student List with descriptions of the 3 key students you are addressing below.
I would provide different strategies to fulfill differentiation/adaptation with my students (EL,

Challenging, Advanced). Therefore, some strategies would be to include visuals, such as
videos, presentations, and pictures to teach the lesson. In addition, provide small-group
interaction, which will allow students to grasp the information more, I would include additional
learning of examples and resources to allow students to exercise comprehension of research.
Most importantly, classroom technology (computers) would provide more instruction on the
lesson we are studying.
10. THEORETICAL OVERVIEW (10 Pts.):

This generalization lesson model is based on the constructivist and information processing
theories. This lesson allows students to find relationships and conjectures from a set of topics
to make generalization between, such concepts as American Heroes. Students will have the
ability to apply these generalizations and apply them to new situations or other areas of
learning; especially those pertained to social studies. Overall, students are able to compile the
information they learned about American Heroes and apply it to generalize describing other
heroes.
40
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Generalization Instruction plan is based on helping students evaluate the differences between
Evaluation families today and in the past. This lesson plan also allows students to apply their previous
background knowledge about families to the new information gathered throughout this lesson.
Generalization Instruction plan allows students to construct a list of facts regarding families
Synthesis
today and in the past by synthesizing their similarities and differences.
Analysis
Application
Comprehension
Knowledge
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment
just as if you were a student in your class. Use the appropriate paper, print, and line size
suitable for the developmental level of the class.
These Venn diagrams will be hung in our classroom wall after sharing and
comparing/contrasting their findings with their classmates. This assignment will be displayed
for back to school night where families can explore the unit the students have been learning
about.
41
o Adaptation of Content o Modeling o Whole group o Advanced
o Background Introduction of o Small groups o EL
Knowledge generalizations o Works o Other
o Links to past learning o Guided Practice Independently
Draws on Direct Copy generalizations into The entire class Lesson concentrated
Instruction lesson and Social Studies journal participated in on each student
Concept Attainment o Independent Practice discussing the (advanced, EL, other)
Lesson introduction to Make generalizations with different in order to teach to
American Heroes. American Heroes found in generalizations his or her level.
o Strategies Used different books and videos made. In small
Concept attainment, in class groups or with
concrete examples, shoulder partner
SDAIE, students were able to
Working in pairs discuss their
Resources Selected generalizations when
Reading book, website, broken into two
etc. groups.
o Vocabulary Lesson connected to
Student product was based Rubric was used to standards, such as
Students read the on meaningful information assess the final Social Studies. In
material and were and was linked to learning product. Following addition, it was age
engaged in listening, objectives for 2nd grade. the lesson students appropriate (2nd
speaking, viewing of were assessed on grade).
images as well as the written and oral
generalizations made. accuracy introducing
new generalizations
from the material they
gathered.
o Strengths/Weaknesses of Lesson
Lesson contained engaging intro/story. Many good generalizations were made.
o Students needing more help
It may be necessary to pull out level group to review a few of the generalizations that were shared.
o Content Adaptations
Allow students to study various images and descriptions of American Heroes in advance so they are prepared
to discuss generalizations with the class.
o Reading Skills
May vary depending on the lesson
o Vocabulary clarification
It is important to possibly review key vocabulary terms days prior to the lesson, especially for the focus students
in the classroom.
42
INQUIRY - MINI LESSON PLAN
EDU 512
American Heroes
Inquiry Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: American Families
Name: Amy Helzer Date: 2/27/17

Grade Level: 3
Social Studies Content Learning Objective(s): Common Core Social Studies Standards:
After the mini lesson on American Heroes students in grade 3.4.6. Describe the lives of American heroes who took risks
3 will be able to describe orally and produce a poster, which to secure our freedoms (e.g. Anne Hutchinson, Benjamin
depicts an American Hero with 95% accuracy. Franklin, Thomas Jefferson, Abraham Lincoln, Frederick
Douglass, Harriet Tubman, Martin Luther King, Jr.).
ELA (Academic) Language Objective:
Students in Grade 3 will extend their research skills by ELA Language Standards for Grade Level
referring to details and examples within text and online RL.3.1 Ask and answer questions to demonstrate
information. Students will have the opportunity to explain understanding of a text, referring explicitly to the text as
and discuss the ideas presented within a historical text. the basis for the answers.
RI 3.5 Use text features and search tools (e.g., key words,
ELD (Academic) Language Objective: sidebars, hyperlinks) to locate information relevant to a
Students in Grade 3 will exchange information and ideas given topic efficiently. Recount stories from diverse
through oral collaborative discussions. Students will cultures, and determine their central message, lesson,
interact with peers in English and will become engage with moral.
various texts, print and multimedia. W 3.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
Cog. Taxonomy/DOK Levels: a.Introduce a topic and group related information together;
Level 3: Strategic Thinking: Investigate, Cite Evidence, include illustrations when useful to aiding comprehension.
Differentiate b. Develop the topic with facts, definitions, and details.
Level 2: Skill/Concept: Classify, Collect, Display, cues linking words and phrases (e.g., also, another, and,
Summarize, Organize more, but) to connect ideas within categories of
Level 1: Recall: Define, Identify, Illustrate, Who, What, information.
When, Where, Why provide a concluding statement or section.
ELD Standards for Grade Level

Collaborative
1. Exchanging information and ideas with others through
oral collaborative conversations on a range of social and
academic topics.
Interpretive
6.Reading closely literary and informational texts and
viewing multimedia to determine how meaning is conveyed
explicitly and implicitly through language.
8. Analyzing how writers and speakers use vocabulary and
other language resources for specific purposes (to explain
persuade, entertain, etc.) depending on modality, text type,
purpose, audience, topic, and content area.
Productive
9. Expressing information and ideas in formal oral
presentations on academic topics.
12. Selecting and applying varied and precise vocabulary
and language structures to effectively convey ideas.
Central Focus Statement:

Students will gather and organize information relating to American Heroes through the use of
43
investigation. Through their investigation, they will be able to create a poster and present the information
orally to the class.
Language Demand Statement: edTPA

Students will use specific academic language (vocabulary, functions, discourse, syntax) while sharing their
information about a specific American Hero to participate in a learning task that demonstrates their
disciplinary understanding.
Language Function Statement: edTPA

The content and language in this lesson will focus on the learning task of American Heroes represented by
the active vocabulary used. Therefore, students will identify main ideas and details that represent their
investigation. In addition, they will be comparing ideas with others.
Materials Key Academic Vocabulary Research Based Learning

Poster Paper American A native or citizen of Strategies (provide text
Crayons, Markers, Colored Pencils the United States. chapters/reference)
Computer/Internet Access President The elected head of a K-W-L Chart: Activate Background
Social Studies Journal republican state. Knowledge, Scaffolding (Tompkins)
Books about American Heroes: Hero A person who is admired or Student to Student Interaction
50 American Heroes Every Kid idealized for courage, outstanding (SDAIE)
Should Meet by Dennis Denenberg achievements, or noble qualities. Tapping into Prior Knowledge
Tales of Famous Americans by (SDAIE)
Peter Roop Use of Technology (SDAIE)
Think-Pair-Share
Visualize-Organize
Pre-Assessment: How will you Motivation Strategy: How will you Real World Connection: How are
determine prior knowledge? catch attention of students and focus learning goals relevant to students
their minds on the learning goals? lives?
With the use of K-W-L Chart, students
will participate in class discussion to Students, you have been asked to Students will have the opportunity to
determine what they already know become investigators. We are looking learn how to use different sources to
about American Heroes. In addition, for different types of American Heroes investigate information. They will
what questions do they still have that live either in the past or the learn how to organize their material in
about American Heroes? What present. This will help us expand our a creative way. They will practice how
predictions or inferences can students knowledge and learn about different to teach peers when they present their
make based on what they already American Heroes that exist. After posters to the class. They may
know? How are American Heroes doing research, you are asked to become inspired as they learn about
different in the past and the present? create a poster that depicts your different heroes and their
findings. Be creative! characteristics.
All strategies will be research based and from one of Students: Practice and Application
the texts. Please provide reference for each. Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Teacher: Presentation/ Learning Activities (Strategy 1. The teacher and students will discuss important facts
Steps) they have studied about American Families. (Historical
(includes language and content objectives, comprehensible Characters p.121 SS strategies)
input, strategies, interaction, feedback. Use bullet points in 2. Students will share background knowledge or what they
each of the three areas below. have already learned for the K-W-L chart.
1. Teacher will discuss important things studied in class 3. Students will examine different images of American
about families (Anticipatory Set) (Prior Knowledge: Heroes presented in class. Using background knowledge or
Activating the Known p. 40 Wright) evidence from the images, students will compare/contrast
2. K-W-L Chart will be introduced on the board. Present things they notice within these images and share with the
question for inquiry: What is an American Hero? (K-W-L class.
charts p.60 Tompkins) 4. Students will be introduced to the Motivation Strategy,
3. Examine images/videos depicting different American which they are asked to create a poster using images,
Heroes. drawings, and captions to demonstrate their understanding
Ask students to share with their group what they of different American Heroes from the past and present.
notice in the pictures, and then share as a class. 5. Students will research the American Hero they have
What inferences can students make about these chosen to demonstrate an understanding of their
American Heroes? characteristics and lifestyle. Students will then present their
What evidence do they use to support their final project to their class.
44
inference?
4. Teacher will present Motivation Strategy ____________________________________________________________
Students will create a poster including images and _
information gathered depicting a specific American Collaborative (engagement with others)
Hero. Students think, pair, share; discuss background
Students will present their finished product to the knowledge.
class. As a class, students will examine images; discuss
5. Students will begin researching the inquiry question. inferences and evidence of different American Heroes.
Each student will focus on a different American
Hero Interpretative (comprehension and analysis of
____________________________________________________________ written and spoken texts)
Collaborative (engagement with others) Students will interpret the images, which depict the
Students will demonstrate think-pair-share different American Heroes.
Students will work in mixed groups Students will work to comprehend and analyze written
texts, which provide information regarding the different
Interpretative (comprehension and analysis of American Heroes.
written and spoken texts)
Students will analyze images, which depict the different Productive (creation of oral presentations and
American Heroes written texts)
Students will comprehend, analyze and organize grade Students will create a poster.
appropriate texts, which provide information and facts Students will present their poster to the class.
relating to the lives of American Heroes Students will produce a written metacognitive
paragraph which addresses what the students learned
Productive (creation of oral presentations and from the process, what strategies they used and how
written texts) their learning about families was expanded.
Students work to create a poster depicting the inquiry
questions.
Students will present their finished project to the class.
Students will produce a written metacognitive
paragraph as a group summarizing what they learned
during their inquiry approach.
Review and Assessment: What specific assessment Student Reflection: How will you provide for student
tools are being used? reflection on learning?
Whole-Group Assessment: Students will write their own paragraph (5-6 sentences) in
Students will produce a finished poster, which depicts and their Social Studies Journal on what they have learned
provides information relating to a specific American Hero during their research. Also, what they found interesting
they have studied. Students will include illustrations, about the American Family they studied and any other
images, and captions to present this new information. A comments about their project.
rubric will be used to assess the final product.
Individual Assessment:
Each student will produce one sentence noting what they
learned during their research, what strategies helped them
and how their learning was extended. Also, a rubric will be
used to evaluate individual participation performance.
Teacher Reflection Extension:

What do you anticipate to be a problem for Based on data/evidence, what are the next steps
specific students in completing either objective? for future lessons? Provide evidence for your
answer.
ELD Objective
EL and struggling students may struggle to identify Students will have the opportunity to write a 5-6
useful information from within the texts. Also, sentence paragraph at the end of the lesson that will
students may struggle to explain and discuss the address the following questions:
information they came across in historical texts
because of their language barrier. Furthermore, 1. How did this lesson help me extend my learning?
students may struggle with the vocabulary 2. How did this lesson help me develop more of a Growth
introduced during their research since there may be Mindset toward my own learning?
differences between their native language and 3. What strategy/strategies helped me? Why?
English. 4. What did I learn from the inquiry lesson?
5. What did I learn from other students presentations?
Content Objective
45
Students may struggle with picking the most Modifications will be made if needed (vocabulary, etc.)
relevant information for their project. to meet the needs of each student.
What would likely go well? Why?

Students will benefit from using multiple resources to
find their information. They will enjoy doing a project
instead of just writing. Those that are creative and
visual will do well making a poster. In addition, students
will be able to ask questions of one another and share
new findings.
In what area(s) would you like to develop more

proficiency?
To develop more proficiency during this lesson, students
would benefit from direct instruction when it comes to
using resources to find new information, such as text or
online resources. Therefore, appropriate methods for
evaluating resources should be introduced.
What theory or theorists would most strongly

support use of this strategy?
The theory that would most strongly support this
strategy would be, Constructivist Learning by Dewey,
Piaget, and Vygotsky. This theory explains how people
acquire and learn through direct application of
education. Therefore, students tend to construct
knowledge and meaning from their experiences.
Furthermore, Knowledge Discovery allows students to
investigate, use creative thinking, and infer/generalize
new information, which students practice throughout this
lesson.
Attach copy of student work

Group posters will be hung in the classroom wall after
sharing and comparing/contrasting their findings with
their classmates. They will also include their Students
Reflection paragraph in their Social Studies Journals.
Both activities will be displayed for back to school nigh
where families can explore the unit the students have
been learning about.
Strategies:
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to
student/standards
1. Show Them This is a strategy that has the The students are more This is especially important
teacher model the skill they likely to have success with for struggling students.
want the students to perform. their Venn Diagram in They need to be exposed to
independent work if their concepts several times.
teacher has modeled how
to use on in guided
practice.
2. Main Idea Graphic Using a Venn Diagram helps This is a strategy that This is a great strategy to
Organizer students organize facts as they provides areas to organize help my visual learners.
compare data. facts in a simple way.
50 Literacy
Strategies
1. Data Charts The chart would be in the form This strategy helps the This is a great strategy for
of a Venn Diagram. student to organize and my visual learners.
summarize their learning.
2.Rubrics See attached rubric. This strategy helps the This aligns with W 3.2. This
student understand what is standard asks the students
46
expected of them. They to write and convey ideas
will know the requirements. clearly. The rubric will
clearly show the
requirements to be
successful in this area.
50 Social Studies
Strategies
1.Graphic Organizer A Venn Diagram helps students This strategy provides This is a great strategy to
organize facts as they compare. areas to organize fact in a help my visual learners.
simple way.
2. Discovery The students will use primary The students will This is a college and career
Learning resources to compare two understand how to extract readiness anchor of
American Heroes. information from text. analyzing content.
Technology ELMO Students will be able to see Students who are struggling
Resources the teach modeling the need to be exposed
concept. multiple times to a new
concept.
Social Studies Vocabulary and Handwriting

MINI LESSON PLAN
What do you know about American Heroes?

Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: What do you know about American Heroes?

Grade Level: 3
Social Studies Content Learning Objective(s): ELA Language Standards for Grade Level
After the mini lesson on American Families students in L 3.4. Determine or clarify the meaning of unknown and
grade 3 will be able to define and correctly engage the multiple-meaning word and phrases based on grade 3
vocabulary in writing with 95% accuracy. reading and content, choosing flexibly from a range of
strategies.
ELD Language Objective: a. Use sentence-level context as a clue to the
Students in grade 3 will listen actively to spoken English meaning of a word or phrase.
within an academic context. Students will present an b. Determine the meaning of the new word formed
informational text, which utilizes the lesson vocabulary and when a known affix is added to a known word
writing. (e.g., agreeable/disagreeable, comfortable/
uncomfortable, care/careless, heat/preheat).
ELD Content Objective: c.Use a known root word as a clue to the meaning
Students in grade 3 will acquire and use grade appropriate of an unknown word with the same root
general academic and domain specific words and phrases. (e.g., company, companion).
Students will write about families correctly using the d.Use glossaries or beginning dictionaries, both
domain-specific vocabulary content. print and digital, to determine or clarify the
precise meaning of key words and phrases
47
Level 1: Define ELA Content Standards for Grade Level
Level 2: Categorize, Organize, Distinguish W 3.2 Write informative/explanatory texts to examine a
Level 3: Contrast, Compare, Explain topic and convey ideas and information clearly.
a. Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
cues linking words and phrases (e.g., also, another, and,
more, but) to connect ideas within categories of
information.

Interpretive
6. Reading closely literary and informational texts and
viewing multimedia to determine how meaning is conveyed
explicitly and implicitly through language.
Productive
12. Selecting and applying varied and precise vocabulary
and language structures to effectively convey ideas.
Students will receive direct instruction relating to 5 domain specific academic vocabulary words. Following
the instruction, students will be able to correctly utilize the vocabulary words in their journal.
Students will use specific academic language (vocabulary, functions, discourse, syntax) while sharing their
vocabulary words about American Heroes to participate in a learning task that demonstrates their
disciplinary understanding.
The content and language in this lesson will focus on the learning task of American Heroes represented by
the active vocabulary used. Students will also provide examples and details that represent their
vocabulary words. In addition, they will be comparing ideas with others.
Materials Key Academic Vocabulary Research Based Learning Strategies

List of 5 vocabulary words American A native or citizen of (provide text chapters/reference)
Pencils the United States.
Tapping into Prior Knowledge
Crayons, Markers, Colored Pencils President The elected head of a
(SDAIE)
6 sheets of white copy paper for republican state.
Hero A person who is admired or Contextualize the Lesson Group
each group
idealized for courage, outstanding Discussion, Hands on Activities
Social Studies Journals
achievements, or noble qualities (SDAIE)
Book about American Heroes: Activate Background Knowledge,
Heroes all Kids Should Know by Scaffolding (Tompkins)
Mary Hinkle
Student to Student Interaction
(SDAIE)
Think-Pair-Share
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Real World Connection: How are learning
prior knowledge? attention of students and focus their minds goals relevant to students lives?
on the learning goals?
Students will think, pair, share with a As students continue to learn about
partner what they already know about Students, open house is in one week. I the accomplishments and character
American Heroes, such as their would like everyone to see how much you trait of these American Heroes they
accomplishments and character. The class have learned about
48
will then come together to share their American Families. We will do one last will have a great appreciation of the
discussions. The teacher will write them on writing project to share with your families at heroes in their own lives. They will be
the classroom whiteboard to model correct open house. We will be using our 5 inspired to work hard and have good
use of vocabulary. vocabulary words to share this information.
character. The vocabulary words are
Lets make sure we do a good job so we can
make our families proud. ones they would use in everyday
language.
the texts. Please provide reference for each. Note meaningful activities, interaction, strategies,
practice and application, feedback in each of the
Teacher: Presentation/ Learning Activities (Strategy three areas below.
Steps)
(includes language and content objectives, 1. Students will think, pair, share their prior knowledge they
comprehensible input, strategies, interaction, have relating to American Families. Students will
feedback. Use bullet points in each of the three participate in a classroom discussion addressing the
areas below. accomplishments and character of an American Hero.
2. Students will have the opportunity to share personal,
1. Teacher will discuss what students already know about cultural, and community assets with their learning.
American Heroes. 3. Students will examine different images of American
2. Students will have the opportunity to share personal, Heroes presented in class. Using background knowledge or
cultural, and community assets that connect to this topic. evidence from the images, students will compare/contrast
3. Students will examine images/videos depicting American things they notice within these images and share with the
Heroes if needed to review prior knowledge. class.
4. Teacher will introduce the 5 vocabulary words and 4. Students will listen for vocabulary words and examples
definitions. Teacher will read these aloud from the board or provided from the teacher to gain greater understanding.
from the overhead. Ask students if clarification is needed on 5. Students will be introduced to the Instructional Strategy,
any of the definitions. which they are asked to create a 5-sentence paragraph
American A native or citizen of the United States. using the vocabulary words.
President The elected head of a republican state. 6. Students will be able see the teacher model the essential
Hero A person who is admired or idealized for strategy to help support them as they practice and apply
courage, outstanding achievements, or noble qualities. the strategy in a meaning-based context.
5. Teacher will present Instructional Strategy ___________________________________________________________
Students will write a paragraph that includes a drawing
Academic Language Development: (How will this
about an American Hero.
happen in the following three areas?)
Students pictures and writings will be displayed in class.
6. Model Instructional Strategy Collaborative (engagement with others)
Students will be given topic, American Families 1. Students will think, pair, and share to activate prior
Teacher will introduce the structure of the paragraph knowledge.
Teacher will read the sample paragraph she wrote on an 2. Students will take part in a class discussion relating to
American Hero. American Heroes.
7. Students will begin their paragraph
Vocabulary words will be written on the board. Interpretative (comprehension and analysis of
Students will write a minimum of 5 sentences using the written and spoken texts)
vocabulary word. 1. Students will comprehend and analyze images that
There will be a topic sentence and a conclusion with depict American Families and their special qualities.
supporting facts in between. 2. Students will read and comprehend the facts relating to
Students will peer edit each others rough draft American Families.
Teacher will do one last edit before students write final
Productive (creation of oral presentations and
draft and draw picture.
written texts)
____________________________________________________________
1. Students will create a 5-sentence paragraph relating to
_
their domain specific vocabulary words.
2. Students will create a one-page illustration that goes
Academic Language Development: (How will this
along with their paragraph.
happen in the following three areas?)
Collaborative (engagement with others)

1. Students will discuss with a partner the prior knowledge
they have relating to American Heroes.
2. Students within the mixed groups will work together to
peer edit each others paragraphs. They will particularly be
looking for whether the vocabulary word was used correctly.
Interpretative (comprehension and analysis of

1. Students will comprehend, analyze, and organize grade
49
appropriate texts, which provide information and facts
relating to American Heroes that exist throughout their
community and in the United States.

written texts)
1. Students will create a paragraph that includes their 5
domain specific vocabulary words.
2. Students will create an illustration that goes along with
their paragraph.
Review and Assessment: What specific assessment tools Student Reflection: How will you provide for student
are being used? reflection on learning?
Individual Assessment: Students will write an entry in their Social Studies Journal
Each student in will produce a 5-sentence paragraph and explaining what each vocabulary word means in their own
illustration that uses all their vocabulary unit words. This words.
will identify what they learned during their previous
lessons, what strategies helped them, and how their
learning was extended. A rubric will be used to evaluate
their assignment.
Teacher Reflection Extension:

What do you anticipate to be a problem for specific Based on data/evidence, what are the next steps for
students? future lessons? Provide evidence for your answer.
ELD Objective Students will have the opportunity to write a 5-6-sentence

EL students may struggle to write a 5-sentence paragraph at the end of the lesson. They will provide
paragraph with grade level sentence structure and evidence from their project to answer and address the
grammar. In addition, words and definitions will most following questions:
likely be new to many EL students.
1. How did this lesson help me extend my learning?
Content Objective 2. How did this lesson help me develop more of a Growth
Students may struggle to correctly incorporate usage Mindset toward my own learning?
of their assigned vocabulary word with specific words 3. What strategy/strategies helped me? Why?
and phrases into a 5-sentence paragraph which are 4. What did I learn from this lesson?
required for this activity. 5. What did I learn from other students presentations?
What would likely go well? Why? Modifications will be made if needed (vocabulary, etc.) to
All students will likely benefit from the written meet the needs of each student.
assignment. They will be able to apply their background
knowledge and vocabulary terms identified throughout
the unit to write a 5-sentence paragraph. In addition, EL
students will most likely be successful when they write
their paragraphs if they are given sentence frames. It will
also be helpful for them to sit next to native English
speaker when they are doing peer editing. Lastly,
students will be motivated to produce good work when
they know it will be displayed for their families to see at
open house.
In what area(s) would you like to develop more

proficiency?
To develop more proficiency during this lesson, students
would benefit from direct instruction when it comes
identifying facts about American Heroes that connect to
the 3 domain vocabulary words introduced. Therefore,
appropriate methods for evaluating resources should be
introduced. Students would benefit from proficiency in
completing their paragraphs by proficient use of
dictionaries and other reference materials that would
enable students to work in a manner that is both timely
and efficient.
50
What theory or theorists would most strongly
support use of this strategy?
The theory that would most strongly support this strategy
would be, Constructivist Learning by Dewey, Piaget, and
Vygotsky. This theory explains how people acquire and
learn through direct application of education. Therefore,
students tend to construct knowledge and meaning from
their experiences. Furthermore, Knowledge Discovery
allows students to investigate, use creative thinking, and
infer/generalize new information, which students practice
throughout this lesson.
Attach copy of student work

Paragraphs will be hung on the classroom wall after
students share their information that connects to their
vocabulary words.
Listening /Talk (Social Studies Topic)

MINI LESSON PLAN
American Heroes
Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: American Heroes
51
Grade Level: 3
After the mini lesson on American Heroes, students in L 3.4. Determine or clarify the meaning of unknown
grade 3 will be able to compare and contrast American and
Heroes, which occur in the two picture books with the multiple-meaning word and phrases based on
factual information in their textbooks, students will discuss grade 3 reading and content, choosing flexibly
and write a reflection paragraph with 95% accuracy. from a range of strategies.
ELD Language Objective: meaning of a word or phrase.
Students in grade 3 will exchange information and ideas b. Determine the meaning of the new word formed
through oral collaborative discussion. Students will interact when a known affix is added to a known word
with peers in English and will engage with the text. (e.g., agreeable/disagreeable, comfortable/
Students in grade 3 will listen actively to spoken English uncomfortable, care/careless, heat/preheat).
within the context of Language Arts and History. c.Use a known root word as a clue to the meaning
ELD Content Objective: (e.g., company, companion).
Students in grade 3 will discuss and write about the d.Use glossaries or beginning dictionaries, both
American Hero studied throughout the text using domain- print and digital, to determine or clarify the
specific vocabulary content and compare and contrast precise meaning of key words and phrases
American Heroes from previous studies.
Cog. Taxonomy/DOK Levels W 3.2 Write informative/explanatory texts to
Level 1: Recall examine a topic and convey ideas and information
Level 2: Compare, Distinguish, Make Observations, Use clearly.
Context Clues a. Introduce a topic and group related information
Level 3: Assess, Differentiate together; include illustrations when useful to aiding
Level 4: Connect comprehension.
b. Develop the topic with facts, definitions, and
details.
cues linking words and phrases (e.g., also, another,
and, more, but) to connect ideas within categories
of information.
ELD Standards (2014) for Grade Level

Collaborative
1. Exchanging information and ideas with others
through oral collaborative conversations on a
range of social and academic topics.
Interpretive
5. Listening actively to spoken English in a range of
social and academic contexts.
Productive
12. Selecting and applying varied and precise
vocabulary and language structures to effectively
convey ideas.

Students will engage in discussion, comparing and contrasting the information from the picture books on Martin
Luther King and President Lincoln, with the factual information collected in previous lessons and presented in the
textbook about American Heroes.

Students will use specific academic language (vocabulary, functions, discourse, syntax) while participating in
discussions about the American Heroes illustrated in the book read in order to participate in a learning task that
demonstrates their disciplinary understanding.
52
The content and language in this lesson will focus on the learning task of the family represented in the novel by
the active vocabulary used. Students will also provide examples and details that represent their vocabulary
words. In addition, they will be comparing and contrasting ideas with others.

I am Abraham Lincoln by Brad Metzger Diversity - the condition or fact of Strategies (provide text
I am Martin Luther King by Brad being different chapters/reference)
Metzger Compare- the similarity or
History Textbook dissimilarity between two things Tapping into Prior
Paper Contrast- the difference between Knowledge (SDAIE)
Pencil two things Contextualize the Lesson
Venn Diagram Group Discussion, Hands on
American A native or citizen of
Classroom Whiteboard Activities (SDAIE)
the United States.
Whiteboard Markers KWL Chart-Activate
President The elected head of a
Background Knowledge
republican state.
Activate Background
Hero A person who is admired or
Knowledge, Scaffolding
idealized for courage, outstanding
(Tompkins)
achievements, or noble qualities
Student to Student
Interaction (SDAIE)
Think-Pair-Share (50 Social
Studies)
Visualize-Organize (50
Language Arts)
Grand Conversations-
Promote Discussion,
Exploration of Big Ideas
(Tompkins)
Pre-Assessment: Motivation Strategy/Positive Mindset: Real World Connection:
With the use of K-W-L Chart, students Considering all of the information you Students will compare fictional
will participate in class discussion in have been studying these past few and historical accounts about
order to determine what they already lessons, what can we imply from the American Heroes, allowing
know about books we just read? What makes these them to assess the historical
American Heroes based on their American Heroes different and similar similarities and differences that
interactions with their textbook and to other American Heroes that exist are presented throughout the
research they have done from previous throughout the country? Explain and books.
lessons. provide examples.
Central Focus of lesson: A statement that Academic Language Development:

summarizes the overarching learning outcomes Describe
beyond facts & skills.
Students will practice their academic
Students will continue learning about language orally while participating in
American classroom discussions and in writing while
Heroes and their characteristics. reflecting on their learning from the lesson.
Whole-Group Assessment (Informal): Students will reflect on their connections or observations

Teacher will observe discussions being held in class within group discussions. Following discussions, students
and which students participate in the teacher-led and will write a 4-5 sentences reflection paragraph. Students
student-led discussions and to what extent. can reflect on their learning process, new insights they
gained or their personal feelings in regards to the topic
Individual Assessment (Formal): studied in the lesson. They will also reflect on the
Students will produce a paragraph (4-5 sentences) following question throughout their reflection:
identifying what they learned during their discussion,
what strategies helped them, and how their learning How did this lesson help me extend my learning?
was extended.
How did this lesson help me develop more of a Growth
Mindset toward my own learning?
53
What strategy helped me the most? Why?
Teacher Reflection
Impact: (Analysis of Student Achievement from this lesson)
How many students met performance criteria for objectives? How many did not meet the performance
criteria for objectives?
95% of the students met performance criteria for objectives. About 5% of students did not meet the performance criteria
for objectives, such as ELL students.
Next Steps: How will you change the lesson to increase student achievement?
1. What did your analysis tell you about how your students learn?
My analysis told me that my students learned effectively through the use of the K-W-L Chart and review what they
already knew about American Heroes and relate it to the books read. Compare the different recourses also proved
to be even more effective for student learning since it was easier for students to do than contrast. Students also
benefited from collaborative discussions, which allow them to consider opinions/thoughts/insights of their other
classmates.
2. What did your analysis tell you about the success of the strategies you used?
All of the strategies incorporated into the lesson were effective. Based on the analysis, the data/evidence that
students used allowed them to acquire higher taxonomies by extending their learning over the course of future
lessons. Students had the opportunity to think creatively and critically by participating, having purpose,
questioning, and applying the effective strategies introduced to share responses.
3. How useful were the assessments in terms of student learning?
The assessments were very effective since they concentrated on the individual and group. Most importantly,
students were assessed orally and written.
4. What resources and/or personnel might assist you in improving student achievement?
Appropriate methods for discussion should be developed since some students demonstrated confusion during the
first discussion and needed additional guidance to become more involved with the other students.
5. How will you differentiate instruction so that all students achieve?
I will use evidence found in student work samples and the whole class summary to analyze the patterns of learning
for the whole class and differences for groups or individual learners relative to the essential literacy strategy and
requisite skills. In addition, I will use more visualizing and verbalizing techniques. Use key words to remember
throughout the lesson and give ample time for responses or preparation during discussions. Most importantly, I will
write notes on each students reflections in order to meet future differentiate instruction needed.
6. How will you differentiate instruction for students who easily achieved the performance criteria and
need to move forward?
For students who easily achieved the performance criteria and need to move forward, I will differentiate instruction
by continuous classroom progress monitoring in order to identify those learners who need more depth and
complexity in daily work. Because of this, these students may be expected to do further research on the novel that
was read to them in class and possibly research the author, etc.
ll strategies will be research based and from one of Students: Practice and Application
the texts. Please provide reference for each. 1. Students will consider the question and answer to the
following:
Teacher: Presentation/ Learning Activities (Strategy 7. K-W-L Chart: Students will share what they already
Steps) know about families that theyve studied.
1. Think-Pair-Share: What differences and similarities do you 2.Students will come together to the front of the classroom
see in Martin Luther King and President Lincoln? in order to listen and engage with the books.
2. K-W-L Chart: Based on previous lessons and research, 3. Students will participate in a discussion.
54
what do we already know about American Heroes 4. Student will engage with different recourses
(characteristics, accomplishments etc.)? already
3. Gather students to the front of the classroom and read studied and I am books.
both books by Brad Metzger. 5. Students will also engage with domain specific
4. After reading both books, ask students to gather in small vocabulary.
groups of 4 and prompt discussion questions that reflect on 6. Students will make observations, connections, and
the novel. What similarities/differences did you notice about will
the two American Heroes read in the story? cite evidence regarding the similarities and differences
5. Teacher will guide discussion and fill in a Venn Diagram between the books read and the other recourses
as students make observations, connections, and cite previously studied.
evidence from the novel and previous research the students 7. These observations will be included in the Venn
have done. Diagram.
6. Students will have the opportunity to have student-led that is represented on the board.
discussions if further clarification is necessary. 8. If needed, students will have the opportunity to have
7. Students will then return to their desks and will construct student-led discussions with their peers.
a metacognition paragraph about their learning process and 9.Students will return to their desks and will construct a
the connections made between the recourse theyve metacognition paragraph about their learning process
studied. and the connectins that were made in the novel and
____________________________________________________________ recourses previously studied.
_ ____________________________________________________________
Academic Language Development: (How will this Academic Language Development: (What will students
happen in the following three areas?) do
to develop academic language?)
Collaborative (engagement with others) Collaborative (engagement with others)
1. Think-Pair-Share 1. Students think, pair, share; discuss background
2. K-W-L Chart knowledge.
3. Collaborative Discussion in Class 2. As a class students will discuss background
4. Venn Diagram Knowledge and will scaffold knowledge with
the use of the KWL chart.
Interpretative (comprehension and analysis of 3. In groups students will engage in a collaborative
written and spoken texts) discussion and will utilize domain specific
1. Analyze Previous Research Studied in Class vocabulary.
2. Analyze I am books by Brad Metzger 4. Students will elaborate on their compare/contrast
3. Compare and Contrast Recourses and the books discussions and share them on the Venn Diagram.
Productive (creation of oral presentations and Interpretative (comprehension and analysis of

written texts) written and spoken texts)
1. Students will orally present and share their findings. 1. Students analyze previous research studied in
2. Students will create a metacognition paragraph class.
2. Students analyze I Am books from Brad Metzger.
3. Students will work together to make connections
about both texts (compare and contrast recourses
and the novel read)

written texts)
1. Students will work collaboratively to complete
the Venn diagram
2. Students produce a written metacognitive
paragraph, which addresses what the students
learned from the process, what strategies they
used, and how their learning was extended.
Writing for Information in Social Studies

MINI LESSON PLAN
55
American Heroes Book
Grade Level: 3
After the mini lesson on American Heroes, students in L 3.4. Determine or clarify the meaning of unknown and
grade 3 will be able to write a summary on what they multiple-meaning word and phrases based on grade 3
have learned in this unit on American Families with 95% reading and content, choosing flexibly from a range of
accuracy. strategies.
ELD Language Objective: meaning of a word or phrase.
Students in grade 3 will use precise and domain b. Determine the meaning of the new word formed
specific vocabulary to write about their family. Students when a known affix is added to a known word
in grade 3 will listen actively to spoken English within (e.g., agreeable/disagreeable, comfortable/
the context and produce clear and coherent writing, uncomfortable, care/careless, heat/preheat).
which display development and organization. c.Use a known root word as a clue to the meaning
ELD Content Objective: (e.g., company, companion).
Students in grade 3 will write a summary about what d.Use glossaries or beginning dictionaries, both
they have learned in this unit about American Heross print and digital, to determine or clarify the
using domain-specific vocabulary content. precise meaning of key words and phrases
Cog. Taxonomy/DOK Levels ELA Content Standards for Grade Level

Level 2: Categorize, Organize W 3.2 Write informative/explanatory texts to examine a
Level 3: Explain topic and convey ideas and information clearly.
Level 4: Investigate, Examine a. Introduce a topic and group related information
Level 5: Revise together; include illustrations when useful to aiding
comprehension.
cues linking words and phrases (e.g., also, another,
and, more, but) to connect ideas within categories of
information.

Interpretive
6. Reading closely literary and informational texts and
viewing multimedia to determine how meaning is
conveyed explicitly and implicitly through language.
Productive
12. Selecting and applying varied and precise
vocabulary and language structures to effectively
convey ideas.
Central Focus of This Lesson:

Students will create a clear and coherent summary, which accurately summarizes the unite on American
Heroes and uses specific domain vocabulary in order to create a well-developed writing piece.
Guiding Question:
After studying about American Families, what are some important things that you would like to
remember about this unit?

Pencils Lawyer A person who practices or Strategies (provide text
studies law. chapters/reference)
Crayons, Markers, Colored
Pencils Civil War A war between citizens
of the same country. Tapping into Prior Knowledge
Sheets of Wide-Rule Line Paper
Emancipation Proclamation A (SDAIE)
Social Studies Journals
proclamation from President Contextualize the Lesson
56
Lincoln that all slaves were free. Group Discussion, Hands on
Abolish Formally put an end to a Activities (SDAIE)
system or practice. Activate Background
President The elected head of a Knowledge, Scaffolding
republican state. (Tompkins)
Student to Student Interaction
(SDAIE)
Visualize-Organize (McEwan-
Adkins)
Grand Conversations-Promote
Discussion, Exploration of Big
Ideas (Tompkins)
Pre-Assessment: Motivation Strategy/Positive Real World Connection:

Mindset:
In small groups students will Students will learn how to gather
discuss what they already know Teacher will read two stories out of and organize ideas for writing their
about American Heroes. Then, they the book, 50 American Heroes essay about their American
will visit their Social Studies Every Kid Should Meet by Dennis Heroes. In addition, students will
Journals and share a few facts Deneberg. After reading the draft, edit, and revise their work
about what they have learned. stories, students will gather into before completing their final draft.
Group discussion will then follow small groups and discuss what
the activity. they have learned. Then one
member from each group will
share with the class. Students will
use their background knowledge to
share their what they think is
important about the unit to give
ideas about what to write about.
Following this discussion, students
will be asked to create a short
esssay about the unit on American
Heroes.
the texts. Please provide reference for each. 1. Students will gather into small groups and share what
they know about American Heroes.
Teacher: Presentation/ Learning Activities (Strategy 2. In small groups, students will revisit their Social Studies
Steps) Journals for further information and share facts they wrote
1. Assign students in small groups and have them discuss about American Heroes in a previous lesson that was
what they already know about American Heroes. taught.
2. Have students review their Social Studies Journals for 3. Students will come together to the front of the
additional recourses and share a few facts about American classroom in order to listen and engage with the book.
Families that they wrote about in a previous lesson. 4. Students will participate in small group conversations.
3. Gather students to the front of the classroom and read 2 Students will engage with domain specific vocabulary
stories from 50 American Heroes Every Kid Should Meet by while discussing what they have read.
Dennis Denenberg. 5. Students will be introduced to the instructional strategy,
4. After reading the stories, ask students to gather in small which is to write a short essay about American Heroes.
groups and share what they learned. 6. Students will be able see the teacher model the
5. The teacher will introduce the writing activity, American essential strategy in order to help support them as they
Heroes which is the thematic unit the class is studying. practice and apply the strategy in a meaning-based
6. Model Instructional Strategy context.
Students will be given topic, American Heroes 7. Students will gather and organize ideas for writing their
Teacher will introduce how the essay should be essay. They will brainstorm possible ideas that they would
structured like to write about in each of their paragraphs.
Teacher will model the procedure by writing a sample 8. Students will conference with the teacher and make
topic sentence with 3 facts and a concluding sentence revisions to their essay writings, if needed.
together as a class before students begin working on 9. Students will write their final draft in their books once
their own pages. their writings have been edited.
7. Have students gather and organize ideas for writing ___________________________________________________________
where they brainstorm possible ideas for what they will _
write about in each paragraph of their essays that include Academic Language Development: (What will students
illustrations. do to develop academic language?)
8. Students will be asked to conference with the teacher Collaborative (engagement with others)
and reread what they have written, revise, and edit changes 1. Collaborative Discussions in Class- Students will
discuss their background knowledge about American
57
that are necessary. Heroes and the book 50 American Heroes Every Kids
9. After student writings have been edited, students will be Should Meet by Dennis Deneberg.
allowed to write their final draft, which will be written in a
book that is well-developed and organized. Interpretative (comprehension and analysis of
____________________________________________________________ written and spoken texts)
_ 1. Comprehend Writing Skills- Students will
Academic Language Development: (How will this comprehend how to write by using different methods,
happen in the following three areas?) such as gather, organize, reread, revise, and edit their
writings.
Collaborative (engagement with others) 2. Interpret Different Resources- Students will interpret
1. Collaborative Discussions in Class different information they have studied about
American Heroes and connect important facts In
Interpretative (comprehension and analysis of writing an essay.
1. Students will comprehend different writing skills Productive (creation of oral presentations and
when it comes to writing. written texts)
2. Students will interpret different resources they have 1. Students will create rough drafts and final drafts
studied and connect it to their own writings. about American Heroes in an essay.

written texts)
1. Students will create rough drafts and final drafts of
their essays about American Heroes.
Whole-Group Assessment (Informal): Students will write a paragraph (5-6 sentences) in

Teacher will observe discussions being held in class their Social Studies Journal on what they have learned
and which students participate in the teacher-led and during this activity. For example, what they found
student-led discussions about American Heroes. interesting about American Heroes. Then, students
will share their paragraphs with their classmates and
Individual Assessment (Formal): have the teacher review it for participation points.
Students will produce a well-developed final draft
esssay about American Heroes that will be graded on
organization, punctuation, and content. Students will
be assessed on their ability to gather and organize
ideas for writing a short esssay. In addition, students
will be provided with a rubric for their final product.
After delivering this lesson, it is recommended that you promptly reflect on it.
Personal Reflection
58
What evidence of learning came as a result of your lesson?
Students had the opportunity to apply background knowledge in regards to American Heroes and expand their
academic learning by writing what they learned in a short essay. Students also had the opportunity to engage in
discussions and write ideas that pertain to American Families in order to share with their classmates during authors
chair.
How will you help students who did not learn the lesson?
In order to help students who did not learn the lesson, I will use evidence found in student work samples and
differences for groups or individual learners relative to the essential literacy strategy and requisite skills. In addition, I
will use more visualizing and verbalizing techniques. Use key words in order for students to remember throughout
the lesson and give ample time for responses or preparation during discussions. Most importantly, I will write notes
on each students reflections in order to meet future differentiate instruction needed.
How did the essay technique help motivate students? Improve Learning?
The essay technique helped motivate students by allowing them to choose which facts they wanted to remember
about the unit. In addition, it allowed students to prepare their own short essay about American Heroes that would
expand greater learning throughout the thematic unit.
How did this lesson promote critical thinking?

The lesson promoted critical thinking during group discussions where students had the opportunity to apply
background knowledge and apply it to the new information that was being presented. Students also had the
opportunity to use critical thinking when they gathered and organized ideas for writing.
Unit Schedule
WEEK 1 Monday Tuesday Wednesday Thursday Friday

7:45-8:30 am Language Reading Reading Reading Language
Arts Arts
8:30-9 am Social Social Studies Social Group Group Project
Studies Studies Project
9:20-10:05 Math Math Math Math Math
am
10-10:45 am Journal Writing Spelling Journal Writing Spelling Spelling
Review Test
10:45-11:30 Art Computers Group Project Computers Art
am
12:15-1:30 SUTW PE PE PE SUTW
pm
1:30-2:08 pm Science Science Lab Science Lab
WEEK 2 Monday Tuesday Wednesday Thursday Friday

7:45-9 am Language Reading Reading Language Arts Language
59
Arts Arts
8:30-9 am Social Social Studies Social Individual Individual
Studies Studies Project Project
9:20-10:05 Math Math Math Review Math Test Math
am
10-10:45 am Journal Writing Computer Computer Spelling Spelling
Review Test
10:45-11:30 Art Library Group Project SSR Art
am
12:15-1:30 SUTW PE PE Computers SUTW
pm
1:30-2:08 pm Science Science Science Science Test Science
Review Centers
Evaluation /Assessment Section
Language Arts and Social Studies Unit Assessment Plan

Goals/ Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5:
Standards/ Direct Concept Generalization Inquiry Vocabulary
Objectives Instruction Attainment
Assessed Objective: Objective: Objective:
Objective: Objective: After the lesson After the mini After the mini
After the lesson After the lesson on using data to lesson on lesson on
on Abraham on the concept of support American Heroes American Heroes
Lincoln students American Heroes generalizations, students in grade students in grade
in grade 3 will list students in grade students in grade 3 will be able to 3 will be able to
10 facts both 3 will be able to 3 will apply this describe orally define and
orally and in state both orally knowledge and and produce a correctly engage
writing with 90% and in writing the develop poster, which the vocabulary in
accuracy. correct definition generalizations depicts the writing with 95%
of American concerning the characteristics of accuracy.
Hero. topic of American an American
Heroes with Hero.with 95%
accuracy. accuracy.
Type of Rubric: Informal Informal & Group Project/ Informal &

assessment with Students new Assessment of Formal Rubric: Formal
knowledge and oral/written Graded on
60
rationale for understanding definition: Assessment/ collaboration Assessment/
each type of will be informally This lesson will Rubric: skills and Rubric:
assessment assessed as they be assessed by Students will be information Students
list and explain the written informally presented, with reflections will be
their facts about definition in the assessed while I rubric. Both, graded according
American Heroes student journal. observe their whole-group to correct use of
in their journals. A The definition interactions in assessment and vocabulary
rubric will be must include class and group individual words. Rubric will
used to formally three descriptors discussions on assessment. also be used.
assess their and three the concept of Both, whole-
performance on examples of the generalizations. group
the in-class term/concept Students will be assessment and
activity and American Hero.. formally individual
grades will be Students will also assessed through assessment will
kept inside the be assessed their work in their be presented.
students informally by Social Studies
journals. listening to their journal of
oral definitions of comparing
the concept of American
American Hero.. Heroes. Rubric
also included.
Purpose of The rubric To informally In this lesson, Group project will Students will be
Assessment provides students assess whether students will work allow students to assessed on their
with a brief scale students together to make work comprehension of
and explanation understand the generalizations collaboratively in vocabulary
of what is concept taught about a specific order to research words, their
expected from throughout the topic they are American Heroes meanings, and
them for the lesson, they will studying. and relate it to their ability to use
assignment they be asked to state Discussions will their previous vocabulary
are asked to the definition of allow studies. The effectively. A
complete. the term studied. observations to rubric will also rubric will also
occur and identify provide a scale of provide a scale of
if the content is expectations from expectations from
being met and students. students.
reviewing their
journals will
reflect their
learning.
Implementation Students will Informal The teacher will Students will be Student
: write 10 facts in assessment will model how to asked to create a reflections will be
How will you complete take place in the generalize and poster using completed in
do the sentences, with form of classroom prompt students images, class and they
as few grammar/ discussion. The to observe and drawings, and will have the
assessment?
punctuation teacher will ask questions. captions that opportunity to
errors as observe These demonstrate their share with other
possible. discussions and observations will understanding of classmates. The
review student be noted on American teacher will then
Social Studies chart. Heroes. grade student
Journal entries. responses.
Feedback: The rubric will Students will Students will be Each student will The teacher will
How will you contain a receive given verbal receive their own read each
let students description of constructive feedback about grade and also student response.
know about each point value feedback on their their progress receive an overall The teacher will
and the definitions. and a few guiding group grade. The write notes if
their progress?
appropriate box Additional questions will be graded rubric will needed and
will be marked support will be monitored in contain any provide any
with a brief provided, if order to evaluate additional positive and
explanation of the needed. student feedback, if corrective
assigned grade. understanding. needed. feedback that
Additional notes students need in
will be provided, if order to make
61
needed. changes.
How will this The lesson Students who The lesson will The lesson will The reflection
information introduces the tend to struggle determine determine each paragraph will
guide your next unit content on throughout the whether students students ability to help the teacher
steps in American lesson will be are capable of complete identify whether
Heroes. This will assigned to join making research on a or not students
planning
have a major instructional generalizations topic that pertains have a strong
instruction? impact on the groups that will and be able to to the lesson. comprehension of
future lessons help guide them connect This will help the vocabulary
that will be taught in the right background evaluate each terms they have
in class. direction of knowledge to students skills studied. This will
learning new information. with finding help the teacher
academic In addition, resources to make further
content. determine if the complete a task, evaluations of
standards are which influences who needs
being met future lessons additional help.
throughout the throughout the
unit with each unit.
student.
Who else will Parents/Guardian Parents/Guardian Parents/Guardian Parents/Guardian Parents/Guardian
have access to s will have s will have s will have s will have s will have
the assessment access to the access to the access to the access to the access to the
results? assessment assessment assessment assessment assessment
results in order to results in order to results in order to results in order to results in order to
Why?
help their child help their child help their child help their child help their child
identify any areas identify any areas identify any areas identify any areas identify any areas
of improvement, if of improvement, if of improvement, if of improvement, if of improvement, if
needed. needed. needed. needed. needed.
Professional Reflection
Provide a thorough answer for each question.
1. Historical Characters:
Select one Social
Studies Strategy
from your text and *Students can extend their knowledge of historical characters by exploring how
explain how it can their characters enacted important social studies concepts such as freedom,
be used to: democracy, social movements, individual rights, and the common good.
Extend social *It is an effective strategy for teachers to extend literacy learning through requiring
studies their students to present the material in an oral presentation. They will need to use
knowledge,
different types of texts to gather information.
Extend literacy
learning *When the students pretend they are the actual character during the presentation,
they are engaging in a deeper level of learning.
Engage
students at a
deeper level of
learning
2. K-W-L Chart:
Select one Literacy
Strategy from your
Teachers use K-W-L charts to activate students background knowledge about a
62
text and explain social studies topic and to scaffold them as they ask questions and organize the
how it can be used information theyre learning.
to:
*This instructional strategy can take several weeks or longer to complete because
Extend social it spans a thematic unit.
studies *The chart identifies what a student wants to learn. At the end of the unit the
knowledge, students fill out what new knowledge they have learned.
This strategy engages students in a deeper level of thinking because they are
Extend literacy required to know only activate prior knowledge but also reflect on the lesson to
learning
determine what they have learned.
Engage
students at a
deeper level of
learning.
3. *One way to provide immediate feedback is through a rubric. A rubric is a list of

Feedback: Select 2 guidelines that is used to grade the students assignments. The teacher can talk
strategies for
providing about the criteria listed at each level so the students can focus on the requirements
immediate at the proficiency level, which specifies grade-level expectations. The teacher can
feedback on highlight phrases in the rubric or check off items that they believe best represent
learning from any the students work. Tompkins, pg. 49
of your texts.
Provide evidence
that it is research *Another way to provide immediate feed back so to exam students writing as they
based. are working. Teachers can hold revising and editing conferences to monitor
students writing. Tompkins p.313
63

E-Unit La Final

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

E-Unit La Final

Încărcat de

Drepturi de autor:

Formate disponibile

American

American Heroes throughout history

Who is an American Hero?

Characteristics of an American Hero

Exploring different American Heroes

What do you know about American Heroes?

Objectives and Standards

Introduction/EdTPA Reflective Assignment.

Direct Instruction Lesson Plan

Concept Attainment Lesson Plan...

Generalization Lesson Plan

Inquiry Lesson Plan.

Vocabulary Lesson Plan.

Listening/Talk Lesson Plan.

Writing Lesson Plan.

Unit Reflective Commentary..

Direct Instruction Lesson

Common Core Social Studies Standard

Common Core Social Studies ELA Standard

Common Core Social Studies ELD Standard

College and Career Readiness Anchor Standard CCSS

Concept Attainment Lesson

Central Focus: Comprehension or Composition

Common Core Social Studies Standard

Common Core Social Studies ELA Standard

Common Core Social Studies ELD Standard

College and Career Readiness Anchor Standard CCSS

Common Core Social Studies Standard

Common Core Social Studies ELA Standard

Common Core Social Studies ELD Standard

State Blooms Level on the Taxonomy in Bold Type: Synthesis/ Evaluation

Social Studies Content Learning Objective(s):

ELA (Academic) Language Objective:

ELD (Academic) Language Objective:

Cog. Taxonomy/DOK Levels:

ELA Language Standards for Grade Level

ELD Standards for Grade Level

Social Studies Content Learning Objective(s):

ELD Language Objective:

ELD Content Objective:

Cog. Taxonomy/DOK Levels

ELA Language Standards for Grade Level

ELA Content Standards for Grade Level

ELD Standards (2014) that apply

Social Studies Content Learning Objective(s):

ELD Language Objective:

ELD Content Objective:

Cog. Taxonomy/DOK Levels

ELA Language Standards for Grade Level

ELA Content Standards for Grade Level

ELD Standards (2014) for Grade Level

Social Studies Content Learning Objective(s):

ELD Language Objective:

ELD Content Objective:

Cog. Taxonomy/DOK Levels

ELA Language Standards for Grade Level

ELA Content Standards for Grade Level

ELD Standards (2014) that apply

Introduction to Unit/edTPA Reflective Assignment

Student List with Three Focus Students

General Student List with 3 Focus Students

Current Teacher: Student

In-Class Aide: Student