Running Head: Content Area Teaching Plan

TED 633: Content Area Instruction-Assess

Content Area Teaching Plan

Chris Gomez

Professor McCulloch

National University

October 9, 2016
Content Area Teaching Plan 2

Audience: 7th Grade World History Class Objectives:

Group Size: 30 students
Time: 60 Minutes (One Class Period)
Equipment: Projector, handouts, colored pencils, desks,
construction paper.
Resources: Visual aids (map projections, instructions
displayed using projector, handouts with instructions,
colored pencils and construction paper provided to each
student)
Setting: Arrange chairs so that all learners will be able
to see any visuals that will be used. Place markers,
handouts and notes on the table. Students will be placed
into groups of two, desks will be arranged so that all
students will be able to see the projector and visuals,
students will be provided with appropriate materials
such as handouts, colored pencils, and construction
paper)
The learners (student) will:
Identify, discuss and analyze issues and factors that led
to the fall of the Roman Empire. Students will complete
a Mind Map outlining the major causes that led to the
fall of Rome while providing support and evidence for
each issue. Students will collaborate and collectively
work with a partner to complete the assignment.
Standard 7.1.1
Study the early strengths and lasting contributions of Rome
(e.g., significance of Roman citizenship; rights under Roman
law; Roman art, architecture, engineering, and philosophy;
preservation and transmission of Christianity) and its ultimate
internal weaknesses (e.g., rise of autonomous military powers
within the empire, undermining of citizenship by the growth
of corruption and slavery, lack of education, and distribution
of news).

CCSS

9. Draw Evidence from informational texts to support analysis,

reflection, and research.

Time Concept to be What you (teacher) do or What learners Self-monitoring

Learned show (students) do (Hints for teacher)
Making adjustments that
could not have been predicted
EXAMPLE BELOW
5 Objective Today we are going to Listen Ask students for their
min. (Show objective as a visual) attentively in attention and for talking to
their seats with stop.
Analyze the factors and issues their
that led to the Fall of the collaborative Eyes should be on the teacher
Roman Empire. partner. and students in their seats.

With your partner you will Eyes on the Make sure you are not
complete a Mind Map. teacher. blocking the visual.

This Mind Map will consist Stand near students who

of identifying the FOUR benefit from proximity of
major issues we have read in teacher.
our textbook along with the
sub points for EACH issue. Speak slowly, and calmly at
The Mind Map should be an appropriate volume.
neatly constructed and use
Content Area Teaching Plan
color-coding for each issue
and sub point.
3 Identification By the end of todays lesson,
min. of learning you will produce, know, be able
product to
Could include rubric,
expectations, grading
A Mind Map outlining the
issues and factors that led to
the Fall of the Roman Empire.
Identify the main issues and
factors that led to the fall of
Rome along with specific issues
within each group.
Visually understand and
demonstrate how a multitude of
factors led to the fall of Rome
and understand that each issue
played a role in the demise of
Rome. Not just one single
factor.
Collaborate with a partner and
collectively develop the Mind
Map.
5 Link to prior In order to better understand
min. knowledge this, I want you to think back
(connection or to something we talked about
pre- yesterday
assessment)
When I say go turn to your
right elbow partner and tell
them everything you
remember about
Ask students to raise their
hand and identify major issues
or factors that led to the fall of
the Roman Empire.
Plot some of the major issues
on the board for students to
visually see and understand.
Connect and bridge these
ideas and previous learning to
3
Provide visual cues to
support objective and
instructions for EL students.
Listen Check for understanding.
Take notes or
articulate Ensure that students
outcome understand the instructions
and answer any questions
Raise their hand students may have.
and ask any
questions they Provide individual support
may have for for students who may need it.
the activity.
Ensure that students are
placed into appropriate
groups. With higher level
students partnered with
lower level, EL, or students
requiring additional
assistance. (Allow for
collaboration, and assistance
to be provided for each
group)
Think-pair- Listening, observing,
share Redirecting as needed.
Follow Keep track of time to switch
directions. partners and keep lesson
moving.
Raise their hand
and engage in Provide assistance to EL
discussion. students, students with
exceptionalities, or students
who may be having
difficulties with the concepts
and content necessary to
complete the activity.
Content Area Teaching Plan 4

the Mind Map activity.

Show students an example of

an appropriate and effective
Mind Map that is to be used
as an expectation for students.

1 Transition Inform students to begin Refocusing Make sure everyone is on

min. working on the activity. task and understand
Begin working instructions and expectations.
Ensure students are on task on the activity
and begin working on the with their Redirecting as needed.
assignment. partner
Provide further assistance
and instruction for required
students.

44 Place value Teacher has determined how to
min. (concept to be present the infodirect
learned) instruction, constructivist
lesson
Note teacher talk What will both the content
be said, demonstrated? What
are essential questions to
initiate the active learning and
engagement strategy.
Ensure students have begun to
activity.
Listening Checking for understanding
Showing what strategies
they know
Redirecting as needed.
Interacting with
Keeping notes on learners
and each other progress and where
additional support/
Collaborating differentiation is needed.
Writing Ensure all students are on
task and talking/discussion is
Drawing kept at a reasonable level.

Move about the classroom Ensure students are in their

observing and providing seats and not distracting
assistance. others.

1 Conclusion Gather and collect completed Turn in Mind Allow for students who need
min. Mind Maps from students. Maps, put additional assistance
materials away, extended time to complete
Dismiss students once all Mind collect personal assignment if necessary.
Maps are collected and items, await
materials put away. dismissal.