SMMS Lesson Plan Template using Danielson Domain 1: Theme: Comparative History

Social Studies, December 2, 2014

Subject/Date

Plumb Beach v. Coney Island

Lesson Name

Zara, Tatyana, Sultana, Iman

Teacher

Grade

Comparative history:
Coney Island and
Plumb Beach
1

Unit
Lesson #

Common Core Learning Standards (Long-Term Learning Targets):

Short-Term Learning Targets:

1.6c People interact with their physical environment in ways that may have a positive or a negative
effect.
--From this lesson, students will compare similar events in local history through primary sources

Danielson Note here how lesson will address these two domains.

Domain 2: The Classroom Environment: helping other students

Classroom management: the classroom rug, where children meet for group work and giving attention
to each other; use silence signs; encourage classroom discussion: help children involved in helping
other.

Domain 3: Instruction: Will be written on the board, sheets with instructions will be given to students,
and instructor will deliver the instructions orally; all students are engaged in learning; to ensure
students success teachers will clearly articulate directions and explanations on activities.

Details

Developed by Ingrid Thomas-Clark, September 2014 Page 1

Estim
ated
Time

Section

SMMS Lesson Plan Template using Danielson Domain 1: Theme: Comparative History
2 Min
Materials Include: One copy of instructions, one copy of the
Plumb Beach Article, one copy of the Coney Island article, one
highlighter, pencil, social studies notebook for each student,
Venn diagram 20 copies and prepared copy for the whole class.

Materials and
Resources
Whats needed for the
lesson?
From where? 1e

5 Min
Recreation-something people do to relax or have fun
Academic Vocabulary
1a

Convert-change something into a different form

Concession-is the act of yielding or granting something
Appropriate-meaning that something is suitable or fitting

7 Min
Who can recall to the class what we saw at Plumb Beach and
Coney Island?

Presentation of Short
Term Learning
Target(s), connection
with prior learning and
an example. 1a, 1e

Have students to mark the most memorable ideas and share it

with their classmates

Children may insinuate all beaches or outdoor spaces serve the

same function: to go about recreation activities.

2 Min

Possible
Misconceptions 1a

13 Min

Independent Activity

Ask students to read a small portion of the two articles and

highlight the text that best represent the purpose of the beaches
and peoples reactions

Students formulate
questions and attempt
task. 1e

10 Min
Allow students in groups of four to sit together on the classroom
rug and discuss their assertions.
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Lesson Launch

Group Activity
Students bring learning
to the table and learn
from others through

SMMS Lesson Plan Template using Danielson Domain 1: Theme: Comparative History
exploration. 1a & 1e
8 Min
Students create graphic organizers in their notebooks (a chart or
Venn diagram, for instance) to clearly show the different
purposes and reactions found in both texts

Students record
learning relative to
learning target(s),
including learning from
others. 1e
6 Min

Ask students to return to the instructor with undivided attention, in

which he/she makes a large chart and Venn diagram on the
board (to accommodate the different ways students express their
findings) and allow students to share their findings to the class.
The teacher then places their findings onto the organizers.

Students are expected to have a column/circle/ web idea with

dates and details on Plumb Beach and another for Coney Island.
Since there are two purposes and two reactions, instructors can
grade this assessment from 1-4 (each purpose and reaction
counts as one point)

Closing Discussion
Students cognitively
advance higher level
thinking and discourse
for success of
discussion. 1e

15 Min
Assessment is done through a formative approach--the graphic
organizers will assist instructors to understand how much
information or details students grasped onto from the text.

Independent Activity

Assessment 1e
1. Teacher-designed
assessments are
authentic with real
world application, as
appropriate.
2. Students participate
in designing
assessments for their
own work.
3. Assessments
provide opportunities
for student choice.
4. Students develop
rubrics according to
teacher-specified
learning objectives.
5. Students are actively
involved in collecting
information from
formative assessments
and provide input.

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SMMS Lesson Plan Template using Danielson Domain 1: Theme: Comparative History
Multiple Points of Entry (Meeting Students Needs): GEs, ELLs, SWDs

To compliment social socio grams, instructors should select three general

education students to one student with disabilities or is an English
language learner. Students are expected to be as respectful and
supportive of their peers. If there is a small demographic of ELL and SWDs
in the classroom, the instructor should consider assigning students with
varying reading levels to support one another.

Student Groupings

Ask students questions like Why? How? to activate their prior knowledge.

Formative
Assessments 1e

Have classroom discussion to make children think critically and

independently.
What do you think recreation is? How is it used in a sentence? Have you
seen the word before? Where?
These types of questions should be raised with other vocabulary words
and overall clarify the definitions to the class as a whole during the group
discussion.

If students have speech and language impairments, deafness, or hard of

hearing, instructors should readily not only deliver instructions verbally, but
present them on the board or in individual sheets of paper. In addition,
students having trouble to communicate to their peers should have an aid
(paraprofessional, manual or electronic device which amplifies their voice,
or a notepad to share their ideas and present to peers)

Names of students.
Who works with whom?
1a, 1e

What questions/
prompts/assessments
are used regularly to
diagnose evidence of
learning by individual
students?

Differentiation
Considerations 1e

Assessment Evidence and Implications for Future Lessons

Teacher intends to use assessment results to plan future instruction for individual students.
Danielson 1f

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SMMS Lesson Plan Template using Danielson Domain 1: Theme: Comparative History
Based on this lesson, instructors can determine if the text may perhaps be too challenging for
students or not. If it is, instructors can consider secondary sources to continue comparative
lessons. If not, instructors should not hesitate to share to students more primary sources for
the class to analyze.

LINKS TO ARTICLES:
The Brooklyn Daily Eagle (Brooklyn, NY) March 8, 1924 Page 24
http://bklyn.newspapers.com/image/60008910/

The Brooklyn Daily Eagle (Brooklyn, NY) July 30, 1900 Page 5
http://bklyn.newspapers.com/image/50352996/

The Brooklyn Daily Eagle (Brooklyn, NY) July 9, 1931 Page 25

http://bklyn.newspapers.com/image/57562438/

EXAMPLE OF VISUAL ORGANIZER FOR THIS LESSON: (Venn Diagram)

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SMMS Lesson Plan Template using Danielson Domain 1: Theme: Comparative History

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