CONCEPT ATTAINMENT LESSON PLAN FORM

California Baptist University School of Education

(Title should catch readers attention- Be creative ! )

Concept Attainment Lesson Plan
Lesson Number 2

Note: Clarity and ease of locating each lesson is what is needed.

1. MATERIALS/PREPLANNING (5 points)
Materials must include examples and non-examples of the concept being taught.
Textbook
Social Studies Journal
Visuals/Photos of different empires
Whiteboard
Power Point
Journal

Vocabulary List key vocabulary terms

Empire - an extensive group of states or countries under a single supreme authority, formerly
especially an emperor or empress
Territory - an area of land under the jurisdiction of a ruler or state:

Literature List supporting literature or reading materials

World History California: Student Edition Grades 6-8 Ancient Civilizations by Rinhart and Winston Holt

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 Empires students in grade 6 will be able to state both orally and
in writing the correct definition of the Empires.

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

This lesson will be Composition since students will be gathering and organizing information for writing and
understanding the definition of empire. Word choice and using active voice to discuss definition is also essential.

Hist. Social Science Standard

6.7 Students analyze the geographic, political, economic, religious, and social structures during the
development of Rome.

State Blooms Level on the Taxonomy in Bold Type Application/Analysis

CCSS ELA Standard

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis or relevant content.
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their
 own clearly.
RH.6.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.

College and Career Readiness Anchor Standard CCSS

Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
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.

ELD Standard(s)
o Emerging
1. Exchanging information/ideas Engage in conversational exchanges and express ideas on
familiar topics by asking and answering yesno and wh questions and responding using simple
phrases.
o Expanding
5. Listening actively Demonstrate active listening in oral presentation activities by asking and
answering detailed questions with occasional prompting and moderate support.
o Bridging
11. Justifying/arguing
a) Justify opinions or persuade others by providing detailed and relevant textual evidence (e.g.,
quoting from the text directly or referring to specific textual evidence) or relevant background
knowledge with light support.
b) Express attitude and opinions or temper statements with nuanced modal expressions (e.g.,
probably/certainly/definitely, should/would, might) and phrasing (e.g., In my opinion . . .).

Language Demand Statement: edTPA p. 61

Students will read, analyze, interpret, and create a variety of literary and informational text types. They develop an
understanding of how language is a complex, dynamic, and social resource for making meaning, as well as how content is
organized in different text types and across disciplines using text structure, language features, and vocabulary depending
on purpose and audience.

Language Function Statement: edTPA p. 61

The content and language in this lesson will focus on the learning task of empires 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)
Note: A rubric would work well for this assessment

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 empires.

Students will also be assessed informally by listening to their oral definitions of the concept of
empires.

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 descriptors.
Student was able to provide an
accurate oral definition.
Student wrote a definition
including 2 descriptors.
Student was able to provide an
oral definition with some degree
of accuracy.
Student wrote a definition with 1
or less descriptors.
Student was unable to provide
an oral definition.

4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for
learning!

Prior to the students walking in the classroom, the teacher will have maps of three ancient civilizations
with dates on the whiteboard. As the students walk in the classroom, they will be directed to sit at their
desks and activate prior knowledge based on the territories and dates on the map. Based on facts
covered in previous classes, the students will be asked to pick one of the three maps they think would be
interesting to live in. The students will write their name on a notecard and stick it on the board under the
empire they chose to live in. Once all the students have completed this, we will discuss why the students
chose the map. After our group discussion, I will ask the students what they know about ancient empires
and their importance in history. Finally, we will watch a YouTube video on some of the most important
empires throughout history and how they have shaped many countries today.

5. PURPOSE (5 points)

Boys and girls, today we will be learning about empires. It is important to understand empires
because they have shaped the development of civilizations throughout history. In learning about empires,
you have the opportunity to understand the geographic importance empires have had on civilizations
throughout history.

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 empires I will model the
concept 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 different empires throughout history. Also, they will be able to comprehend the definition of this
history concept and apply it when comparing the different empires throughout history.

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 an empire is and how to identify different
empires throughout history.

Mark SDAIE in bold type where it applies.

Use visuals and videos 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 empires.

According to the dictionary empire means: a group of nations or peoples ruled over by an
emperor, empress, or other powerful sovereign or government: usually a territory of greater extent
than a kingdom.
Empires frequently use organized militaries to expand and maintain their territory, and they include
different cultural and geographic regions such as the former Roman Empire, British Empire, Ottoman
Empire, Russian Empire or Mongol Empire.

Step Two - Examples:

Bullet each example and leave space between each new example.
The teacher must present (5 6 ) examples of the new concept.

This is a picture of the Roman Empire, large territorial holdings that was ruled by an emperor
and used organized militaries to expand and maintain their territory, including different
cultural and geographic regions. Roman empire had power around the Mediterranean Sea
including Europe, Africa and Asia.

This is a picture of the British Empire, large territorial holdings that was ruled by a king/Queen
and used organized militaries to expand and maintain their territory, including different
cultural and geographic regions. The British Empire included North America, South America,
Europe, Asia, Africa and Australia.

This is a picture of the Ottoman Empire, large territorial holdings that was ruled by a dynasty
and used organized militaries to expand and maintain their territory, including different
cultural and geographic regions. The Ottoman Empire controlled much of Southeastern
Europe, Western Asia and North Africa.

This is a picture of the Russian Empire, large territorial holdings that was ruled by an emperor
and used organized militaries to expand and maintain their territory, including different
cultural and geographic regions. The Russian Empire stretched from eastern Europe, across
Asia, and into North America.

This is a picture of the Mongol Empire, large territorial holdings that was ruled by a dynasty
and used organized militaries to expand and maintain their territory, including different
cultural and geographic regions. The Mongol Empire included China, Vietnam and Hungary.

Step Three - Non-examples:

 Bullet each non-example and leave space between each new example.
Give, 5 or so, non-examples with reasons why they are not examples of the concept.

This is a picture of California.

California is not an empire because it has its own power structure and identity and is not strictly
controlled by a single larger body.

This is a picture of Mexico.

Mexico is not an empire because it is a federation republic which means a country that is
governed by elected representatives and by an elected leader rather than by a king or queen.

This is picture of Africa.

Africa is not an empire because it is a 55-member federation consisting of all of Africa's states.

This is a picture of Texas.

Texas is not an empire because it has its own power structure and identity and is not strictly
controlled by a single larger body.

This is picture of Australia.

Australia is not an empire because the Constitution of Australia, Parliament consists of three
components: the Monarch, the Senate, and the House of Representatives.

Give 5 more examples of what is not an example of the concept and the reasons why it is not. It is
very important to go over each item and compare and contrast them so students can clearly
understand the concept.

Step Four - Mixed Examples:

Bullet each mixed example and leave space between each new example. Present them and ask
students to distinguish between them. Give 5 mixed examples with clear responses of why and
why not.

This is a picture of the Roman Empire. Large territorial holdings that was ruled by an emperor
and used organized militaries to expand and maintain their territory, including different
cultural and geographic regions.

Here is a picture of Alaska. Is this an example of an empire? It is not because it has its own
power structure and identity and is not strictly controlled by a single larger body.

Here is a picture of the British Empire. What makes this an empire? Large territorial holdings
that was ruled by a king/Queen and used organized militaries to expand and maintain their
territory, including different cultural and geographic regions.

Here is a picture of New York. Is this an example of an empire? It is not because it has its
own power structure and identity and is not strictly controlled by a single larger body.

This is a picture of the Mongol Empire. What makes this an empire? large territorial holdings
that was ruled by a dynasty and used organized militaries to expand and maintain their
territory, including different cultural and geographic regions.

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.

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.

You could say: (Word this part according to the group you are addressing)
Boys and girls, turn to your partners and say the definition of an empire 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 empire a group of nations or peoples ruled over by an emperor, empress, or other
powerful sovereign or government: usually a territory of greater extent than a kingdom

Student: Empires frequently use organized militaries to expand and maintain their territory, and they
include different cultural and geographic regions

Now, have them write the definition in their own words in their journal.
Next, please take out your journals and enter the term empire.
Also, write the definition in your own words and give several examples. Explain what makes up an
empire.

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 on the internet.

You might find more examples at the public library, on a computer at home, or you could even use
your cell phone to find more information on empires. (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 be
able to 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 in oral presentation activities by asking and answering
basic questions with prompting and substantial support.
Speaking- SWBAT Engage in conversational exchanges and express ideas on familiar topics by asking
and answering yesno and wh questions and responding using simple phrases.
Reading- SWBAT Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast,
cause/effect, problem/solution) based on close reading of a variety of gradelevel texts and viewing of
multimedia with substantial support.
Writing- SWBAT Write short literary and informational texts (e.g., an argument for protecting the
rainforests) collaboratively (e.g., with peers) and independently.

ELD - Expanding Response to learning:

Listening- SWBAT Demonstrate active listening in oral presentation activities by asking and answering
detailed questions with occasional prompting and moderate support.
Speaking- SWBAT Contribute to class, group, and partner discussions by following turntaking rules,
asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.
Reading- SWBAT Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast,
cause/effect, problem/solution) based on close reading of a variety of gradelevel texts and viewing of
multimedia with moderate support.
Writing- SWBAT Write longer literary and informational texts (e.g., an argument for protecting the
rainforests) collaboratively (e.g., with peers) and independently using appropriate text organization.

ELD Bridging Response to learning:

Listening- SWBAT Demonstrate active listening in oral presentation activities by asking and answering
detailed questions with minimal prompting and support.
Speaking- SWBAT Contribute to class, group, and partner discussions by following turn taking rules,
asking relevant questions, affirming others, adding relevant information and evidence, paraphrasing key
ideas, building on responses, and providing useful feedback.
Reading- SWBAT Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast,
cause/effect, problem/solution) based on close reading of a variety of gradelevel texts and viewing of
multimedia with light support.
Writing- SWBAT Write longer and more detailed literary and informational texts (e.g., an argument for
protecting the rainforests) collaboratively (e.g., with peers) and independently using appropriate text
organization and growing understanding of register.

7.CLOSURE (5 points)

Gather students at the discussion table or on the rug. It is now the end of the day and
students are prepared to go home. Wrap up the learning with a chance for students to
practice key learning once again. In this case it will be the new concept you have
introduced.

Provide something like the following dialogue:

Boys and girls please come to our talking circle. We have much to discuss.
Today we studied the concept of empires. Now it is your turn to own this information. Lets practice saying
what we have learned about empires. Keep in mind all of the examples we have discussed in class today.
Who would like to begin?

Continue this dialogue until students have rehearsed their learning several times.

End with each student stating the learning to the person next to him/her.

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale/justification for your choices.

Asking students to find three examples of ancient empires 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. This lesson represents training in the area of applying
and classifying information, so a mild form of independent research is an ideal task for learning outside the
classroom. Independent practice will often create a dialogue at home and will allow students to share what
they learned or get help from their family (parent/guardian) in finding additional examples. In researching and
reading about empires, students will discover new information, which will benefit them as we move forward on
the topic the Geographic Development of Rome.

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. EX. Add to word wall, write on a 3x5 card and add to the file, enter them in
the social studies journal on this theme and draw the picture and write a paragraph defending
your choice.

9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)

Provide text pages and a short description of the strategy. Explain how strategy is helpful to your
focus students and rationale for selection.

Provide feedback for each of the 3 focus students on the work sample. (See
edTPA for directions on feedback)
ELL Learner Creating a cluster diagram will help the student organize a chart with the
W/Few Words facts and terms that make an empire. This will be helpful to the student
because it provides visual representations of ideas; this will allow the
Strengths: Auditory student to brainstorm ideas while reading. The visual representation
processing helps the student to learn how to organize and remember ideas. The
words that are written on the clusters are important, too, because
theyre often unfamiliar words that theyre learning or words they need
Needs: Organized for their writing. Pg. 21 (50 Literacy Strategies)
chart to help receive
content.
Student with low The student would use the pre-reading plan to assess the students
reading ability background knowledge in order to activate and build additional
knowledge before the student begins reading the textbook. This will
Strengths: Strong introduce the key concept discussed in the reading assignment and will
Math skills allow the student to brainstorm on empires. Using this strategy will help
build the students confidence in his/her reading ability. By activating
Needs: knowledge of the content the student will be more likely to be engaged
Comprehension and and have something in common with the information. Pg. 82 (50 Literacy
vocabulary Strategies)

Student with Having a learning center for the student to work independently will be
advanced literacy great for this student. This will enhance the students learning by
providing opportunities to practice a skill or review content, adding
Strengths: enrichment activities, or introducing a related concept. This would be a
Completes work in great time for the student to explore other empires and
timely and accurate compare/contrast the Roman empire from other empires we have
manner discussed in previous lessons. Pg. 30 (50 Social Studies Strategies)

Needs: Engagement
throughout lesson

Fill in chart below with additional strategies to support the learning or extend
lesson

Wright Text Description of strategy
1. Main Idea Map This teaches students to
generate a graphic organizer
containing the main ideas of
a passage.
2. Prior Knowledge: Through a series of guided
Activating the known questions, the instructor
helps students activate their
prior knowledge of a specific
topic to help them
comprehend the content.
How strategy is helpful
To help identify key words
for the definition of
empire.
Linking new facts to prior
knowledge increases a
students inferential
comprehension.
Rationale for selecting &
links to student/standards
I would use this as a tool to
write down key words from
the definition of empire.
This will help all students
better identify key terms
that create an empire.
Due to this being a
continuation lesson on the
Ancient Rome, linking old
information with the new
may help the students with
identifying the definition of
an empire.

50 Literacy Strategies
1. K-W-L Charts This is used to activate
students background
knowledge about a topic and
to scaffold them as they ask
questions and organize the
information theyre learning.
2.Alphabet Books Students need multiple,
meaningful experiences with
words to expand their
vocabularies.
50 Social Studies
Strategies
1.Primary Sources Students can use a number
This instructional strategy
exemplifies many of the
characteristics of effective
instruction for students
who are learning English.
This is crucial for
expanding ELL vocabulary
because their word
knowledge significantly
affects their achievement.
This can help students
Activating prior knowledge
is key to help the students
better understand what an
empire is and its
importance in World
History.
Giving students something
they can be proud of is key
to keeping them engaged.
Allowing the students to
complete a book on empire
and color a map of an
empire would be something
students could be proud of.
Allowing students multiple
 of sources to research and
validate their learning
objectives.
2. Sand Table Map Students use an interaction
among play, map making,
and model building to create
new understandings about
geographic issues.
Technology YouTube videos showing the
Resources extent of the Roman Empire.
access moments of life
from the past, revealing
elements of social,
political, economic, and/or
cultural history.
Students can use sand to
determine and create the
Roman Empire and get a
better idea of the
geographic distances that
the Roman Empire ruled.
This strategy is helpful in
allowing students visual
and aural modifications to
keep them engaged.
sources in doing research
and expanding their
knowledge of empires is a
great way to keep students
engaged and learn
research with multiple
sources.
This will allow students a
hands-on approach to get a
better understanding of
how large the Roman
Empire was and which
countries were under the
control of Rome.
This is a great
accommodation for EL
learners and a great way to
break up the monotony of
reading the textbook.

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.
 Structure of Knowledge

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.
Evaluation
Synthesis
Concept attainment model is based on helping students examine the important concept of
Analysis
empire in order to classify and analyze different examples that represent the concept.
Concept attainment model is based on helping students apply their knowledge of empire
Application
and use its definition to determine what makes an empire.
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.