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13 Original Colonies
5th Grade
Elayne White
EDU 512
Spring 2018
Dr. Rachel Timmons
California Baptist University
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Table of Contents
Introduction………………………………………………………….. 6
Student List…………………………………………………………... 7
Vocabulary…………………………………………………................ 8
Literature……………………………………………………………... 11
Poetry………………………………………………………................ 12
Personal Reflection………………………………………………….. 80
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Objectives and Standards
Direct Instruction Lesson
Objective: After the lesson on the facts of the original 13 colonies students in grade 5 will identify, list and
summarize information on the topic of the original 13 colonies by list 10 facts both orally and in writing with
accuracy.
Generalization Lesson
Objective: After the lesson on using data to support generalizations, students in grade 5 will apply this
knowledge and develop generalizations concerning the topic of the 13 colonies with accuracy.
Inquiry Lesson
Social Studies Content Learning Objective(s): Students in Grade 5 will use their research skills to Identify
the major individuals and groups responsible for the founding of the various colonies and the reasons for
their founding.
ELA (Academic) Language Objective: Students in Grade 5 will use their research skills to identify the major
individuals and groups responsible for the founding of the various colonies and the reasons for their founding.
ELD (Academic) Language Objective: During this lesson, students in grade 5 will practice the English
language during oral communication in a group of his/her peers. Students will engage with various texts,
pictures, and multimedia during their inquiry.
ELD Language Objective: Students in grade 5 will collaborate orally with peers and exchange information and
ideas to produce a writing incorporating their vocabulary words.
ELD Content Objective: Students in grade 5 will correctly use vocabulary in their writing about the 13
original colonies. Students will use correct language structure in their writing to convey their ideas and
information on 13 colonies.
Listening/Talk Lesson
Social Studies Objective: After the mini lesson on Me on the Map, the students in grade 2 will be able to
understand the relative location of themselves in relation to their city, state, country and earth by completing the
activity and writing a reflection in their social studies journal with 95% accuracy. Students will listen for the
purpose of following directions, learning, and to collaborate with peers and the teacher.
ELD Language Objective: Students, in grade 5, will collaborate orally with peers and the teacher and
exchange information and ideas regarding the founding of the 13 colonies. Students will use the correct
conventions of the English language.
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th
ELD Content Objective: Students in the 5 will be able to answer questions orally with peers about the 13
original colonies
Writing Lesson
Social Studies Objective: After the mini lesson on persuasive essays, students in grade 5 will be able to write a
persuasive essay about a colony of their choice with 95% accuracy.
ELD Language Objective: Students in grade 5 will collaborate orally with peers and the teacher and exchange
information and ideas regarding the characteristics of a persuasive essay. Students will use the correct
conventions of the English language both orally and in their writing. .
ELD Content Objective: Students in grade 5 will write a persuasive essay incorporating their knowledge of the
13 original colonies using correct vocabulary and language structure to communicate and convey their ideas.
ELA Standards
S.L.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own
clearly.
S.L.5.2 Summarize a written text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Relevance
For EDU 512 class, I created a fifth grade social studies unit that aligned with the Common Core State
Standards (CCSS) on United States History and Geography. A variety lesson plans were used for instruction
including direct instruction, concept attainment, generalization, inquiry, and mini lesson plans for vocabulary
and handwriting, listening and talk, and writing. These lesson plans were aligned with a specified theory and
call on students to use higher level thinking skills. Lesson objectives were concise and clearly stated and
included various instructional and research-based strategies. Instruction was differentiated in order to meet the
needs of all students. Building this unit has given me the chance to improve my lesson plan writing abilities and
has introduce me to various strategies to use along side understanding the reasons behind my teaching and
reflecting on ways to improve my instruction. This class has given me a solid foundation to build upon in my
future career.
Link to Theory
The lesson plans were directly linked to theory that supported the instructional strategies in the lessons.
Three major theories were addressed in these lesson plans: behavioral theory, information processing theory,
and the constructivist theory. Each theory has its own instructional strategies and styles based on the theory.
Research base strategies were based on the California Common Core Standards and objectives.
Professional Development
Completing this assignment was a very important step in my education and professional development as
a teacher. I have learned a lot about how to create a clear lesson that includes research-based instructional
strategies to meet the needs of all my students. Before completing this assignment and I had no real
understanding of how to cohesively put together a lesson plan that links the activities with the standards and
objectives and create activities that require a higher level of thinking from my students. The knowledge that I
have gained in this course is invaluable. I still have so much to learn but I feel more confident in my ability to
create lesson plans and provide quality instruction. I know that as a teacher and in life in general there will
never be a point where I have learned all there is to know so I look forward to continuing my learning and
becoming an effective educator.
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Student List with Three Focus Students
Gender General SES Level General Academic Ethnic Describe Student Needs
Level Population
Lesson 3: Generalization
Colony – a body of people living in a new territory but retaining ties with the parent state Middle
Passage – is referred to the trip across the Atlantic for African slaves
Economy – the structure or conditions of economic life in a country, area, or period.
Cash Crop – a surplus of crops sold for money
Toleration – allowing others to practice their religion
Colonial Workshop – refers to a person living in a region famous for shipbuilding, trading, and
manufacturing
Mayflower Compact – the first governing document of Plymouth colony
Colonial Breadbasket – refers to a person living in a region that produces grain as a cash crop.
Triangle Trade – a multilateral system of trading in which a country pays for its imports from one
country by its exports to another.
Indentured Servant – a person under contract to work for another person for a definite period of time,
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usually without pay but in exchange for free passage to a new country.
Colonial Greenhouse – refers to a person living in a region that is warm, humid, and has long growing
seasons.
Lesson 6: Listening/Talk
Colony – a body of people living in a new territory but retaining ties with the parent state Middle
Passage – is referred to the trip across the Atlantic for African slaves
Economy – the structure or conditions of economic life in a country, area, or period.
Cash Crop – a surplus of crops sold for money
Toleration – allowing others to practice their religion
Colonial Workshop – refers to a person living in a region famous for shipbuilding, trading, and
manufacturing
Mayflower Compact – the first governing document of Plymouth colony
Colonial Breadbasket – refers to a person living in a region that produces grain as a cash crop.
Triangle Trade – a multilateral system of trading in which a country pays for its imports from one
country by its exports to another.
Indentured Servant – a person under contract to work for another person for a definite period of time,
usually without pay but in exchange for free passage to a new country.
Colonial Greenhouse – refers to a person living in a region that is warm, humid, and has long growing
seasons.
Lesson 7: Writing
Colony – a body of people living in a new territory but retaining ties with the parent state Middle
Passage – is referred to the trip across the Atlantic for African slaves
Economy – the structure or conditions of economic life in a country, area, or period.
Cash Crop – a surplus of crops sold for money
Toleration – allowing others to practice their religion
Colonial Workshop – refers to a person living in a region famous for shipbuilding, trading, and
manufacturing
Mayflower Compact – the first governing document of Plymouth colony
Colonial Breadbasket – refers to a person living in a region that produces grain as a cash crop.
Triangle Trade – a multilateral system of trading in which a country pays for its imports from one
country by its exports to another.
Indentured Servant – a person under contract to work for another person for a definite period of time,
usually without pay but in exchange for free passage to a new country.
Colonial Greenhouse – refers to a person living in a region that is warm, humid, and has long growing
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seasons.
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Literature Page
Materials - List all of the materials you will need for teaching this lesson.
Colony – a body of people living in a new territory but retaining ties with the parent state Middle Passage – is
referred to the trip across the Atlantic for African slaves
Economy – the structure or conditions of economic life in a country, area, or period.
Cash Crop – a surplus of crops sold for money
Toleration – allowing others to practice their religion
Colonial Workshop – refers to a person living in a region famous for shipbuilding, trading, and manufacturing
Mayflower Compact – the first governing document of Plymouth colony
Colonial Breadbasket – refers to a person living in a region that produces grain as a cash crop.
Triangle Trade – a multilateral system of trading in which a country pays for its imports from one country by its
exports to another.
Indentured Servant – a person under contract to work for another person for a definite period of time, usually
without pay but in exchange for free passage to a new country.
Colonial Greenhouse – refers to a person living in a region that is warm, humid, and has long growing seasons.
2. OBJECTIVE (10 points) The social studies objective will state the learning that the students will attain by the
end of the lesson. Fill in the following objective for your grade level and unit topic.
After the lesson on the facts of the original 13 colonies students in grade 5 will identify, list and
summarize information on the topic of the original 13 colonies by list 10 facts both orally and in writing
with accuracy.
The Objective should be one complete sentence with the ABCD Components.
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State the objective in behavioral terms, as follows:
A=Audience: 5th Grade
B=Behavior: Students will be able to list ten facts about the 13 colonies
C=Conditions: Students should understand what we learned about the 13 colonies, be
able to locate them on a map, and know the American Indian nations already living in
these areas.
D=Degree of accuracy needed to achieve the objective: Students needs to be able to
list ten facts about the 13 colonies orally and written with 100% accuracy.
State the cognitive taxonomy level (Bloom’s): Knowledge
List the standards met by this objective. Highlight in color the specific words in the
standard that you are addressing.
edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and
handout provided in class.)
Students will summarize information by listing ten facts about (topic of study).
Students will summarize information about the topic studied by listing ten facts and
using the appropriate academic vocabulary (for the topic) both orally and in writing.
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Language Function Statement: edTPA - The content and language focus of the learning task is
represented by the active verbs within the learning outcomes.
Ask yourself: What main communication language function do students need to use to
communicate their understanding of this content?
Use - Student uses language to: (see Toolkit samples -ex. Summarize their learning
about______. )
Language Demand: The Language Function can have language Demands in each of the 3
areas below:
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write
language for this content)
Mention the types of students you have in your class. (ELL, IEP, GATE, etc.) 4ELL, 2IEP, 2GATE
I will have a map of the 13 colonies displayed in the classroom. Each student in the class will be
assigned a state. Students will locate the state they were assigned on the map and determine if they
are part of the New England, Middle, or Southern colony. After the students locate which colony they
belong to I will explain to the students the importance of the 13 colonies and the foundation they laid
for the United States.
The students will then watch a fun video that will give them more information on the 13 colonies.
https://youtu.be/Do4Ryapg3eU
Provide Rationale for why you selected this strategy and link to this particular group
of students.
LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND KNOWLEDGE,
PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED PRACTICE
POST STANDARDS
The standards will be post at the front of the room on the white for students to see.
Students’ attention will be directed to the standard while I explain to them what they will be
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learning for the day.
After the lesson on the 13 original colonies, you (students) will list ten facts about the 13 original
colonies with accuracy (both orally and in writing).
Have the students recall what they saw in the video and ask the students to brainstorm what they
already know about 13 colonies. Place this information in the K (or What We Know) column of the
chart.
Once the students have stated what they know, ask them what they would like to learn about the
13 colonies. 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)
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.
Before students begin writing/listing their 10 facts students will be given a chance to think-pair-
share with their partner about some facts they learned about the 13 colonies.
Students will be asked to share facts about the 13 colonies and I will write them on the board.
Tell the student they are going to write these facts into their journals. This will be their rough
draft. Keep the facts listed on the board for the students to reference.
Students will color the map of the 13 colonies and cut it out and glue in in their journal.
They will write the title, “Facts about the 13 Original Colonies.”
Next, they will write ten facts about the 13 Original Colonies from the list created above.
Demonstrate each step by drawing/writing it on the white board as you describe it to them.
Display example on the screen using a document projector.
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
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Rationale: What technology did you use and how will it help EL learners gain understanding of
the lesson standard?
Once the students have been given the instructions ask several of the students to repeat the
instructions back to you.
The students will first write a rough draft of their facts on a separate sheet of paper. Check on the
students as they work. Walk around the classroom and answer any questions the students might
have.
Continue to check for understanding of the facts related to the 13 original colonies through use of
questioning strategies both during and after the task is completed.
GUIDED PRACTICE STRATEGY
After the students have completed their rough draft students will have their partner edit their work
for any grammatical errors.
The teacher will check for accuracy while students are working on assignment and provide written
and oral feedback.
Once students have completed their rough draft and their peer has edited it check each student’s
work and edit as necessary before the students make their final copy.
Look closely for spelling, punctuation, capitalization and sentence structure.
Once their final edits have been made, the students will copy the final work into their journals.
Ask the students if anyone has anything to add about where they have learned about the 13 original
colonies.
Remind the students about key elements of the facts they have listed and what they learned today.
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.
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 social studies journal on the 13 original colonies and will be
on their desks for parents to see at open house.
Describe the need of the learner and how you addressed it in your lesson plan
In each section do the following: List and Describe 3 strategies from your texts that will aid each
Describe Student & include: student’s learning.
Provide page numbers and title of texts and/or attach a copy of
Strengths the strategies to your lesson plan submission.
Provide a rationale as to why you believe each strategy will be helpful
Present levels of performance for each student listed.
Example: Students who speak a 5 Make connections between the language students bring and the
variety of English other than that used language used in the textbook
in textbooks
In each section do the following: List and Describe 3 strategies from your texts that will aid each
Describe Student & include: student’s learning.
Provide page numbers and title of texts and/or attach a copy of
Strengths the strategies to your lesson plan submission.
Provide a rationale as to why you believe each strategy will be
Present levels of performance helpful for each student listed.
In each section do the following: List and Describe 3 strategies from your texts that will aid each
Describe Student & include: student’s learning.
Provide page numbers and title of texts and/or attach a copy of
Strengths the strategies to your lesson plan submission.
Provide a rationale as to why you believe each strategy will be helpful
Present levels of performance for each student listed.
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.
Creating
Evaluating
Analyzing
Appling
By allowing for class discussion and questions student will be able to recall ten
facts about the 13 original colonies and will be able to write ten facts in their
Understanding social studies journals. Students will be given the opportunity to demonstrate
what they have learned about the 13 original colonies and they will be assessed
on that knowledge through the completeness of their assignment.
Students will identify and list ten facts about the 13 original colonies. They will
procure this knowledge with the help of visuals, video, and literature used during
Remembering
instruction. Providing students with this foundation of knowledge will help them
in future lesson on the 13 original colonies.
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o Strengths/Weaknesses of Lesson based on your data from students and the assignment
results etc.
o Content adaptations
o Reading skills
o Vocabulary clarification
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CONCEPT ATTAINMENT LESSON PLAN FORM
California Baptist University School of Education
1. MATERIALS/PREPLANNING (5 points)
Materials - List all of the materials you will need for teaching this lesson.
After the lesson on the concept of the 13 original colonies students in grade 5 will be able to state
both orally and in writing the correct definition of colony.
State Bloom’s Level on the Taxonomy in Bold Type: Remembering, Understanding, and Applying
ELD Standard(s)
o Emerging: Contribute to conversations and express ideas by asking and answering yes or no
and wh- questions and responding using short phrases. Students will ask and answer
questions during the oral presentation and read aloud. Students will need considerable
prompting and support.
o Expanding: Contribute to class, group, and partner discussions, including sustained dialogue,
by following turn-taking rules, asking relevant questions, affirming others, and adding relevant
information. Students will be listening to the presentation and read aloud. The student may
need intermittent prompting and support when asking or answering questions.
o Bridging: Contribute to class, group, and partner discussions, including sustained dialogue, by
following turn-taking rules, asking relevant questions, affirming others, adding relevant
information, building on responses, and providing useful feedback. The student will need little
support when asking or answering question about the presentation and read-aloud.
Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for
this content)
Students will also be assessed informally by listening to their oral definitions of the concept of a
colony.
5. PURPOSE (5 points)
Boys and girls, today we will be learning about a colony. It is important to understand what a colony
is because it explains the start of the 13 colonies in the United States.
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
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!
This is a colony. It is a colony because it is a distant territory, it was under the control of
another nation, and it is not an independent country.
This is a colony known as Puerto Rico. It is a colony because it is a distant territory, it was
under the control of another nation, and it is not an independent country.
This is a colony known as Virgin Islands. It is a colony because it is a distant territory, it was
under the control of another nation, and it is not an independent country.
This is a colony known as Guam. It is a colony because it is a distant territory, it was under the
control of another nation, and it is not an independent country.
This is a colony known as Greenland. It is a colony because it is a distant territory, it was under
the control of another nation, and it is not an independent country.
Brazil is a not a colony. It is not a colony because it is not under the control of another nation
and they gained their independence in 1822.
Australia is a not a colony. It is not a colony because it is not under the control of another
nation and they gained their independence in 1901.
Hong Kong is a not a colony. It is not a colony because it is not under the control of another
nation and they gained their independence in 1997.
Jamaica is a not a colony. It is not a colony because it is not under the control of another
nation and they gained their independence in 1962.
Brazil is a not a colony. It is not a colony because it is not under the control of another nation
and they gained their independence in 1822.
Here is an American Colony in Paris. Is this an example of colony? It is not a colony because this
not a distant territory belonging to or under the control of a nation.
Is this Polish colony in Israel a colony? It is not a colony because this not a distant territory
belonging to or under the control of a nation.
Was Virginia a colony before 1776? It was a colony because distant territory belonging to or
under the control of a nation (England).
Was Massachusetts a colony before 1776? It was a colony because distant territory belonging to
or under the control of a nation (England).
“Boys and girls, now that we have talked more about the 13 colonies and what a colony is I want you to turn to your
partners and explain to them what the definition of a colony is using 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.”
Have a couple students share what their definition of a colony is.
Student 1: A colony is a territory that is owned by a far away nation.
Student 2: A colony can be controlled from far away.
Have them write the definition in their own words in their journal.
Students please take out your social studies journals and write down the word colony. Next, write the definition in
your own words and give several examples. If you would like you can also illustrate some examples of a colony.
Make sure to clarify any questions or directions.
Students, now it is your turn. You are the experts on colonies and your task is to find more examples of colonies. You
could look in the books I have gathered in our classroom library or on the Internet. You could look in your social
studies book as a resource.
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.
Listening – students Demonstrate active listening of read- alouds and oral presentations by asking
and answering basic questions, with prompting and substantial support.
Speaking – students will contribute to whole class and partner conversations about maps. Students
will express their ideas by asking and answering questions using gestures, words, and learned
phrases.
Reading – students will explain ideas, phenomena, processes, and text relationships (e.g., compare/
contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and
viewing of multi- media, with substantial support.
Writing – students will write short literary and informational texts (e.g., a description of a camel)
collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes
independently.
Listening – students will demonstrate active listening of read-alouds and oral presentations by
asking and answering detailed questions, with occasional prompting and moderate support.
Speaking – students contribute to whole class, partner and group discussions by participating in
dialogue and using conversational rules such as taking turns, asking questions, and adding their
knowledge and experience with colonies.
Reading – students will explain ideas, phenomena, processes, and text relationships (e.g., compare/
contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and
viewing of multimedia, with moderate support.
Writing – students will write longer literary and informational texts (e.g., an informative report on
different kinds of camels) collaboratively (e.g., joint construction of texts with an adult or with peers)
and with increasing independence by using appropriate text organization.
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Listening – students will demonstrate active listening of read-alouds and oral presentations by
asking and answering detailed questions, with minimal prompting and light support.
Speaking – students contribute to whole class, partner, and group discussions about maps by being
fully engaged in the discussion by listening, responding, taking-turns, asking questions related to the
topic of colonies, adding their own knowledge, building upon the responses of others and providing
feedback to others.
Reading – students will Explain ideas, phenomena, processes, and text relationships (e.g., compare/
contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and
viewing of multi- media, with light support.
Writing – students will write longer and more detailed literary and informational texts (e.g., an
explana- tion of how camels survive without water for a long time) collaboratively (e.g., joint
construction of texts with an adult or with peers) and independently by 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.
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.
Ask the students to stand up and mix-n-mingle. (Play music and when it stops the students need to find a partner
that is close to them. The students will high-five their partner and stand next to each other). Once the students
have their partner ask them to share with their partner what they learned today. Once the students have shared
that ask them to share the definition of a colony with their partner. Give the students enough time to share with
each other.
Students will find 3 additional examples of a colony and add it into their social studies journal.
Students can look in books, magazines, the library, or the computer for additional examples.
The additional examples of a colony that they find they will include in their social studies journal.
The students will them write a paragraph explaining why the example they chose are a good
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example. Students are expected to give good details and use the information/definition we
learned today in class.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written using the assessment strategy and in 24 hours of instruction for 3 students. (See
edTPA for directions on feedback)
ELL Learner – To make sure that my ELL students understand the information we are
W/Few Words discussing in this lesson I will create a small group for my ELL students. I will
work with them and assist them with writing their definition of a colony and go
over sections of the lesson. I’ll also model what I want the students to do as far
as writing in their social studies journal. It will be displayed on the board and
will be located at the front of the class if anyone needs it.
Student with low I will have the student work with partners in order to check for understanding.
reading ability The directions for the assignment will be written on the board and visible for
students to see and refer back to. I will model for the students the correct way
to write a sentence that way students will have something to refer to as they
write their own definitions of a colony. My journal will also be available for
students to pick up and refer to as well.
Student with This student will be able to participate in in depth conversations in a group
advanced literacy setting or with a partner about the definition of a colony. They will also be able
skills/other to contribute to the class discussion about generalizations.
Fill in chart below with additional strategies to support the learning or extend lesson
50 Literacy
Strategies
1. Interactive Read Teachers read books to This strategy is helpful I wanted to use this
Aloud pg. 50 their students stopping because while reading strategy because it
periodically to focus on a book to the students appeals to visual and
what has been read such about the 13 colonies auditory learners.
as new vocabulary, making the teacher can stop Students will see the
and checking predictions, and check for new vocabulary in
checking for understanding. It is a action in the book. This
comprehension, etc. new way to learn the is also an engaging
vocabulary and see it in way for student to learn
context as well. about a new concept.
2. Open-Minded To reflect more deeply This strategy will help I chose this activity
Portraits about a character or to students to focus on because it is an
reflect on events students the events that helped engaging way to get
can draw an open-minded shape the 13 original students to reflect on
portrait of the main colonies. Students will the events that
character. The portraits will recall details from the happened to create the
have two parts the story and review the 13 colonies.
character’s face and events and consider
several thinking pages the character’s
showing the character’s activities and
mindset at pivotal points. motivation.
50 Social Studies
Strategies
1. Historical Students will choose a This is a helpful History Standard 5.4 states
Characters pg. character to write about strategy that will get the that “Identify the major
individuals and groups
121 that will enhance their students involved in the responsible for the founding
understanding of the learning process. of the various colonies and
central concepts of the the reasons for their
unit. founding (e.g., John Smith,
Virginia; Roger Williams,
Rhode Island; William Penn,
Pennsylvania; Lord
Baltimore, Maryland; William
Bradford, Plymouth; John
Winthrop, Massachusetts).”
This activity is a great way
for students to be able to
identify the major individuals
responsible for the
development of the 13
colonies.
2. Time Lines pg. Students will create a time This activity will help Students will need to
214 line of historical events. students to understand demonstrate their
This allows for students to the order of events understanding of the
gain a better understanding from the beginning to sequence of events
of issues of continuity, end in regards to the 13 that led up to the start
change, and cause and colonies. of the 13 colonies.
effect.
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Technology The internet Students can use the Students can use the
Resources internet to gather more internet to gather more
information on those information on those
who were major who were major
influences in the 13 influences in the 13
colonies. colonies.
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
Analysis
Students in this lesson will use the knowledge they have gained about a colony
and write the definition in their own words in their social studies journal.
Application Students will also look for additional examples to include in their journal. They
will use the knowledge they have learned and apply it during their search for
examples.
I used a concept attainment lesson for this standard to help my students understand,
summarize, and demonstrate the new concept of a colony. Students will look at
Comprehension
examples, non-examples, and mixed examples and they will summarize their own
definition of a colony.
Knowledge Students are gaining more information on what a colony is.
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o Strengths/Weaknesses of Lesson
o
o Students needing more help
o Content adaptations
o Reading skills
o Vocabulary clarification
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GENERALIZATION LESSON PLAN AND RUBRIC – 100 Points
Revised by Dr. R. Timmons
California Baptist University School of Education
1. MATERIALS (5 points)
Vocabulary
Colony – a body of people living in a new territory but retaining ties with the parent state Middle Passage – is
referred to the trip across the Atlantic for African slaves
Economy – the structure or conditions of economic life in a country, area, or period.
Cash Crop – a surplus of crops sold for money
Toleration – allowing others to practice their religion
Colonial Workshop – refers to a person living in a region famous for shipbuilding, trading, and manufacturing
Mayflower Compact – the first governing document of Plymouth colony
Colonial Breadbasket – refers to a person living in a region that produces grain as a cash crop.
Triangle Trade – a multilateral system of trading in which a country pays for its imports from one country by its
exports to another.
Indentured Servant – a person under contract to work for another person for a definite period of time, usually
without pay but in exchange for free passage to a new country.
Colonial Greenhouse – refers to a person living in a region that is warm, humid, and has long growing seasons.
State Bloom’s Level on the Taxonomy in Bold Type: Remembering, Understanding, Applying,
S.L.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for
this content)
4. PURPOSE (5 points)
It is important for students to understand the importance of the original 13 colonies and how it has impacted our
lives today. This lesson will help them to connect all that they have learned about the 13 colonies and specifically
what a colony is. The curriculum for 5th grade states that students should be able to understand the location and
setting of the 13 colonies and also be able to identify major individuals and groups responsible for founding the
colonies and their reasoning for doing so. From this lesson the students will be have built a foundation of the
original 13 colonies and their importance.
Students today we are going to continue learning about the 13 original colonies. We are going to
look at how and why the colonies were established and how they have influenced our country
today. Like we have discussed for the past couple days it is important that we understand what a
colony is, how they were created, and how the original 13 colonies affect our lives today.
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5. ANTICIPATORY SET/Motivation for Learning (5 points)
We are going to re-watch the video from our first lesson on the original 13 colonies.
Students, we have been learning about the 13 original colonies over the past couple days. We have written ten
facts about the colonies and have learned about what exactly a colony is, and why they were important. We are
going to watch the video we watched when we started learning about the 13 colonies. I want you to pay attention
and see if you notice anything new about the video. I want you to be able to tell me one thing you noticed that you
may not have noticed before.
Student 1: “There were three different groups of colonies.”
Yes, you are correct the colonies were broken up into groups the New England colonies, Middle colonies, and
Southern colonies.
Student 2: “The colonies were diverse.”
Yes, the colonies were not made up of only English people. Various people settled in the colonies the Dutch,
French, German, Irish, and Swedish.
Student 3: “The colonies were the first 13 states”
That is correctly eventually the 13 original colonies became the first 13 states.
Justify for your choice of strategies. Link to students in your class. Include their
interests and abilities.
Students will share with their partner one thing that they noticed about the 13 colonies that
they didn’t notice before.
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.
So now that we have list what we know about the 3 different colonial groups lets see how these
groups are alike.
Students: “They all wanted religious freedom.”
“They had to create jobs so they could make money.”
“They all wanted to have a better life.”
Class, how do you think we could explain the relationships we see between three
different groups of colonies? Can anyone think of a way to say it? What do we see
between the three different colonial groups that is important?
Is there anything we could say about the reasons these colonies were created and how
it has affected our world today?
So lets go over these generalizations. “Anyone in the United States us able to practice any religion they want”
is that a true statement? (Wait for students to answer.) Turn to your partner and tell them about freedom of
religion. Based on what you and your partner shared does everyone in the United States have religious
freedom? Yes, that is correct.
“Every state has it own local government” thumbs up if you agree and thumbs down if you disagree.
Awesome, yes each state now has it own form of local government consisting of courts, senators, governors,
mayors, and etc.
“Freedom is important to everyone” Is this a true statement? Yes, would someone like to share about the
importance of freedom? Call on a student – I think that freedom is important because we are all different and
we think
Have students consider each of the proposed generalizations. Is each generalization
supported by the data? Script this discussion.
7. CLOSURE (5 points)
Ask the students to state here, in their own words, what they learned about the use of data to form
generalizations. It is here that you pull them back together as a class for a moment.
Ask:
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What did you learn from the data today concerning 13 originals colonies?
We learned that the people who settled in the 13 colonies wanted to live a better life
We learned that the 13 colonies became the first 13 states.
We learned that they wanted religious freedom.
Great job students, we all learned about the similarities and the differences between the 13
original colonies and about how these colonies influenced our way of life today.
Provide a rationale.
For homework students will write three complete sentences in their social science journals
stating the differences and similarities of the 13 colonies.
Students will also draw an illustration for each sentence in their journal.
After several sessions of this type of lesson, students should be able to analyze another
set of data and formulate generalizations on their own.
Some other possibilities could include a journal entry regarding the process as well as the
focus generalization developed, a reflection on the generalization itself, further research to
support the generalization, forming additional questions of interest for further research.
How will you meet the learning needs of all students in the class? Provide specific
strategies that might be used for each type of learner.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written and provided in person within 24 hours of the lesson. (See edTPA for directions on
feedback)
ELL Learner – To make sure that my ELL students understand the information we are
W/Few Words discussing in this lesson of making generalizations from the information about
the differences and similarities between the 13 original colonies. This may be a
difficult task for the students with limited English I will create a small group for
my ELL students. I will work with them and assist them with writing
generalizations an go over sections of the lesson. I’ll also model what I want
the students to do as far as writing in their social studies journal. It will be
displayed on the board and will be located at the front of the class if anyone
needs it.
Student with low I will have the student work with partners in order to check for understanding.
reading ability The directions for the assignment will be written on the board and visible for
students to see and refer back to. I will model for the students the correct way
to write a sentence that way students will have something to refer to as they
write their own generalizations. My journal will also be available for students to
pick up and refer to as well.
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Student with This student will be able to participate in in depth conversations in a group
advanced literacy setting or with a partner about the differences and similarities between the 13
skills/other original colonies. They will also be able to contribute to the class discussion
about generalizations.
50 Literacy
Strategies
1. Interactive Read Teachers read books to This strategy is helpful I wanted to use this
Aloud pg. 50 their students stopping because while reading strategy because it
periodically to focus on a book to the students appeals to visual and
what has been read such about the 13 colonies auditory learners.
as new vocabulary, making the teacher can stop Students will see the
and checking predictions, and check for new vocabulary in
checking for understanding. It is a action in the book. This
comprehension, etc. new way to learn the is also an engaging
vocabulary and see it in way for student to learn
context as well. about a new concept.
2. Open-Minded To reflect more deeply This strategy will help I chose this activity
Portraits about a character or to students to focus on because it is an
reflect on events students the events that helped engaging way to get
can draw an open-minded shape the 13 original students to reflect on
portrait of the main colonies. Students will the events that
character. The portraits will recall details from the happened to create the
have two parts the story and review the 13 colonies.
character’s face and events and consider
several thinking pages the character’s
showing the character’s activities and
mindset at pivotal points. motivation.
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50 Social Studies
Strategies
1. Historical Students will choose a This is a helpful History Standard 5.4 states
Characters pg. character to write about strategy that will get the that “Identify the major
individuals and groups
121 that will enhance their students involved in the responsible for the founding
understanding of the learning process. of the various colonies and
central concepts of the the reasons for their
unit. founding (e.g., John Smith,
Virginia; Roger Williams,
Rhode Island; William Penn,
Pennsylvania; Lord
Baltimore, Maryland; William
Bradford, Plymouth; John
Winthrop, Massachusetts).”
This activity is a great way
for students to be able to
identify the major individuals
responsible for the
development of the 13
colonies.
2. Time Lines pg. Students will create a time This activity will help Students will need to
214 line of historical events. students to understand demonstrate their
This allows for students to the order of events understanding of the
gain a better understanding from the beginning to sequence of events
of issues of continuity, end in regards to the 13 that led up to the start
change, and cause and colonies. of the 13 colonies.
effect.
Technology The internet Students can use the Students can use the
Resources internet to gather more internet to gather more
information on those information on those
who were major who were major
influences in the 13 influences in the 13
colonies. colonies.
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this
lesson model and a rationale for why you have selected this content for this lesson model. Link your
rationale to the specific lesson objective/standard cognitive level and corresponding descriptive words
(i.e., evaluate, generalize).
(10 points)
The generalization lesson plan is based and structured around the constructivist and information
processing theories. The overall goal is to guide the students using the knowledge that they have
gained to make generalizations or form conclusions about what they learned. Constructivists argue
that students need to be engaged in learning, specifically their own learning, and be able to create
meaning out what they have learned. Students will be tasked with making meaning out of the
information on the 13 colonies and be able to make generalizations about how those colonies have
affected our lives today.
Structure of Knowledge
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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.
Students will gather information about the 13 colonies and will create an overall
meaning from it. They will be developing generalization and they will be
Evaluation supporting those generalizations in a class discussion. At this point students will
be demonstrating their higher level of thinking as they use all of their knowledge
about the 13 colonies to make generalizations.
Students will be evaluating and comparing information that they have learned
Synthesis about the 13 colonies and make generalizations or conclusions about these
colonies.
Students will be making conclusions about the information they have learned
Analysis
about the 13 colonies. This will help them to develop a higher level of thinking.
Students will be applying what they have learned previously on this subject and
Application
using the information to develop a higher level of thinking.
Students will be comparing the different colonies and identifying the similarities and
Comprehension differences between them.
Students will be asked to identify the similarities and differences between the 13
Knowledge
colonies in this lesson. They will need to recall information from the first two lessons.
S.L.5.1 Engage effectively in a range of collaborative discussions Emerging: Interpretive: Listening actively -
(one-on-one, in groups, and teacher-led) with diverse partners on
Demonstrate active listening of read-a-louds and
grade 5 topics and texts, building on others' ideas and expressing
their own clearly. oral presentations by asking and answering basic
questions, with prompting and substantial support.
S.L.5.2 Summarize a written text read aloud or information Expanding: Productive - Write increasingly
presented in diverse media and formats, including visually, concise summaries of texts and experiences using
quantitatively, and orally. complete sentences and key words (e.g., from notes
or graphic organizers).
W.5.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and information. Bridging: Productive: Support opinions or
persuade others by expressing
L.5.1 Demonstrate command of the conventions of standard appropriate/accurate reasons using detailed
English grammar and usage when writing or speaking. textual evidence (e.g., quot- ing the text directly or
speci c events from text) or relevant background
L.5.2 Demonstrate command of the conventions of standard knowledge about content, with mild support.
English capitalization, punctuation, and spelling when writing.
ELA Language Objective: Students in Grade 5 will ELD Language Objective for Grade Level
use their research skills to Identify the major During this lesson, students in grade 5 will practice
individuals and groups responsible for the founding the English language during oral communication in
of the various colonies and the reasons for their a group of his/her peers. Students will engage with
founding. various texts, pictures, and multimedia during their
inquiry.
ELA Content Objective:
During this lesson, students in grade 5 will practice
the English language during oral communication in a
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group of his/her peers. Students will engage with
various texts, pictures, and multimedia during their
inquiry.
Learning Focus
Central Focus Statement: Students will research and identify the major individuals and groups responsible
for the founding of the various colonies and the reasons for their founding.
The essential literacy strategy is for composing text. Students will be asked to select a major founder and
group form among the 13 original colonies and they will create a poster for that founder.
Students will be creating a poster in which they will show their overall understanding of the roles of the major founders of the 13
colonies.
Language Supports: Describe instructional supports during and prior to your learning task that help
your students understand and successfully use the language function, vocabulary and discourse demands.
Be specific and link to standards and students.
Vocabulary words will be posted, word walls will be used in class, K-W-L charts will be used, and
accessing prior knowledge and comprehension throughout the lesson.
Students will use academic vocabulary, symbols, syntax, and discourse to complete their journal
entries at the end of the lesson.
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
“Boys and girls today we have researched and identified some of the major individuals and groups
responsible for the founding of the 13 colonies and the reasons for their founding.”
Each group will come to the front of the class and present their poster on their assigned founder.
I will ask questions throughout the presentation to the presenters and the listeners to check for
understanding.
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice:
Assessment: What specific assessment tools are How will you provide for student voice during
being used for at least two types of assessment? instruction on their learning (strategies, skills,
knowledge) relative to learning target?
Informal: Observation – during whole class
discussions the teacher is checking for After the assignment students will have an
understanding during think-pair-share opportunity to share with a partner what they
opportunities, through individuals sharing about have learned. Students will randomly be
background knowledge. The teacher is observing called on and asked to share what they have
students during their group work to ensure that learned with the whole class.
students are on task, to answer any questions that Students will be asked to write a reflection in
students might have, and to clarify the requirements their social studies journal about what they
as needed. learned during their research. Students will
share this with their table groups and the
teacher will read it as an assessment of what
Formal: Rubric – a rubric will be used to assess the they learned.
information that the student provided on the poster. I will provide students who are struggling
with writing sentence starters:
Feedback: Explain how you will provide feedback to “I was surprised to learn…”
2 students needing intervention. It must be in “My favorite thing I learned way…”
writing and using assessment tool (i.e., list, rubric/ “It is important for me to know…”
other) and within 24 hours of instruction.
For EL students, depending on their English
proficiency, they will be asked to draw a picture
showing what they have learned.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next
steps for instruction to impact student learning:
I will assess for understanding with the class using class discussion and think-pair-share activities. As I go
around the room I will be listening to student conversations and assessing for understanding.
For the three focus students and other individuals/groups with specific needs.
2. I will make sure to provide examples for students to refer back to for my students with low reading
disabilities.
3. I will provide more in depth research assignments and extension activities for my advanced students.
What theory or theorists would most strongly support use of this strategy?
The Constructivist and Information Processing theories both support this inquiry strategy/lesson.
Throughout the lesson students are asked to inquire about a certain topic and complete research on this
topic . Students will then organize the information and present it to the class.
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide
evidence for your answer and select research based strategies from the
course resources.
Wright Text Describe strategy and Explain how strategy Rationale for selecting
provide research base. is helpful for whole & links to
group or specific student/standards
student(s).
1. Prior In this strategy students will This strategy is helpful Students will constantly
Knowledge: activate their prior because it will help the be required to activate
Activating the knowledge through a series students pull there prior knowledge
Known pg. 40 of guided questions from information about the about topics to help
the teacher. 13 colonies. Students them make connections.
can also use the
information gained
when working on future
assignments.
2. Text Lookback Students will learn This strategy will be I chose this strategy
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pg. 52 strategies on how to look helpful when students because it will help
back in expository text to are looking back into the students to recall
recall information. books we have read on previous information
the 13 colonies. that they have read.
50 Literacy
Strategies
1. Interactive Read Teachers read books to their This strategy is helpful I wanted to use this
Aloud pg. 50 students stopping because while reading a strategy because it
periodically to focus on book to the students appeals to visual and
what has been read such as about the 13 colonies auditory learners.
new vocabulary, making and the teacher can stop and Students will see the
checking predictions, check for new vocabulary in
checking for understanding. It is a action in the book. This
comprehension, etc. new way to learn the is also an engaging way
vocabulary and see it in for student to learn
context as well. about a new concept.
2. Open-Minded To reflect more deeply This strategy will help I chose this activity
Portraits about a character or to students to focus on the because it is an engaging
reflect on events students events that helped way to get students to
can draw an open-minded shape the 13 original reflect on the events
portrait of the main colonies. Students will that happened to create
character. The portraits will recall details from the the 13 colonies.
have two parts the story and review the
character’s face and several events and consider the
thinking pages showing the character’s activities
character’s mindset at and motivation.
pivotal points.
50 Social Studies
Strategies
1. Historical Students will choose a This is a helpful strategy History Standard 5.4 states that
Characters pg. 121 character to write about that will get the “Identify the major individuals
and groups responsible for the
that will enhance their students involved in the founding of the various
understanding of the central learning process. colonies and the reasons for
concepts of the unit. their founding (e.g., John
Smith, Virginia; Roger
Williams, Rhode Island;
William Penn, Pennsylvania;
Lord Baltimore, Maryland;
William Bradford, Plymouth;
John Winthrop,
Massachusetts).” This activity
is a great way for students to
be able to identify the major
individuals responsible for the
development of the 13
colonies.
2. Time Lines pg. Students will create a time This activity will help Students will need to
214 line of historical events. This students to understand demonstrate their
allows for students to gain a the order of events from understanding of the
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better understanding of the beginning to end in sequence of events that
issues of continuity, change, regards to the 13 led up to the start of the
and cause and effect. colonies. 13 colonies.
Technology The internet Students can use the Students can use the
Resources internet to gather more internet to gather more
information on those information on those
who were major who were major
influences in the 13 influences in the 13
colonies. colonies.
Language Function
Toolkit/other
Evidence and Formative Assessment of Student Learning: How will you know whether students are
making progress toward your learning goal(s) and/or how will you assess the extent to which they have
met your goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment
strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
This assessment will allow for teacher to hear if the students are
Observation – during whole class have comprehended the text and overall theme of the unit.
discussions the teacher is checking for
understanding during think-pair-share Evidence of Student Understanding:
opportunities, through individuals
sharing about background knowledge. The students will provide feedback through group discussion as
The teacher is observing students evidence of understanding.
during their group work to ensure that
students are on task, to answer any Student Feedback:
questions that students might have, and
to clarify the requirements as needed. The students will be given feedback through group discussion
during think-pair-share
During this lesson, students in grade 5
will practice the English language
during oral communication in a group of
his/her peers. Students will engage
with various texts, pictures, and
multimedia during their inquiry.
Student Feedback:
Grouping Strategies:
Students will participate in an interactive read-a-loud and share their understanding with other students
during think-pair-share activity.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all
students to successfully meet lesson objectives. This can include possible accommodations and
differentiation strategies.
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Social Studies/LA – Academic Vocabulary, Handwriting, Grammar and Spelling
Multi Tiered System of Supports (MTSS) LESSON PLAN
Content Standards:
Students, in grade 5, will be able to discuss key facts After the mini lesson on Vocabulary and
with peers based off of data and information handwriting the students will be able to define the
presented within a text. vocabulary words for the units and properly write
them in sentences.
ELA Content Objective:
Cog. Taxonomy:
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Remembering: Students recall what we have learned
about the 13 original colonies. They will listen to the
story.
Understanding: Students will explain and discover
new information, review what they already know
about the 13 colonies, discuss within small groups
and whole class the new information.
Apply: Students show and explain the origins of 13
colonies. They write a reflection explaining what
they have learned.
DOK Levels:
Level 1: Recall – identify, list, label, illustrate, report,
name, tell, recall, arrange.
Level 2: Skill/Concept- relate, categorize, collect and
display
Learning Focus
Central Focus Statement: After the lesson, the students will be able to use vocabulary words related to the
13 original colonies to complete the people of the colonies word work assignment.
How does student use language (see Toolkit samples for use of language)
Language Supports: Describe instructional supports during and prior to your learning task that help
your students understand and successfully use the language function, vocabulary and discourse demands.
Be specific and link to standards and students.
Reviewing vocabulary cards in class as a whole group, creating K-W-L charts, give students the lesson objective. I will access
prior knowledge and continue to assess for comprehension throughout the lesson.
The students will use academic vocabulary, symbols, syntax, and discourse to complete their word
work assignments.
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Misconceptions: Identify
common misconceptions
regarding concepts addressed in
this lesson
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Vocabulary words:
Artisan
Plantation
Colony
Indentured servant
Slave
Southern
New England
Landowner
Mid-Atlantic
Woman
1. Artisan (noun) – Repeat the word, Define: a craftsperson, Provide an example: They sell
rugs made by local artisans. Interact: Can you give me some examples of artisans?
2. Plantation (noun) – Repeat the word, Define: this was a large area of land that is used to
grow crops, Provide an example: The struggling plantation almost failed during the first
winter.
3. Colony (noun) – Repeat the word, Define: this is an area that is settled by people from
other countries, Provide an example: Massachusetts was on or the original 13 British
colonies that later became the United States. Interact: Can you list any other colonies
that became part of the United States?
4. Indentured servant (noun) – Repeat the word, Define: this person worked based on a
contract, Provide an example: His grandparents moved to the South American nation
around 1835 to work in the sugar industry as indentured servants. Interact: Is there a
difference between indentured servants and slaves?
Independent Practice: After all of the vocabulary words have been reviewed students will be given the people of
the colonies worksheet to complete. The worksheet will address students ability to use the vocabulary words
correctly in a sentence. Students will also be asked to write the words in alphabetical order and in cursive. They
will also be asked to identify the correct spelling of vocabulary words.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
Once the students have completed the word work assignment I will have the students
find at least three different people with whom they will share and define on of the
vocabulary words.
I will also have the students copy down the vocabulary words in their social studies
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journal.
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice:
Assessment: What specific assessment tools are How will you provide for student voice during
being used for at least two types of assessment? instruction on their learning (strategies, skills,
knowledge) relative to learning target?
Informal: Observation
Students will be able to apply their skills and
Formal: grade worksheet knowledge to complete the learning objective and
assignment.
Students will complete a word work worksheet with vocabulary words that were reviewed during
the lesson. They will then share and recite these vocabulary words with peers in their class.
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide
evidence for your answer and select research based strategies from the
course resources.
Wright Text Describe strategy and Explain how strategy Rationale for selecting
provide research base. is helpful for whole & links to
group or specific student/standards
White 62
student(s).
1. Prior In this strategy students will This strategy is helpful Students will constantly
Knowledge: activate their prior because it will help the be required to activate
Activating the knowledge through a series students pull there prior knowledge
Known pg. 40 of guided questions from information about the about topics to help
the teacher. 13 colonies. Students them make connections.
can also use the
information gained
when working on future
assignments.
2. Text Lookback Students will learn This strategy will be I chose this strategy
pg. 52 strategies on how to look helpful when students because it will help
back in expository text to are looking back into the students to recall
recall information. books we have read on previous information
the 13 colonies. that they have read.
50 Literacy
Strategies
1. Interactive Read Teachers read books to their This strategy is helpful I wanted to use this
Aloud pg. 50 students stopping because while reading a strategy because it
periodically to focus on book to the students appeals to visual and
what has been read such as about the 13 colonies auditory learners.
new vocabulary, making and the teacher can stop and Students will see the
checking predictions, check for new vocabulary in
checking for understanding. It is a action in the book. This
comprehension, etc. new way to learn the is also an engaging way
vocabulary and see it in for student to learn
context as well. about a new concept.
2. Open-Minded To reflect more deeply This strategy will help I chose this activity
Portraits about a character or to students to focus on the because it is an engaging
reflect on events students events that helped way to get students to
can draw an open-minded shape the 13 original reflect on the events
portrait of the main colonies. Students will that happened to create
character. The portraits will recall details from the the 13 colonies.
have two parts the story and review the
character’s face and several events and consider the
thinking pages showing the character’s activities
character’s mindset at and motivation.
pivotal points.
50 Social Studies
Strategies
1. Historical Students will choose a This is a helpful strategy History Standard 5.4 states that
Characters pg. 121 character to write about that will get the “Identify the major individuals
and groups responsible for the
that will enhance their students involved in the founding of the various
understanding of the central learning process. colonies and the reasons for
concepts of the unit. their founding (e.g., John
Smith, Virginia; Roger
Williams, Rhode Island;
William Penn, Pennsylvania;
Lord Baltimore, Maryland;
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William Bradford, Plymouth;
John Winthrop,
Massachusetts).” This activity
is a great way for students to
be able to identify the major
individuals responsible for the
development of the 13
colonies.
2. Time Lines pg. Students will create a time This activity will help Students will need to
214 line of historical events. This students to understand demonstrate their
allows for students to gain a the order of events from understanding of the
better understanding of the beginning to end in sequence of events that
issues of continuity, change, regards to the 13 led up to the start of the
and cause and effect. colonies. 13 colonies.
Technology The internet Students can use the Students can use the
Resources internet to gather more internet to gather more
information on those information on those
who were major who were major
influences in the 13 influences in the 13
colonies. colonies.
Language Function
Toolkit/other
Evidence and Formative Assessment of Student Learning: How will you know whether students are
making progress toward your learning goal(s) and/or how will you assess the extent to which they have
met your goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment
strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
This assignment will show if the students have an understanding
The first assessment will be a grading the of the vocabulary that was introduced and if they are able to
word work worksheets assigned to write the words and use them properly in a sentence.
students.
Evidence of Student Understanding:
This assessment will provide an understanding of which students
are understanding the vocabulary words that were introduced
during the lesson.
Student Feedback:
The assignment will be graded and given back to them with
feedback for the student.
The second strategy that I will use for Evidence of Student Understanding:
assessment is an oral report during Students will need to accurately define and write the vocabulary
think-pair-share activity. words.
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Student Feedback:
Describe how you will provide feedback to students on this
assessment.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
Grouping Strategies:
Students will be randomly choosing a partner as a part of the assignment and they will restate vocabulary
words and definitions.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all
students to successfully meet lesson objectives. This can include possible accommodations and
differentiation strategies.
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Listening /Talk (Use Social Studies Topic)
MINI LESSON PLAN
Students, in grade 5, will be able to discuss key facts with peers based off After the lesson on listening and talking the
of data and information presented within a text.
students in grade 5 will be able to read and answer
ELA Content Objective: questions with 95 percent accuracy regarding the
founding of the original 13 colonies.
Students in the 5th will be able to answer questions orally with peers
about the 13 original colonies
Cog. Taxonomy:
Remembering: Students recall what we have learned about the 13 original
colonies. They will listen to the story.
Understanding: Students will explain and discover new information,
review what they already know about the 13 colonies, discuss within
small groups and whole class the new information.
Apply: Students show and explain the origins of 13 colonies. They write a
reflection explaining what they have learned.
DOK Levels:
Level 1: Recall – identify, list, label, illustrate, report, name, tell, recall,
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arrange.
Level 2: Skill/Concept- relate, categorize, collect and display
Learning Focus
Central Focus Statement: The students in grade 5 will use their listening and speaking skills within a
classroom read aloud and accurately answer questions and recall information of the 13 original colonies.
The main strategy will be used for comprehension and composing text. Students will be assessed and
asked questions regarding the text. Student comprehension is shown based on their ability to understand
the text and by being able to compose the answers into an appropriate response.
Students will be using their journals to make entry at the beginning and end of the lesson in order to show comprehension and
that they can compose their understanding of the content.
Language Supports: Describe instructional supports during and prior to your learning task that help
your students understand and successfully use the language function, vocabulary and discourse demands.
Be specific and link to standards and students.
Vocabulary words will be posted, word walls will be used in class, K-W-L charts will be used, and
accessing prior knowledge and comprehension throughout the lesson.
Students will use academic vocabulary, symbols, syntax, and discourse to complete their journal
entries at the end of the lesson.
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
o Independent practice: Students will and answer questions in their social studies journal from the
reading.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
Students will be asked to share their journal entry with other students and show their
comprehension of the text.
The teacher will walk around the classroom, monitor, and actively listen for
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comprehension.
Teacher will assess student learning through observation during class discussion and
reading students social studies journals.
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice:
Assessment: What specific assessment tools are How will you provide for student voice during
being used for at least two types of assessment? instruction on their learning (strategies, skills,
knowledge) relative to learning target?
Informal: Observation
Students will be able to apply their skills and
Formal: Rubric knowledge to complete the learning objective and
assignment.
Feedback: Explain how you will provide feedback to
2 students needing intervention. It must be in
writing and using assessment tool (i.e., list, rubric/
other) and within 24 hours of instruction.
For the three focus students and other individuals/groups with specific needs.
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer
and select research based strategies from the course resources.
Wright Text Describe strategy and provide Explain how strategy is Rationale for selecting & links
research base. helpful for whole group or to student/standards
specific student(s).
1. Prior In this strategy students This strategy is helpful Students will constantly
Knowledge: will activate their prior because it will help the be required to activate
Activating the knowledge through a students pull there prior knowledge
Known pg. 40 series of guided questions information about the about topics to help
from the teacher. 13 colonies. Students them make
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can also use the connections.
information gained
when working on future
assignments.
2. Text Lookback Students will learn This strategy will be I chose this strategy
pg. 52 strategies on how to look helpful when students because it will help
back in expository text to are looking back into students to recall
recall information. the books we have previous information
read on the 13 that they have read.
colonies.
50 Literacy
Strategies
1. Interactive Read Teachers read books to This strategy is helpful I wanted to use this
Aloud pg. 50 their students stopping because while reading strategy because it
periodically to focus on a book to the students appeals to visual and
what has been read such about the 13 colonies auditory learners.
as new vocabulary, making the teacher can stop Students will see the
and checking predictions, and check for new vocabulary in
checking for understanding. It is a action in the book. This
comprehension, etc. new way to learn the is also an engaging
vocabulary and see it in way for student to learn
context as well. about a new concept.
2. Open-Minded To reflect more deeply This strategy will help I chose this activity
Portraits about a character or to students to focus on because it is an
reflect on events students the events that helped engaging way to get
can draw an open-minded shape the 13 original students to reflect on
portrait of the main colonies. Students will the events that
character. The portraits will recall details from the happened to create the
have two parts the story and review the 13 colonies.
character’s face and events and consider
several thinking pages the character’s
showing the character’s activities and
mindset at pivotal points. motivation.
50 Social Studies
Strategies
1. Historical Students will choose a This is a helpful History Standard 5.4 states
Characters pg. character to write about strategy that will get the that “Identify the major
individuals and groups
121 that will enhance their students involved in the responsible for the founding
understanding of the learning process. of the various colonies and
central concepts of the the reasons for their
unit. founding (e.g., John Smith,
Virginia; Roger Williams,
Rhode Island; William Penn,
Pennsylvania; Lord
Baltimore, Maryland; William
Bradford, Plymouth; John
Winthrop, Massachusetts).”
This activity is a great way
for students to be able to
identify the major individuals
responsible for the
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development of the 13
colonies.
2. Time Lines pg. Students will create a time This activity will help Students will need to
214 line of historical events. students to understand demonstrate their
This allows for students to the order of events understanding of the
gain a better understanding from the beginning to sequence of events
of issues of continuity, end in regards to the 13 that led up to the start
change, and cause and colonies. of the 13 colonies.
effect.
Technology The internet Students can use the Students can use the
Resources internet to gather more internet to gather more
information on those information on those
who were major who were major
influences in the 13 influences in the 13
colonies. colonies.
Language Function
Toolkit/other
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your
learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at
least 2 formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
This assessment will allow for teacher to hear if the students are have comprehended
the text and overall theme of the unit.
The second strategy that I will use for assessment is an
oral report during think-pair-share activity. Evidence of Student Understanding:
Student Feedback:
The students will be given feedback through group discussion during think-pair-share
Student Feedback:
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
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Grouping Strategies:
Students will participate in an interactive read-a-loud and share their understanding with other students during think-pair-share activity.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.
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Writing for Information in Social Studies
MINI LESSON PLAN
S.L.5.1 Engage effectively in a range of collaborative discussions Emerging: Interpretive: Listening actively -
(one-on-one, in groups, and teacher-led) with diverse partners on
Demonstrate active listening of read-a-louds and
grade 5 topics and texts, building on others' ideas and expressing
their own clearly. oral presentations by asking and answering basic
questions, with prompting and substantial support.
S.L.5.2 Summarize a written text read aloud or information Expanding: Productive - Write increasingly
presented in diverse media and formats, including visually, concise summaries of texts and experiences using
quantitatively, and orally. complete sentences and key words (e.g., from notes
or graphic organizers).
W.5.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons and information.
Bridging: Productive: Support opinions or
persuade others by expressing
L.5.1 Demonstrate command of the conventions of standard appropriate/accurate reasons using detailed
English grammar and usage when writing or speaking. textual evidence (e.g., quot- ing the text directly or
speci c events from text) or relevant background
L.5.2 Demonstrate command of the conventions of standard knowledge about content, with mild support.
English capitalization, punctuation, and spelling when writing.
Content Standard:
ELA Language Objective: Students in Grade 5 will ELD Language Objective for Grade Level
use their research skills to Identify the major
individuals and groups responsible for the founding
of the various colonies and the reasons for their After this lesson students will be able to write an
founding. essay about major individuals and/or groups
responsible for the founding of the colonies.
ELA Content Objective: During this lesson,
students in grade 5 will practice the English
language during oral communication in a group of
his/her peers. Students will engage with various
texts, pictures, and multimedia during their inquiry.
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Cog. Taxonomy:
Remembering: Students recall what we have learned
about the 13 original colonies. They will listen to the
story.
Understanding: Students will explain and discover
new information, review what they already know
about the 13 colonies, discuss within small groups
and whole class the new information.
Apply: Students show and explain the origins of 13
colonies. They write a reflection explaining what
they have learned.
DOK Levels:
Level 1: Recall – identify, list, label, illustrate, report,
name, tell, recall, arrange.
Level 2: Skill/Concept- relate, categorize, collect and
display
Learning Focus
Central Focus Statement:
Students will select a major founder and group form among the 13 original colonies and they will write a
persuasive essay that supports their opinion.
The essential literacy strategy is for composing text. Students will be asked to select a major founder and
group form among the 13 original colonies and they will write a persuasive essay that supports their
opinion. Students text will be composed of three to four paragraphs.
Students will be writing an essay to in which they will show their overall understanding of the roles of the major founders of the
13 colonies.
Language Supports: Describe instructional supports during and prior to your learning task that help
your students understand and successfully use the language function, vocabulary and discourse demands.
Be specific and link to standards and students.
Vocabulary words will be posted, word walls will be used in class, K-W-L charts will be used, and
accessing prior knowledge and comprehension throughout the lesson.
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Students will use academic vocabulary, symbols, syntax, and discourse to complete their journal
entries at the end of the lesson.
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice:
Assessment: What specific assessment tools are How will you provide for student voice during
being used for at least two types of assessment? instruction on their learning (strategies, skills,
knowledge) relative to learning target?
Informal: Observation
Students will be able to apply their skills and
Formal: Rubric knowledge to complete the learning objective and
assignment.
Feedback: Explain how you will provide feedback to
2 students needing intervention. It must be in
writing and using assessment tool (i.e., list, rubric/
other) and within 24 hours of instruction.
For the three focus students and other individuals/groups with specific needs.
1. Provide tools that will offer additional information on creating thesis statements
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide
evidence for your answer and select research based strategies from the
course resources.
Wright Text Describe strategy and Explain how strategy Rationale for selecting
provide research base. is helpful for whole & links to
group or specific student/standards
student(s).
1. Prior In this strategy students will This strategy is helpful Students will constantly
Knowledge: activate their prior because it will help the be required to activate
Activating the knowledge through a series students pull there prior knowledge
Known pg. 40 of guided questions from information about the about topics to help
the teacher. 13 colonies. Students them make connections.
can also use the
information gained
when working on future
assignments.
2. Text Lookback Students will learn This strategy will be I chose this strategy
pg. 52 strategies on how to look helpful when students because it will help
back in expository text to are looking back into the students to recall
recall information. books we have read on previous information
the 13 colonies. that they have read.
50 Literacy
Strategies
1. Interactive Read Teachers read books to their This strategy is helpful I wanted to use this
Aloud pg. 50 students stopping because while reading a strategy because it
periodically to focus on book to the students appeals to visual and
what has been read such as about the 13 colonies auditory learners.
new vocabulary, making and the teacher can stop and Students will see the
checking predictions, check for new vocabulary in
checking for understanding. It is a action in the book. This
comprehension, etc. new way to learn the is also an engaging way
vocabulary and see it in for student to learn
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context as well. about a new concept.
2. Open-Minded To reflect more deeply This strategy will help I chose this activity
Portraits about a character or to students to focus on the because it is an engaging
reflect on events students events that helped way to get students to
can draw an open-minded shape the 13 original reflect on the events
portrait of the main colonies. Students will that happened to create
character. The portraits will recall details from the the 13 colonies.
have two parts the story and review the
character’s face and several events and consider the
thinking pages showing the character’s activities
character’s mindset at and motivation.
pivotal points.
50 Social Studies
Strategies
1. Historical Students will choose a This is a helpful strategy History Standard 5.4 states that
Characters pg. 121 character to write about that will get the “Identify the major individuals
and groups responsible for the
that will enhance their students involved in the founding of the various
understanding of the central learning process. colonies and the reasons for
concepts of the unit. their founding (e.g., John
Smith, Virginia; Roger
Williams, Rhode Island;
William Penn, Pennsylvania;
Lord Baltimore, Maryland;
William Bradford, Plymouth;
John Winthrop,
Massachusetts).” This activity
is a great way for students to
be able to identify the major
individuals responsible for the
development of the 13
colonies.
2. Time Lines pg. Students will create a time This activity will help Students will need to
214 line of historical events. This students to understand demonstrate their
allows for students to gain a the order of events from understanding of the
better understanding of the beginning to end in sequence of events that
issues of continuity, change, regards to the 13 led up to the start of the
and cause and effect. colonies. 13 colonies.
Technology The internet Students can use the Students can use the
Resources internet to gather more internet to gather more
information on those information on those
who were major who were major
influences in the 13 influences in the 13
colonies. colonies.
Language Function
Toolkit/other
Evidence and Formative Assessment of Student Learning: How will you know whether students are
making progress toward your learning goal(s) and/or how will you assess the extent to which they have
met your goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment
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strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
This assessment will allow for teacher to hear if the students are
have comprehended the text and overall theme of the unit.
The second strategy that I will use for
assessment is an oral report during Evidence of Student Understanding:
think-pair-share activity.
The students will provide feedback through group discussion as
evidence of understanding.
Student Feedback:
Student Feedback:
Grouping Strategies:
Students will participate in an interactive read-a-loud and share their understanding with other students
during think-pair-share activity.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all
students to successfully meet lesson objectives. This can include possible accommodations and
differentiation strategies.
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Professional Reflection
Provide a thorough answer for each question.
1. Mini Society 50 Social Studies Strategies p. 154-158
Select one Social
Studies Strategy Teacher can use an activity such as having students create a mini society to extend
from your text their knowledge in social studies. Students will get the opportunity to see what it is
and explain how like to help build and become part of a society just like the original 13 colonies.
it can be used to: Students will be given the chance to extend their literacy skills as they discuss and
create roles and responsibilities for those in their new society. Some tasks will
Extend social require the use of language/interpersonal skills.
studies This would be an engaging activity to do along side any historical or government
knowledge, unit that is being used the classroom. Students will jump at the opportunity to create
their own society and this will give them an opportunity and an idea of what it is like
Extend to step into roles and various positions in society.
literacy
learning
Engage
students at a
deeper level
of learning
2. Interactive read-a-loud 50 Literacy Strategies p. 50
Select one
Literacy Strategy Teachers can use interactive read-a-alouds that align with their social studies theme.
from your text They can extend students knowledge as students interact through the read-a-loud.
and explain how Teachers can introduce students to new vocabulary and gauge comprehension skills.
it can be used to: Teachers will demonstrate fluent reading skills and comprehension. By modeling
these skills students will develop literacy learning skills. Graphic organizers can be
Extend social used as a tool to help students gather more information on a topic for writing.
studies Teachers can engage students through interactive read-a-louds with questions giving
knowledge, students an opportunity to develop a deeper level of learning.
Extend
literacy
learning
Engage
students at a
deeper level
of learning.
3. 1. K-W-L Charts – 50 Literacy Strategies p. 57-59
Feedback: Select The class can work together or individually to complete a K-W-L chart. When
2 strategies for completing the chart students will list what they know, what they want to know, and
providing what they have learned by the end of the lesson. Teachers can provide students with
immediate feedback based on the completion of this chart. As students are organizing the
feedback on information teachers can see and assess if students are comprehending the
learning from information being given.
any of your texts. 2. Rubrics
Provide evidence Rubrics are a great tool that teachers can use to provide students with feedback.
that it is research When students are given instant feedback they are aware of whether not they are
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based. understanding the material being presented by the teacher. The teacher can also
determine if the student needs and additional help or support so they can be
successful.