AMERICA FOCUS UNIT

Lauraine Chavez
EDU 512
Spring 2018
Dr. Rachel Timmons
California Baptist University

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 Table of Contents

Objectives and Standards……………………………………………………………………………... 3

Introduction…………………………………………………………………………………………... 8

Student List…………………………………………………………………………………………... 9

Vocabulary……………………………………………………………………………………………. 11

Literature……………………………………………………………………………………………... 12

Poetry…………………………………………………………………………………………………. 13

Direct Instruction Lesson Plan………………………………………………………………………... 15

Concept Attainment Lesson Plan...…………………………………………………………………... 25

Generalization Lesson Plan…………………………………………………………………………… 34

Inquiry Lesson Plan…………………………………………………………………………………... 42

Vocabulary Lesson Plan……………………………………………………………………………… 48

Listening/Talk Lesson Plan…………………………………………………………………………... 56

Writing Lesson Plan………………………………………………………………………………... 62

Professional Reflection………………………………………………………………………………. 69

Objectives and Standards

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Direct Instruction Lesson:

 Objective –
After the lesson on the facts of American Symbols students in grade 1 will be able to visually identify 4 American
symbols, recall and write 4 facts about the symbols, and complete artwork associated with each symbol.

 Social Studies Standards –

1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and
a sense of community across time.
1) Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., “My Country ’Tis of Thee”).
2) Understand the significance of our national holidays and the heroism and achievements of the people
associated with them.
3) Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of
Liberty, U.S. Constitution, and Declaration of Independence, and know the people/events associated with them.

 CCSS ELA Standards –

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1. a) Print all upper- and lowercase letters.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
L.1.2. a) Capitalize dates and names of people.
L.1.2. b) Use end punctuation for sentences.
L.1.2. c) Use commas in dates and to separate single words in a series.
L.1.2. d) Use conventional spelling for words with common spelling patterns and for frequently occurring irregular
words.
L.1.2. e) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

 CCSS ELD Standards –

B. Interpretive 5. Listening actively to spoken English in a range of social and academic context

Concept Attainment Lesson:

 Objective –
After the lesson on the concept of allegiance, students in grade 1 will be able to understand the meaning and purpose
for reciting the Pledge of Allegiance.

 Social Studies Standards –

1.4 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and
a sense of community across time.
1) Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., “My Country ’Tis of Thee”).
2) Understand the significance of our national holidays and the heroism and achievements of the people
associated with them.
3) Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of
Liberty, U.S. Constitution, and Declaration of Independence, and know the people/events associated with them.

 College and Career Readiness Anchor Standards for Reading K-5

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.

Craft and Structure

3. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
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 Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.

 ELD Standards:
 Level 1 (B): Demonstrate comprehension of oral presentations and instructions through non-verbal responses
(e.g., gestures, pointing, and drawing).
 Level 2 (EI): Listen attentively to stories/information and identify key details and concepts using both verbal and
non-verbal responses.
 Level 3 (I): Listen attentively to more complex stories/information on new topics and identify the main points and
supporting details.
 Level 4 (EA): Listen attentively to stories and subject area topics, and identify the main points and supporting
details.

Generalization Lesson:
 Objective -
After the lesson on using data to support generalization, students in grade 1 will apply this knowledge and
develop generalizations concerning the topic of national U.S. holidays with accuracy.

 Social Studies Standards -

1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity
and a sense of community across time.
1. Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., “My Country ’Tis of Thee”).
2. Understand the significance of our national holidays and the heroism and achievements of the people
associated with them.
3. Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty,
U.S. Constitution, and Declaration of Independence, and know the people and events associated with them.

 CCSS ELA Standards –

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers
and adults in small and larger groups.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through
other media.
SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify
something that is not understood.
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.6 Produce complete sentences when appropriate to task and situation.

 CCSS ELD Standards –

I. A. Collaborative:
1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and
academic topics
2. Interacting with others in written English in various communicative forms (print, communicative technology, and
multimedia)
3. Offering and supporting opinions and negotiating with others in communicative exchanges
I. B. Interpretive:
5. Listening actively to spoken English in a range of social and academic contexts
I. C. Productive:
9. Expressing information and ideas in formal oral presentations on academic topics
II C. Connecting and Condensing Ideas:
6. Connecting ideas
7. Condensing ideas

 College and Career Readiness Anchor Standard CCSS –

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
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Inquiry Lesson – Mini Lesson:
 Objective –
Following the mini lesson on ‘What is a Community?” students in 1 st grade will understand the concept of what a
community is.

 Social Studies Standard -

1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity
and a sense of community across time.

 CCSS ELA Standards -

RL 1.1 Ask and answer questions about key details in a text.
RI 1.6 Distinguish between information provided by pictures or other illustrations and information provided by the
words in a text.
W 1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
W 1.8 With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.

 CCSS ELD Standards -

Interpretive -
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed
explicitly and implicitly through language
7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons
depending on modality, text type, purpose, audience, topic, and content area
Productive -
10. Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology

Academic Vocab, Grammar, Spelling, and Handwriting – Mini Lesson:

 Objective –
Following a brief review of 5 vocabulary words from previous lessons on American Symbols and Traditions,
students in the 1st grade will be able to write an explanation of each terms, with grammatical and spelling
accuracy of at least 95 %.

 CCSS ELA Standards -

W 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
SL 2. Ask and answer questions about key details in a text read aloud or information presented orally or through
other media. Give, restate, and follow simple two-step directions.
SL 6. Produce complete sentences when appropriate to task and situation.
L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
d. Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their;
anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk
home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and
exclamatory sentences in response to prompts.

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 L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring
irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

CCSS ELD Standards -

 B. Interpretive –
5. Listening actively to spoken English in a range of social and academic contexts
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed
explicitly and implicitly through language
 C. Productive –
10. Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology.

Listening/Talking – Mini Lesson:

 Objective -
Following the mini lesson on the Declaration of Independence, students in grade 1 will be understand who wrote
the declaration and what it declared. Students will listen for the purpose of following directions, learning, and to
talk with peers and the teacher.

 Social Studies Standard:

1.3 – 3. Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of
Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated with
them.

 CCSS ELA Standards -

RL.1.1 – Ask and answer questions about key details in a text.
RL.1.2 – Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 – Describe characters, settings, and major events in a story, using key details.
RL.1.7 – Use illustrations and details in a story to describe its characters, setting, or events.

Writing for Information – Mini Lesson:

 Social Studies Standard -
1.3. Students know and understand the symbols, icons, and traditions of the United States that provide continuity
and a sense of community across time.
(2.) Students will understand the significance of our national holidays and the heroism and achievements of the
people associated with them.

 ELA Objective –
Students in Grade 1 will use their writing skills to construct a 3-sentence opinion piece about their favorite
American hero, including explanatory texts and some sense of closure.

 CCSS ELA Standards:

RL.1.1 - Ask and answer questions about key details in a text.
RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 - Describe characters, settings, and major events in a story, using key details.
W.1.1 - Write opinion pieces in which they introduce the topic or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide some sense of closure.
W.1.2 - Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.

 ELD Objective -

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 During this mini lesson, students in Grade 1 will view multimedia about American heroes in history and write about
their favorite American hero while supporting their opinion thru speaking and writing.

 CCSS ELD Standards:

1.B. Interpretive –
(6.) Reading closely literary and informational texts and viewing multimedia to determine how meaning is
conveyed explicitly and implicitly through language.
(7.) Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons
depending on modality, text type, purpose, audience, topic, and content area.
1.C. Productive –
(10.) Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology.
(11.) Supporting own opinions and evaluating others’ opinions in speaking and writing.

Introduction to Unit

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 I chose to create a social studies Focus Unit on America for first graders. This unit includes various lessons that
align with California’s Common Core State Standards (CCSS) and offers a variety of types of instruction including direct
instruction, concept attainment, generalization, inquiry, and mini plans for vocabulary/handwriting, listening/talking, and
writing. Each lesson plan includes clear and concise objectives, a variety of instructional techniques, and research-based
strategies to meet the needs of learners ranging from advanced to EL or lower performing.

Student List with Three Focus Students

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Use the chart below to describe the class you are observing. Submit this chart with each
Lesson Plan.
Describe the students in your observation class based on the typical class list in a school
where you are doing your fieldwork. Include public demographic and economic status
information likely provided on school web site.

Specifically describe the following three types of students:

 English language learner (at a lower ELD level)
 Student presenting an instructional challenge
 Student who is an advanced learner

Provide as much information on these three focus students and their special needs as
possible without violating issues of confidentiality.

Use descriptive writing skills and provide information from at least three different
perspectives (ex. cultural, academic levels of achievement, background knowledge,
classroom observation, teacher)

This information will be used to determine how to differentiate instruction for these students
throughout your unit.

Use no real names.

General Student List with Three Focus Students

Gender General SES General Ethnic Describe

Level Academic Level Population Student Needs
_15__ Boys Unknown 1 high average 6 Hispanic, 4 African 1 IEP student who
Provide a general student (unidentified), American, 4 requires 1:1 including
description in the 3 low average Caucasian, 1 Pacific modification to
boxes to the right. students Islander assignments and
(unidentified), 11 at tests. No ELL
grade level. students. 1 possibly
‘gifted’ student,
unidentified at this
time. 13 Average
students who don’t
require additional
support.
_13__ Girls Unknown 1 high average 8 Hispanic, 5 No IEP students;
Provide a general student (unidentified), Caucasian 1 ELL Student
description in the 5 low average 12 Average students
boxes to the right. students who don’t require
(unidentified), 7 at additional support.
grade level.
EL Focus Student Unknown Student is at grade 1 Hispanic She has difficulty
level and identified staying on task and
CELDT level 1. completing
assignments. She
requires additional
time to understand
new content
(academic language).
She is a visual learner
and benefits from
videos, illustrations,

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 charts, etc.
Special Needs Unknown Student is below 1 Pacific Islander He is below grade
Focus Student grade level in level in phonics
phonics/reading. He /reading.
is currently on an IEP He struggles with
for mild Autism. He completing
receives 45 minutes assignments.
of ABA therapy He requires 1:1 help
outside of school, 2 in most subjects. He
times per week. becomes easily
distracted and
requires verbal
prompting, reminders
to stay on task. He
has a token board for
incentive.
Advanced learner Unknown He has not been 1 Caucasian He quickly loses
Focus Student identified but is interest in lessons and
advanced and completes
referred for GATE. assignments quickly.
His math/reading
skills are above grade
level. He scores well
on both oral and
written tests. He
exhibits problematic
behaviors (distracting
peers, horseplay, etc.)
during instruction if
subject matter is not
of interest to him.

Vocabulary
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Lesson 1:
 Symbol (simbolo) - an object or picture that represents something, including words or an idea.
 Statue (estatua) - a piece of art that is shaped or put together out of stone, metal or other material; often in the
form of a human or animal.
 Liberty (libertad) – freedom from being controlled; the right to act freely.

Lesson 2:
 Pledge (comprimiso) - promise.
 Allegiance (lealtad)- loyalty, devotion.
 Republic (República) – people.
 Indivisible (indivisible) – not divided.
 Liberty (libertad) – (review) freedom from being controlled; the right to act freely.
 Justice (Justicia) – fairness.

Lesson 3:
 Celebration (celebración) – a day or event with ceremonies of respect, festivity, or rejoicing.
 Nation (nación) – the people of a country who share a common culture.
 Observe (observer) - to celebrate (a holiday) or honor (a person or event).
 Holiday (vacaciones) – a day of celebration when one is sometimes free from work or school. (National holidays
pay respect to historical figures or groups of people.)

Academic Vocab, Grammar, Spelling, and Handwriting – Mini Lesson:

 Flag (bandera) – a piece of cloth used as the symbol for a country.
 Liberty (libertad) – (review) freedom.
 Symbol (simbolo) – (review) an object or picture that represents something, including words or an idea.
 Tradition (tradicion) – the sharing of practices or beliefs from generation to generation, or people to people.
 Veteran (Veterano) – a person who has served in the army/military; an old soldier, or ex-soldier.

Literature Page
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Harris, M. (2016). What is the Declaration of Independence? Buffalo, New York. Penguin Workshop.

Schuh, M. (2003). Veterans Day. Mankato, Minn. Pebble Books.

Schuh, M. (2003). Flag Day. Mankato, Minn. Pebble Books.

Poetry Page
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 National Holidays Poem

The calendar is filled with special days,

For our nation to celebrate all the ways,
Men and women founded this great land,
Some giving their lives, others giving a hand.
Flags are raised, waving red, white and blue.
Sometimes you can see fireworks too!
Schools and offices will be closed,
While we take time to remember those,
Who made our nation great and strong,
on national holidays, all year long.

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Lesson Plans

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 EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC
Behavioral Model - 100 Points
This rubric will be used to assess Direct Instruction lesson plans.
American Symbols
Direct Instruction Lesson Plan
Lesson Plan #1
1. MATERIALS/PREPLANNING (5 points)

 Materials: List of all the teaching materials you will need for this lesson
KWL chart
American symbols cards
Statue of Liberty maze
American Flag coloring page
Bald Eagle coloring page
Liberty Bell coloring page
American Symbols quiz sheet
Brochure (with Spanish/English vocabulary)
Pencils, crayons, colored pencils

 Vocabulary:
Symbol (simbolo) - an object or picture that represents something, including words or an idea.
Statue (estatua) - a piece of art that is shaped or put together out of stone, metal or other material. Statues are
often in the form of a human or animal.
Liberty (libertad) – freedom from being controlled; the right to act freely.

 Literature –
None

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 American Symbols students in grade 1 will be able to visually identify 4 American symbols,
recall and write 4 facts about the symbols, and complete artwork associated with each symbol.

 The Objective should be one complete sentence with the ABCD Components.
 State the objective in behavioral terms, as follows:
 A=Audience,
 B=Behavior,
 C=Conditions,
 D=Degree of accuracy needed to achieve the objective.
 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.
 Social Studies Standard –
2.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and
a sense of community across time.
1) Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., “My Country ’Tis of Thee”).
2) Understand the significance of our national holidays and the heroism and achievements of the people
associated with them.
3) Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of
Liberty, U.S. Constitution, and Declaration of Independence, and know the people/events associated with them.
 CCSS.ELA-Literacy.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 CCSS.ELA-Literacy.L.1.1.a - Print all upper- and lowercase letters.

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  CCSS.ELA-Literacy.L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
 CCSS.ELA-Literacy.L.1.2.a - Capitalize dates and names of people.
 CCSS.ELA-Literacy.L.1.2.b - Use end punctuation for sentences.
 CCSS.ELA-Literacy.L.1.2.c - Use commas in dates and to separate single words in a series.
 CCSS.ELA-Literacy.L.1.2.d - Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
 CCSS.ELA-Literacy.L.1.2.e - Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions
 CCSS ELD Standard –
B. Interpretive 5. Listening actively to spoken English in a range of social and academic context

edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout provided
in class.)

Students will summarize information by listing 4 facts about (topic of study).

Essential literacy strategy: Summarizing (Summarizing strategy must be taught)

Students will summarize information about the topic studied by listing 10 facts and using the appropriate
academic vocabulary (for the topic) both orally and in writing or via illustration.

Related skills for the essential literacy strategy:

 Listening to information presented.
 Reading related documents/stories on the topic being studied.
 Learning the academic vocabulary terms.
 Students will write ten facts using correct writing conventions to demonstrate their learning about the
topic of ___________.

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:

Academic vocabulary/symbols: ex. List/use vocabulary in sentence

Syntax: (Use language frames in Language of … section in Toolkit)

Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)

3. ASSESSMENT STRATEGY (10 points)

 The key question to ask: Can this objective be assessed and what will the student be able to think, say, or do
when the objective is accomplished?
 Describe clearly how you would assess student performance in this lesson.
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 Label your method of assessment as authentic, formal, or informal and the type of assessment tool used.
 Clearly state where/how this assessment will be kept (portfolio, grade book)
 Include a copy of the rubric, checklist, or other tool that will be used to assess each objective.

After the lesson on the facts of American Symbols students in grade 1 will be able to visually identify 4 American symbols,
recall and write 4 facts about the symbols, and complete artwork associated with each symbol. In this informal
assessment, students will be provided with a written worksheet providing prompts to assist them in identifying 2 American
symbols, illustrating 3 American symbols, and writing 2 facts about American symbols. This task will demonstrate the
knowledge that students have learned about American symbols so that they may build upon this foundation for further
lessons on the Pledge of Allegiance as well as understanding the significance of our national holidays and the heroism
and achievements of the people associated with them.

Proficient (5 points) Basic (3 points) Below Basic (1 point)

 Students were able to
illustrate 3 American
symbols using clue
words and information
on quiz sheet.
 Students were able to
name the 2 “unknown”
American symbols using
clue words and
information on quiz
sheet.
 Students were able to
write and orally provide
2 facts about the
American symbols with
accuracy.
 Students were able to
illustrate 2 American
symbols using clue
words and information
on quiz sheet.
 Students were able to
name 1 “unknown”
American symbol using
clue words and
information on quiz
sheet.
 Students were able to
write or orally provide 1
fact about the American
symbols with accuracy.
 Students were able to
illustrate 1 American
symbol using clue words
and information on quiz
sheet.
 Students were able to
name 1 “unknown”
American symbols using
clue words and
information on quiz
sheet.
 Students were able to
orally provide 1 fact
about symbols with
accuracy.

4. LESSON OPENING/PURPOSE (5 points)

Today in class we will be learning about 4 of the American symbols we see in the United States. We will discuss where
these symbols are located, what they stand for, and why they are important to America’s history. Learning about American
symbols is very important because it can help us better understand where we live (in the United States), and why we
celebrate certain people, places, or holidays. After you have learned about American symbols, you are going to be able to
identify 4 symbols and share some interesting facts about each one!

 Mention the types of students you have in your class: 1 IEP student, 1 ELL student, 2 (unidentified) high average
students.

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

 Describe what you will do to increase motivation for learning. Begin by doing something to get the students’
interest hooked into what you are about to teach. Ask leading questions.
 Ideas: Describe related activities or experiences they have had before. Remind them of previous learning that
relates new leaning to prior knowledge.
 Ideas: Use artifacts, hands-on activities, photographs, costumes, hats, sounds, music, videos, books, etc.

I will have students put their imagination caps on and explain that we’re going on a make-believe trip, traveling all over the
United States of America to visit 4 American symbols in our great nation. I will ask if any of the students can tell me what a
symbol is. I will ask if they know what American symbols we might be visiting on our travels. (I will ask leading questions
and record on KWL chart under K). Once we’ve clarified and discussed what a symbol is and perhaps some well-known
American symbols to look for, I will pass out a traveling brochure to each of the students, asking them to look at the 4
American symbols we’re visiting (in the brochure). I will also explain that each time we “visit” a symbol, as their travel
guide, I will be providing them with information all about the symbol. I will also write key vocabulary words and facts on
the board that they will need to write in their brochures. At the end of our travels, students will be able to look back at the
brochures and all of the American symbols we’ve learned about, and discuss the things they’ve learned with their fellow
classmates during think-pair-share. They will also be able to complete class artwork to commemorate their travels thru
American symbols around the United States.

17
 Provide Rationale for why you selected this strategy and link to this particular group of students.
I chose to have students imagine they were traveling in order to incorporate some fun and imagination
into this lesson of American symbols. Providing students with brochures provides them with visual
aids that they can look at while I’m providing verbal information. They will also have the opportunity to
write and record vocabulary words and key facts that I will be writing on the whiteboard.

 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 posted on the white board for the students to see.
 I will draw the student’s attention to the standards while I am explaining to them what we are learning about today.

 RESTATE OBJECTIVE IN STUDENT TERMS

 After the lesson on the facts of American Symbols you (students) will be able to identify 4 American symbols, write
4 facts about the symbols, and complete artwork about the symbols.

 CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

Provide a rationale for why it is important to check for background knowledge. Link to your specific
class/group of students and their learning needs and styles.

Activating background knowledge is important because students build on what they already know or
have come to understand through experiences. Accessing this prior knowledge can help my students
connect what they already know to what they are learning. During the anticipatory set, I will encourage
students to use their imaginations to travel with me around the nation to visit different American
symbols. They will be asked a series of questions to find out if they are familiar with symbols,
specifically American symbols. While checking for background knowledge, I will be filling out the “K”
section, or the “What we Know” section of the KWL chart. Using this strategy will work well,
especially for visual learners in the classroom. Students will also have an opportunity to share what
they know about American symbols. All students, including students with an IEP, ELL student, and
any unidentified ‘gifted students will benefit from sharing and gathering information as a group.

 Ask the students to brainstorm what they already know about American symbols. Place this information in the K (or
What We Know) column of the chart. Have them think about the pictures in their brochures.
 Ask the students what they would like to learn about in regards to American symbols. 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.

Progress monitoring is important throughout this lesson to make sure the students are engaged, but
also to make sure that they are understanding what is being taught. Throughout the lesson I will be
consistently looking around the classroom monitoring the students’ engagement in the lesson. I will
aim to keep all students engaged and participating. I will call on students randomly to share their
thoughts and ideas. Throughout the lesson I will also give the students opportunities to share their
knowledge and ideas with their shoulder partner using think-pair-share. This will ensure that the
students are staying on task and are participating in the activities so that they can learn about
American symbols.

K (What we know) W (What we want to learn) L (What we learned)

18
 Symbols can be pictures What is a symbol?

Symbols can be statues What is liberty?

Why are American symbols
important?

 INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson
for this particular group of students/class.
Direct instruction and visual illustration will be given during this lesson to introduce students to this
new topic that is being taught. Through direct instruction I will be able to give information specific to
American symbols and teach multiple facts to the students. Through the visual illustrations, students
will be able to observe what is being explained so that they are able to have a “picture” of what they
are learning about. Students will also be given the opportunity to illustrate and color pictures of the
symbols to help them connect with the facts they’ve learned (i.e. the colors of the American Flag or the
color of the Statue of Liberty).

Explain how your strategy incorporates EL student’s background.

This strategy incorporates EL student’s background because the visual aids will help them learn about
the topic and vocabulary words. Vocabulary words will be listed on the brochure and available in both
English (black) and Spanish (red), which will assist the EL students if they become confused due to
the lack of English proficiency.

(Ideas…select several of these or add your own ideas.)

 Go over vocabulary words which will be in the symbol’s brochure:
Symbol (simbolo) - an object or picture that represents something, including words or an idea.
Statue (estatua) - a piece of art that is shaped or put together out of stone, metal or other material. Statues are
often in the form of a human or animal.
Liberty (libertad) – freedom from being controlled; the right to act freely.
 Informally check for understanding: Discuss the facts on symbols. Have the students think-pair-share with their
table partners throughout the lesson, brochure activity, and coloring sheets.
 Be sure all students wrote and understand the facts by checking for participation, listening to responses (using
group pair-share strategy), and observing seatwork/activities.

 MODELING SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the next lesson step
for this class.
Modeling the writing of facts related to the 4 selected American symbols provides students with a
clear example of what their own notes in their brochure should look like. I will remind them to
write their facts under the correct illustrations in their brochures to keep them organized. I will
model this requirement on the board by writing the facts in simple sentences. I may need to write
and draw an example if students do not understand the format I am asking from them. After
modeling the format, students will have the opportunity to share which facts they wrote down in
their brochures with their classmates at their tables. This model allows me to teach the students
how to organize their facts while allowing them to decide which facts they want to record in their
brochure. Most importantly, struggling students, such as EL students will have the opportunity to
follow along and receive additional help if needed once they have begun to write in their
brochures. Overall, students have the opportunity to write more than 4 facts if desired.

 Write facts about each of the 4 American symbols on the board.

 Tell the student they are going to copy 1 or more facts about each American symbol in their brochures.
 Demonstrate each step by drawing/writing it on the white board as you describe it to them.
 Review/restate instructions.
 Show the students a copy of what their brochure page should look like with their written fact.
 Show example of the how the finished product/ brochure should look and make available to 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? No technology was used for this lesson.

 CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class: It is important to continually check for understanding
throughout the lesson. Through informal observation, I will be making sure that the students are on
task and understanding the assignment of taking notes in their brochures, writing down vocabulary,
and later – completing coloring/activity sheets. I will also informally asses for understanding by
listening to conversations during think-pair-share. If students are having difficulty or need support, I
can guide them to the information we wrote on the board (i.e. vocabulary, and KWL chart) for guidance
in completing the assignment.

 Ask several of the students to repeat the instructions they have been given.
 The students will write key facts in their brochures. Check on the students as they work.
 Continue to check for understanding of the facts related to American symbols through use of questioning strategies
both during and after the task is completed.

 GUIDED PRACTICE STRATEGY

 The teacher will check for accuracy while students are working on brochure notes and provide written and oral
feedback.
 Students will share their brochures with their shoulder partner and edit for capitals and punctuations.
 Students will move on to artwork/coloring activities, and use their brochures (i.e. illustrations) for reference.
 Continue to check for accuracy of facts and information (i.e. the flags stripes are red and white, the Statue of Liberty is
green, etc.)

7. CLOSURE EL/SDAIE: Questioning for review

 Offer the option to students to share their completed seatwork/artwork with the class while telling about the
picture/subject.
 Go back to the KWL chart and ask the students what they have learned about American symbols that we studied today.
 Fill in the L section of the chart.
 Call on some of the students to define the vocabulary terms using their brochures.

Learning facts about American Symbols:

K (What we know) W (What we want to
learn)
Symbols can be animals What is a symbol?
Symbols can be statues What is liberty?
What are some important
American symbols?
L (What we learned)
object or picture that
represents something
(+words, +ideas)
freedom from being
controlled; the right to act
freely
The American Flag
The Statue of Liberty
The Liberty Bell
The Bald Eagle
Q (What new questions
emerged?)
How many American
symbols are there?
What is the most
famous/familiar American
symbol?
Do different countries
have their own symbols?

 Ask the students if anyone has anything to add about to what they’ve learned about American symbols.
 Remind the students about key elements of the facts they have listed in their brochures and what they now have learned.

8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class: No homework/independent practice for students who completed their
artwork in class. For those who did not complete their artwork in class, students will need to finish at
home. They will have the opportunity to work with their families to finish the coloring worksheets and
share their knowledge and new understanding of American symbols.

 Assign unfinished classwork/artwork as homework. To be completed with the same level of excellence as expected in
class.
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9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed description of
three students and the adaptations for each student in the three areas in chart below.

1. Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your literacy instruction in this learning segment. As needed, consult with your cooperating teacher to
complete the charts. Some rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. For example, students

 With Individualized Education Programs (IEPs) or 504 plans

 With specific language needs
 Needing greater challenge or support
 Who struggle with reading
 Who are underperforming students or have gaps in academic knowledge

Students with IEP and 504 plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Mild Autism 1 Close monitoring, frequent verbal reminders, incentive board.

In each section do the following:
Describe Student & include:
Student is on an IEP, diagnosed with
mild Autism; receives ABA therapy.
Strengths:
When interested in a topic, student is
hyper-focused and retains
information easily.
Present levels of performance:
Student’s phonics/reading skills
below 1st grade level. Becomes easily
distracted and off task.
 Because the student can easily become off task and requires
frequent reminders and monitoring, I would ask the student to
work with their shoulder partner during discussions and think-
pair-share in order to share his knowledge on symbols and learn
from his partner as well. This will strengthen his social skills, oral
language development, vocabulary, and help him remain on
task.
 Because the student requires continual prompting to stay on
task, I will provide information and model each step of the
lesson. While we are introducing facts, I will model correct
sentence structure and have the sentences written on the board
for the student to copy.
 Because the student can become hyper-focused on activities or
things he’s interested in, I will provide him with activities (i.e.
artwork/coloring sheets) that will help him develop a deeper
understanding about the topic while engaging in an activity he
enjoys.

Weakness that you will support:

Student enjoys incentives; ABA
therapist has equipped teacher with
token board for incentive. Student
requires verbal prompting and
reminders to stay on task.

21

Language Needs
English language learner with
minimal words of English
In each section do the following:
Describe Student & include:
Student is at grade level and
identified CELDT level 1. Slow
learning rate.
Strengths:
Student is a visual learner and
benefits from videos, illustrations,
charts, etc.
Present levels of performance:
Student requires additional time to
understand new content (academic
language).
Weakness that you will support:
Student has difficulty staying on task
and completing assignments.
Other Learning Needs
Struggling readers
In each section do the following:
Describe Student & include:
Students phonics/reading skills below
grade level.
Students with Specific Language Needs
Number of Supports, Accommodations,
Students Modifications
1 Pre-teach vocabulary in English/Spanish.
Have students use pre-taught key words in written facts of their
brochure.
Provide illustrations for visual learning.
 Since this student is at a beginning language proficiency level, I
will use a “booklet” that the student will be writing a sentence or
two in for each American symbol. The booklet can also include
illustrations to elaborate the information being presented in class.
The student will receive 1:1 help to ensure they are writing the
information in the correct area, and then be asked to read what
they wrote “with” the teacher. After booklets are done, they will
be given the opportunity to share with the classmates in think-
pair-share, and the class (optional). This will help the student
write grade-appropriate texts, share the results of writing, and
write informative, explanatory texts.
 Since the student is at a beginning language proficiency level,
we will be using an ongoing K-W-L chart to activate the student’s
background knowledge about the topic throughout the unit. This
will help the student combine new information with background
knowledge and develop a vocabulary related to the lesson. This
will allow the student to identify main ideas and related details,
as well as determine the relationship among main ideas.
 Since the student is at a beginning language proficiency level,
we will be using shared reading with children who cannot read
independently. I will read the information cards with the lessons
key points to the students, drawing attention to concepts about
print, and interesting language. Finally, we will move to decoding
and focus on particular words during the last reading. This will
help the student to demonstrate basic understanding of
organization and print, identify common high-frequency words,
and read with purpose and understanding.
Students with Other Learning Needs
Number of Supports, Accommodations,
Students Modifications
8 Leveled text, targeted guided reading, ongoing reading assessment
(e.g., running records, conferencing)
 Since these students have low reading ability, slow learning rate,
but strong communication skills, I will provide them opportunity to
work with partners in class and check for understanding
throughout the lesson to ensure they are understanding the
directions. The directions will be written on the board and each
step will be modeled by the teacher.
22

Strengths:
Students have strong communication
and critical thinking skills.
Present levels of performance:
Performing below grade level on
tests/quizzed; reading groups at K
level.
 Because the students have difficulty with retaining information I
will model each step of the lesson. While we are introducing
facts I will model correct sentence structure and have the
sentences written on the board to copy.
 Because the students have higher thinking skills, I will provide
them with activities (i.e. artwork/coloring sheets) that will help
them develop a deeper understanding about the topic.

Weakness that you will support:

Requires additional time to complete
assignments; low reading
comprehension and ability to
understand directions.

10. ATTACHED STUDENT WORK:

Students will write/illustrate/orally share their 4 facts about American symbols during assessment with teacher (to be
included in grade folder). Artwork and brochures to be displayed at Open House.

11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis (SAMPLE BELOW- Add to it and develop
it in appropriate manner)

Sample Statement: This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was
utilized because the students lack knowledge; therefore, the knowledge needs to be given to them in an explicit manner.
Scaffolding was used in writing facts on the board in order to guide the students in writing their facts onto their brochures
for memorization and knowledge. Therefore, direct instruction works well with reproduction of factual information. The
change of behavior is that students will be able to write, illustrate, or orally recall 4 facts, following the lesson instruction.
This provides students with a knowledge base for building additional lessons regarding “American symbols.”

Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.

Cognitive 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
23
 Level thinking.
Creating
Evaluating
Analyzing
Applying
Students will understand 4 facts about American symbols which will provide a base for
Understanding
moving further into the unit.
I used direct instruction for this lesson because it is a simplified and systematic way to teach
Remembering
new information regarding American symbols.

Instructional Preparation Reflection Checklist

Lesson Summary of Instructional Preparation

Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation
o Adaptation of
Content
o Background
Knowledge
Content was adapted for
IEP, EL, and struggling
students. Background
knowledge was addressed
at the lesson introduction.
Integration of Processes
o Reading
o Writing
o Speaking
o Listening
o Viewing
o Vocabulary
Students read the material
and were engaged in
listening, speaking,
viewing of images,
creating illustrations, as
well as content
vocabulary.
Adaptation Features for Focus Students
Scaffolding
o Modeling
o Guided Practice
o Independent Practice
o Comprehensible Input
Facts and their organization
were modeled for students.
Comprehensible input in the
form of readings provided
students with the 4 facts.
Students were guided through
more than 4 facts and given
sentences to add to their
brochures for comprehension.
Application
o Hands on
o Meaningful
o Linked to objectives
o Engaging
o Active Learning
Student product was based on
meaningful information and
was linked to learning
objectives for 1st grade.
Grouping
o Whole group
o Small groups
o Pairs
o Works Independently
The entire class
participated in participating
in K-W-L discussion,
adding facts to their
brochures, sharing in small
groups or with shoulder
partners and being given
the option to share their
artwork with the class.
Assessment
o Rubric
o Group
o Written
o Oral
o Formative
A quiz was given as
informal assessment with a
grading rubric of
expectations. Following the
lesson students were
assessed on illustrating,
writing, and orally restating
4 facts with accuracy.
Adaptation
o IEP
o EL
o Other
Lesson concentrated on
each student (IEP, EL, other)
in order to teach to their
level.
Objective
o Linked to Standard
o Integrated with
Language Arts
o Age Appropriate
Lesson connected to
standards, such as Social
Studies and Language Arts.
In addition, it was age
appropriate (1st grade).

Notes for next lesson:

 Strengths/Weaknesses of lesson based on data from students and assessment results.
 Possibly provide more visuals and technology that will focus on specific areas, to assist EL and struggling learners.
 Provide adaptiationg for higher learning students to keep them engaged in lesson material.

24
 CONCEPT ATTAINMENT LESSON PLAN FORM
California Baptist University School of Education

The Pledge of Allegiance

Concept Attainment Lesson Plan
Lesson #2

1. MATERIALS/PRE-PLANNING (5 points)
 YouTube videos – The Pledge of Allegiance at https://youtu.be/7KfZQlfZQ9E
 Pledge of Allegiance handout (English/Spanish)
 Crayons/colored pencils
 Vocabulary –
Pledge (comprimiso) - promise.
Allegiance (lealtad)- loyalty, devotion.
Republic (República) – people.
Indivisible (indivisible) – not divided.
Liberty (libertad) – freedom.
Justice (Justicia) – fairness.

2. OBJECTIVE (10 points)

 After the lesson on the concept of allegiance, students in grade 1 will be able to understand the meaning and
purpose for reciting the Pledge of Allegiance.

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

Lesson will be “Comprehension” since students will be gathering information for understanding the definition of
“allegiance.”

Hist. Social Science Standard

 Social Studies Standard –
2.4 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and
a sense of community across time.
1) Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., “My Country ’Tis of Thee”).
2) Understand the significance of our national holidays and the heroism and achievements of the people
associated with them.
3) Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of
Liberty, U.S. Constitution, and Declaration of Independence, and know the people/events associated with them.

 State Bloom’s Level on the Taxonomy in Bold Type – Knowledge, Analysis, Application

 CCSS ELA Standards

 College and Career Readiness Anchor Standards for Reading K-5
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.

3. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas.

Craft and Structure

3. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.

 College and Career Readiness Anchor Standards for Writing K-5

Text Types and Purposes

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately

25
 through the effective selection, organization, and analysis of content.

 ELD Standard(s)
 Level 1 (B): Demonstrate comprehension of oral presentations and instructions through non-verbal responses
(e.g., gestures, pointing, and drawing).
 Level 2 (EI): Listen attentively to stories/information and identify key details and concepts using both verbal and
non-verbal responses.
 Level 3 (I): Listen attentively to more complex stories/information on new topics and identify the main points and
supporting details.
 Level 4 (EA): Listen attentively to stories and subject area topics, and identify the main points and supporting
details.

Language Function Statement: edTPA

The content and language in this lesson will focus on the learning task of “allegiance: represented by the active
vocabulary used. Therefore, students will identify main ideas and details that represent the concept. In addition, they will
be comparing ideas with others.

Additional Language Demands in each area:

Academic vocabulary/symbols: List vocabulary
Pledge (comprimiso) - promise.
Allegiance (lealtad)- loyalty, devotion.
Republic (República) – people.
Indivisible (indivisible) – not divided.
Liberty (libertad) – freedom.
Justice (Justicia) – fairness.

3. ASSESSMENT (10 points)

Note: A rubric would work well for this assessment

Proficient (3 points) Basic (2 points) Below Basic (1 point)

Student can recite the pledge of
allegiance, with no prompts.
Student can provide reasoning for why
we recite the pledge of allegiance, with
no prompts.
Student can explain the concept of
“allegiance”, with no prompts.
Student can recite the pledge of
allegiance with 1-2 prompts.
Student can provide reasoning for why
we recite the pledge of allegiance, with
1-2 prompts.
Student can explain the concept of
“allegiance”, with 1-2 prompts.
Student can recite the pledge of
allegiance with 3-4 prompts.
Student can provide reasoning for why
we recite the pledge of allegiance, with
3-4 prompts.
Student can explain the concept of
“allegiance”, with 3-4 prompts.

Formal Assessment:
This lesson will be assessed by the oral recitation of The Pledge of Allegiance with (minimal) prompts. Students will also
orally provide reasoning for why we recite the pledge, and explain the concept of allegiance.

Informal Assessment:
Students will also be assessed informally by listening to their direct responses to guided questions throughout the lesson.

4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points)

Ask the students to recall our last lesson about American symbols. Ask if they can name some of the symbols we learned
about (i.e. Statue of Liberty, Liberty Bell, etc.) Once the American flag is mentioned, explain that we are now going to
recite “the pledge of allegiance” to the flag; explain the importance for doing so (i.e. as a symbol of our loyalty and
devotion to our country, etc). Also ask how many students already know “The Pledge” or have learned it previously in
another grade (i.e. Kindergarten). Play YouTube video introducing The Pledge of Allegiance. Handout “The Pledge of
Allegiance” coloring sheet and following the video, have students read thru it together. (EL students can follow along in
Spanish and English). Next, go over vocabulary that is used in “The Pledge”; students can circle words that are unfamiliar
26
 and plug in their simpler meanings. Today, we will be focusing on the word, “allegiance” and learning what it means and
how it applies to us.

5. PURPOSE (5 points)
Boys and girls, today we will be reciting The Pledge of Allegiance. We will also be learning what allegiance means, and
understanding that when we say “The Pledge”, we are making a promise of allegiance to our country.

 LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
The concept attainment lesson model is used to introduce a unit of study or clarify important vocabulary in the
unit. In this lesson the concept of “allegiance” is the focus. At the end of the lesson, students will be able to
recite The Pledge of Allegiance, and understand the meaning of allegiance as well as other vocabulary terms
used in the pledge. The critical thinking that students gain from this lesson’s vocabulary will contribute to their
understanding of why we say “The Pledge” and how meaningful it is each time we recite it in class or
elsewhere.

Prior to starting the lesson body do the following:

 After our lesson, you will be able to understand the meaning of allegiance and why we say The Pledge of Allegiance.
 Mark SDAIE in bold type where it applies. (SDAIE-Use visuals to show examples and non-examples)

Step One- Definition:

The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!

Today we are going to study the concept of allegiance.

According to the dictionary allegiance means “loyalty, or devotion”.

Step Two - Examples:

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

 This is a picture of people pledging allegiance to the US flag. It is an example of allegiance because they are
promising to be loyal and devoted to their country.

 This is also a picture of allegiance because it shows two best friends, making a promise to be loyal and devoted
to each other.

 This is a picture of 2 people wearing wedding rings. It is an example of allegiance because these rings mean they
have made a promise to be loyal and devoted to each other.

 This is a picture of a queen swearing her allegiance to the crown, promising that she will be loyal and devoted to
her country.

 This is a picture of the Pope, pledging allegiance, or loyalty and devotion, to the church of Rome.

Step Three - Non-examples:

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

 This is someone fighting against their best friend. It is not an example of allegiance because it does not show
someone being loyal or devoted.

 This is someone leaving their pet dog uncared for. It is not an example of allegiance because it does not show
someone being loyal or devoted to their pet.

 This is a picture of a boy breaking-up their relationship with a girl. It is not an example of allegiance because it
does not show the person as being loyal or devoted to the other.

 This is a picture of a person quitting their job without reason. It is not an example of allegiance because it does
not show the person as being loyal or devoted to their employer.
27
  This is a picture of a child, fighting against his parents and not caring how they feel. This is not an example of
allegiance because the child is not loyal or devoted to his parents.

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

 Making a promise, then breaking it. This is not an example of allegiance because you are not showing that you
are loyal or devoted to the person you made the promise to.

 Giving something to someone, then taking it back. This is not an example of allegiance because it does not show
you being loyal or devoted to keeping your word.

 Borrowing something from someone, and not giving it back. This is not an example of allegiance because it does
show you being loyal or devoted to your promise of giving something away.

 Not participating in a sports game, when you signed up for the team. This is not an example of allegiance
because it does not show you being loyal or devoted to your teammates.

 Telling a friend that they are special to you, but talking badly about them behind their back. This is not an example
of allegiance because it does not show you being loyal or devoted to your friend.

Step Four - Mixed Examples:

Present them and ask students to distinguish between them. Give 5 mixed examples with clear responses of why
and why not.

 Here is a dad working hard to take care of his family. Is this an example of allegiance? Yes. It is an example of
allegiance because the dad is showing he is loyal and devoted to his family.

 This is someone breaking school property. Is this an example of allegiance? No. It is not an example of allegiance
because this person is not being loyal or devoted to his school.

 Here is a teacher working hard to teach her students the things they should learn. Is this an example of allegiance?
Yes. It is an example of allegiance because the teacher is showing she is loyal and devoted to her students.

 This is someone stealing money from a bank. Is this an example of allegiance? No. It is not an example of allegiance
because this person is showing he is not loyal or devoted to his community by taking from them.

 This is a mom staying up late with her sick baby. She’s tired, but knows her baby needs her. Is this an example of
allegiance? Yes, because mom is showing she is loyal and devoted to her baby’s needs.

Step Five - Redefine Concept:

Boys and girls, turn to your partners and tell them what the concept of “allegiance” means to you, in your own words.
This is your chance to practice saying “allegiance” and to use the definitions you’ve been given. Make sure to provide
at least 2 good examples of “allegiance”. Be sure to tell your neighbor why you think your examples are good
examples of what allegiance is.

Fully script 2 or 3 student responses.

Student 1: “Allegiance” means when you care about something and promise to be loyal to it.
Student 2: When I say the “Pledge of Allegiance”, it means that I’m making a promise to my country.

Now, have students write the definition of “allegiance” (loyal, devoted) on their “Pledge of Allegiance” worksheet. (Circle
“allegiance” and write next to it, ‘loyal, devoted’.)

Lesson Step Six - Student Examples:

Students, now it is your turn to own this concept. You are the experts so your task is to think of more examples of what
allegiance is. Think about examples you may see at home, school, church, or around your community. You might find
examples of someone showing allegiance at Girl Scouts, or Boy Scouts, or at after school sports or dance practice. You
might also have a parent who serves in the army or armed forces. Think about examples of where you can see people
28
practicing the concept of allegiance in everyday life.
 Explain to the students that by finding accurate examples, this will show that they understand what the concept
of allegiance is.

Step Seven – Response to Learning the Concept:

ELD Level Emerging Response to learning:

Listening – students demonstrate their listening skills by listening to the YouTube video on “The Pledge” and also doing
the read-aloud of “the Pledge”. During the PowerPoint, they are also asking and answering basic questions about
allegiance and participating in group conversations.
Speaking – students will contribute to whole class, partner and group conversations about allegiance. Students will
express their ideas by asking and answering questions using gestures, words, and learned phrases.
Reading – students will describe ideas based on the worksheet text and YouTube video with substantial support.
Writing – students write very short informational text using vocabulary while collaborating with peers or sometimes
independently.

ELD Expanding Response to learning:

Listening – students demonstrate their listening skills by listening to the YouTube video on “The Pledge” and also doing
the read-aloud of “the Pledge”. During the PowerPoint, they are also asking and answering basic questions about
allegiance and participating in group conversations.
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.
Reading – students will describe ideas based on the text and video with moderate support.
Writing – students write short informational texts using vocabulary while collaborating with an adult, with peers, and with
increasing independence.

ELD Bridging Response to learning:

Listening – students demonstrate their listening skills by listening to the YouTube video on “The Pledge” and also doing
the read-aloud of “the Pledge”. During the PowerPoint, they are also asking and answering basic questions about
allegiance and participating in group conversations. The students require minimal prompting and support.
Speaking – students contribute to whole class, partner, and group discussions about allegiance by being fully engaged in
the discussion by listening, responding, taking-turns, asking questions related to the concept of allegiance, adding their
own knowledge, building upon the responses of others and providing feedback to others.
Reading – students will describe ideas from the text and video with light support.
Writing – students write short informational texts using vocabulary while collaborating with an adult, with peers, and with
increasing independence.

7.CLOSURE (5 points)

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

 Provide something like the following dialogue:

“Boys are girls, please join me on the carpet in the front of the class.” (Excuse the students by their table groups
and have them quietly join you on the carpet). “We learned a lot in class today about allegiance. We learned
what it means when we pledge allegiance to something or someone; we learned that when we pledge allegiance
to our flag, it shows that we are loyal and devoted to our country. Where else can we show our allegiance
besides in saying, “The Pledge”? (Let the students share with the class). “Okay, turn to your shoulder partner and
share with them what the definition of allegiance is.” (Give the students a couple minutes to share with each
other). “What is the definition of allegiance?” (Ask a couple students to share with the class. Make any
corrections if needed).

 Continue this dialogue until students have rehearsed their learning several times.
 End with each student stating the learning to the person next to him/her.

8. INDEPENDENT PRACTICE (5 points)

29
 Provide a rationale/justification for your choices.
Asking the students to find additional examples of someone showing ‘allegiance’ extends the learning that took
place in the classroom that day. The students have an opportunity to take what they learned in class and
apply it to home and looking for additional examples. While they are looking for additional examples, they will
be able to see all the different types of allegiance that can be displayed, which will help given them more
background knowledge regarding the topic and help them with future lessons.

 As independent practice, students are to illustrate their example of someone (at home or in everyday life) showing an
example of ‘allegiance’. To bring illustration to school to share next day.

9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)

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

Provide feedback for each of the 3 focus students on the work sample. 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 – W/Few Student can recite the pledge in native language with minimal prompts. Student can illustrate
Words the concept of allegiance using 1 example from PowerPoint or personal experience.
Student with low Student can recite the pledge with minimal prompts. Student can illustrate the concept of
reading ability allegiance using 1 example from PowerPoint or personal experience.
Student with Student can recite the pledge without prompts and re-write the pledge using new vocabulary.
advanced literacy Student can illustrate the concept of allegiance using 1 example from PowerPoint or personal
skills/other experience and write 1-2 sentences explaining their example.

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

Wright Text Description of strategy How strategy is helpful
1. pg. 10 Error Correction & Word Drill New readers benefit from
having someone correct
their reading mistakes,
but are also given the
chance to retry the word
repeatedly before being
corrected.
2. pg. 15 Listening Passage Preview Student follows along
silently while more
accomplished readers
read the passage aloud.
Rationale for selecting &
links to student/standards
Ideal for EL and Student
w/Low reading ability.
Ideal for EL and Student
w/Low reading ability.
Also, student with
advanced literacy skills
could provide the passage
preview, service as the
more accomplished
reader.

50 Literacy Strategies
1. pg. 61 Think-Pair-Share Provide students with the Ideal for EL and Students
opportunity to work with w/Low reading ability.
partners in class and
check for understanding
throughout the lesson to
ensure they are
understanding the
directions. Because the
students have higher
thinking skills, I will

30
 provide them with
activities (i.e.
artwork/coloring sheets)
that will help them
develop a deeper
understanding about the
concept.
2. pg. 84 Shared Reading Using shared reading with Ideal for all 3 groups: El,
children who cannot read IEP, and Student w/Low
independently. I will read reading ability.
The Pledge with the
students in English, as
well as the students in
Spanish, drawing
attention to interesting
language. This will help
the student to identify
common high-frequency
words, and read with
purpose and
understanding.
50 Social Studies
Strategies
1. pg. 23 Media Literacy Media literacy helps Ideal for all 3 groups, as
students build essential EL and Students w/Low
social skills that enable reading ability can watch
them to gather, analyze, video(s) and be provided
and evaluate sources of with more support
media. through the inquiry
process.

2. pg. 141 Learning Centers Creating an area in the
classroom where students
can explore the new
concept independently or
in small groups.
Technology Utilizing YouTube videos,
Resources Power Point presentation
with illustrations of the
concept.
Ideal for all 3 groups, as
EL, Students w/Low
reading ability, and higher
thinkers can work
together to share
information, collaborate,
or work at their own pace.
Ideal for Students w/Low
reading ability and EL
students; able to hear the
information provided
orally without having to
read the information.

10. (10 points)

THEORETICAL OVERVIEW: The concept attainment lesson model is taught by using information processing to attain
the concept learned in class. Students will retain what they are learning through repetition of the concept. The lesson
provides repetition of the definition while using visuals for students to view. As students search for their own examples,
they can reflect back on the visuals and repeated definition to determine what examples fit best. This lesson provides
possibilities for students to visualize, write, and discuss various examples of the new concept learned throughout the unit

31
 Structure of Knowledge

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.
Evaluation
Synthesis
Concept attainment model is based on helping students examine the important concept of “allegiance”
Analysis
in order to classify and analyze different examples that represent the concept.
Concept attainment model is based on helping students understand the meaning or concept of
Application
“allegiance” and use its definition to determine whether someone is showing “allegiance” or not.
Comprehension
Concept attainment model is based on helping students learn the meaning or concept of “allegiance”
Knowledge
and use its definition to determine whether someone is showing allegiance or not.

11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you were a student
in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the class.

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of Content o Independent Practice o Whole group o Advanced
o Background o Comprehensible Input o Pairs o EL
Knowledge o Works Independently o Low Readers
o Links to past learning Facts and their organization
were incorporated into the The entire class Lesson concentrated on
Content was adapted for lesson and independent participated in guided each student (IEP, EL, other)
IEP, EL, and low readers. practice. Comprehensible input questions during the in order to teach to their
Background knowledge in the form of readings anticipatory set, recited the level.
was addressed at the provided students with the pledge together, and
lesson introduction. content information and shared in small groups or
Lesson linked to previous vocabulary. with shoulder partners
lesson in unit. regarding the concept of
allegiance.
32
Integration of Processes Application Assessment Objective
o Reading o Hands on o Rubric o Linked to Standard
o Speaking o Linked to objectives o Oral o Integrated with Language
o Listening o Formative Arts
o Viewing Student application was hands o Age Appropriate
o Vocabulary on as students recited The An oral quiz will be given
Pledge and engaged in as informal assessment Lesson connected to
answering “yes, no” questions with a grading rubric of standards, such as Social
Students read The Pledge to determine their expectations. Following the Studies and Language Arts.
reading material and were understanding. Information lesson students were In addition, concept was age
engaged in listening, shared based on meaningful assessed on illustrating the appropriate (1st grade).
speaking, viewing of information and was linked to concept of “allegiance”
images, content learning objectives for 1st based on an example.
vocabulary, and creating grade.
illustrations for
independent practice.

Notes for next lesson:

 Strengths/Weaknesses of concept attainment lesson based on data from students and assessment results.
 Possibly provide more reading materials or books/poems on specific areas, to assist EL and struggling learners.
 Provide adaptations for higher learning students to keep them engaged in lesson material.

33
 GENERALIZATION LESSON PLAN AND RUBRIC – 100 Points
Revised by Dr. R. Timmons
California Baptist University School of Education

What Are National Holidays?

Generalization Lesson Plan
Lesson Plan #3

1. MATERIALS (5 points)
 Music clips: “Happy Birthday” https://youtu.be/90w2RegGf9w,
“We Wish You a Merry Christmas” https://youtu.be/g-OF7KGyDis
 Books: Schuh, M. (2003). Veterans Day. Mankato, Minn. Pebble Books.
Schuh, M. (2003). Flag Day. Mankato, Minn. Pebble Books.
 Vocabulary:
Celebration (celebración) – a day or event with ceremonies of respect, festivity, or rejoicing.
Nation (nación) – the people of a country who share a common culture.
Observe (observer) - to celebrate (a holiday) or honor (a person or event).
Holiday (vacaciones) – a day of celebration when one is sometimes free from work or school. (National holidays pay
respect to historical figures or groups of people.)

2. OBJECTIVE (10 points)

After the lesson on using data to support generalizations, students in grade 1 will apply this knowledge and develop
generalizations concerning the topic of national U.S. holidays with accuracy.

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

For this lesson, the focus will be on comprehension. Students will be comparing and contrasting information
about national U.S. holidays and non-national U.S. holidays and making generalizations with the information they
have received.

 Hist. Social Science Standard

1.3 Students know and understand the symbols, icons, and traditions of the United States that provide
continuity and a sense of community across time.
1. Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., “My Country ’Tis of
Thee”).
2. Understand the significance of our national holidays and the heroism and achievements of the people
associated with them.
3. Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of
Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated
with them.

(State Bloom’s Level on the Taxonomy in Bold Type) – See Structure of Knowledge

 CCSS ELA Standard –

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or
through other media.
SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or
clarify something that is not understood.
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
SL.1.6 Produce complete sentences when appropriate to task and situation.

34
  CCSS ELD Standard –
I. A. Collaborative:
1. Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics
2. Interacting with others in written English in various communicative forms (print, communicative
technology, and multimedia)
3. Offering and supporting opinions and negotiating with others in communicative exchanges
I. B. Interpretive:
5. Listening actively to spoken English in a range of social and academic contexts
I. C. Productive:
9. Expressing information and ideas in formal oral presentations on academic topics
II C. Connecting and Condensing Ideas:
6. Connecting ideas
7. Condensing ideas

 College and Career Readiness Anchor Standard CCSS –

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.

Language Function Statement: edTPA

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) Comparing and contrasting; students will categorize to organize terms and
ideas, verbal clarification of similarities or differences through questioning or pairing activities will be provided.

3. ASSESSMENT (10 points)

 Formal assessment: Rubric
 This assessment will be used to assess the students’ generalization knowledge of national holidays.
 This assessment will be performed by students during independent practice.
Excellent (3 points) Good (2 points) Poor (1 point)
Student will illustrate their favorite Student will illustrate their Student will illustrate their
holiday and independently copy 1 favorite holiday and with favorite holiday.
generalization (of choice) from the prompting, copy 1
board onto their drawing. generalization (of choice)
from the board onto their
drawing.

 How this assessment will be used: to adjust personal teaching strategies. Also to be displayed at parent/teacher
conferences.

4. PURPOSE (5 points)
 It is important for students to understand national holidays in relation to our culture. Some national holidays are a
cause for national celebration while other national holidays may be days of remembrance or ‘solemn’ occasions. As
Americans, it’s important to know our national holidays, when they occur on the calendar, and how we can participate
in these important cultural events.
 Class, today we are going to continue our unit on the United States. We are going to learn about national holidays
that we celebrate, or observe, in the United States and how they are different than regular holidays. We will learn
when these national holidays occur on our calendar, and how we can observe or celebrate these important national
holidays as a community.

5. ANTICIPATORY SET/Motivation for Learning (5 points)

Okay class, listen to this song – what does it make you think of?
Student 1: My birthday!
Now, take a listen to this song – who can tell me what it makes them think of?
Student 2: Christmas!
Yes! Very good job. Now, who can tell me what we call days like birthdays, or Christmas?
35
 Student 3: Holidays!
Yes, that’s right! Days of celebration like birthdays or Christmas are holidays. Holidays can be celebrated by specific
groups of people for specific reasons. But there are also holidays that are celebrated by everyone in our nation on
specific days. We call these “national holidays”. National holidays are holidays that are celebrated or observed by our
entire nation, and usually pay respect to historical figures or groups of people. Raise your hand if you’ve ever
celebrated the 4th of July – raise your hand if you’ve ever celebrated Veterans Day. These are examples of national
holidays that are placed on our national calendar and celebrated by people across the United States.

6. LESSON BODY (25 points)

Justify for your choice of strategies. Link to students in your class. Include their interests and abilities.
We will be discussing a variety of facts about holidays and national holidays in order to make generalizations
about national holidays. We will be writing generalizations on the board for students to see and later copy onto
their independent practice illustrations. Students who are visual learners will benefit from observing the T-chart
being used on the board, while audio learners will be able to engage in class and partner discussions.

Note: The inducing-a-generalization technique helps pupils arrive at an explanatory generalization by applying
their own logical thinking skills. The teacher begins by selecting a well-validated generalization and finding
specific examples that support its truth. The learners are presented only with this evidence. They are
challenged to develop an explanatory generalization that is consistent with the evidence. These steps are
typically followed:

Step 1. Pupils look at evidence the teacher has made available:

Class, we have had the opportunity to listen to some music and read 2 books together about some of the most important
national holidays in the United States. We’ve also discussed how some holidays are national holidays while others are
not. Now let’s take a look at the T-chart on the board. What are some facts that we can state about national holidays and
holidays that are not national holidays? First, what are some things we know about national holidays?
 National holidays are celebrated by our nation.
 National holidays are on our national calendar.
 Sometimes important offices and schools are closed on national holidays.
 National holidays are times to remember important people who did things for the U.S.

What are some things we know about non-national holidays?

 Holidays are celebrated with family and friends.
 Holidays are days we put on our calendar to remember.
 Sometimes we don’t have to work or go to school because they’re closed on holidays.
 They are times to be together with people we care about.

Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.

Let’s see, looking at the information we have, let’s see what we’ve shared about our national and non-national holidays. It
looks like national holidays are celebrated around the nation; holidays are celebrated with family and friends. Does
anyone see a matching word that both those sentences share? Yes! Celebration. What else do we have up here –
national holidays are on our national calendar; holidays are put on out calendar too! On national holidays, important
offices or school can be closed - it looks like schools or work can be closed on regular holidays too. Interesting! Finally, it
looks like national holidays are times to remember important people who did things for the U.S. Holidays are times when
we can be together with people we care about. Can we be with people we care about on national holidays too? That’s
right!

Step 3. Finally, ask students to develop generalizations based on the

Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.

 Class, how do you think we could explain some of the ways in which national holidays and holidays are
alike? Give me at least 2 reasons.

36
  Class, how do you think we could explain 1 way in which national holidays are different than regular
holidays? Give me 1 reason.

Write the student’s generalizations on the board or on an overhead transparency as

they think of them. Accept all that are suggested. In your lesson plan, be sure to script
possible responses from your students.

Add the list here.

Bullet responses:
 They are days to celebrate.
 Offices and schools are closed.
 We can celebrate with people we care about.
 Times to remember important people or events about the U.S.
 Are celebrated by everyone.

Have students consider each of the proposed generalizations. Is each generalization

supported by the data?
Great job class. Let’s look at some of these generalizations we made about holidays and national holidays.
 “Holidays and national holidays are days to celebrate – hmm, is that true? Turn to your shoulder partner
and explain to them why you think it’s true or false.” (Allow for time to respond.) “Someone tell me what
they answered.” (Student response, TRUE.) “Yes, you’re right! It is true – both holidays and national
holidays can be times for celebration.
 “Offices and school are closed.” Is this true? Turn to your other shoulder partner and discuss.” (Allow time
for discussion.) “Who thinks this is true?” (Student response, hands up.) “Great job! Yes, on some
holidays, and most national holidays, schools or offices are closed in observance.
 “We can celebrate with people we care about.” Thumbs up or down is you agree or disagree with this.
(Allow time for response.) Very good! Yes, holidays, whether national or not, are days we can celebrate
with people we care about.
 “Times to remember important people or events about the U.S.” Does someone want to share what they
think about this one. (Student response: We don’t think about the U.S. on Christmas or Easter, so I don’t
think that’s true about both kinds of holidays.) “Excellent! You’re right; national holidays are usually the
kind of holidays where we pay respect to historical figures or groups of people.”
 “Are celebrated by everyone. Thumbs up or down, do you agree or disagree?” (Allow time to respond.
Ask a student to share their response.) Student: I disagree, because not national holidays are the only
time everyone’s supposed to celebrate as a nation. “Yes, that’s right. Other holidays, like religious
holidays or even birthdays, are not on the national calendar and not everyone knows about them or has to
celebrate them.”

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:
 What did you learn from the data today concerning holidays and national holidays?
 We learned that holidays can be national or non-national holidays.
 We learned that holidays can be celebrated by a nation or group or people.
 We learned that offices and schools can be closed on holidays.
 We learned that holidays are times to celebrate with others.

Yes children, great job! Today we learned about the relationship between national holidays and non-national holidays. We
saw how they are very similar but not exactly alike, and how those similarities and differences don’t change the fact that
we can celebrate both types of holidays.

37
8. INDEPENDENT PRACTICE (5 points)

Provide a rationale.
Students will draw a picture of their favorite holiday and provide 1 sentence copying a generalization from the
board that describes their holiday of choice. This will allow students to connect the generalizations with their
favorite holiday and identify which type of holiday (national or non-national) they have chosen for their drawing.

 Students will be asked to draw a picture of their favorite holiday. They will then be asked to copy 1 generalization
statement from the board onto their picture. The statement should relate to the holiday they’ve chosen.
 Drawings with writing are to be displayed at parent/teacher conferences. Also to be used as personal feedback for
teacher to improve teaching strategies if needed.

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.

9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

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. (See edTPA for
directions on feedback)
ELL Learner – Describe specific feedback type to help learn the essential literacy strategy:
W/Few Words For ELL students, I will provide vocabulary (in both English and Spanish) posted onto the board
that is going to be used in this lesson. I will make sure to bring attention to the vocabulary during
this lesson, and will interview student to ensure they are understanding the concepts being
introduced. Because my ELL student has a beginning proficiency of English I will give them
ample opportunities to share with their shoulder partner to practice academic and content
vocabulary as well as developing oral language skills.
Student with low Because this student has a below average language proficiency, I will make sure that he has
reading ability numerous opportunities to work with a partner to support his learning and provide him
opportunities to ask questions throughout the lesson. This will benefit him as well because he
enjoys working with others too. I will also use audio and visual aids to support the new concept
that is being taught. Information will be written on the board for the student to reference. I also
will a sample of independent practice posted up front for the student to reference as needed.
Student with This student has great communication skills so I will make sure to provide plenty of opportunities
advanced literacy for them to share with shoulder partners and respond to class discussion and questions. In order
skills/other to provide opportunities for greater growth in learning and understanding of the new concept, I
will allow student to create further generalizations not shared in class and check for accuracy
and understanding.

Strategies to extend the lesson- Fill in chart below:

Wright Text Description of strategy
1. Prior Knowledge: In this strategy students will
Activating the Known activate their prior knowledge
p.40 through a series of guided
questions from the teacher.
How strategy is helpful
This strategy is helpful
because it will help the
students access vocabulary
and terms used in previous
lessons. Students can also
use the information gained
Rationale for selecting &
links to student/standards
Students need to
continuously activate their
prior knowledge to help
make connections with the
new content they are
learning.

38

2. Question Generation Students will boost
p.44 comprehension by listening for
key ideas or passages and
generating questions based on
that information.
50 Literacy Strategies
1. Interactive Read Teachers read books to their
Aloud p. 50 students stopping periodically to
focus on what has been read
such as new vocabulary, making
and checking predictions,
checking for comprehension, etc.
2. Gallery Walk p.39 Students post their work around
the room. Then the students
take a walk around the room
looking at all of the work that has
been posted on the walls.
Students have an opportunity to
make comments and/or
questions on sticky notes or
posted paper. The work can be
completed or in progress.
50 Social Studies
Strategies
1. Informal Learning Teacher created a space for
p. 136 informal learning in the
classroom, students can then
explore materials made to them
in an informal way and
experience knowledge through
play or work.
2. Virtual Field Trips Students can use virtual
p. 234 experiences when physical field
trips (around the world) are not
feasible or safe.
Technology (see above)
Resources
when working on future
assignments.
This strategy will be helpful
when students are listening
to the books we have read
on holidays.
This strategy is helpful
because while reading a
book to the students about
holidays, the teacher can
stop and check for
understanding. It is a new
way to learn the vocabulary
and see it in context as well.
This is a good strategy if
students create their own
illustration of their favorite
holidays. The students
have an opportunity to share
their work and have others
make comments and/or
questions. Students can
learn more about the
diversity of cultures by
observing and learning
about new or different
holidays.
This strategy is useful for
teaching and reinforcing
holidays as they are often
celebratory events that
evoke fun and creativity.
Providing books,
illustrations, or materials
where kids could explore on
their own could be beneficial
to expanding understanding.
Students can use the
internet to learn about
holidays celebrated around
the United States. Students
can also compare the way
people celebrate different
holidays in different parts of
the U.S. by researching with
the help of their teacher.
Students can use the
internet to take virtual field
trips around the U.S. to
observe how others
celebrate or observe
national holidays.
Students need to have
strategies to help them
recall information they have
read in books and to
generate more questions for
further understanding.
I chose this strategy
because it appeals to visual
and auditory learners.
Students will see the new
vocabulary in action in the
book. It also is a fun way to
learn about a new concept
or topic.
I chose this strategy
because it is a good activity
for the students to create
their own illustrations and
apply the new knowledge
they’ve gained from the
lesson in a fun and creative
way. Parents can also view
these illustrations during
parent/teacher conferences.
Young children who are
learning writing and reading
skills often learn informally. I
chose this strategy as it
would be ideal for 1st
graders, and is easily
adaptable for EL, low
readers, and accelerated
learners as well.
Working with 1st grade often
excludes teachers from
being able to go on long
field trips. The internet is a
virtual experience where
children of all learning
abilities can benefit from
audio, visual, and
experiential knowledge
easily adaptable to their
levels of learning and ability.
This will appeal to students
who enjoy working on the
computer or enjoy watching
video presentations in
multiple formats.
39
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).

Structure of Knowledge

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.
Students will develop a generalization and then support their generalization within a class discussion.
Evaluation Students are required to demonstrate a higher level of thinking as they are integrating previous
knowledge with new concept to develop generalizations that are true of holidays and national holidays.
Students will evaluate and compare the information they have learned about holidays and national
Synthesis
holidays to make a generalization or come to a conclusion.
Students are analyzing information provided to determine if generalizations are true, utilizing a higher
Analysis
level of thinking.
Students are applying their previous knowledge about holidays to interpret new information about
Application
national holidays.
Students are comparing information on holidays and national holidays to identify what is similar
Comprehension
between the two.
Knowledge Students are asked to identify what they know about holidays and national holidays.

11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you
were a student in your class. Use the appropriate paper, print, and line size suitable for the developmental level
of the class.

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
40
Preparation
o Background
Knowledge
o Strategies Use
o Resources Selected
o E-resources
Students were able to listen
to audio sample, listen to 2
books read audible, and
discuss holidays in a group
setting.
Integration of Processes
o Reading
o Writing
o Speaking
o Listening
o Viewing
o Vocabulary
All processes were integrated
into the lesson via audio
YouTube sounds bites, oral
books read aloud, group
discussion, T-chart
completed as a class, think-
pair-share, and independent
practice.
Notes for next lesson based on lesson results:
o Strengths/Weaknesses of student learning – based on this lesson’s assessment, adjust teaching strategies to improve
overall clarity of lesson objective.
Scaffolding
o Modeling
o Independent Practice
o Comprehensible Input
Students were provided with a
teacher sample of what their
independent practice should look
like. They were also guided
through questions and
generalizations with specific
prompts.
Application
o Meaningful
o Linked to objectives
o Engaging
o Active Learning
Students are asked to relate prior
knowledge and personal
experience to the lesson. The
lesson is linked to learning
objectives. Students engaged in
interaction with peers throughout
the lesson. Students were able to
participate in generalizations
through think-pair-share, thumbs
up, and interactive responses.
Grouping
o Whole group
o Pairs
o Works Independently
Students were taught as a
whole group and engaged in
class discussion but were also
given the opportunity to
discuss generalizations with
shoulder partners. They also
completed their illustrations
independently.
Assessment
o Rubric
o Written
o Summative
A rubric is used to assess the
students’ ability to illustrate
and write 1 generalization
reflecting the summation of
the objective taught.
Adaptation
o Advanced
o EL
El and advanced learned were
allowed to engage in
meaningful conversations and
make connections with
generalizations. Extension
activity also available to
advanced learners, given the
opportunity to add to list off
generalizations.
Objective
o Linked to Standard
o Integrated with Language
Arts
o Age Appropriate
This lesson is linked to the 1st
grade standards and is
integrated with language arts.
Students will be writing
sentences, using correct
grammar and punctuation while
developing oral language skills
thru class and partner
discussion.
41
 Inquiry Lesson - Mini Lesson Format
What is a “Community?”

Name: Lauraine Chavez Grade Level: 1st

ELA Content Standard: ELD Standards:

RL 1.1 Ask and answer questions about key details in a text.
RI 1.6 Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.
W 1.2 Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.
W 1.8 With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
Content Standard:
1.3 Students know and understand the symbols, icons, and traditions of the
United States that provide continuity and a sense of community across
time.
SS Content Learning Objective:
Following the mini lesson on ‘What is a Community?” students in 1 st grade
will understand the concept of what a community is.
ELA Language Objective:
Students in Grade 1 will ask and answer questions regarding information
related to the concept of community, and distinguish information provided
by illustrations.
ELA Content Objective:
Students in Grade 1 will recall information they have gathered regarding
community to write informative texts and orally conduct interviews with
support from adults.
Interpretive -
6. Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and
implicitly through language
7. Evaluating how well writers and speakers use language to support
ideas and opinions with details or reasons depending on modality, text
type, purpose, audience, topic, and content area
Productive -
10. Writing literary and informational texts to present, describe, and
explain ideas and information, using appropriate technology
Cog. Taxonomy/DOK Levels:
Remember – Level 1: Students will retrieve knowledge from long-term
memory, recognize, recall, locate, identify basic facts, details, events, or
ideas in texts; define terms.
Understand – Level 2: Students will construct meaning, illustrate, give
examples, identify main ideas or accurate generalizations, and make
basic inferences or logical predictions from data or text.
Apply – Level 3: Students will apply the information they have gathered
(possibly a new concept) in a new context.
Analyze – Level 1: Students will break into groups, determine how parts
relate, differentiate between relevant and irrelevant, and identify whether
specific information is contained in graphic representations or text
features.
Create – Level 2: Students will generate conjectures or hypotheses
based on observation or prior knowledge and experience.

Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students will research the meaning of community and recognize that communities form when people work together for a common
purpose.

Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of what community is.)
(You must teach this strategy in your lessons.)

Language Function Statement:

What main communication language function do students need to use to communicate their understanding of this content?
 How does student use language (see Toolkit samples for use of language)?
 Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:

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.

42
Additional Language Demands in vocabulary, syntax and discourse:
Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
Syntax: (Use language frames in Language of … section in Toolkit)
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)

Materials
 Power point: including pictures of
various communities.
 Videos: read aloud of the book,
“Humphrey the Lost Whale” at
https://youtu.be/sdXDhWgFBYw
 Whiteboard w/marker
 K-W-L Chart
 Vocabulary:
Community
Neighborhood
Cause
 Large drawing paper/poster boards
 Markers
Pre-Assessment: Prior knowledge will be
determined using an K-W-L chart. Students
will participate in a class discussion
regarding what they know about
communities. In addition, students will be
asked what questions they have about
communities and what predictions or
inferences they can make based on what
they already know.
Misconceptions: Students may confuse
terminology of ‘communities’ with
‘neighborhoods’. Reviewing vocabulary
prior to the lesson may help clear
misconceptions.
Planned Supports: Explain how strategies
meet strengths/weakness of students so that
all students meet the targeted outcome.
El learners will benefit from the use of
technology, and visualize-organize
strategies. Advanced learners benefit from
sharing prior knowledge in K-W-L exercise,
student interaction, and think-pair-share.
Lower readers will benefit from the use of
technology in both video format and use of
power-point.
Motivation Strategy: How will you catch
attention of students and focus their minds
and attention on the learning goals?
The students will view a YouTube video of
an oral reading of children’s book
“Humphrey the Lost Whale” which explains
the concept of community and how a
community can pull-together for a common
purpose or common good. After viewing,
children will be asked to identify what the
main problem was in the film. They will
then be asked how the problem was solved,
and by whom.
Research Based Learning Strategies:
(provide text chapters/reference)
 K-W-L Chart: Activate Background
Knowledge, Scaffolding (Tompkins)
 Student to Student Interaction
(SDAIE)
 Tapping into Prior Knowledge
(SDAIE)
 Use of Technology (SDAIE)
 Think-Pair-Share (McEwan-Adkins)
 Visualize-Organize (McEwan-Adkins)
Personal/Cultural/Community Assets:
What assets will be utilized to support
learning these standards with these
students?
Students will have the opportunity to
become engaged in this lesson by verbally
offering their own opinions and sharing
their own experiences and stories regarding
communities. Students will also have the
opportunity to participate in a group
activity that includes a role in decision
making. Students will be able to partner
with other group members and collaborate
on their illustration as well as in their
presentation.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:  State objective/provide purpose for learning – “Good morning, class. Today, I will be presenting a mini lesson on
what a community is. Following this mini lesson, you (students) will know and understand what a community is.
Before Let’s have you join me on the carpet.” Dismiss students by individual tables to gather on carpet circle near
Teaching whiteboard. If rowdy, have students return to their seats and try again, quickly and quietly.
-Setting the  Check for background knowledge – Post vocabulary for the new lesson on the whiteboard and review it with
stage. students. Be sure to read both the English and Spanish pronunciations. Next, access prior knowledge by using K-W-
L chart on the whiteboard to ask students what they KNOW about communities; prompt with questions such as
“What is a community? Who lives or makes up a community? Where are communities found or located? Do you
live in a community?” Also ask students what they WANT to know or learn about communities today. During this
time, you can propose the question “Are communities and neighborhoods the same thing?” If students are unsure,
you can ask for student hypotheses or guesses as to what they think, then include this question under the WANT
section of the K-W-L chart, adding the answer later in the LEARN section.
 Motivate for learning – Following K-W-L activity, have students remain on the carpet circle and remind them to be
attentive and pay close attention the YouTube video you will be playing, or they will return to their seats. Play the
43
 YouTube video of an oral reading of children’s book “Humphrey the Lost Whale” which explains the concept of
community and how a small community pulled-together for a common purpose or common goal. Observe EL
learners to ensure they are able to follow along. After the video, ask students for opinions, comments, or questions
regarding the video.

Lesson Body: Explain Strategies/Lesson steps:

 Next, play the “Power Point” of pictures of various communities for students; go thru each slide of illustrations and
During/active narrate. Use language, such a “According to these 3 pictures, we can see that the communities all have (blank) in
engagement common.” Each slide should have notes to assist you in presenting. After the presentation, ask students to share
in learning something they’ve learned about community from the power point images.
 Return to the K-W-L chart. Ask students to share with the class what they have learned about community from
watching the YouTube video and going through the Power Point presentation. Provide time for class discussion as
needed and add findings to the LEARN sections of the K-W-L chart. Also ask students for their findings regarding
the earlier question posed of “Are communities and neighborhoods the same thing?” If students cannot provide an
answer, go back to the vocabulary provided prior to the lesson and review the K-W-L chart to provide clarity. Allow
students time to Think-Pair-Share with shoulder partners at desks regarding the question, then ask for volunteers
who would like to share their answer with the class. Allow 2-3 minutes for responses. Be sure to include answer in
LEARN section of K-W-L chart.
 Guided practice – Ask students to return to their tables, quickly and quietly. Each table should have 4 students they
will work as group partners. Provide each table with poster board or large drawing paper and markers. Ask students
to collaborate as a group for the assignment; each group is to create an illustration of a community. Ask students to
include what they saw and learned from the power point or video today. Encourage creativity! If students would like
to use lesson vocabulary, or label parts of their illustration, or add descriptive sentences, ask them to use the posted
vocabulary or raise their hand for writing support. Students will have the opportunity to share their posters and
provide an oral presentation of what they created and learned after the activity time is completed (allow 15-20
minutes for activity).
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
 How you will restate key point of learning objective – “Class, today, you all did such a wonderful job of paying
attention and participating as we learned about community and how people can work together for a common goal.”
 How students share learning – “Now, let’s see what we’ve learned. Let’s have table 1 come up with the poster
they’ve created. Table 1, can each of you take turn and please share what you drew in your illustration and how it
relates to what you’ve learned today about community? Let’s have each person share at least 1 thing they’ve
learned.” Allow for each table/group to provide a brief oral presentation using their illustration to explain what
they’ve learned about communities (allow 2 minutes per group) and ensure each student presents. EL learners can
point out what they drew or contributed to the drawing without having to verbally elaborate. Prompt students with
teacher led questions, such as “And what did you add to the drawing? Who drew this? What does this mean or stand
for?”
 How you will check for understanding – Each student should be able to point out what contributions they made to
the illustration and provide at least 1 fact or piece of new information related to what they’ve learned about
communities.

Monitoring Student Learning - Review and Assessment: What
specific assessment tools are being used for at least two types of
assessment?
Informal: Oral questioning, class discussion, observation
Formal: Performance task, group reflection
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.
EL/ Lower reader:
Observation:
- Was student attentive during K-W-L process?
- Did student participate in group collaboration activity?
- Did student participate in group illustration process?
Student would need to score a minimum of 2/3 to pass.
Monitoring Student Learning - Student Voice: How will you
provide for student voice during instruction on their learning
(strategies, skills, knowledge) relative to learning target?
 During the group activity, students will have an
opportunity to participate with table partners and discuss
what they have learned as well as decide roles in creating
their illustration/poster.
 Students will also be given the opportunity to express what
they have learned with the whole class during
presentations and explain what they learned and how they
contributed to the group illustration. Teacher will use this
oral presentation as an assessment of what was learned.
 For EL students who struggle with oral language, I will be
providing vocabulary in their language, watching for
attentiveness during the power point and YouTube videos,
answering questions, and asking students to contribute to
44
GATE/ Advanced student: the drawing activity to assess what they have learned.
Performance task:
- Work with group to add at least 1 written sentence to
illustration reflecting new information learned regarding
communities.
- Orally provide a minimum of 2 facts regarding
communities during group presentation of group
poster/drawing.
Student would need to complete 2/2 requirements to pass.

edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.

Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to impact
student learning:

For the whole class –

Overall, students would have the opportunity to present what they’ve learned during this mini lesson via the presentation of their
illustrations with their group. If students were not able to provide factual reasoning for their illustration choices, or provide at least 1
oral fact regarding communities, I would need to reevaluate my teaching approach and materials. If students were successful in this
activity, we could extend the activity further by including parent interviews with scripted questions regarding the community we live
in.

For the three focus students and other individuals/groups with specific needs.
1. EL students might experience difficulty collaborating with a group depending on their knowledge of the English language. During
the illustration activity, EL students might struggle with participation, being unable to easily communicate or verbally share their
ideas. If analysis of their learning showed that they did not contribute to the activity due to these reasons, I would need to consider
using another method or group activity to impact student learning.

2. Lower readers would not necessary struggle in this mini lesson as students are not being required to conduct research or read text
outside of the group discussion and K-W-L chart activity. All students are given access to technology via the YouTube video, which is
an oral reading of a book. A Power Point presentation is also used, with narrative explanation, not requiring reading.

3. Advanced learner/Gate students would have the opportunity to participate in collaboration with their groups and add to the group
activity, whether in writing descriptive sentences or labeling their illustrations. They would also be given the opportunity to add more
than 1 fact to share during the presentation time. This would be a useful time for developing social skills, collaborating, and using
student voice.

What theory or theorists would most strongly support use of this strategy?
The Constructivist (Vygotsky) and the Information Processing (Bruner) both support this inquiry strategy/lesson. In this lesson
students are asked to “inquire” about a specific topic and gather data to find out more about it. Students then need to gather and
process the information, plan, and present their understanding to the class.

Attach photos or copy of student work and teaching tools.

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 helpful
research base. for whole group or specific
student(s).
1. Activating the Through a series of guided questions, This strategy is helpful because it
‘Known’ pg. 40 the teacher helps students activate prior will help the students access
knowledge. vocabulary and terms used in
previous lessons. Students can also
use the information gained when
working on future assignments.
Rationale for selecting & links to
student/standards
Students need to continuously activate
their prior knowledge to help make
connections with the new content they
are learning.
45
2. Mental Imagery pg. By constructing “mental pictures” of
36 what they are studying, including text
illustrations, students increase their
comprehension.
Using a “think -aloud” approach, Students can benefit from processing
students pause at several points in information and thinking aloud to make
the lesson to describe what they are connections with what they know and
thinking when observing various what they are learning.
illustrations. This is ideal for EL
and lower readers or visual
learners. It can also be used in class
discussion.

50 Literacy Strategies
1. Interactive Read Teachers read books to their students
Aloud p. 50 stopping periodically to focus on what
has been read such as new vocabulary,
making and checking predictions,
checking for comprehension, etc.
2. Gallery Walk p.39 Students post their work around the
room. Then the students take a walk
around the room looking at all of the
work that has been posted on the walls.
Students have an opportunity to make
comments and/or questions on sticky
notes or posted paper. The work can
be completed or in progress.
50 Social Studies
Strategies
1. Informal Learning Teachers create a space for informal
p. 136 learning in the classroom, students can
then explore materials made to them in
an informal way and experience
knowledge through play or work.
2. Virtual Field Trips Students can use virtual experiences
when physical field trips (around the
community) are not feasible or safe.
Technology Resources (see above)
This strategy is helpful because
while reading a book to the
students, the teacher can stop and
check for understanding. It is a
new way to learn the vocabulary
and see it in context as well.
This is a good strategy if students
create their own illustration of
learned content. The students have
an opportunity to share their work
and have others make comments
and/or questions.
This strategy is useful for teaching
and reinforcing subject matter in a
way that evokes fun and creativity.
Providing books, illustrations, or
materials where kids could explore
on their own could be beneficial to
expanding understanding.
Students can use the internet to
learn about various communities
via research, illustrations, videos,
etc.
Students can use the internet to
take virtual field trips around the
U.S. to observe how others
communities function, are
structured, etc.
This strategy is beneficial for visual and
auditory learners. Students will see the
new vocabulary in action in text or a
book. It is also a fun way to learn about
a new concept or topic.
This strategy is a good activity for the
students to create their own illustrations
and apply the new knowledge they’ve
gained from the lesson in a fun and
creative way. Parents can also view these
illustrations during classroom visits or
conferences.
Young children who are learning writing
and reading skills often learn informally.
I chose this strategy as it would be ideal
for 1st graders, and is easily adaptable for
EL, low readers, and accelerated
learners as well.
Working with 1st grade often excludes
teachers from being able to go on long
field trips. The internet is a virtual
experience where children of all learning
abilities can benefit from audio, visual,
and experiential knowledge easily
adaptable to their levels of learning and
ability
This will appeal to students who enjoy
working on the computer or enjoy
watching video presentations in multiple
formats.

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:
Assessing through observation will allow the teacher to see if student is participating in
Informal: Observation answering questions regarding information related to the concept of community,
- Was student attentive during K-W-L process? distinguishing information provided by illustrations, and recalling information they have
- Did student participate in group collaboration activity? gathered regarding community.
- Did student participate in group illustration process?
Student would need to score a minimum of 3/3 to pass. Evidence of Student Understanding:
During whole class discussion, the teacher is checking for understanding during K-W-L,
through individuals sharing about background knowledge and think-pair-share
opportunities. The teacher is observing students during their group work to ensure that
students are on task, to answer any questions that students might have, and to clarify the
requirements as needed back to students on this assessment.

46

Assessment Strategy #2:
Formal: Performance task
Performance task:
- Work with group to add to group illustration reflecting
new information learned regarding communities.
- Orally provide a minimum of 1 fact regarding
communities during group presentation of group
poster/drawing.
- Student would need to complete 2/2 requirements to
pass.
Student Feedback: Describe how you will provide feedback to students on this
assessment.
Student will receive 1-on-1 feedback via a pass/needs improvement score following their
oral presentations. This score will include their observation assessment info along with
group presentation info.
Alignment with Objectives:
Assessing through performance task will allow the teacher to assess if student engaged in
group participation and added to the illustrative activity. The oral presentation will also
help teacher to assess if student has learned at least 1 fact regarding communities that can
be shared with the class and is reflective of the mini lesson.
Evidence of Student Understanding:
During the group project, the teacher is checking for group collaboration and
participation in the group illustration. During the group presentation, the teacher is
checking for oral presentation of at least 1 fact from each student, ensuring that each
student contributed to the overall activity while also displaying individual learning.
Student Feedback:
Student will receive 1-on-1 feedback via a pass/needs improvement score following their
oral presentations. This score will include their observation assessment info along with
group presentation info.

Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

1st Grade “Community” Poster Rubric

Pass
Student has contributed to the
group illustration and can
explain their individual
contribution.
Student can orally provide 1 fact
regarding community as
expressed in illustration,
independently .
Pass
Student has contributed to the
group illustration and can
explain their individual
contribution.
Student can orally provide 1 fact
regarding community with
prompting from teacher or
peers.
Fail
Student did not contribute to
group illustration and cannot
explain their contribution.
Student cannot orally provide
any facts regarding community
with/without prompting from
teacher or peers.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
Students were required to use prior experience and knowledge regarding their own communities or memories of community via travel, etc. to relate
to the current mini lesson and group activity.

Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).
Students are grouped according to table assignments. Classroom management plan has taken into consideration the amount of EL, lower learners, and
advanced students in creating permanent seating arrangements. These arrangements remain unchanged during group assignments.

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.
Vocabulary was provided prior to the lesson with both English/Spanish terms for EL learners. Scaffolding was included in the group discussion and
K-W-L activity for all learners; teacher also provided prompting for group discussion. Students were seated according to class management plan
taking all levels of learners into consideration. Students were allowed to participate in Think-Pair-Share and group collaboration for activity. EL
learners and Advanced learners were assessed on slightly different criteria than all students. Oral presentations allowed EL learners to contribute
learning using visual illustrations, while Advanced Learners were given additional opportunity to contribute using writing skills.

47
 Social Studies/LA – Academic Vocabulary, Handwriting, Grammar and Spelling
Multi-Tiered System of Supports (MTSS) LESSON PLAN
Lesson Plan Title:
American Symbols and Traditions Vocabulary Review

Name: Lauraine Chavez Grade Level: 1st Grade

ELA Content Standards: ELD Standards:

W 2. Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.
SL 2. Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
a. Give, restate, and follow simple two-step directions.
B. Interpretive –
5. Listening actively to spoken English in a range of social and academic
contexts
6. Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and
implicitly through language

SL 6. Produce complete sentences when appropriate to task and situation. C. Productive -

10. Writing literary and informational texts to present, describe, and
L 1. Demonstrate command of the conventions of standard English explain ideas and information, using appropriate technology
grammar and usage when writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences Cog. Taxonomy/DOK Levels:
(e.g., He hops; We hop). Remember – retrieving knowledge; defining terms (DOK 1).
d. Use personal (subject, object), possessive, and indefinite pronouns (e.g., Understand - construct meaning; select appropriate words when
I, me, my; they, them, their; anyone, everything). intended meaning /definition is clearly evident (DOK 1).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I Apply – carry out or use in a specific task; use language structure or
walked home; Today I walk home; Tomorrow I will walk home). word relationships (DOK 1).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative,
interrogative, imperative, and exclamatory sentences in response to
prompts.

L 2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and
for frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and
spelling conventions.

ELA Language Objective: ELD Language Objective for Grade Level:

Following a brief review of 5 vocabulary words from previous lessons on Following a brief review of 5 vocabulary words from previous lessons
American Symbols and Traditions, students in the 1st grade will be able to on American Symbols and Traditions, students in the 1st grade will be
write an explanation of each term, with grammatical and spelling accuracy able to write an explanation of each term, with grammatical and spelling
of at least 95%. accuracy of at least 80%.

Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
48
Students will recall 5 vocabulary terms from previous lessons and define or retell meaning by writing 1 explanatory sentence of each
term.

Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of each vocabulary
term). You must teach this strategy in your lessons.

Language Function Statement:

What main communication language function do students need to use to communicate their understanding of this content?
 How does student use language (see Toolkit samples for use of language).
 Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:

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.

Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
Syntax: (Use language frames in Language of … section in Toolkit)
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)

Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
5 Vocabulary Cards and Illustration Cards meet strengths/weakness of students so that all (provide text chapters/reference)
(1 set with terms/definitions, the other with students meet the targeted outcome.
pictures): Think-pair-share (Wright p.40)
-flag EL learners, as well as struggling readers, Scaffolding/modeling (50 Strategies SS)
-freedom will benefit from the use of illustration Hands on activities (50 Strategies SS)
-symbol cards as well as having term/definition
-tradition cards read aloud. Advanced learners will
-veteran benefit from sharing prior knowledge in
Dry erase markers Think-Pair-Share exercise, the opportunity
Whiteboard to go up to the board and orally share
Lined Paper detailed reasoning with class, as well as
Pencils adding writing sentences to their definitions
in the independent practice.

Pre-Assessment: How will you determine
prior knowledge?
At the beginning of the lesson, I will
provide 5 illustration cards on the board and
ask students to access prior knowledge and
use “Think Pair Share” to discuss what they
know about the picture cards with their
shoulder partners. I will then add term/
definition cards to the illustration cards on
the board and read the cards aloud to the
class. I will ask students to “Think Pair
Share” with their shoulder partners and
decide which illustration cards “match”
which term/definition cards. I will then ask
for student volunteers to come to the board
and make a “match” for me. Students will
need to provide reasoning for their “match”
to the class. Once the cards have all been
correctly matched, I will provide students
with lined paper, asking them to draw each
of the illustrations from the board onto their
paper. They will then need to use the
definitions of the vocabulary terms to
provide at least one sentence of information
Motivation Strategy: How will you catch
attention of students and focus their minds
and attention on the learning goals?
The students have been asked to access
prior knowledge for their discussion of the
illustration cards with their shoulder
partners. They will then have the
opportunity to participate in walking to the
board and verbally sharing their knowledge
with the class; if they chose not to
participate in sharing, they may observe as
their classmates share, and deciding if the
person’s match was indeed correct or
incorrect.
Personal/Cultural/Community Assets:
What assets will be utilized to support
learning these standards with these
students?
Students will be accessing prior knowledge
to discuss illustration cards on the boards,
then introduced to term/definition cards.
This will help them possibly make
connections between different content area
skills. They will also be asked to engage in
social participation with their peers, and
later, have the opportunity to engage with
the whole class. Students may benefit from
social skills, as well as English language
skills.
49
about each illustration onto their papers.

Misconceptions: Identify common

misconceptions regarding concepts
addressed in this lesson.
Students who were not present for previous
lessons, or who did not comprehend the
vocabulary as presented in previous lessons
(i.e. possibly lower readers, or EL students)
may have difficulty with the matching
activity in this lesson. However, by reading
the terms/definitions aloud to them, and in
collaborating with peers in “Think-pair-
share” they may be able to work out any
lack of prior knowledge and make
connection to new knowledge with the help
of teacher and peers.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:  State objective/provide purpose for learning – “Good morning, class. Today we’re going to do a brief review of 5
vocabulary words from previous lessons on American Symbols and Traditions. After we’ve reviewed our vocabulary
Before terms, you’re going to be able to explain these words to me by writing 1 sentence about each, with as few
Teaching grammatical and spelling error as possible.”
-Setting the  Check for background knowledge – Post vocabulary illustration cards on whiteboard. Explain to students each
stage. picture represents a vocabulary word we’ve had from our previous lessons on the United States. Ask them to discuss
the picture cards with their shoulder partner (Think-pair-share). Students should discuss what the pictures look like,
what it makes them think of, what term or vocabulary word it may go with, and if they can remember what the
definition of that word was or not. Next, post the term/definition cards on the board, next to the illustrations (but not
in matching order). Read the cards aloud to the students, being sure to read both the term and definition. Explain to
students that their job is to to work with their shoulder partners to decide which term matches each picture. Students
will have about 5 minutes for discussion, before having the opportunity to come to the board and attempt a match
with an illustration and term/definition card.
 Motivate for learning – The students will have the opportunity to participate in walking to the board and making a
match between the picture cards and term cards, verbally sharing their reasoning with the class; if students choose
not to participate in sharing, they may observe as their classmates share, and deciding if the person’s match was
indeed correct or incorrect. Students may raise their hands to help friends or comment. Observe EL learners to
ensure they are able to follow along. After the review, ask students for opinions, comments, or questions.
Lesson Body: Explain Strategies/Lesson steps for each CCSS area:
 Next, go back to the illustration and term/definition cards and explain to students that now that they have reviewed
During/active the meaning of each of the 5 vocabulary terms, you want them to define these 5 words for you by writing 1 sentence
engagement about each term, with as few grammatical and spelling errors as possible. Students can use the definitions on the
in learning board for help and may also raise their hand for help or guidance.
 Guided practice - Students will be provided with lined paper; ask them to write one term on each line. (Model this
on the board.) They will then need to write a brief explanation or definition of what the word means. They may use
simplified writing (i.e. no less than three-word answers) but ask that they use at least 1 word from the definitions
posted on the board within their writing. Students must have the vocabulary terms on their paper, and at least 1 word
from the definition for passing credit (see rubric).
 All vocabulary terms used in this section are Tier-2, frequently occurring words that provide access to the unit
content.

50
 Handwriting: must include a writing chart and directions on how to use it based on a writing program like
D’Nealian/other.

 Students must use D’Nealian handwriting, ensuring that they are distinguishing lower case and capital numbers
in their writing, as well as using correct punctuation.

Grammar

Must include usage error correction for ELD students (Tompkins P. 324)
 EL students frequently use double subjects in writing activities; to correct this, proof read student’s work and
check for errors. If errors are found, use standard English examples to remind student of correct usage.

Spelling
 See Spelling/Word Analysis chart below.

Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
 How you will restate key point of learning objectives – “Class, today, you all did such a wonderful job of reviewing
our 5 vocabulary words from previous lessons on American Symbols and Traditions. After reviewing our vocabulary
terms, you were able to explain these words to me by writing 1 sentence about each, with as few errors as possible. I
am so proud of the hard work you’ve done!”
51
  How students share learning – Ask any students if they would like to share with the class what they’ve written for
their 5 sentences. If illustration cards are still on the board, and a definition or sentence is clear, prompt students
with teacher led questions, such as “Who can tell me what illustration matches (Amy’s) sentence?” If time is
limited, you can also have students share their work with their shoulder partners before collecting papers.
 How you will check for understanding – Collect each student’s work and compare to rubric. Each student should
have been able to write each of the 5 terms, and at least 1 word or definition from the term/definition cards reviewed
and posted on the board.

Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least two types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?

Informal: Oral questioning, partner discussion, observation

Formal: Performance task
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.
EL/ Lower reader:
Observation:
- Was student attentive during review process?
- Did student participate in Think-Pair-Share?
- Did student participate in writing activity?
Student would need to score a minimum of 2/3 to pass.
GATE/ Advanced student:
Performance task:
- Contributed to review “matching” activity with either
verbal or physical participation.
- Exceeded minimal expectations for writing activity.
Student would need to complete 2/2 requirements to pass.
 During Think-Pair-Share, students will have an
opportunity to participate with table partners and discuss
previous knowledge regarding vocabulary, as well as
matching theories or guesses and reasoning for both.
 Students will also be given the opportunity to express what
they have learned with the whole class during the
opportunity to go up to the whiteboard to “match”
illustration and term/definition cards. Students can also
share their written activity with the class if they choose.
 For EL students who struggle with oral language, I will be
providing vocabulary in their language, watching for
attentiveness during the review and Think-pair-share, and
asking students to write at least 1 term and word/definition
for each of the 5 vocabulary words.

Spelling/Word Analysis Chart.

Emergent Letter-Name Within -Word Syllables and affixes Derivational
Relations
symbol (free)dom -tion
(sim-bl) -dom
Veteran
(vet-rn)

Data Analysis Conclusions

Students in 1st grade are having difficulty with including vowels This is common for grade 1 students who are learning
in correct spellings. Do not recognize words within words. Do level 2 words related to thematic units. Children who are
not recognize affixes. at this level are letter name-alphabetic spellers and are
attempting to represent letters and spelling at grade level.

edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.

52
Using Assessment to Inform Instruction:
Based on your analysis of student learning describe the next steps for instruction to impact student learning:

For the whole class –

Overall, students would have the opportunity to present what they’ve learned during this mini lesson via their participation in playing
the “match” game at the beginning of the review, and also in orally sharing their written definitions or sentences at the close of the
lesson. If students were not able to provide factual reasoning for their matching choices in the beginning review, or were unclear of the
activity, I would need to ensure that my directions were clear. If students were successful in the matching activity, we could extend the
activity further by including sets of review vocabulary in the classroom for future “matching” games and vocabulary centers.

For the three focus students and other individuals/groups with specific needs.
1. EL students might experience difficulty communicating with a partner (Think-Pair-Share) depending on their knowledge of the
English language. During the matching review activity, EL students might struggle with participation, being unable to easily
communicate or verbally share their reasoning or ideas. If analysis of their learning showed that they did not contribute to the activity
due to these reasons, I would need to consider using another method or group activity to impact student learning.

2. Lower readers would not necessary struggle in this mini lesson as students are not being required to read the terms/definitions
independently. The teacher will be reading the terms/definitions to the class aloud. In the future, a Power Point presentation could also
be used for review, with narrative explanation, not requiring reading.

3. Advanced learner/Gate students would have the opportunity to participate in collaboration with their shoulder partners and add to
the class discussion during the matching activity and during presenting of written sentences. They would also be given the
opportunity to add more than 1 sentence to their written activity. This would be a useful time for developing social skills,
collaborating, and using student voice.

What theory or theorists would most strongly support use of this strategy?
The Constructivist (Vygotsky) and the Information Processing (Bruner) both support this multi-tiered lesson. In this lesson students
are asked to use handwriting to set-up their brain systems for reading and knowledge acquisition, including grammar and spelling.
With consistent handwriting practice, the processes involved become less demanding and more automatic, enabling students to devote
a higher amount of neurological resources to critical thinking and thought organization.

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
research base.
1. Activating the Through a series of guided questions,
‘Known’ pg. 40 the teacher helps students activate prior
knowledge.
2. Mental Imagery pg. By constructing “mental pictures” of
36 what they are studying, including text
illustrations, students increase their
comprehension.
50 Literacy Strategies
1. Interactive Read Teachers read books to their students
Aloud p. 50 stopping periodically to focus on what
has been read such as new vocabulary,
making and checking predictions,
checking for comprehension, etc.
2. Gallery Walk p.39 Students post their work around the
Explain how strategy is helpful
for whole group or specific
student(s).
This strategy is helpful because it
will help the students access
vocabulary and terms used in
previous lessons. Students can also
use the information gained when
working on future assignments.
Using a “think -aloud” approach,
students pause at several points in
the lesson to describe what they are
thinking when observing various
illustrations. This is ideal for EL
and lower readers or visual
learners. It can also be used in class
discussion.
This strategy is helpful because
while reading a book to the
students, the teacher can stop and
check for understanding. It is a
new way to learn the vocabulary
and see it in context as well.
This is a good strategy if students
Rationale for selecting & links to
student/standards
Students need to continuously activate
their prior knowledge to help make
connections with the new content they
are learning.
Students can benefit from processing
information and thinking aloud to make
connections with what they know and
what they are learning.
This strategy is beneficial for visual and
auditory learners. Students will see the
new vocabulary in action in text or a
book. It is also a fun way to learn about
a new concept or topic.
This strategy is a good activity for the

53
 room. Then the students take a walk
around the room looking at all of the
work that has been posted on the walls.
Students have an opportunity to make
comments and/or questions on sticky
notes or posted paper. The work can
be completed or in progress.
50 Social Studies
Strategies
1. Informal Learning Teachers create a space for informal
p. 136 learning in the classroom, students can
then explore materials made to them in
an informal way and experience
knowledge through play or work.
2. Virtual Field Trips Students can use virtual experiences
when physical field trips (around the
community) are not feasible or safe.
Technology Resources (see above)
create their own illustration of
learned content. The students have
an opportunity to share their work
and have others make comments
and/or questions.
This strategy is useful for teaching
and reinforcing subject matter in a
way that evokes fun and creativity.
Providing books, illustrations, or
materials where kids could explore
on their own could be beneficial to
expanding understanding.
Students can use the internet to
learn about various communities
via research, illustrations, videos,
etc.
Students can use the internet to
take virtual field trips around the
U.S. to observe how others
communities function, are
structured, etc.
students to create their own illustrations
and apply the new knowledge they’ve
gained from the lesson in a fun and
creative way. Parents can also view these
illustrations during classroom visits or
conferences.
Young children who are learning writing
and reading skills often learn informally.
I chose this strategy as it would be ideal
for 1st graders, and is easily adaptable for
EL, low readers, and accelerated
learners as well.
Working with 1st grade often excludes
teachers from being able to go on long
field trips. The internet is a virtual
experience where children of all learning
abilities can benefit from audio, visual,
and experiential knowledge easily
adaptable to their levels of learning and
ability
This will appeal to students who enjoy
working on the computer or enjoy
watching video presentations in multiple
formats.

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:
Informal: Observation
- Was student attentive during review/matching process?
- Did student participate in Think-Pair-Share activities?
- Did student participate in writing activity?
Student would need to score a minimum of 3/3 to pass.
Assessment Strategy #2:
Formal: Performance task
Performance task:
- Writing 5 terms, 1 on each line of writing paper.
- Writing 1 sentence or definition about each term.
- Participating in closing, or class discussion by sharing
writing sentences or providing feedback.
Student would need to complete 2/2 requirements to
pass.
Alignment with Objectives:
Assessing through observation will allow the teacher to see if student is participating in
review/matching process, participating in Think-Pair-Share activities, and participating
in the writing activity.
Evidence of Student Understanding:
During whole class discussion, the teacher is checking for understanding during the
review. The teacher is observing students during their individual work to ensure that
students are on task, to answer any questions that students might have, and to clarify the
requirements as needed to students regarding this assessment.
Student Feedback: Describe how you will provide feedback to students on this
assessment.
Student will receive 1-on-1 feedback via a pass/needs improvement score following their
written activity. This score will include their observation assessment info along with
written activity info.
Alignment with Objectives:
Assessing through performance task will allow the teacher to assess if student engaged in
writing activity and fulfilled writing rubric. The oral component will also help teacher to
assess if student has learned at least 1 definition that can be shared with the class and is
reflective of the mini lesson.
Evidence of Student Understanding:
During the writing activity, the teacher is checking for individual participation and
understanding in the writing exercise.
Student Feedback:
Student will receive 1-on-1 feedback via a pass/needs improvement score following
completion of their written activity. This score will include their observation assessment
info along with written feedback info.

Writing Activity Rubric – 1s Grade

3 Points 2 Points 1 Point 0 Points

54
Student wrote 5 terms, and 5
definitions using at least 1 term
from each definition on the board.
Student had 95% accuracy in
grammar and spelling.
Student wrote 5 terms and
completed at least 3 definitions
using at least 1 term from each
definition on the board.
Student had 95% accuracy in
grammar and spelling.
Student wrote 5 terms and
completed at least 1 definition
using at least 1 term from the
board.
Student had 95% accuracy in
grammar and spelling.
Student did not complete writing
all 5 terms from the board and did
not complete definitions.
Student did not display grammar
or spelling.

Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
Students were required to use prior experience and knowledge regarding previous vocabulary terms presented in lessons pertaining to the American
Symbols and Traditions Unit.

Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).
Students are asked to work with partner shoulders for Think-Pair-Share activities. Classroom management plan has taken into consideration the
amount of EL, lower learners, and advanced students in creating permanent seating arrangements. These arrangements remain unchanged during
group assignments.

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.
Vocabulary was provided with both English/Spanish terms for EL learners. Scaffolding was included in the group discussion and matching activity
for all learners; teacher also provided prompting for class discussion. Students were seated according to class management plan taking all levels of
learners into consideration. Students were allowed to participate in Think-Pair-Share and class collaboration for close of writing activity. EL learners
and Advanced learners were assessed on slightly different criteria than all students.

55
 Listening /Talking (Social Studies Topic)
MINI LESSON PLAN
Lesson Plan Title:
The Declaration of Independence

Name: Lauraine Chavez Grade Level: 1st

Social Studies Standard: ELD Language Standards:

1.3 - 3. Identify American symbols, landmarks, and essential documents, Part 1: Interpretive B.6 – Reading closely literary and
such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and informational texts and viewing multimedia to determine how
Declaration of Independence, and know the people and events associated meaning is conveyed explicitly and implicitly through language.
with them.

Social Studies Objective: ELD Standards:

Following the mini lesson on the Declaration of Independence, Students in grade 1 will closely read literary and informational
students in grade 1 will be understand who wrote the declaration texts and view multimedia to determine how meaning is
and what it declared. Students will listen for the purpose of conveyed explicitly and implicitly through language.
following directions, learning, and to talk with peers and the
teacher.
Blooms Taxonomy/Webb’s DOK Levels:
Remember – students will retrieve knowledge from long-term
ELA Content Standard:
memory, recognize, recall, locate, identify. (DOK Level 1)
RL.1.1 - Ask and answer questions about key details in a text.
Understand – students will make basic inferences or logical
RL.1.2 - Retell stories, including key details, and demonstrate
predictions from text; identify main ideas or accurate
understanding of their central message or lesson.
generalization of texts. (DOK Level 2)
RL.1.3 - Describe characters, settings, and major events in a story,
Analyze – students will identify whether specific information is
using key details.
contained in graphic representations or text features. (Level 1)
RL.1.7 - Use illustrations and details in a story to describe its
characters, setting, or events.

ELA Content Standard:

Students, in grade 1, will participate in an interactive read aloud
where they will ask/answer questions about key details in a text and
describe characters, settings, and major events using key details.
Students will also use illustrations and details in the story to
describe characters, setting, or events, and participate in an activity
where they will compose a summary of the story including key
details to demonstrate their understanding of the central message.

Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students in grade 1 will use both listening and talk within the classroom to recall background knowledge about essential U.S.
documents, like the Declaration of Independence, and apply it to the new content learned today.

56
 Supporting Literacy Development through Language – Plan ahead!
Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.

Language Function Statement:

What main communication language function do students need to use to communicate their understanding of this content?
 How does student use language (see Toolkit samples for use of language)?
 Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:

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.

Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned

Syntax: (Use language frames in Language of … section in Toolkit)

Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)

Materials: Planned Supports: Explain how strategies Research Based Learning Strategies:
 What is The Declaration of meet strengths/weakness of students so that all (provide text chapters/reference)
Independence? – book students meet the targeted outcome.
 Interactive Read Aloud (50 Literacy
El learners will benefit from the use of Strategies p. 53)
vocabulary (made available in both  K-W-L Chart: (50 Literacy Strategies
Spanish/English). They will also hear the p. 60)
story read aloud without having to focus on  Student to Student Interaction
reading it themselves. Advanced learners (SDAIE)
will benefit from sharing prior knowledge
 Tapping into Prior Knowledge
in K-W-L exercise, student interaction, and
(SDAIE)
think-pair-share. Lower readers as well as
 Use of Technology (SDAIE)
visual learners will also benefit from the
vocabulary, K-W-L chart and the use of
technology in being able to watch the Brain
Pop video and observe pictures/text in the
book via the digital overhead projector.

 “Declaration of Independence”
Brain Pop Jr. video (3 mins.)
 Vocabulary – declare (declaration),
independence, colonies, rights.
 Digital Overhead Projector/ TV
 K-W-L chart on board
 Dry Erase marker
 Activity (booklet)
 Glue Sticks
 Coloring supplies
 Scissors

Pre-Assessment: Motivation Strategy: How will you catch Personal/Cultural/Community Assets:

Prior knowledge will be determined using
an K-W-L chart. Students will participate in
a class discussion regarding what they have
previously learned about the Declaration of
Independence (i.e. from lesson on holidays,
attention of students and focus their minds
and attention on the learning goals?
The students will view a 3-minute video via
Brain Pop, introducing the Declaration of
What assets will be utilized to support
learning these standards with these
students?
Students will have the opportunity to

57
July 4th, etc.). In addition, students will be
asked what questions they have about The
Declaration and what predictions or
inferences they can make based on what
they already know.
Misconceptions: Students may have
difficulty understanding some of the more
complicated concepts or language
associated with The Declaration. Reviewing
vocabulary prior to the lesson may help
clear any misconceptions.
Independence. The video uses simple become engaged in this lesson by verbally
language, bright colors, music, and offering their own opinions and sharing
entertaining illustrations to introduce the their own experiences and stories with
contributors and the overall purpose or peers while collaborating after the Brain
“moral” behind the declaration. After Pop video and while completing the K-W-
viewing, children will be asked to meet with L chart.
their table groups and discuss what they
think the declaration is and why it was
created. I will then ask students to share in a
class discussion with me and begin the
K-W-L chart.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:  State objective/provide purpose for learning – “Good morning, class. Today, I will be presenting a mini lesson on
The Declaration of Independence. Following the mini lesson, you (students) will understand who wrote The
Before Declaration and what it declared. Now, you will need to listen closely today, making sure you’re following
Teaching directions, learning new information, and know when to talk with your classmates and myself. Let’s have everyone
-Setting the join me on the carpet.” Dismiss students by individual tables to gather on carpet circle near whiteboard. If rowdy,
stage. have students return to their seats and try again, table by table.
 Check for background knowledge – Post vocabulary for the new lesson on the whiteboard and review it with
students. Be sure to read both the English and Spanish pronunciations. Next, access prior knowledge by using K-W-
L chart on the whiteboard to ask students what they KNOW about The Declaration of Independence; prompt with
questions such as “What does it mean to declare something? Who wrote the declaration…was it one person, or a
group? Was it written recently, or in the past? Do you think it’s an important document? Why, or why not?” Also ask
students what they WANT to know or learn about The Declaration from their lesson today.
 Motivate for learning – Following K-W-L activity, have students remain on the carpet circle and remind them to be
attentive and pay close attention to the Brain Pop Jr. video you will be playing, or they will return to their seats. Play
the 3-minute video which introduces The Declaration of Independence, tell about its contributors, and the purpose
for its creation. After the video, ask students for opinions, comments, or questions regarding the video.
Lesson Body: Explain Strategies/Lesson steps:
 Engage students in interactive read aloud using “Declaration of Independence” book. Read book using digital
During/active overhead projector, asking students to pay close attention to illustrations and pointing out vocabulary terms,
engagement reminding students to look for context clues. Help the students make connections between the storyline and their
in learning own experiences. Ask questions to encourage discussion among the students. At the end of the story, ask students to
turn to their partner (Think-Pair-Share) and tell them what happened at the beginning, middle, and end of the book.
Then ask the students for volunteers who would like to share with the class.
 Model strategy/skill by using examples or demonstrations – Return to the K-W-L chart. Ask students to share with
the class what they have learned about The Declaration of Independence from both watching the Brain Pop Jr. video
as well as going through the interactive read aloud. Provide time for class discussion as needed and add findings to
the LEARN sections of the K-W-L chart.
 Guided practice - Excuse students from “carpet” area and ask them to return to their table groups. Pass out the
activity (booklet) and walk students through the directions: remind students to actively listen for directions. Show
students where materials are, and also show them a completed example of what the finished booklet should look
like. Ask for any questions, then allow students to begin the activity in their table groups. Students are allowed to
work in table groups and to keep noise level at 2 (inside voices).
 Guided practice – Students will be creating a Declaration of Independence booklet, retelling the main events and
characters/persons involved in the creation and signing of the document. Students will need to assemble the pages in
numeric order and color all illustrations. Once students have completed the activity, they may share their finished
work with their table groups and discuss or retell the story of The Declaration using booklet illustrations and script.
 Planned supports for whole class. Individuals, special needs – Students needing additional support with fine motor
skills (i.e. cutting along dotted lines, coloring, gluing, etc.) may work with table partners or ask the teacher for help.
Students who are unclear of direction may also work with table partners or ask the teacher for additional help. This
activity is to be used as a visual reminder to help students remember and retell the story of The Declaration. They
will not be graded on its appearance, but rather how well they can recount at least 1 fact about The Declaration of
58
 Independence in an informal assessment with the teacher.

Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
 How you will restate key point of learning objective – “Class, today you all did a wonderful job of listening to the
stories about who wrote The Declaration and what it declared. You made sure to listen and follow directions and
learned new information. You even knew when to talk with your classmates and myself. I am so proud of you!”
 How students share learning – “Now, let’s see what we’ve learned. Let’s have each table group come up, starting
with Red table. I’m going to ask each person in your group to share at least 1 thing they’ve learned. You can use
your booklet to remind yourself, but you don’t have to.” Allow for each table group to come up to the front, and
have each student provide a brief oral presentation (using their booklet if needed) to provide at least 1 fact about The
Declaration of Independence, such as who was involved in writing it or when it was created. EL students may
benefit from prompting and guided questions, (i.e. “What’s happening in this picture? Can you remember which
vocabulary word we used for this?” etc.)
 How you will check for understanding – Each student should be able to verbally provide at least 1 fact about The
Declaration of Independence, either using their booklet or by relying on memory. A rubric will be used for grading.

Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least two types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?

Informal: Oral questioning, class discussion, observation • During the group activity, students will have an opportunity to
Formal: Performance task, group reflection participate with table/group and discuss what they have learned as
well as ask partners for directions or help in completing the activity.
Feedback: Explain how you will provide feedback to 2 students
needing intervention. It must be in writing and using assessment • Students will also be given the opportunity to express what they
tool (i.e., list, rubric/ other) and within 24 hours of instruction. have learned with the whole class during presentations and either
use their booklet illustrations or rely on memory. Teacher will use
EL/ Lower reader: this oral presentation as an assessment of what was learned.
Observation:
- Was student attentive during K-W-L process? • For EL students who struggle with oral language, I will be
- Did student participate in table/group discussion regarding providing vocabulary, watching for attentiveness during the Brain
the activity? Pop video, interactive read aloud, K-W-L, and asking students to
- Did student complete activity? use their booklet activity to orally share 1 fact about The
Student would need to score a minimum of 2/3 to pass. Declaration of Independence an assessment of what they have
learned.
GATE/ Advanced student:
Performance task:
- Participate in group/table collaboration during lesson.
- Orally shared at least 1 fact about The Declaration of
Independence with class during presentations.
- Completed activity at quality level similar to modeled
example.
Student would need to complete 2/2 requirements to pass.

edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to impact
student learning:

For the whole class –

Overall, students would have the opportunity to tell what they’ve learned during this mini lesson via the presentation of their
59
completed activity/booklet with their group and with the class. If students were not able to provide at least 1 oral fact regarding The
Declaration of Independence, I would need to reevaluate my teaching approach and materials. If students were successful in this
activity, we could extend the activity further by including additional activities and projects.

For the three focus students and other individuals/groups with specific needs.
1. EL students might experience difficulty collaborating with a group depending on their knowledge of the English language. During
the booklet activity, EL students might struggle with following directions, or verbally sharing their completed booklet with other
table/group members. If analysis of their learning showed that they did not complete the activity due to these reasons, I would need to
consider using another method in delivering clear instruction or re-think students sharing with the group and possibly work with EL
students, one-on-one.

2. Lower readers would not necessary struggle in this mini lesson as students are not being required to read text outside of the K-W-L
chart. The Brain Pop video is illustrated, and the interactive read aloud is delivered in a way as to help low readers learn through
illustrations and questions as well. These students are given access to technology via the Brain Pop video, and the digital overhead
projector, allowing them a full view of the book as it is being read.

3. Advanced learner/Gate students would have the opportunity to participate in collaboration with their table/group and add to the
discussion by sharing their fact or booklet with peers. They would also be given the opportunity to add more than 1 fact to share
during the presentation time. This would be a useful time for developing social skills, collaborating, and using student voice.

Attach photos or copy of student work and teaching tools.

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 helpful Rationale for selecting & links to
research base. for whole group or specific student/standards
student(s).
1. Activating the Through a series of guided questions, This strategy is helpful because it Students need to continuously activate
‘Known’ pg. 40 the teacher helps students activate prior will help the students access their prior knowledge to help make
knowledge. vocabulary and terms used in connections with the new content they
previous lessons. Students can also are learning.
use the information gained when
working on future assignments.
2. Listening Passage The student follows along silently as Using a “read-aloud” approach, Students can benefit from listening and
Preview pg. 15 an accomplished reader reads a passage allows students to hear the correct talking aloud, using feedback to make
aloud. Then the student reads the tone, speed, pronunciations, etc. their reading more successful.
passage aloud, receiving corrective then receive critical feedback after
feedback. reading it themselves. This is ideal
for EL and lower readers.

50 Literacy Strategies
1. Interactive Read Teachers read books to their students
Aloud p. 53 stopping periodically to focus on what
has been read such as new vocabulary,
making and checking predictions,
checking for comprehension, etc.
2. K-W-L Chart p. 60 Teachers use K-W-L charts to activate
students’ background knowledge about
a topic and to scaffold them as they ask
questions and organize the information
they’re learning.
50 Social Studies
Strategies
This strategy is helpful because
while reading a book to the
students, the teacher can stop and
check for understanding. It is a
new way to learn the vocabulary
and see it in context as well.
This strategy helps students
combine new information with
background knowledge and
develop technical vocabulary
related to a thematic unit.
This strategy is beneficial for visual and
auditory learners. Students will see the
new vocabulary in action in text or a
book. It is also a fun way to learn about
a new concept or topic.
This strategy is beneficial in
listening/talk lessons as it requires
students to interact with the teacher and
class by recalling information as well as
communicating what they would like to
learn or have learned.

60
1. Informal Learning Teachers create a space for informal
p. 136 learning in the classroom, students can
then explore materials made to them in
an informal way and experience
knowledge through play or work.
2. Historical Fiction Using historical fiction is a great
p. 146 strategy for integrating social studies
-particularly history - with literacy. It
can also be used to promote literacy
skills and comprehension.
This strategy is useful for teaching
and reinforcing subject matter in a
way that evokes fun and creativity.
Providing books, illustrations, or
materials where kids could explore
on their own could be beneficial to
expanding understanding.
Historical fiction is popular with
students because it makes history
and its characters more relevant to
students and easier to relate to or
understand.
Young children who are learning writing
and reading skills often learn informally.
I chose this strategy as it would be ideal
for 1st graders, and is easily adaptable for
EL, low readers, and accelerated
learners as well.
Using historical fiction is a good
strategy for younger students who may
need the lesson and objectives to be
presented in a more fun and creative
way in order to retain attention. Students
can learn and also find enjoyment in
literacy at the same time.

Technology Resources Digital overhead projector/ TV Teachers are able to project the
book onto a television screen,
allowing all students to view the
book “up close” including all
illustrations and text.
This will appeal to most students who
enjoy visuals in learning, as well as
benefit EL learners or lower learners
who may need additional visuals to
increase comprehension and
understanding.

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:
Informal: Observation
- Was student attentive/listening during K-W-L process?
- Did student participate/talk in partner/group discussion? directions to compete the activity booklet successfully.
- Did student listen to directions, complete activity
(booklet) successfully?
- Was student able to orally present at least 1 fact about
The Declaration of Independence?
Student would need to score a minimum of 3/4 to pass.
Assessment Strategy #2:
Formal: Performance task
Performance task:
- Work with table/group complete activity booklet.
- Share at least 1 fact that was learned about The
Declaration of Independence with partner or table.
- Orally provide a minimum of 1 fact regarding The
Declaration of Independence during class presentations.
Student would need to complete 2/3 requirements to pass.
Alignment with Objectives:
Assessing through observation will allow the teacher to see if student was listening and
speaking regarding information related to the concept, participating in speaking at
table/group discussion (as well as Think-pair-share), and listened/was able to follow
Evidence of Student Understanding:
During whole class discussion, the teacher is checking for participation including the
student’s listening and speaking during K-W-L. The teacher is also observing students
during their partner/group discussion to ensure that students are sharing ideas and
checking with others or teacher to answer any questions that they may have regarding
the activity.
Student Feedback: Describe how you will provide feedback to students on this
assessment.
Student will receive 1-on-1 feedback via a pass/needs improvement score following their
oral presentations. This score will include their observation assessment info along with
group presentation info.
Alignment with Objectives:
Assessing through the performance task will allow the teacher to see if student was
listening for directions regarding the activity as well as K-W-L. The oral presentation
will also help teacher to assess if student has competed the activity successfully and has
learned at least 1 fact regarding The Declaration of Independence that can be shared with
the class and is reflective of the mini lesson.
Evidence of Student Understanding:
During the activity, the teacher is checking for group collaboration and participation as
well as successful completion of the activity. During the oral presentation, the teacher is
checking for comprehension of at least 1 fact regarding The Declaration from each
student, ensuring learning and understanding.
Student Feedback:
Student will receive 1-on-1 feedback via a pass/needs improvement score following their
oral presentations. This score will include their observation assessment info along with
oral presentation info.

Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
Pass
Grading Student achieved 3 or more of the following 4
Grade requirements:
 was actively listening during K-W-L
 talked/contributed during
partner/group discussion
 successfully listened to directions &
completed activity
 orally provided 1 fact about The
Declaration of Independence.
Fail
Student achieved 2 or less of the following 4 Rubric – 1st
requirements:
 was actively listening during K-W-L
 talked/contributed during
partner/group discussion
 successfully listened to directions & 61
completed activity
 orally provided 1 fact about The
Declaration of Independence.
Utilizing Knowledge about Students to Plan and Implement Effective Instruction
Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
Students were required to use prior knowledge regarding their understanding gained through previous unit lesson on holidays (i.e. July 4 th) as well as
experiences to relate to the current mini lesson and activity.
Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).
Students are grouped according to table/group assignments. The classroom management plan has taken into consideration the amount of EL, lower
learners, and advanced students in creating permanent seating arrangements. These arrangements remain unchanged during group assignments.
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.
Vocabulary was provided prior to the lesson with both English/Spanish terms for EL learners. Scaffolding was included in the group discussion and
K-W-L activity for all learners; teacher also provided prompting for group discussion as needed. Visual learners benefited from a Brain Pop video as
well as viewing the book via digital overhead during the interactive read aloud. Students were seated according to class management plan taking all
levels of learners into consideration. Students were allowed to participate in Think-Pair-Share and table/group collaboration for activity. EL learners
and Advanced learners were assessed on slightly different criteria than all students. Oral presentations allowed EL learners to contribute learning
using visual illustrations (booklet) as needed, while Advanced Learners were given the option to recite or share their fact via memory.
Writing for Information in Social Studies
MINI LESSON PLAN
Lesson Plan Title:
American Heroes

Name: Lauraine Chavez Grade Level: 1st

ELA Content Standard: ELD Standards:

RL.1.1 - Ask and answer questions about key details in a text.
RL.1.2 - Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
RL.1.3 - Describe characters, settings, and major events in a story,
using key details.
W.1.1 - Write opinion pieces in which they introduce the topic or
name the book they are writing about, state an opinion, supply a
reason for the opinion, and provide some sense of closure.
W.1.2 - Write informative/explanatory texts in which they name a
topic, supply some facts about the topic, and provide some sense of
closure.
1.B. Interpretive –
(6.) Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and
implicitly through language.
(7.) Evaluating how well writers and speakers use language to
support ideas and opinions with details or reasons depending on
modality, text type, purpose, audience, topic, and content area.
1.C. Productive –
(10.) Writing literary and informational texts to present, describe,
and explain ideas and information, using appropriate technology.
(11.) Supporting own opinions and evaluating others’ opinions in
speaking and writing.

Content Standard:
1.3. Students know and understand the symbols, icons, and
traditions of the United States that provide continuity and a sense of
community across time.
(2.) Students will understand the significance of our
national holidays and the heroism and achievements of the
people associated with them.
ELD Language Objective for Grade Level
During this mini lesson, students in Grade 1 will view multimedia
about American heroes in history and write about their favorite
American hero while supporting their opinion thru speaking and
writing.

62
ELA Language Objective:
Students in Grade 1 will use their writing skills to construct a 3-
sentence opinion piece about their favorite American hero,
including explanatory texts and some sense of closure.
ELA Content Objective:
Following the mini lesson on American heroes, students in Grade 1
will understand the heroism and achievements of the people
associated with American national holidays and use their writing
skills to construct a 3-sentence opinion piece about their favorite
American hero, including explanatory texts and some sense of
closure.
Cog. Taxonomy/DOK Levels
Remember – students will retrieve knowledge from long-term
memory, recognize, recall, locate, identify.
Understand – students will make basic inferences or logical
predictions from text; identify main ideas or accurate
generalization of texts.
Evaluating & Creating - students will condense the information
they have learned by constructing a 3-sentence opinion piece.
DOK Levels
 Level 1: Identify, Tell, Recall
 Level 2: Construct, Summarize, Display

Learning Focus
Central Focus Statement:
Following this mini lesson, students will construct a 3-sentence opinion piece about their favorite American hero. Students will
successfully supply a fact, state an opinion, supply a reason for the opinion, and provide some sense of closure in their writing.

Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.

Language Function Statement:

What main communication language function do students need to use to communicate their understanding of this content?
 How does student use language (see Toolkit samples for use of language)
 Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:

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.

Additional Language Demands in vocabulary, syntax and discourse:

Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
Syntax: (Use language frames in Language of … section in Toolkit)
Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)

Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
“Heroes of History” video - meet strengths/weakness of students so that all (provide text chapters/reference)
https://youtu.be/FguH-lHIqH8 students meet the targeted outcome.
TV/digital overhead or USB  Graphic Organizer (50 Strategies SS
Whiteboard Low readers and EL students will benefit p.38)
Graphic Organizer/Table (on board) from utilizing technology by viewing a  Think-pair-share (Wright p.40)
Dry erase markers video format of American heroes (no  Scaffolding (SDAIE)
Lined “My Hero” printout reading required). They will also benefit
 Use of Technology (SDAIE)
Pencils from scaffolding during completion of the
graphic organizer/table as well as the
sentence starters used for the writing
activity. GATE/advanced learners will
benefit from sharing prior knowledge with
the class while answering directed questions
following the video as well as during
student Think-Pair-Share.

Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
and attention on the learning goals? learning these standards with these
Students will participate in a class students?

63
discussion regarding what they have The students have been anticipating the
previously learned about America (i.e. the mini-lesson on “heroes”. They may be It is important for students to form
beginning of our nation, first president, excited of the idea of heroes being super- opinions and be able to provide reasons (or
Declaration of Independence) with guided human persons, however I will be using a evidence) for their opinions. By watching
questions. In addition, students will be video to present 3 American heroes who the video on “Heroes in History”, then
asked if they remember any of the important were labeled “heroes’ due to their bravery having the opportunity to discuss the video
people who contributed to these events, and and accomplishment to America’s history. with the class as well as during Think-Pair-
why they were important. Share, students will be able to form
opinions with evidence that can be used in
Misconceptions: Identify common their writing. These skills are vital for the
misconceptions regarding concepts communication process and will be
addressed in this lesson important to students as they become more
proficient writers.
Students who were not present for previous
lessons, or who did not comprehend the
vocabulary or ideas presented in previous
lessons (i.e. possibly lower readers, or EL
students) may have difficulty connecting
previous learning with new information in
this lesson. However, by having the pre-
assessment discussion, and in collaborating
with peers in “Think-pair-share” they may
be able to work out any lack of prior
knowledge and make connections to new
information with the help of teacher and
peers.

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:  State objective/provide purpose for learning –
o “Following the mini lesson on American heroes, you (students) will understand the heroism and
Before achievements of 3 heroic 3 persons associated with America’s history. You will then use your writing skills
Teaching to construct a 3-sentence opinion piece about your favorite American hero, including explanatory texts and
-Setting the some sense of closure.”
stage.  Check for background knowledge –
o Using guided questions, engage students in a class discussion regarding what they have previously learned
about America. For example, “Who was our first president? Who was one of the persons that signed the
Declaration of Independence?” Ask students if they remember any of the important people who contributed
to our holidays or traditions; why they were important?
 Motivate for learning –
o Explain to students how certain people in America’s early history were considered “heroes”.
o Ask students if they have “heroes”; have them share/tell who their favorite heroes are and why. (If students
cannot differentiate between superheroes and human heroes, explain the differences between fictional and
non-fiction heroes.)
o Explain how important characters in America’s history are considered heroes due to their bravery and
accomplishments.
o Introduce video, “Heroes of History” - ask students to pay close attention to the 3 heroes portrayed in the
video, explaining that they will later be asked to create an opinion-based writing about their favorite hero in
the video. Watch video (15 minutes).
Lesson Body: Explain Strategies/Lesson steps:
 Engage students in active meaning making of key concepts –
During/active o After viewing, “Heroes of History” video, explain to the students that we are going to discuss the 3 persons
engagement represented as heroes in the video and will identify the contributions or reasons as to why they were
in learning considered American heroes.

64
 o Teacher will need to guide discussion, using whiteboard to create a graphic organizer/table listing “Who”,
“What”, “Why” – teacher will draw organizer on the whiteboard with titles for each category, explaining
that “Who” represents the 3 persons labeled as heroes in the video (i.e. George Washington, Abraham
Lincoln, Thomas Jefferson).
o Ask the students if they know what the “What” column is for…guide with directed questions (“These
people are American heroes; WHAT made them heroes? Was it an event, a contribution? Do we know what
made them a hero?)
o Ask students to pick their favorite hero from the 3 persons described on the graphic organizer; explain that
they will need to explain or provide evidence for their own “WHY” (why this person is their favorite
American hero above the other choices.) Give students to the opportunity to Think-Pair-Share with their
shoulder/table partners; remind them to provide evidence or a fact as to “WHY” this person is their selected
hero.
o Ask for volunteers who would like to share their opinion orally with the class. Write down opinions on
graphic organizer/table.
 Model strategy/skill by using examples or demonstrations –
o Present students with the “My Hero” handout; explain that they will be using this for their writing activity,
but first, you will be modeling an example on the board.
o Refer back to the graphic organizer/table on the board. Explain to students that you would like 3 sentences
written on the “My Hero” handout; each sentence will represent the “Who, What, Why” from our chart.
Using the whiteboard, write sentence starters modeling how you would like students to format their writing.
(I.e. Sentence 1: (Who) “An American hero is ______.” “Sentence 2: (Why) “______ is a hero that
accomplished ______.” “Sentence 3: ______ is my favorite hero because ______.”) Remind students to use
facts/evidence from the graphic organizer/table or from the video (if not listed) in their closing sentence.
o Remind students that you will be checking their work for correct use of punctuation (periods) and
capitalization.
 Guided practice –
o Each student will be provided with the “My Hero” handout. Remind them to refer to the example on the
board, as well as sentence starters for help.
o Students will work independently at their desks. They may raise their hand and ask for individual help as
needed.
o Students will need to write a minimum of 3 sentences on their handout, using capitalization and punctuation
as appropriate, but those who would like to write more are allowed.
o After the students have finished their writings, students can be given the option to illustrate their selected
“hero” using the box on the top right corner of the handout. Do not provide crayons/art supplies, as this
activity should take no more than 15 minutes; the drawing is optional.
o Ask for volunteers who are finished with their writing and would like to read or share their writing aloud
with the class.
o Allow 3-5 students to read their writings with the class (try to select students who have 3 different heroes to
allow for a range of opinions and summaries.)
 Planned supports for whole class. Individuals, special needs -
o Allow students to engage in Think-pair-share so they can talk about their ideas and organize thoughts.
o Model the task of writing the 3 sentences using the graphic organizer/table and sentence starters on the
whiteboard.
o Allow students to raise their hand and ask for individual help as needed.

Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
 How you will restate key point of learning objective?
o Class, today we studied the heroism and achievements of 3 American heroes and uses our writing skills to
construct a 3-sentence opinion piece about our favorite hero, including explanatory texts and closure in our
writings.
 How will students share learning?
o Students are given the opportunity to share their writings with the class as volunteers; students will also
post their writings on the Language Arts wall in the classroom for student/parent viewing.
 How you will check for understanding?
o I will check for understanding through observing class discussion time (graphic organizer/whiteboard
discussion), the Think-pair-share activity where students talk with shoulder/table partners, as well as
formally assessing the written work turned in by each student.

65
Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least two types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?

Informal: • During the class discussion, students will have an opportunity to

 Observation (during discussion, Think-Pair-Share,
activity)
Formal:
 Writing activity (rubric)
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 EL students, and low readers, I would use a written rubric to
score their writing handout and provide written feedback on the
handout as well as an opportunity to re-write or re-work the
handout with the teacher, 1-on-1, if needed.
orally participate and discuss what they have previously learned as
well as contribute new information as it is written on the
whiteboard.
• Students will be given the opportunity to discuss their favorite
American hero with partners in Think-Pair-Share, as well as with
table partner as time allows.
• For EL students and low readers, technology will be used to
present information needed for the lesson. All students will also
have the opportunity to present/orally share their writing with the
class.

edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to impact
student learning:

For the whole class –

Overall, students would have the opportunity to share what they’ve learned during this mini lesson via the presentation of their
completed writing with the whole class. If students were not able to provide complete writings (using at least 3 sentences using
sentence starters), I would need to reevaluate my teaching approach and materials. If students were successful in this activity, we could
extend the activity further by including additional illustration activities and projects.
For the three focus students and other individuals/groups with specific needs.
1. EL students might experience difficulty completing the sentence starters/writing complete sentences depending on their knowledge
of the English language. During the writing activity, EL students might struggle with following directions, or discussing/sharing their
shoulder/table partners. If analysis of their learning showed that they did not complete the activity due to these reasons, I would need
to consider using additional texts or resources in delivering information in a clear and understandable way.

2. Lower readers would not necessary struggle in this mini lesson as students are not being required to read text and will be provided
with information via video. EL students are also being given access to technology via the “Heroes in History” video and will have the
writing activity modeled for them on the whiteboard.

3. GATE/advanced learners would have the opportunity to participate in the class discussion, collaborate with their shoulder/table
partners, and be given the opportunity to volunteer to share their finished writings with the class. They would also be encouraged to
write more than 3 sentences on their handouts during the activity time as well as add an illustration. This would be a useful time for
developing social skills, collaborating, using writing skills, and developing creativity.

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 helpful Rationale for selecting & links to
research base. for whole group or specific student/standards
student(s).
1. Activating the Through a series of guided questions, This strategy is helpful because it Students need to continuously activate
‘Known’ pg. 40 the teacher helps students activate prior will help the students access their prior knowledge to help make
knowledge. vocabulary and terms used in connections with the new content they

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2. Main Idea Maps This simple strategy teaches students to
pg. 33 generate a graphic organizer containing
the main ideas of an expository
passage.
previous lessons. Students can also
use the information gained when
working on future assignments.
This strategy is helpful because
students can draw pictures or Main
Idea Maps to help them understand
how ideas of a multi-paragraph
passage fit together.
are learning.
Students who have difficulty with
writing skills may benefit from
processing information visually through
the use of images and illustrations.

50 Literacy Strategies
1. Data Charts pg. 31 This strategy is very useful when
students need to organize information
about a topic, either after or before
reading. Students think about the
information they’re collecting and
create a data chart about their topic.
2. Interactive Writing In interactive writing, the students and
p.56 teacher create text together. The
teacher guides students into using
proper sentence structure, punctuation,
etc. After writing, students re-read the
text using shared reading.
50 Social Studies
Strategies
1. Graphic Organizers Teachers use graphic organizers to
pg. 38 organize information in visual ways.
They can take on a variety of forms,
including flow charts, graphs, tables,
Venn diagrams, and concept maps.
2. Wikis pg. 244 Wikis are a place or space on the Web
where people share ideas and
information, and they are one strategy
that teachers can use to promote social
studies learning. An example would be
Wikipedia.
This strategy is helpful for the
whole class because teachers can
help students design the data chart,
draw the chart, and fill it out as part
of group discussion.
This is a good strategy if students
aren’t comfortable with their
writing skills or starting a writing
exercise without guidance. This
can be considered scaffolding and
helpful in small groups or with
individual students.
This strategy is useful for most
topics, but not all. In using graphic
organizers, students are assisted in
organizing data or making
connections among information.
Students can use the internet to
create a learning project. Wikis can
be a collaborative space for
historical inquiry or a collaborative
learning space for two classrooms
in different states, or even different
countries.
This strategy is beneficial for visual and
auditory learners. Students will see the
information in an organized manner that
will help them make connections they
might not otherwise notice.
This strategy is a good activity for
students that are not comfortable with
their writing skills, or possible EL
students. It provides necessary support
for all students to be successful in a
guided writing activity.
For some students, this visual
representation of information is a way to
make meaning of what they are reading
or hearing. It allows them to see
connections not always evident in a
traditional narrative and may prove
beneficial to prewriting.
The internet is a virtual experience
where children of all learning abilities
can benefit from audio, visual, and
experiential knowledge easily adaptable
to their levels of learning and ability

Technology Resources (see ‘Wikis’ above) Students can use the internet to for This will appeal to students who enjoy
international and collaborative working on the computer or enjoy
learning experiences is social displaying their work in multiple
studies and language. formats.

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:
Students would be observed for their participation in class discussion and contributing the completion of
Informal: the graphic organizer/table. Students would also be observed for their participation in Think-Pair-Share
 Observation with their shoulder/table partners. Lastly, students would be observed to ensure they are following
directions for the writing activity.
Evidence of Student Understanding:
As students contribute to class discussion and participation in Think-Pair-Share, this is evidence that
they are understanding the concept of ‘heroism’ and are sharing information regarding the American
heroes being presented in the lesson/video. As students follow the directions for the activity, this ensures
that they are understanding the expectations of their writing assignment.

Student Feedback: Describe how you will provide feedback to students on this assessment.
Students will not be scored/graded for these informal observations. However, evidence of their
understanding of the above objectives will be visible in their writing assignment.

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Assessment Strategy #2:
Formal:
 Writing activity (rubric)
Alignment with Objectives:
Student were asked to construct a 3-sentence opinion piece about their favorite American hero. Students
will be scored according to a grading rubric showing they were able to successfully: supply a fact, state
an opinion, supply a reason for the opinion, and provide some sense of closure in their writing.
Evidence of Student Understanding:
Students will be scored/graded for this formal observation. Evidence of their understanding of the above
objectives will be visible in the quality of their writing assignment and meeting rubric requirements.
Student Feedback:
Writings will be orally shared (on a volunteer basis), as well as collected for grading, then posted on the
Language Arts board in the room for student/parent viewing. Students who need to correct their writing
will be given the opportunity to do so before posting.

Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.

!st Grade “American Heroes” Writing Rubric

Pass
 Student wrote 3
complete sentences.
 Student supplied 1 fact.
 Student supplied 1
opinion.
 Student supplied a
reason for the opinion
and provided a sense of
closure in writing.
Pass
 Student wrote 3
complete sentences.
 Student supplied 1 fact.
 Student supplied 1
opinion.
Incomplete (Redo)
 Student wrote 3 (or less)
sentences and supplied 1
fact or opinion.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
Students were required to use prior knowledge to engage in discussion of heroes and given the opportunity to share personal experiences or stories in
doing so.
Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).
Students will not be grouped for activities; however, they will collaborate in discussion with shoulder/table partners during Think-Pair-Share activity.
The classroom management plan has taken into consideration the amount of EL, lower learners, and advanced students in creating permanent seating
arrangements. These arrangements remain unchanged during group assignments.
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.
Visual learners benefited from a graphic organizer/table being used during group discussion, in order to help them make connections with new and
old information. A video was also used to present lesson information. Lower readers did not have to read material other than what was presented on
the board in the form of the table/graphic organizer. Lower learners and EL students were provided with sentence starters and modeling for the
writing activity. Students were seated according to class management plan taking all levels of learners into consideration. EL learners and Advanced
learners were assessed on slightly different criteria than all students. Advanced learners were given the opportunity to add to their work by
lengthening the number of required sentences and adding an illustration. All students were also given the choice to orally share their work with the
class, or not.

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 Professional Reflection:

Provide a thorough answer for each question.

1.
Select one Social Strategy: Teachers can use graphic organizers to organize information in visual ways for students.
Studies Strategy
from your text and Graphic organizers can take on a variety of forms, including flow charts, graphs, tables, Venn
explain how it can diagrams, and concept maps. This strategy is useful for most topics. In using graphic organizers,
be used to: students are assisted in organizing data or making connections among information, helping them to
interpret it at higher levels of thinking. For some students who struggle with reading, this visual
 Extend social representation of information is a way to make meaning of the social studies content that they are
studies seeing and hearing. It also allows students to see connections not always evident in a traditional
knowledge, narrative and may prove beneficial to prewriting.

 Extend literacy
learning

 Engage
students at a
deeper level of
learning

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2.
Select one Strategy: Teachers use interactive read alouds to read books to their students.
Literacy Strategy
from your text and In having students participate in interactive read alouds, teachers stop periodically to focus on what
explain how it can has been read, such as new vocabulary, making and checking predictions, and checking for
be used to: comprehension. This strategy is helpful for introducing new social studies content because the
teacher can stop and check for understanding while reading a book about the subject, not having to
 Extend social wait until after the lesson is presented. Students can also look for content clues within pictures or
studies surrounding text to help them understand new vocabulary. This strategy is beneficial for visual and
knowledge, auditory learners as they can see the new vocabulary in action in the text or book. This is a fun way
to learn about a new concept or topic while keeping students engaged through deeper level
 Extend literacy questions and checks for comprehension.
learning

 Engage
students at a
deeper level of
learning.

3.
Feedback: Select 2 strategies that can provide immediate feedback on learning are:
2 strategies for
providing Observation (informal) – through observing students during the lesson, during discussion, in
immediate conversations with peers, and in the activity, teachers can gage how well students are receiving the
feedback on content and quickly assess for understanding. If scaffolding is needed, teachers can readily provide
learning from any additional help/information to help students move forward.
of your texts.
Provide evidence Rubric (formal) – by providing a written rubric, students can be aware of learning expectations and
that it is research specific information needed to assess learning or complete an assignment. This can also help a
based. teacher assess areas where teaching was perhaps weak or in need of adjusting, especially if
multiple students struggled in a particular area.

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