Lesson Plan Format & Rubric

LESSON DESCRIPTION EVALUATION

COMPONENTS (Erase instructor comments in this column; fill in boxes with your own
words)
(b) Directed Reading-Thinking Activity (DR-TA),
LESSON
FORMAT
1. Grade Level Second Grade __/1
2. Topic Students will be developing map skills by using globes and __/1
maps of the world and the United States. With the focus of
the section A: The seven continents and the five oceans.
3. Title of Texts Mara, Wil (2005) The Seven Continents, __/1
Scholastic Library Publishing Fountas & Pinnell J

Sandlin, Joan, (1992), The Long Way To A New Land,

Harper Collins Fountas & Pinnell L

Murphy, Patricia J, (2008) Journey of a Pioneer, DK

Publishing Fountas & Pinnell K

3. Standards of 2.6 The student will develop map skills by using __/1
Learning globes and maps of the world and the United
States to locate
a) the seven continents and the five oceans;

4. Goals / The Students will be able to use information from the books to learn __/1
Objectives how the United States of America become part of the North American
Continent, through direct reading and thinking questions.
5. Materials Three Books List above __/1
Pencil
Handout (Attached)
6. Steps 1) We are going to begin with a new topic social studies today. __/10
Who knows anything about how the United States of America
became its own country? To score 10:
(Tailor the steps to 2) I will then select on a few students and I will write down what
differentiate Lesson plan
they think on a piece of paper using the doc cam. (Camaera includes all steps;
instruction and that shows up on the white board) This allows the students to Steps are portrayed
incorporate begin their thinking with any prior knowledge they have on the correctly; Steps are
technology) United States and kick starts their thinking. written in script-
3) I will then hand out the books to the students based on my format; steps reflect
previous assessments on their reading level. Along with their differentiation with
work sheet. This type of lesson would be carried out until the different text levels;
books are completed. steps incorporate
technology
4) Once the books and sheets are handed out I will have the
students separate into their groups based on their books. I
chose this group arrangement to help the levels of the students
to complete a read aloud with their groups. Using groups at
their level will help them discuss what the book is explaining.
5) As the teacher, I will go around to each group to assess and
help the students with questions they may have, to help them
get on the right track, and to read and discuss the section with
 them.
6) Before: What do you think the book is about based on the title
and cover? (I believe The book is going to discuss the United
States, and how it came to be.) Can these things help give
insight to what you may read? (Yeah, it can show us what we
might see and what could be the main topic.
7) During: In what you just read does it talk about the United
States? (Kind of, it talks about a person who is moving west
through the new world.) Do you think this is how we become a
larger country? (I guess, but all it talks about is how a family
started in Virginia and then began their journey for new farm
land and land in general.)
8) After: What was the purpose of them moving? Why did they
move? (They moved because they wanted to expand the United
States, but the individual people moved either to start new
somewhere else or in search of gold.)
9) Once I finished making my rounds to each group and assessing
each students ability to comprehend the sections they are
reading.
10) After each group finished I would ask the students to be in
specific groups based on what I was able to assess during the
days section reading. These groups are going to be based on
the jigsaw learning with one another. In each group there will
be one lower level reader, one average level reader, and one
upper level reader.
11) The purpose of this is to have a balance of learning and to help
one another learn different things about the United States. It
also allows the students to help one another with the questions
they may have had during their reading or to get different
perspective of learning.
12) For the closure and student explanation each group will stand
up and give at least one new fact from each book in their group
that wasn’t given before. If they are not able to come up with a
new fact, I will ask questions to help them jog their memory of
the information in the books.
13) At the end of each of the time it takes to read the novels and
summarize each section the students will be put in their final
jigsaw groups based on the week or two of my assessment of
the students progress.
14) In these groups the students will put a presentation of the
United States using information from these three books to
present to the class.
Monitor Learning The majority of my assessment will be taken during the groups reading __/4
and jigsaw learning. The purpose is to push their thinking and learning
through questions that help them understand their reading and thinking.
The other assessment will come at the end during the presentation on
the information they give.

The questions will include:

-The majority will come from what ever they are stuck on.
-How was this character or object used in last sections?
-In this section does the reading show evidence of the character making
a big impact on the United States or what ever the main focus of the
section is?
-What did you use to help you think of the importance?

Accommodations I would do what I could to find books that may have both the native __/4
 language and English language text so they could not only follow along
but to also understand word meaning and how to pronounce the words.
Another way would be to have them draw the answers in pictures they
could describe to the class using the doc cam. Another would be that I
would spend more time with these learners on reading and
comprehension, along with time to help them learn and use tactics to
help with understanding.
Grammar __/4
[Don’t fill anything in to this box. This is a reminder to edit your lesson plan to reflect proper To score 4:
grammar and clear language. Proofread your work before submitting!] Lesson plan reflects
proper spelling and
grammar throughout
__/28
Total points

How the United States Became Part of North America

As you read each section Answer the following questions to help you understand the
journey of the United States. The following questions needed to be answered in each
section. Each question needs three sentences.

1) Who or what are the main character(s) or object(s) in the sections?

2) What was the purpose of each character(s) or object(s)?

3) How does each object(s) or character(s) relate to the previous section?

4) What importance do you think the character(s) or object(s) have in the next
section?