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DIRECT INSTRUCTION LESSON PLAN RUBRIC Behavioral Model - 100 Points

How to Build a Town

Direct Instruction Lesson Plan

Lesson Plan #1

1.

MATERIALS/PREPLANNING (5 points)

Materials:

-Pictures of local missions, ranchos, pueblos, presidios in California -Powerpoint -Laptop -Sound Equipment -Crayons/Markers -Butcher Paper -KWL Chart -Worksheet for ELD/ELA -Song: Missions, Presidios, and Pueblos

Vocabulary - List key vocabulary terms needed for this lesson -Politics: System of government -Economics: How we use money and how it affects towns -Presidio: (Fort/Fortress) How we protect our town -Mission: The place where people worship -Rancho: Ranch/Farm land -Pueblo: Community of people living together -Neighborhood: Modern Pueblos

Literature - List supporting literature or reading materials -California Ranchos (We the People:Expansion and Reform series) -California Missions and Presidios

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

(ie

maps, California, pueblos)

students

in grade

4

will 10 facts both

identify, list and summarize information on the topic of

(ie

maps, California, pueblos)

by

writing

orally and in writing with accuracy.

State the cognitive taxonomy level (Bloom’s )

List the standards met by this objective. Highlight in color the specific words in the standard that you are addressing.

Social Studies Standard 4.2 Element 2:

Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.

4. Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.

CCSS ELA Standard RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly

CCSS ELD Standard Collaborative:

SL.4.1 Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics

College and Career Readiness Anchor Standard CCSS

3.

ASSESSMENT STRATEGY (10 points)

Students will be able to compare and contrast the time of the Spanish missions, rancheros, presidios, and pueblos with towns in California today by learning the definitions of the aforementioned terms. Students will be assessed on their ability to recall facts on the social, political, economical lives of those living in California in pre-Columbian times. Listing these facts will help students recognize the long-standing effects of politics, culture, and economics on society today.

PROFICIENT (5 POINTS)

BASIC (3 POINTS)

BELOW BASIC (2 POINTS)

Student can compare and contrast 10 facts of a pre-Columbian town with the present day.

Student can compare and contrast the 6-8 elements of a pre-Columbian town with the present day.

Student can compare and contrast 1-5 elements of a pre-Columbian town with the present day.

Student can illustrate at least 5 characteristics of a Spanish town.

Student can illustrate at least 3 characteristics of a Spanish town.

Student can illustrate at least 1 characteristic of a Spanish town.

Students wrote grammatically correct sentences with little to no errors.

Students wrote grammatically correct sentences with minimal errors

Student sentences contained many grammatical errors.

Students wrote sentences with great detail.

Students wrote sentences with great detail.

Students wrote sentences with great detail.

4. LESSON OPENING/PURPOSE (5 points)

Imagine that you are building a new town in a new world. You can build whatever you want and create whatever rules you wanted. Today in class we will learn about missions, presidios, and pueblos and how they were used in the past to impact the way we live today. We will explore how each mission, presidio, rancor, and pueblo worked to see how we share some similarities and some differences with the people who lived in California a long time ago.

Discuss with your small group some important buildings, jobs, and people you would need in order to create a town that would last a long time.

Types of Students:

3 ELL, 2 IEP

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

At the beginning of class, students will be prompted to think of different buildings and jobs they would need to create their own sustainable city. After a 5 minute discussion with their elbow partners, we will list out the different buildings they thought would be important to build a city. After highlighting key buildings that reflect the lesson, I will introduce the vocabulary words (presidio, pueblo, mission, presidio). I will ask the class to listen to the youtube song and write down some of the descriptions they hear in the song. After hearing the song, we will walk through the vocabulary words as a class.

Provide Rationale for why you selected this strategy and link to this particular group of students.

-I chose direct instruction strategy because I am building their funds of knowledge by introducing new vocabulary terms. By asking leading questions, I will be able to guide the students to understanding. -Think-Pair-share will be utilized in order to spur conversation as an aide for class discussion. This Universal Design Strategy, will allow all EL students and students with IEPs to engage in conversation. Pair discussions will also allow me as a teacher to monitor their understanding. -By playing a song, I can cater to those who are auditory learners. Songs will help them mnemonically memorize the vocabulary words in the song. As a quick review, this song can be used in future lessons to review the concepts quickly. -Students will learn how to list terms to organize their thoughts to see the similarities and differences between the past and the present time.

LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED PRACTICE

POST STANDARDS Standards will be posted around the room visibly for students to read.

RESTATE OBJECTIVE IN STUDENT TERMS After the lesson on Spanish missions, presidios, pueblos, and ranches, you will be able to compare and contrast ten facts about missions, presidios, rancheros, and pueblos with accuracy (orally and in writing)

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.

-ELs will see the bridge behind background knowledge, most towns need the same types of buildings in order to be sustainable. They will be able to connect their own memories with present memories and more easily correlate words with the pictures shown on the powerpoint. -IEP student will be able to aide in -General Ed students will build their vocabulary and knowledge of their state.

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.

-In order to monitor my students, we will have directed discussion about the definition of each term. -During their small group discussions, it will be important for me to monitor discussions to ensure that the terms are understood. -Students will fill out their social studies journal to record definitions in order to remember. When the students write, it will help them to remember terms and give them opportunity to refer back to the knowledge. -It will be important to prompt discussions with good leading questions in order to help students to be directed towards conversation and tie information with their own background information.

K (What we know)

W (What we want to learn)

L (What we learned)

We need police/police stations to make sure there’s no trouble.

How were presidios used in a similar way to police stations?

 

We need houses for people to live

How are pueblos similar to neighborhoods?

 

We need people in charge to make big decisions

What is government?

 

We need grocery stores and places to get food

How did the Pre-Columbian people get food before?

We need places for people to work

Where did people work?

Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson for this particular group of students/class.

Explain how your strategy incorporates EL student’s background.

-I will facilitate and guide discussion to allow the EL students to grow in their literacy. By asking guided questions, I will be able to assess each EL while also encouraging them to grown in their conversation skills.

Go over vocabulary words which will be in the reading. List the key vocabulary words:

-Politics: System of government -Economics: How we use money and how it affects towns -Presidio: (Fort/Fortress) How we protect our town -Mission: The place where people worship -Rancho: Ranch/Farm land -Pueblo: Community of people living together -Neighborhood: Modern Pueblos

View video clip… Source Title: _Missions, Presidios, Pueblos_

Put a picture up on Power Point of each the pueblos, missions, presidios, and rancheros for the students to look at as we read about them.

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. -I will model compare and contrast by using a table to organize thoughts/ideas. Tables will allow students to see the differences between both past and present. I will categorize each characteristic of the topic under the appropriate column so that the students will see that all the characteristics in that column are related while the adjacent column is different. -Students will learn different note taking skills in their journals

Teach summarizing strategy: (select how you wish to teach this strategy. Ideas below. No need to use all.)

-I will draw a table for students to model after in their notes. One column will be titled with past, one with present. I will explain that each row is a description of the title above. A title is a main idea that a note taker wants to describe.

-I will show them how to write short, bullet point notes to explain their thoughts.

TECHNOLOGY

Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson standard?

-I will use youtube video for EL students to memorize and hear the song. Because the song is repetitive, students will be able to hear words multiple times for understanding. -I will use pictures in a powerpoint so that EL students will be able to correlate the text with the pictures.

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.

-As students discuss with their elbow partners, I will monitor the discussions. -Collect notes to check for completion

Ask several of the students to repeat the instructions they have been given.

 

Continue to check for understanding of the facts related to

 

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 assignment and provide oral feedback.

 

7.

CLOSURE

EL/SDAIE: Questioning for review

Go back to the KWL chart and ask the students share one new thing they learned about presidios, pueblos, rancheros, or missions.

Fill in the L section of the chart.

 

Ask some specific questions about each type of building (ie What did people who worked in the presidio do?)

 

Learning facts about_presidios, pueblos, rancheros, and missions

 
 

K (What we know)

W (What we want to learn)

L (What we learned)

Q (What new questions emerged?)

We need police/police stations to make sure there’s no trouble.

How were presidios used in a similar way to police stations?

Presidios were used as fortresses to protect the towns.

 

We need houses for people to live

How are pueblos similar to neighborhoods?

All the pueblos were grouped together and everyone lived as a community.

 

We need grocery stores and places to get food

How did the Pre- Columbian people get food before?

People would get food from rancheros.

 

We need places for people to work

Where did people work?

People would work in rancheros as cowboys or farmers.

 

Ask the students if anyone has anything to add about where they have learned about

Remind the students about key elements of the facts they have listed 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.

-Students will draw a picture to illustrate a pueblo, presidio, mission, and ranchero with specific details identifying each building. EL students will benefit from illustration as they will be able to draw correlative ideas from the text discussed during class. Students will be able to use their notes to write one description below using complete sentences.

Assign the students with an assignment to illustrate a picture of each building.

Students can begin their assignment in class and complete it at home. They need to use good penmanship, correct spelling and sentences, and correct capitals and punctuation.

The homework will become part of their journal on patriotic symbols to be on their desks for parents to see at open house.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION

Students with IEP and 504 plans

IEPs/504 Plans:

Number of

Supports, Accommodations, Modifications, Pertinent IEP Goals

Classifications/Needs

Students

English Learners

3

T-Chart Graphic Organizer (p.86 99 Ideas and Activities for Teaching English Learners with The SIOP Model by MaryEllen Vogt, Jana Echevarria ) Using a T-Chart will help students classify and organize information.EL will be able to see the visible differences between the past and present.

Canned Questions (p.77 Vogt, Echevarria) All students will be given an opportunity to write questions about the topic at hand. English Learners will have an opportunity to be exposed to the different questions of their classmates.

Adapted Venn Diagram (p.96 Vogt, Echevarria) The Adapted Venn Diagram is another visual processing aid that will help students to compare and contrast the differences between the past and present. By using a venn diagram, students will also be able to see the similarities between the two eras.

IEP

2

Word Cards (p.52 Visible Learning for Literacy by Fisher, Frey, Hattie) IEP students with visual processing needs will be given an assignment to draw word cards in order to understand the new vocabulary words.

Collaborative Learning with Peers (p.67 Fisher, Frey, Hattie) By learning with peers, IEP students will learn how to build communication with their classmates.

Word and Concept Sorts (p. 54 Fisher, Frey, Hattie) IEP students will learn how to group concepts with the correct era.

10. ATTACHED STUDENT WORK:

In their illustrative journals, students will draw a picture of a Spanish building and be able to list a total of 10 different elements of California from the past.

11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis

a. Direct instruction was used in this lesson because new concepts and terms were being introduced. Direct instruction allows explicit explanations so that the students will be able to build foundational concepts for future lessons. At the end of the lesson, students will be able to discuss the daily lives of those living in California of the past. By using several different strategies to teach the children, all students will be able to flourish.

Structure of Knowledge

Note: Please Use the new version of cognitive taxonomy.

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Cognitive Level

Rationale for using this Lesson Model in relationship to the cognitive level.

Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your thinking.

Creating

 

Evaluating

 

Analyzing

Using methods of compare and contrast, students will be able to identify the similarities and differences between the daily lives of people today and the past, showing how the past has shaped the present day. With the data provided, students will be able to scrutinize data and organize it with a table chart.

Applying

Students show their understanding of the vocabulary words by drawing a picture with the descriptors given for each word.

Understanding

 

Remembering

Through the use of the song as well as their Illustrative Journals, students will be able to more easily retain the information taught to them. Audible learners will have an opportunity to learn through listening to the song.

Instructional Preparation Reflection Checklist

Complete the following reflective check list for each lesson in your unit. You can add or delete items in the check list. This is to help you become aware with the components you have included in your lessons which will also help you write your commentaries for the EdTPA tasks.

Preparation

Scaffolding

Grouping

Adaptation

o

Background

Knowledge

o

Modeling Teacher will model a table which will serve as a tool for comparing and contrasting. Students will transfer

information to their illustration

o

Whole group As a whole group, we will discuss the different elements of a Spanish town in early Californian times. We will discuss the

o

EL Students will be given a

Students will discuss their backgrounds and ideas for a new town in small discussion groups.

small group time with the teacher while other small groups meet together. The teacher will guide understanding by asking questions.

o

Strategies Used

o

Independent Practice

K-W-L chart to check their background knowledge on important buildings in a city.

o

Pairs Students will work in pairs to discuss the new town that they would build.

o

Resources Selected

After writing a descriptive

o

E-resources Students will listen to a song about Missions, Presidios, and Pueblos. Students will be shown

sentence of each vocabulary word, students will be given an opportunity to illustrate the vocabulary words. The teacher will assess the depth of their

o

Other

 

lyrics and encouraged to sing along.

understanding upon collecting the illustrative journals.

o

Works Independently As the teacher discusses the specific descriptions of a past Spanish town, students will fill in their own table as modeled by the teacher.

Integration of Processes

Application

Assessment

Objective

o

Reading

o

Hands on Students will be given an

o

Rubric

o

Linked to Standard

Students will read the text presented to them on the powerpoint. Select students will be chosen to read the text.

o

Group

o

Integrated with

opportunity to illustrate their vocabulary words.

o

Written

Language Arts

o

Oral

o

Age Appropriate

o

Meaningful By linking the past with the

   

o

Writing Students will write full sentences comparing and contrasting Spanish towns with modern Californian towns. Students will share their background information (K), and will

read the objective for the day.

present time, students will see the bridge between eras. They will be able to understand how we have been influenced by the past.

o

Engaging Students will be asked leading questions that will aid in understanding.

o

Listening Students will listen to the song to help memorize the different aspects of a Spanish town.

Students will also listen as the class is lead in a time of discussion about Spanish towns.

o

Viewing Students will be able to view the pictures on the powerpoint and will be given an opportunity to draw their own town.

o

Vocabulary Students will be given a list of vocabulary words to listen for during the lesson.

Notes for next lesson:

o

Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc.

o

Students needing more help

 

o

Content adaptations

o

Reading skills

o

Vocabulary clarification

Note: In order to receive all points all lesson components must be submitted.