E-Unit Spring 2019 Woon

The California Missions
Kathryn Woon
EDU 512
Spring 2019
Dr. Rachel Timmons

California Baptist University
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Table of Contents
Objectives and Standards……………………………………………………………………………... 3
Introduction…………………………………………………………………………………………... 6
Student List…………………………………………………………………………………………... 7
Vocabulary……………………………………………………………………………………………. 8
Literature……………………………………………………………………………………………... 10
Poetry…………………………………………………………………………………………………. 11
Direct Instruction Lesson Plan………………………………………………………………………... 13
Concept Attainment Lesson Plan...…………………………………………………………………... 25
Generalization Lesson Plan…………………………………………………………………………… 35
Inquiry Lesson Plan…………………………………………………………………………………... 45
Vocabulary Lesson Plan……………………………………………………………………………… 53
Listening/Talk Lesson Plan…………………………………………………………………………... 61
Writing Lesson Plan………………………………………………………………………………….. 66
Professional Reflection………………………………………………………………………………. 72
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OBJECTIVES AND STANDARDS
DIRECT INSTRUCTION LESSON PLAN:
After the lesson on the facts of California Missions, students in grade 4 will identify, list and summarize
information on the topic of California Missions by writing 10 facts both orally and in writing with accuracy.

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
CONCEPT ATTAINMENT LESSON PLAN:
After the lesson on the concept of California Missions students in grade 4 will be able to discuss the correct
definition of a California Mission orally and in writing.

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
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
GENERALIZATION LESSON PLAN:

After the lesson on using data to support generalizations, students in grade 4 will apply data and develop
generalizations concerning the topic of California Missions with accuracy.

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
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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
INQUIRY LESSON PLAN:

ELA Language Objective: Students in Grade 4 will use their research skills to identify information about
Spanish Missions. Students will collaborate orally with peers and will use a variety of resources to gather
information.
ELA Content Objective: During this lesson, students in grade 4 will practice the English language during oral
and written communication in a group of his/her peers. Students will engage with various texts, pictures, and
multimedia during their inquiry.
ELD Language Objective for Grade Level

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when and when
drawing inferences from the text.
RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8. Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes, paraphrase, and categorize information, and provide a list of sources.
LISTEN/TALK LESSON PLAN:

ELA Language Objective:
Students in grade 4 will correctly use conventions of English Language to complete the “Touring a California
Mission” activity.
ELD Language Objective for Grade Level
Students in grade 4 will collaborate orally with class to exchange information and ideas regarding California
Missions. Students will use the correct conventions of the English language.
ELA Content Standard :
RI 4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a text.
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RF. 4.4. Read with sufficient accuracy and fluency to support comprehension.
S.L.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.
ELD Standards:
Collaborative:
1.Exchanging information and ideas with others through oral collaborative discussions on a range of social and
academic topics
2. Interacting with others in written English in various communicative forms (print, communicative technology,
and multimedia)
WRITING LESSON PLAN:
ELA/ELD Writing Objective:
During this lesson, students in Grade 4 will practice the English language using written communication in
narrative form. Students will engage with various texts, pictures, and multimedia during their inquiry.
Social Studies Content Objective:
Students in Grade 4 will write a narrative essay to show their knowledge about Spanish Missions.
ELA Writing Standard:
W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
W.4.4. Produce clear and coherent writing (including multiple-paragraph texts) in which the development and
organization are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are
defined in standards 1–3 above.)
W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
ELD Standard:
Collaborative:
2. Interacting with others in written English in various communicative forms (print, communicative,
techonology, multimedia)

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Introduction to Unit/edTPA Reflection
Relevance
In EDU 512, I created a social studies unit that aligned with the Common Core State Standards on the
California Missions. My goal for each lesson plan was to make a clear connection of lesson objectives with the
Common Core Standards while also making the material fun to learn and accessible for all different types of
learners in the classroom. As I created each lesson plan, I observed the connection between student’s learning
styles and the different approaches to teaching. While some lesson plans may serve some students well, a
teacher must self-reflect after a lesson to see if a majority of the needs of the classroom are being met.
Link to Theory
Using the different strategies in our textbooks, I was able to apply different literacy strategies to Social
Studies standards. Each strategy used was given an effect size that represents the amount of impact instruction
will have on each student. Strategies are not focused solely on the number of students that will be impacted by
instruction, but also the different learning styles and needs of each student. Practicing Universal Design for
Learning Strategies is essential for all classrooms due to the varietal nature of students.
Professional Development
While developing these Lesson Plans, I learned that a teacher must plan ahead and organize strategies in
order to best address students in the classroom. This skill is one that is maintained by a continued pursuit of
knowledge — a teacher is never done being a student.
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General Student List with Three Focus Students
Gender General SES Level General Academic Ethnic Population Describe Student
Level Needs
11___ Boys 4 General Ed Student Ex. 4 high average, 2

low average, 7 on level
2 Asian
1 Black
2 Special Needs require
speech class and
Provide a general 4 Mixed Ethnicities separate RSP.
description in the 3 RTI reading
boxes to the right. comprehension
14___ Girls Average Students (No

Provide a general special needs)
description in the
boxes to the right.
EL Focus Student Fully describe from 3

or more perspectives
Special Needs Focus Fully describe from 3

Student or more perspectives
Advanced learner Unknown 4 high average, 1 3 Caucasian Fully describe from 3

Focus Student unplaced Gate 1 Mixed Ethnicity or more perspectives
student
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Vocabulary
Lesson 1: Direct Instruction
-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 Pueblo
Lesson 2: Concept Attainment

Lesson 3: Generalization
-Religion: The belief system of a group of people or individual
Lesson 5: Vocabulary & Handwriting

Lesson 6: Listening/Talk
Lesson 7: Writing
-Neighborhood: Modern Pueblos
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LITERATURE/MEDIA:
YOUTUBE:
Missions, Presidios, and Pueblos
California’s Spanish Missions -
Social Studies Book for Kids (Greathouse, Lisa. 2017)
The Gold Rush -
Social Studies Book for Kids (Davies, Monika. 2017)
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Tale of the California Missions
By: Kathryn Woon
The California Missions in the New World

Brought about religion but conflict unfurled.
Built to make the old regime last
Missions broke the natives like glass
Sad beginnings in the strange new world.

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FYI: Use this information for each lesson.
edTPA LANGUAGE FUNCTIONS & DEMANDS
Language Functions: The content and language focus of the learning task represented by the
active verbs within the learning outcomes. Language functions are what students DO.
Language Demands: Specific ways that academic language (vocabulary, discourse, syntax) is
used by students to participate in learning task through reading, writing, listening, and/or
speaking to demonstrate their understanding.
Three Language Demand areas:
Vocabulary: Includes words and phrases that are used within disciplines including:
1. Words and phrases with subject-specific meanings that differ from meanings used in everyday life
(e.g., table)
2. General academic vocabulary used across disciplines (e.g., compare, analyze, evaluate)
3. Subject-specific words defined for use in the discipline.
Discourse: includes the structures of written and oral language, as well as how members of the
discipline talk, write, and participate in knowledge construction.
Discipline-specific discourse has distinctive features or ways of structuring oral or written language
(text structures) that provide useful ways for the content to be communicated.
Syntax: The set of conventions for organizing symbols, words, and phrases together into structures
(e.g., sentences, graphs, tables)
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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

• 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 California Missions, students in grade 4 will identify, list and summarize information on the
topic of California Missions by writing 10 facts both orally and in writing with accuracy.
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.
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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
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 Student can compare and contrast Student can compare and contrast
facts of a pre-Columbian town with the 6-8 elements of a pre-Columbian 1-5 elements of a pre-Columbian town
the present day. town with the present day. with the present day.
Student can illustrate at least 5 Student can illustrate at least 3 Student can illustrate at least 1
characteristics of a Spanish town. characteristics of a Spanish town. characteristic of a Spanish town.
Students wrote grammatically correct Students wrote grammatically correct Student sentences contained many
sentences with little to no errors. sentences with minimal errors grammatical errors.
Students wrote sentences with great Students wrote sentences with great Students wrote sentences with great
detail. detail. 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 California Missions and how they were used in the past to impact the way we
live today. By the end of the day, you’ll be able to list 10 new facts about California Missions to write down in your Social
Studies Journals and discuss with your friends in class. We’ll be talking about California Missions for the next couple of
weeks, so be sure to jot down some of the outstanding new things you learn.
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.
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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
HECKING FOR UNDERSTANDING, AND GUIDED
KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, C
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)

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We need police/police stations to How were presidios used in a
make sure there’s no trouble. 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 What is government?

big decisions
We need grocery stores and places How did the Pre-Columbian people
to get food 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:
• 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
organize their 10 facts about California Missions. Students will be able to see the K-W-L chart as an
example of a table and graphic organizer.
-Students will learn different note taking skills in their journals to exercise their written instruction.
•
Teach summarizing strategy: (select how you wish to teach this strategy. Ideas below. No need to use all.)
-I will draw the K-W-L chart for students to model after in their notes. 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.
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• 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 California Missions 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.
• All facts about California Missions will be documented in student’s Social Studies Journals to be used in future writing
assignments.
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 California Mission
do?)
Learning facts about_presidios, pueblos, rancheros, and missions_____.
K (What we know) W (What we want to L (What we learned) Q (What new questions

learn) emerged?)
California Missions are How were they used? California Missions were What other ways were
buildings used as places of worship the Missions used?
and to mark territory for
Spain.
There are a lot of How many Missions are There are __ many What was the first
California Missions nearby there? California Missions. Mission?
California Missions are How did Missions arrive in Spanish Explorers Who else used the
Spanish California? established the California Missions?
Missions as places of
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safety for travelers.
Missions were decorated What is the significance of The crosses indicated the How long did they
with crosses and bells. the architecture? Catholic beliefs of those Missions last?
inhabiting the Missions.
• 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,
Classifications/Needs Students Modifications, Pertinent IEP Goals
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.
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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.
Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
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Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Creating
Evaluating
Using methods of compare and contrast, students will be able to identify the similarities and differences
Analyzing 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.
Students show their understanding of the vocabulary words by drawing a picture with the descriptors
Applying
given for each word.
Understanding
Through the use of the song as well as their Illustrative Journals, students will be able to more
Remembering easily retain the information taught to them. Audible learners will have an opportunity to learn
through listening to the song.
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Place Divider Page Here
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CONCEPT ATTAINMENT LESSON PLAN FORM
California Baptist University School of Education
Mission Possible
Concept Attainment Lesson Plan
Lesson Plan #2
Note: Clarity and ease of locating each lesson is what is needed.
1. MATERIALS/PREPLANNING (5 points)
• Material-
-Powerpoint
-Pictures of Missions, Churches, Cathedrals, Architecture
-Social Studies Illustrative Journal
-Top Secret Mission Worksheet
-Review Song: https://www.youtube.com/watch?v=YBE4h9ltq-s
-(Background Music) Youtube: https://www.youtube.com/watch?v=XAYhNHhxN0A
• Vocabulary –
-Mission: denoting a style of architecture characteristic of the Catholic missions in Spanish America.
-Cathedral: the principal church of a diocese, with which the bishop is officially associated.
-Priest: an ordained minister of the Catholic, Orthodox, or Anglican Church having the authority to perform certain
rites and administer certain sacraments.
-Secret Agent:
-Conversion: the process of changing or causing something to change from one form to another
-Architecture: the style in which a building is designed and constructed, especially with regard to a specific
period, place, or culture
• Literature – List supporting literature or reading materials
2. OBJECTIVE (10 points) Must contain the word concept – You should be able to know this lesson will be on
developing a concept by reading the objective.
After the lesson on the concept of Spanish Towns (missions, presidios, ranchos, pueblos) students in grade 4
will be able to state both orally and in writing the correct definition of Spanish Towns.

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

CCSS ELD Standard

Collaborative:
academic topics
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3. ASSESSMENT (10 points)
This lesson will be assessed by the written definition in their worksheets. Students will then transfer information
to their Social Studies Journals (aka Top Secret Mission). The definition must include three descriptors and three
examples of the term/concept map key.
Proficient Basic Below Basic
Student researched an example of Student researched an example of Student researched an example of

one of the 21 California missions, one of the 21 California missions, one of the 21 California missions,
completing three key observations completing 2 key observations about completing 1 or less key observation
about the mission of their choice. the mission of their choice. about the mission of their choice.
Student was able to describe who, Student was able to describe who, Student was able to describe who,
what, where, and when about of the what, where, and when about of the what, where, and when about of the
mission they have researched with mission they have researched with mission they have researched.
great detail and analysis. detail and minimal analysis.
Student was able to illustrate the Student was able to illustrate the Student was able to illustrate the
mission of their choice with 3 mission of their choice with 2 mission of their choice with 2
distinguishing characteristics of distinguishing characteristics of distinguishing characteristics of
Mission architecture. Mission architecture. Mission architecture.
Formal Assessment:
This lesson will be assessed by the written definition in the student journal. The definition must include three
descriptors and three examples of a Spanish Mission in California.
Informal Assessment:
Students will also be assessed informally by listening to their oral definitions of the concept of Spanish Missions.
4. MOTIVATION FOR LEARNING ANTICIPATORY SET
5. PURPOSE (5 points)
Boys and girls, today we will be learning about identifying Missions. It is important to understand how to identify
Missions because they are a very important structure of Spanish towns from the Pre-Columbian era._
• LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
The concept attainment lesson model will be used to focus on a specific characteristic of Spanish
towns from the post-Columbian era. We will focus directly on defining and identifying Missions in order
to move from surface learning to deep learning. After introduction to Missions in a previous lesson,
students will be able to interact with the Missions that developed in California. They will learn what
missions were used for and how to identify them.
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Step One- Definition:
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of Spanish Missions. According to the dictionary, Spanish Missions were:
Buildings that were a place of worship and religion that were used to convert natives to the Roman Catholic faith.
Missions were also a place of safety for those traveling along the treacherous California coast.
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 mission. It is a mission because it has a tiled roof, and arched doors and windows, and large square
pillars.
▪ This is also a mission because it has bell towers, crosses and mud bricks. The first California Mission was
founded in 1769.
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 not a Spanish Mission.

It is not a Spanish Mission because it does not have a tiled roof, arched doors and windows, and large square pillars.
▪ This is not a Spanish Mission because it does not have mud brick walls or a tiled roof even though it does have
bell towers
Give 5 more examples of what is not an example of the concept and the reasons why it is not. It is very important
to go over each item and compare and contrast them so students can clearly understand the concept.
Step Four - Mixed Examples:
Bullet each mixed example and leave space between each new example. Present them and ask students to
distinguish between them. Give 5 mixed examples with clear responses of why and why not.
▪ Here is a picture . Is this an example of Spanish Mission? It is a Spanish mission because it has a tiled roof, arched
doors and windows, and large square pillars. Missions were used to establish land for Spain and protected soldiers
traveling throughout California.
▪ Is this a Spanish Mission? It is not a Spanish Mission because has an angled roof, no mud brick walls, and large
glass windows.
▪ ecause there are mud brick walls, an angled roof, and arched
Is this a Spanish Mission? It is a Spanish Mission b
windows and doors .
Step Five - Redefine Concept:
You could say: (Word this part according to the group you are addressing)
Boys and girls, turn to your partners and say the definition of Spanish Missions in your own words. This is your
PAGE 50
chance to practice saying (rehearsing) this new term. Be sure you both state the definition and give several good
examples and state why they are good examples.
Fully script 2 or 3 student responses.
Now, have them write the definition in their own words in their journal.
Next, please take out your top secret cases (Social Science Journal) and enter the term Spanish Missions.
Also write the definition in your own words and give several examples. Explain how Spanish Missions were used and
where they were located.
Lesson Step Six - Student Examples:
The teacher must ask the students to find or suggest additional examples of the concept to show their
understanding.
Students, now it is your turn to own this concept. You are the experts so your task is to find more examples. You could
look in the books I have gathered in our classroom library or on the internet. You could look in the school library.
You might find more examples at the ______________________. ( Give them several places to find more examples
of this concept. The more they see where it belongs the better they will come to understand and be able to use the
vocabulary.)
Step Seven – Response to Learning the Concept:
ELD Level Emerging Response to learning: Building Background-

Listening: Students will listen to the review of Spanish Towns in California, specifically Missions. The song from previous
lessons will be replayed for review.
Speaking: Students will be asked questions to review their knowledge of the previous lesson.
Reading/Writing: Students will be allowed to review their journals from the previous evening regarding the definition of a
Mission.
ELD Expanding Response to learning-

Listening: Listen to examples of Missions versus non-Missions. Students will listen to the definition given for a
non-Mission.
Speaking: Students will discuss with their partners the differences between mission versus non-Missions.
Reading: Students will review powerpoint and various books to gather more information about the architecture of
Missions.
Writing: Students will write down new facts that they have learned about Spanish Missions
ELD Bridging Response to learning-

Speaking: Students will respond to review questions regarding Missions.
Reading: Students will respond by researching a Mission of their choice using materials given.
Writing: In their social studies journals, students will record and illustrate the definition of a Mission.
7.CLOSURE (5 points)
• Gather students at the discussion table or on the rug. It is now the end of the day and students are
prepared to go home. Wrap up the learning with a chance for students to practice key learning once
again. In this case it will be the new concept you have introduced.
• Provide something like the following dialogue:

Boys and girls, please come around to the reading circle to discuss today’s top secret mission. Today we targeted the
concept of Spanish Missions. Now it is your turn to own this information. Let’s practice saying what we have learned about
Spanish Missions. Who would like to begin?
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• Continue this dialogue until students have rehearsed their learning several times.
• End with each student stating the learning to the person next to him/her.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale/justification for your choices.
Using the resources given, students will look for their own examples of Spanish Missions in California.
After identifying an example of their choice, they will draw a picture and write a description of their
Mission.
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 Students with low reading ability will be able to discuss with native speakers.
Words
Student with low Students with low reading ability will be able to discuss with native speakers.
reading ability
Student with Students with advanced literacy will be able to develop their own questions to
advanced literacy develop their critical thinking skills.
skills/other
Fill in chart below with additional strategies to support the learning or extend lesson
Description of strategy How strategy is helpful Rationale for selecting &

links to student/standards
1. Pretest with a Student will ask and answer After discussing with their EL Students will be given
Partner- Interrogation questions with their classmates. partners, they will learn to opportunity to communicate
(SIOP Model p. 30)] work together to build with native students.
understanding.
PAGE 50
50 Literacy Strategies
1. Sketch to Stretch Students create EL students will be given an Students will draw to gain
(p. 126) sketch-to-stretch drawings and opportunity to apply insights into classmates’
share them with the whole class knowledge. thinking by examining each
others’ drawings.
2.
50 Social Studies
Strategies
1. Peer-Assisted One student will be designated EL students will be able to The EL student will be able
Learning as a tutor while another will be a learn from native speakers. to learn vocabulary and
tutee. literacy from the native
speaker.
2. Discussion and After researching and reading Guided questions will help By answering questions,
Questioning (p. 83) literature, students will be the reader develop a deeper students who are not vocal
directed to develop questions. understanding of the text. will be given opportunity to
listen and learn from their
peers. Students developing
questions will be given
opportunities to develop
critical thinking skills.
Technology Students will be given an Students will be given a

Resources opportunity to research missions hands on experience to
in California. research missions.
10. (10 points)

THEORETICAL OVERVIEW: 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., analyze, compare).
PAGE 50
thinking.
Evaluation
Synthesis
Students will identify and describe pictures of Missions in California. They will be
Analysis
able to describe the importance of Missions.
Application
I used the concept attainment lesson for this standard to describe Missions in further detail than
Comprehension
Direct Instruction might allow.
Knowledge
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you were a
student in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the class.
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.
PAGE 50
Preparation Scaffolding Grouping Adaptation
o Modeling o Pairs
o Background We will complete the given Students will discuss with their o EL
Knowledge worksheet as a class, then be give partners to identify Missions Opportunities to work with
We will review their an opportunity for class to do their versus non-Missions. native speakers while talking
knowledge of Missions from own research. o Works Independently about
previous lessons. Students will work
o E-resources independently to choose and
Students are given an describe a Mission of their
opportunity to research one choice.
of the 21 Missions in
California using their
chromebooks.
Integration of Processes Application Assessment Objective

o Reading o Hands on o Rubric o Linked to Standard
Students will research Students research on their own to Rubric will be provided to o Integrated with
missions online. find out information on a Mission of show proficiency. Language Arts
o Writing their choice. o Written o Age Appropriate
Students will write in their o Active Learning Students will record their
journals. Students are able to respond to findings in their Social Studies
o Speaking the teaching and see the Journals. They will complete
Students will speak with importance behind Missions. their worksheets with
their partners accuracy.
o Oral
Notes for next lesson:
o Strengths/Weaknesses of Lesson
o
o Students needing more help
o Content adaptations
o Reading skills
o Vocabulary clarification
PAGE 50
PAGE 50
GENERALIZATION LESSON PLAN AND RUBRIC – 100 Points
Revised by Dr. R. Timmons
California Baptist University School of Education
Mission Gold!
Generalization Lesson Plan
Lesson Plan #3
1. MATERIALS (5 points)
• Materials:
- Whiteboard w/ markers
- Powerpoint
- Notecards
- Colorful Markers
- Social Studies Journals
• Text:
- California’s Spanish Missions - Social Studies Book for Kids (Greathouse, Lisa. 2017)
- The Gold Rush - Social Studies Book for Kids (Davies, Monika. 2017)
• Vocabulary:
-Mission: A religious building created to establish and settle new land in California
• Video:
- California Gold Rush: https://www.youtube.com/watch?v=iydRkC0gMZI
2. OBJECTIVE (10 points)
After the lesson on using data to support generalizations, students in grade 4 will apply this knowledge and
develop generalizations concerning the topic of Spanish Missions with accuracy.
4. Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.
• CCSS ELA Standard

• CCSS ELD Standard

Collaborative:
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academic topics
3. ASSESSMENT (10 points)
Students will be assessed on their ability to link concrete evidence with the generalization made. Each student
will be assessed using a rubric. Students with proficient abilities will be able to link 5 pieces of concrete
evidence with the generalization. Although we will be using a rubric, we will assess the students informally as it
will be used to bridge/scaffold the students to deeper understanding of concepts in the lesson. The assessments
will be saved in a portfolio that will track the capabilities/milestones of each student.
Student can link 5 pieces of concrete Student can link 3-4 pieces of Student can link 1-2 pieces of
evidence with the generalization they concrete evidence with the concrete evidence with the
develop. generalization they develop. generalization they develop.
Student is able to compare and Student is able to compare and Student is able to compare and
contrast 5 facts from Spanish contrast 3-4 facts from Spanish contrast 3-4 facts from Spanish
Missions and their chosen example. Missions and their chosen example. Missions and their chosen example.
Student is able to describe the Student is able to describe the Student is able to describe the
generalization in their own words. generalization in their own words. generalization in their own words.
4. PURPOSE (5 points)
We are teaching this lesson on generalizations so that students can draw accurate conclusions from
the concrete evidence we have studied. In this lesson, students will learn how religion affects people
groups regardless of culture and background. Students will learn that those who have strong belief
systems, religious or personally attained, will be motivated to action more than those who are
indifferent. Students will learn that they need to believe in something to draw their own personal
motivation.
5. ANTICIPATORY SET/Motivation for Learning (5 points)
Teacher: “Today we will be continuing our lesson on comparing and contrasting. Can someone tell the class
what it means when we are comparing and contrasting things?”
Student: “Compare and contrast means that we show what things have in common and things that are
different.”
Teacher: “Correct! As *Student Name* said, we compare and contrast to see what ideas are the same and
which ones are different. After we compare and contrast, we’re going to draw a conclusion. Today we’re going
to compare Spanish Missions to the Gold Rush, but first, let’s write down some of the facts that we know about
Spanish Missions. After we write down some of the facts we know, we’re going to put them on our Table. Why
do we use tables?”
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Student: “To organize our thoughts to compare and contrast. ”
Teacher: “Well done, *Student Name*. Can I see some happy fingers in the air for *Student Name?* Great!
Let’s start writing down facts about Spanish Missions. Please raise your hand if you would like to share! You
can use your Social Studies Journals to help you remember some of the facts.”
Student 1: “Missions were used to convert Native Americans to Catholicism.”

Teacher: “Yes, that’s right. Missions were built to provide a place for Spanish people to worship as well as the
Native Americans in the area. Remember, sometimes Native Americans did not want to worship there, but
because Missions were there, it was hard for them to get away.”
Student 2: “There were 21 Missions”

Teacher: “Yes! Can anyone remember where the first Mission was built? Yes! Okay, what are some more facts
we remember.”
Student 3: “Missions came from Spain.”

Teacher: “Yes, Missions were founded by the Spanish people when they first came to California. Keep your
finger on your Social Studies Journals while we think about another people group that we looked at recently.
Now, let’s think about some facts about *this people group.* We’ll do the same thing as we did with Spanish
Missions. Let’s write down a few facts that we know about *this people group*”
6. LESSON BODY (25 points)
Justify for your choice of strategies. Link to students in your class. Include their interests and abilities.
We’re going to talk about relevant pop culture that contains generalizations from the past in order to
help the students draw accurate conclusions about the world and the people in it.
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 such as
lists, data charts, artifacts, videos and science demonstration
activities.
Note cards with concrete evidence about Spanish Missions and The Gold Rush will be
placed on the whiteboard. On the whiteboard will be a drawn table with one column labeled
Spanish Missions, and the other, the Gold Rush. Students will place relevant facts under each
column and place the similar note cards next to each other under the table.
What are some of the things we know about Spanish Missions:

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• Missions helped settle and protect Spanish Land
• Spanish Missions were created to convert American Indians to Catholicism
• The road to build the Missions was very dangerous.
• Missions were built to grow in power and influence
• Missions helped define the state of California
What are some things we know about The Gold Rush:

• 100,000 Native Americans living in California were pushed off their land
• Many mining towns were built during The Gold Rush
• In only 10 years, the city of San Francisco had been established
• San Francisco’s population grew from 1,000 to 56,000
• The Gold Rush was the largest mass migration in the United States
• Forty-niners came to California for gold
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.
Teacher: Now that we collected some information on both people groups, let’ s see how these two
groups are similar. Please raise your hand if you have something to share!
Students: “They both moved to new lands.”

“They both took over the land.”
“They moved because they wanted something from that land.”
“They were both in California.”

“They happened in San Francisco.”
ow let’s talk about how these two people groups are different. What are some things that
Teacher: “N
are not similar?”
Students: “They were different cultures.”

“One wanted gold, but the other wanted land.”
“Missions tried to convert Native Americans.”
“One focused on religion while the other focused on gold.”
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 the relationship between Spanish Missions
and the Westward Expansion? How can we show that Spanish Missions and the Gold
Rush were similar?
• Is there anything similar to what you see today? We don’ t take over any more land, but
maybe we can think about why people took over land.
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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:
• When you believe in something strongly, it will drive you to action.
• If you really want something, you will do something to earn it.
• People work hard for things they want
Have students consider each of the proposed generalizations. Is each generalization

supported by the data? Script this discussion.
• Teacher: “When you believe in something strongly, it will make you take action. If you agree
with this, let me see a thumbs up! If you don’ t agree, thumbs down. *Call on one student
with a thumb up and one with a thumb down.”
- Student with Thumb Up: “I think that it’s true because if I didn’ t believe in it, I wouldn’ t
do anything. I wouldn’ t care.”
- Student with Thumb Down: “ I don’t know if I agree because sometimes I don’ t know
what to do when I believe in something.” (Have discussion on how you can figure out
what to do.)
• Teacher: “L et’ s talk about another generalization that we came up with. If you really want
something, you will do something to earn it. Thumbs up if you agree, and thumbs down if
you disagree.”
- Student with Thumb Up: “Y es! If I really want money, my parents make me work for it.”
- Student with Thumb Down: “ I just find something else that I can have.”
• Teacher: “W hat about people work hard for things they want? That sounds a little opposite
of what some of you said about the last generalization. Thumbs up? Or Thumbs down?
- Student with Thumb Up: “I think we need to work hard. ”
- Student with Thumb Down: “ I sometimes decide that I don’ t want that thing too much.”
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.
• Teacher: What did you learn from the data today concerning Spanish Missions?

• We learned that people act on what they believe
• We learned that gold/power/influence can make people take action
8. INDEPENDENT PRACTICE (5 points)
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Provide a rationale.
In order to move surface learning to deep learning, students will apply the strategies used in the lesson
to their own personal experiences. Students will use a T-Chart Graphic Organizer (Vogt, Echevarria
p.86) to create their own examples of the generalizations discussed during class. Students will choose
one generalization discussed during class and find their own example that shares similar ideas as the
generalization. Because we will be modeling the T-Chart during class, students should be able to
replicate the chart in their social studies journals. Modeling will aid the scaffolding process as students
move known information into finding their own examples.
• Students will have a choice of three options:

1) Find a family member who has experienced the generalization
2) Think of a pop culture reference that applies to the generalization
3) Use a people group discussed during social studies
• Students will be able to reference generalizations to copy down in their social studies journals. After
copying the generalizations in their journals, I will give them a piece of paper with their home
assignment. On the paper will be a chart containing the rubric as listed in the above sections.
• Students will complete the chart describing the facts of each people group they chose. Once they
have completed the table, they will develop their own generalizations.
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. Feedback must be written and provided
in person within 24 hours of the lesson. (See edTPA for directions on feedback)
ELL Learner – W/Few Give student learners a framework to complete their assignment. In order to slowly scaffold
Words ELL Learners, they will be given a framework for their Independent Practice. During a small
group session, we will read an instructional text where they will be able to engage with the
text by answering teacher-led examples and by filling out the framework provided for them.
Student with low A student with low reading ability will be given an opportunity to engage in the lesson by drawing a
reading ability fact from the fact can to be read aloud. Students will also be given the opportunity to work with a
partner to develop the facts about Spanish Missions to be placed on the board. After discussion, pairs
will be asked to contribute their findings to the class.
Since we will be modeling the T-chart assigned to the students for Independent Practice, students will
have a clear example in order to complete their assignment.
Student with Building a generalization from the facts provided should prove to be a challenge for students with
advanced literacy advanced literacy skills. They will be further challenged to come up with an example of their own. If
skills/other they are able to do this easily, I will encourage them to think of a modern example of the generalization
we are studying.
PAGE 50
Strategies to extend the lesson- Fill in chart below:
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. Advanced Story Before reading through the text we By discussing the text prior to Identifying key characters and
Map Worksheet (p. will introduce some of the people in reading through it, students events in the instructional text
24) the instructional text. As we read will be able to better organize will enable the students to
through the text, we will define their thinking as they read compare and contrast the two
each character and their motivation. through the text as a group. concepts discussed during
class. An Advanced Story Map
will enhance their abilities to
compare and contrast the two
different texts.
2. Mental Imagery Students will be instructed to create When students are able to EL students and others will be
(p.36) a mental illustration in their head as create their own illustrations, able to connect their
they closely observe the they will be able to develop a self-developed illustrations
instructional text given. As students meaningful connection with with the text. Interacting with
identify key facts in the illustration the text. the text will help them gain a
and text, they will document their deeper understanding. It will
findings in their Social Studies also help them collaborate with
Journals. their fellow classmates when
they are able to share their
illustrations with each other.
1. Guided Reading (p. In a small group, students will read I will use this strategy for EL This strategy matches common
48) an instructional book with the Learners who need to grow in core state standards for English
teacher. their literacy. While the other Langue arts: Students will
students are working on their apply grade-level phonics and
independent practice, the EL word-analysis to decode words.
students will read an Reading the passages aloud
instructional book that will will help them grow in
help them identify more facts word-analysis as well as
about another people group for comprehension.
their assignment
2. Interactive As a class, we will read-aloud an Research state that students are While we read the instructional
Read-Aloud (p.53) instructional text guided with better listeners when they’re text, the questions will help
engaging questions for involved during the reading, engage students in deeper
comprehension. not afterward. learning. This strategy can be
altered for a small group setting
where EL students can have
more opportunities to read and
interact with the text.
99 Ideas and Activities

for Teaching English
Learners with the
SIOP Model
PAGE 50
1. Student Journals (p. Students reflect on previous For their Social Studies Students will be able to refer
34) learning and build on that Independent Practice, they will back to the
knowledge while writing about the need to refer back to previous conclusions/thoughts they
topic. lessons they have learned. By developed during the lesson.
using Student Journals, they
will be able to remember their
previous reflections.
2. T-Chart Graphic T-charts help students classify We will use the T-chart to list Students will be given a chance
Organizer (p.86-87) information that was brainstormed. the facts that students have to discuss with their partner and
discussed with their elbow organize their information
partners. when sharing with the whole
class.
Technology In order to further their research, Students using their Students will be use their
Resources students will use their chrome chromebooks will give more computers to help enhance their
books to find more information on resources rather than students fact-finding.
the examples they may want to use trying to figure it out on their
in their Social Studies journals. own.
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this
lesson model and a rationale for why you have selected this content for this lesson model. Link your
rationale to the specific lesson objective/standard cognitive level and corresponding descriptive words
(i.e., evaluate, generalize).
(10 points)
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thinking.
In order to build generalizations, students will need to evaluate the data that has been provided for them.
Evaluation They will need to determine the validity of the data as it applies to the generalization they are
hypothesizing.
As students gather information from both topics, they will synthesize the information by drawing
Synthesis
generalizations about people in the world.
Students will analyze the facts about Spanish Missions and a people group that has been previously
Analysis
studied. Part of their analysis will be comparing and contrasting the differences between each topic.
Students will be expected to apply their analysis to their independent practice. The analysis itself will
Application help them understand how to accurately build generalizations from historical events of the past and how
it applies to the present time.
As students apply their analysis in their independent practice, they will need to understand the concept
Comprehension
of drawing generalizations in order to create a new example that supports their generalization.
Knowledge
11. ATTACHED STUDENT WORK (10 points)

ttach the work you have assigned for independent practice. You must do the assignment just as if you
A
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.
PAGE 50
Preparation Scaffolding Grouping Adaptation
o Strategies Used o Modeling o Whole group o Advanced
We will use a T-chart to We will model the T-chart in class We will come together as a If students are able to easily
organize thoughts. The fact by providing each column heading. group to finish their Independent
can will be used to recall a In order to help students along, o Small groups Practice in class, students will
past lesson. Students will they will have a framework to work EL groups will discuss be given an assignment to
also discuss with their with for their independent practice. Independent Practice during develop a creative symbol to
partners in order to engage o Independent Practice small group. We will discuss represent the people groups we
with the text. Students will need to complete definitions and facts studied during class for the day.
o Resources Selected their own T-chart, comparing individually. o EL
We will use books and Spanish Missions with one new o Pairs EL students will be given an
youtube videos we had concept in order to build new Students will discuss facts opportunity to work with Native
watched during previous generalizations. about Spanish Missions with speakers during discussion and
lessons. their elbow partners. an opportunity for clarification
o Works Independently during small group time. We will
Students will work work on their Independent
independently after the lesson Practice in our small group with
is finished. They will be others of similar reading levels.
applying the strategies we o Other
used in class to organize their We will be using a fact can for
thoughts. students who are unable to
come up with facts on their
own.
Integration of Processes Application Assessment Objective

o Reading o Hands on o Rubric o Linked to Standard
Students will draw out facts Students will be given a rubric o Integrated with
from the informational text as o Meaningful to evaluate their thinking. A Language Arts
we read through it together o Linked to objectives rubric will be given to them to o Age Appropriate
as a class. o Engaging take home for their
o Writing o Active Learning
independent work.
Students will transfer o Written
information from the Students will be assessed
whiteboard into their Social according to the rubric by
Studies Journals to evaluating their written
document their progress. thoughts in their Social
o Speaking Studies Journals.
Students will be engaging o Oral
with the text as we read During class, students will be
through it together as a offering their insights on facts
group. and generalizations.
Notes for next lesson based on lesson results:
o Strengths/Weaknesses of student learning

o
o Students needing more help
o Content adaptations
o Reading skills
o Vocabulary clarification
PAGE 50
Inquiry Lesson
Mini Lesson Format
Name: Kathryn Woon Grade Level: 4
ELD Standards:
Social Studies Grade Level Content Standard: Collaborative:
4.2 Students describe the major social, political, cultural and 1. Exchanging information and ideas with others through oral
economic life and interactions among the people of collaborative discussions on a range of social and academic topics
California from the pre-Columbian societies to the Spanish 2. Interacting with others in written English in various
mission and Mexican rancho periods in terms of: communicative forms (print, communicative, techonology,
multi-media)
3. Describe the daily lives of the people, native and nonnative, Interpretive:
who occupied the presidios, missions, ranchos, and 7. Evaluating how well writers and speakers use language to
pueblos. support ideas and opinions with details or reasons depending on
modality, text type, purpose, audience, topic, and content area
Productive:
9. Expressing information and ideas in formal oral presentations
on academic topics
10. Writing literary and informational texts to present, describe,
and explain ideas and information, using
appropriate technology
PAGE 50
ELA Language Objective: Students in Grade 4 will use their research ELD Language Objective for Grade Level
skills to identify information about Spanish Missions. Students will RI.4.1 Refer to details and examples in a text when
collaborate orally with peers and will use a variety of resources to gather explaining what the text says explicitly and when and when
information.
drawing inferences from the text.
ELA Content Objective: During this lesson, students in grade 4 will
practice the English language during oral and written communication in a RI.4.2: Determine the main idea of a text and explain how it
group of his/her peers. Students will engage with various texts, pictures,
and multimedia during their inquiry. is supported by key details; summarize the text.
RI.4.9: Integrate information from two texts on the same

topic in order to write or speak about the subject
Cog. Taxonomy/DOK Levels
• Remembering: Students will review Social Studies journal to knowledgeably.
ignite background knowledge.
• Understanding: Students will respond to directed review RI.4.10: By the end of year, read and comprehend
questions. informational texts, including history/social studies, science,
• Apply: Using their Social Studies Journals, students will
and technical texts, in the grades 4–5 text complexity band
collectively write out facts and draw conclusions.
• Evaluate: Students will be evaluated by their drawings and proficiently, with scaffolding as needed at the high end of
accuracy of their written responses on the poster board. the range.
Students will also be individually be evaluated through writing
an essay. W.4.7 Conduct short research projects that build knowledge
• Create: Students will work together to create a poster board to through investigation of different aspects of a topic.
be placed on the bulletin board.
W.4.8. Recall relevant information from experiences or gather
relevant information from print and digital sources;
take notes, paraphrase, and categorize information, and provide a
list of sources.
Learning Focus
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Materials Planned Supports: Research Based Learning Strategies:
• Social Studies Journal -Connecting Intentions to Prior
• Essay Writing Worksheet (Hamburger) -Connecting Intentions to Prior Knowledge (Teaching Literacy in the
Knowledge- Allowing students to review Visible Classroom, Chapter 2): Students
• Graphic Organizer Worksheet their work from previous classes will allow will be given time to review their Social
• Books students more time to process information Studies and research material (books,
• Articles with info about Spanish Missions individually before working together. articles etc) before the lesson begins in
• Posterboards order to gain class engagement and focus.
• Markers -Pre-assessment - Students who are at a
lower levels of learning will be able to -Pre-assessment (Visible Learning for
• Rulers
determine what they should know when Literacy, Chapter 4): We will review the
class is over. lesson by having students answer a list of
questions before proceeding to the next part
-Post-assessment- Students who are ELs of the lesson.
will be able to track the information that they
did not understand. After a time of -Post-assessment (Visible Learning for
engagement with the class, EL students will Literacy, Chapter 4): The post-assessment
be given an opportunity to ask questions for this lesson will be reflected in the poster
based on their post-assessments. board created by each group. At the end of
the unit, students will have a completed
essay with facts and generalizations.
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
Prior knowledge will be assessed using a K-W-L and attention on the learning goals? learning these standards with these
Chart. Students will participate in a class students?
discussion where we will talk about Spanish Students have previously researched the a
Missions and their uses. We will discuss any
Spanish Mission of their choice. Students Students will learn how Spanish Missions
questions that they still have regarding Spanish
Missions. We will also discuss the connection of will be given an opportunity to work shaped the world they live in now. Students
Spanish Missions and the development of together in a group to represent their will learn how Spanish Missions worked
California. Mission. They will be allowed to build their and how they affected those who lived in
Misconceptions: Identify common town around the Mission and observe the them. Students will see that the past affects
misconceptions regarding concepts addressed in affects of their Mission on the Native the present.
this lesson. Americans. After group research, students
will gather together to share their conclusion.
We will dispel common thoughts regarding
Spanish Missions by extracting the treatment of
Native Americans.
PAGE 50
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
OBJECTIVE: Students will research the affects that Spanish Missions had on Native Americans by listing facts about
Before their assigned Spanish Mission. (Identify Spanish Missions and their uses and be able to discuss the affects of the
Teaching Spanish Mission on Native Americans.)
-Setting the
stage. BACKGROUND KNOWLEDGE: Students will be allowed to peruse through their Social Studies Journals in order to
remember some of the facts we learned about Spanish Missions and their inhabitants. After giving students a minute to
review, I will ask guided questions to assess their learning from previous lessons.
MOTIVATION: Students will be given “randomized” groups to complete group work in order to represent a Mission.
Students will be given a poster board to complete and decorate with their group, including a “Who, What, Where,
Why, and When” format.
Lesson Body: Explain Strategies/Lesson steps:

Input Lesson Steps:
During/active 1. Before the lesson starts, students will be told to take out their Social Studies Journals to review their Social Studies
engagement in Journals.
learning 2. Students will be called together for another “Top Secret Mission.” During the “debrief,” we will check each secret
agent for their understanding of their previous assignments.
3. Students will be given another minute to review their Social Studies Journals in order to recall some of the facts
about Spanish Missions. After review, students will be lead in directed questions to help them recall background
knowledge.
4. After review, students will be grouped together and given a poster board to fill out as a group.
5. As an entire class, we will discuss the “Who, What, Where, Why, When, How” format of the poster board as I
model an example of the poster board they will be completing. Each group will be given a Mission to research and to
represent as a group. They will discuss the main ideas of the articles and books they are given.
6. Students will be assessed on the accuracy of the information presented, details written in complete sentences, and
details in drawing.
7. Throughout the group work, I will monitor their learning by walking around the classroom.
8. After the presentation of the poster board, students will be directed to begin working on their essays using the
information in their Social Studies Journals, the poster boards, and extra resources in the library and online.
9. While students work independently, I will take a small group of EL students and students with IEPs to discuss the
essay and further assess their learning.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
• At the end of class, I will ask the Who, What, Where, When, Why, and How questions to check for understanding.
We will discuss some of the main points that we observed while researching Spanish Missions.
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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 s tudent voice d uring instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?
Informal: Students will be monitored by walking around the room After students complete their group posters, I will give group
as they are completing their collaborative poster board. members a chance to present one part of their poster. They will be
allowed to read their posters followed up with directed questions to
Formal: The completed poster board will be the formal assessment. assess their understanding.
Before starting, students will be given a rubric with expectations for
the poster board.
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.
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

I will notify my students at the beginning of class that they will be gathering information to write an essay as an assessment of their
learning. As part of a unit project, students will be given multiple opportunities to work on their 3 paragraph essay. I will give each
student an essay “burger” to fill out that will help them to organize and outline their concrete facts and opinions.
For the three focus students and other individuals/groups with specific needs.
1. EL Student- While students are working independently on their essays, I will work with EL Students to organize their facts and
generalizations. While we are organizing information, I will informally assess their learning by asking them to discuss different facts
about Spanish Missions.
2. Gate Student - Gate Students will be challenged to write a 4 paragraph essay including the generalizations we had developed in a
previous class. They will be given a rubric which will also emphasize an organized, cohesive essay requirement.
3. IEP - IEP Students will be given options to draw some of the concepts they learned and create their own posters.
What theory or theorists would most strongly support use of this strategy?
The Constructivist (Vygotsky) support the inquiry strategy/lesson. In this lesson students are asked to “research/inquire” about a specific topic and
research information to find out more about it. Students then need to organize the information, write about it, and then present it to the class.
PAGE 50
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. Main Idea Graphic Students are given a worksheet to fill General ed students will learn Showing students early on how
Organizer (p.33-34) out that will help them understand how the different facts and ideas fit in books we are reading
how the ideas of a passage work generalizations fit into an essay essay will help them understand
together to support the main idea. they will be completing at the how to write an essay on their
end of the unit. own.
2. Prior Knowledge: Students are given a passage to Activating the Known will help If they take individual
Activating the Known (p.40) review with guided questions to students first work ownership for what they learn,
answer independently. independently on what they they may contribute more
know prior to working during collaborative work.
collaboratively.
1. Clusters Students will collaboratively create a The visual representation on the Students will be able identify
type of cluster on a poster board. On poster board will help students key details from a text and
the poster board, they will draw a brainstorm and organize ideas draw inferences from the text
Spanish Mission given to them, and for their essays. (Standard RL.4.1 -4.2)
create areas to address: Who, What,
Where, When, Why, and How.
2. Rubrics A rubric is a scoring guide that will The visual rubric will help Students will be evaluated on
help a teacher assess students’ students to understand how they their ability to conduct a short
achievement and will explicitly state will be graded research project that involves
the teacher’s expectations for an building knowledge through
assignment. investigation and research.
Students will be able to gather
relevant resources digitally and
from print(W.4.7-4.8)
Technology Resources Studens will be given their All students can be involved in Access to technology will help
chromebooks to find more their learning when given access all learners to have access to
information regarding Spanish to information online. more information to complete
Missions. their essays at the end of the
unit.
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.
PAGE 50
Assessment Strategy #1: Alignment with Objectives:
RI.4.2: Determine the main idea of a text and explain how it is supported
by key details; summarize the text.
Each group will have a completed poster board RI.4.9: Integrate information from two texts on the same topic in order to
with details about Spanish Missions written in write or speak about the subject knowledgeably.
full sentences.
The poster board will require integrated information on the texts given to
them in previous classes. They will compile the main ideas from these
texts and draw inferences as exercised in previous classes.
Evidence of Student Understanding:
Using poster boards and the graphic organizers, students display their
ability to compile and organize information cohesively. Building these
poster boards will help students organize information for their essays.
Student Feedback:
After the poster board is presented to the class, the students will be asked
directed questions and given verbal feedback regarding the Mission they
had researched.
Students will be evaluated on their ability to conduct a short research
project that involves building knowledge through investigation and
research. Students will be able to gather relevant resources digitally and
I will assign an essay at the end of the unit in from print(W.4.7-4.8) Students will be assessed on their ability to
order to assess my students understanding of complete an essay in accordance to the rubric given to them.
Spanish Missions.
Evidence of Student Understanding:
Students will be able to understand the expectations of what they will need
to learn in order to write their essays. Students must research the topic in
order to complete a fully completed essay. If they are unable to write a
sufficient amount of facts, they can visibly see where they stand in
accordance to the rubric.
Student Feedback:
Students will be given feedback written on the rubric and on their essays.
They will be graded according to the rubric with feedback regarding
concepts rather than strictly grammar and punctuation.
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:

The poster board will introduce one new factor to Spanish Missions: “How?” Students will explore how the Spanish
Missions affected Native Americans. They will be given an opportunity to share their opinion on whether the Native
Americans were treated fairly and describe why or why not they thought so. Asking ‘how” will cause students to consider
what is fair and what is not fair.
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Grouping Strategies:
Students will be divided socially. I will attempt to create groups based on different learning levels. I will inclusively
incorporate students with IEPs and English Learners into each group.
Planned Supports:

Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
hy students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).
Describe how and w
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.
Social Studies/LA – Academic Vocabulary, Handwriting, Grammar and Spelling

Multi Tiered System of Supports (MTSS) LESSON PLAN
Vocabulary, Grammar, Handwriting
Objective Students will learn how to describe the daily lives of the people who lived in the California Missions using full written
and verbal sentences.
Learning Learning Strategies and Activities:

Stages Students will have the opportunity to build and research a California Mission or be a tour guide of a California Mission
by researching and verbally describing a Mission.

Introduction: Today in class, we will be writing and speaking about the unique things we have learned about California Missions. Over the past
week, we have done a lot of work identifying them with our eyes and hearing about them in our songs, but now we will be able to
Before explain to others who may have never heard of a California Mission. It is important that you are able to use full sentences, spoken
and written as you describe California Missions. First, we are going to review some things that we’ve learned about California
Teaching
Missions and what they were used for. In the next 5 minutes, discuss with a partner 3 facts about California Missions. As you
-Setting the discuss, I would like you to fill out a conversational roundtable describing the things you talked about with your partner. Each box
stage. should have different information in it. When you hear the bell ring, I will collect your roundtables.
PAGE 50
Lesson Body: Explain Lesson steps:
During/active Today, you are going to be a builder or a tour guide. Builders are experts in knowing the type of structure they are going to build. If
engagement in you decide to build, you and your partner will research a California Mission and create one with the tools given to you. After
building the mission, you will need to write a placard (label) describing the mission you built.
learning
If you choose to be a tour guide, you also need to be an expert in knowing the building you are describing. You and your partner
are going to be walking on a tour with people who have never heard or seen a California Mission. You will describe the different
features of the mission and describe what they were used for. Make sure you put on your best tour guide smile!
—Students will be grouped according to reading/comprehension level.
Teaching Students, today in class we completed our study of California Missions. Some of us built models of California Missions with a
descriptive placard giving details about the mission they designed. Others in this class were our tour guides to the different
California Missions, giving full details about the mission they were giving tours for.
specific assessment tools are being used for at least two types of provide for s tudent voice d uring instruction on their learning (strategies,
assessment? skills, knowledge) relative to learning target?
Informal: Students’ learning will be monitored as the finish their mini projects. The
I will walk around the classroom to observe the student’ s research on students will be allowed to use their own voice and personality as they
California Missions. I will ask them questions regarding the Mission that complete building the mission or describing the mission as a tour guide.
they decided to research.
Throughout their research process they will be collecting at least five
Formal: facts to describe in the written portion of their assignment. Although
As students work with their partners, I will have them complete a students will be graded on the accuracy of their writing and amount of
conversational roundtable which will describe 2 facts about California facts in their papers, I will monitor their learning and voice by giving
Missions that they discussed with their partners. (See worksheet below.) verbal feedback as they work with their partners.
Students will be given two opportunities to show their knowledge on
California Missions. Each assignment will have a written portion where
they will describe the mission they had researched. (See rubric below)
Feedback: Feedback
Student and partner can describe 5 Student and partner can describe 3-4 Student and partner can describe 1-2
facts about California Missions in facts about California Missions in facts about California Missions in
complete sentences, linked with complete sentences, linked with complete sentences, linked with
concrete evidence. concrete evidence. concrete evidence.
Conversational Roundtable
PAGE 50
Student A Name: ____________________ Student B Name:_____________________
Fact #1: Fact #1:
Fact #2: Fact #2:
Listening / Talk
MINI LESSON PLAN
Name: Kathryn Woon Grade Level: 4
ELA Content Standard : ELD Standards:

Collaborative:
RI 4.5. Describe the overall structure (e.g., chronology, 1.Exchanging information and ideas with others through
comparison, cause/effect, problem/solution) of oral collaborative discussions on a range of social and
events, ideas, concepts, or information in a text academic topics
or part of a text. 2. Interacting with others in written English in various
communicative forms (print, communicative technology,
RF. 4.4. Read with sufficient accuracy and fluency to support and multimedia)
comprehension.
S.L.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.
Content Standards:
PAGE 50
ELA Language Objective: ELD Language Objective for Grade Level
Students in grade 4 will correctly use conventions of English
Language to complete the “Touring a California Mission” Students in grade 4 will collaborate orally with class to
activity. exchange information and ideas regarding California
Missions. Students will use the correct conventions of the
Cog. Taxonomy English language.
• Remembering: Students recall what we have learned
about California Missions. they will listen to the
read-aloud text and identify the pertinent vocabulary
regarding California Missions.
• Understanding: Students explain and describe their
walk through a California Mission. They discover new
information, review what they already know about
Missions, and describe information with partners and
class.
• Apply: Students will write a narrative as a response
using at least 3 vocabulary words found during
Guided Reading Time.
Materials Planned Supports: Research Based Learning

• Social Studies Journal Students will initially listen to a first Strategies: (provide text
• Vocabulary Worksheet reading of the text and follow along chapters/reference)
• Colored Pencils, markers, pencils, in their own books. While reading,
crayons students will identify vocabulary
• Chromebooks words in the text to make
observations and inferences from the
excerpt. After reading the passage a
second time as independent reading,
students will work collaboratively
with partners to help support their
knowledge of the vocabulary words.
PAGE 50
Pre-Assessment: How will you determine Motivation Strategy: How will you Personal/Cultural/Community
prior knowledge? catch attention of students and focus Assets: What assets will be utilized to
their minds and attention on the support learning these standards with
K-W-L Chart will gather information that we learning goals? these students?
have learned about California Missions in
the unit. We will discuss as a class and I will encourage students to creatively Students will be given pictures of
student describe their walk through a California Missions that are close to
California Mission. Students will be them. For example, students will be
Misconceptions: motivated by their desire to describe a given pictures of Mission San Diego
Students will struggle with the idea of story in their own words. They will and Mission Santa Barbara so that
non-fiction. Students may not understand be able to write a narrative of they can make a connection with the
that they story of the California Missions themselves or of their own made-up locations of the real Missions.
happened in real life. character.
Post Assessment
Completion of Vocabulary Worksheets will
be used to assess their information. New
vocabulary words will be transferred to
Social Studies Journals.
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Learning Learning Strategies and Activities

Stages
Introduction: Today in class, we will be listening and discussing the unique facts we have learned about California
Missions. Over the past unit, we have done a lot of work identifying them with our eyes and hearing about
Before them in songs. Today, we are going to work on describing California Missions to people who have never
Teaching heard of them. It is important that you are able to use your own sentences spoken and written to describe
-Setting the California Missions.
stage.
Lesson Body: Explain Strategies/Lesson steps for each CCSS area:
During/active 1. Students will listen to a guided reading passage about California Missions. Throughout the reading of the
engagement passage, students will be asked comprehension questions to make sure that they are actually listening.
in learning 2. While reading the passage, students and teachers will identify vocabulary words from the guided reading
about California Missions. At the end of the guided reading, students will answer a set of comprehension
questions and a worksheet to define and illustrate vocabulary words.
3. Students will be given 5 minutes to re-read the passage to themselves before working on the vocabulary
worksheet.
4. With the remaining time, students will work with partner to complete the worksheet and draw pictures to
symbolically represent the vocabulary words.
PAGE 50
Teaching Explain:
Students, today we discussed and defined different parts of California Missions. When we are able to identify
new words, it helps us to describe Missions to others. We can discuss Missions with people who may wonder
how California has been affected by the past. When we learn more about the past, we can look through the
lens of today so that we can make connections with the present.
specific assessment tools are being used for at least two types of provide for s tudent voice d uring instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?
Informal: Students will be engaging with their partners to review

I will walk around the class as students complete their vocabulary California Mission vocabulary. After discussion with their
worksheets and discuss their narrative assignment.
partners, students will be given a chance to write a narrative
Formal:
about what they would see if they visited a California
Students will be given a rubric that will assess their narratives
Mission.
which includes vocabulary words discussed in class.
Feedback: Students will be given feedback based on their
adherence to the rubric they have been given.
Spelling/Word Analysis Chart.
Emergent Letter-Name Within -Word Syllables and affixes Derivational

Relations
Continent Globe Location= locat + ion

Population Location Population= populat + ion
Shout o vowel sound Long o vowel sound Suffixes
Data Analysis Conclusions
Some students are struggling with the short o sound like in the The students in this class show a wide range in different
word continent., while others are struggling with the long o learning needs and are at different levels when it comes to
sound like in the word location. For first grade, students will spelling and word pronunciation.
need to learn proper phonetic pronunciation of the letters.
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.
PAGE 50
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:

In addition to vocabulary worksheets, vocabulary cards will be posted on the bulletin board for students to see in the
classroom. Words will be changed depending on the unit being addressed. We will also have a “Facebook Profile” wall
where they will be able to find facts about Father Junipero Serra, the founder of many major Californian Missions. In order
to assess understanding, students will be drilled on the vocabulary words through pre-tests and writing assignments with
vocabulary words applied. As an added support for visual learners and ELs, students will be given a vocabulary sheet where
they will be able to symbolically illustrate their vocabulary words to refer to in their Social Studies Journals.
For the three focus students and other individuals/groups with specific needs:
1.ELL Learner w/ Few Words: ELL Learner will be encouraged to write sentences prior to drawing pictures on the
vocabulary worksheet
2. Student with low reading ability: Students with low reading ability will work in a group with the teacher to re-read the
guided reading an additional time to ensure comprehension. Students will be instructed to underline/highlight vocabulary
words during the second guided reading.
3 Student with Advanced Literacy Skills/Other: Students with advanced literacy skills will be encouraged to develop new
content to be placed on the bulletin boards. A motivational strategy that could be used will be posting work when teacher’s
standards are met.
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.

Describe how this assessment is aligned to your stated objectives. Which
objective(s) is it assessing?
Conversational Roundtable: As students work
with their partners, I will have them complete a Students will be able to collaborate orally with peers about California
conversational roundtable worksheet which Missions.
will require each partner to describe two new
facts about California Missions that they Evidence of Student Understanding:
learned in the guided reading. Describe how this assessment strategy provides evidence of student
understanding of the concepts being taught.
Students will check if their facts can be supported with concrete evidence
from the text. Students will be required to find the evidence in the article
to support their facts.
Student Feedback:
Describe how you will provide feedback to students on this assessment.
Before starting the vocabulary worksheets, I will require students to turn

in their conversational roundtable worksheets.
PAGE 50
Describe how this assessment is aligned to your stated objectives. Which
objective(s) is it assessing?
Learning Log: Students will listen to a passage I will be able to assess their listening and reading skills depending on the
and work with a partner to complete the accuracy of their worksheets.
vocabulary worksheet from the guided reading
passage. Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of student
understanding of the concepts being taught.
Students will find the concrete evidence where their vocabulary words
appear in the guided reading passage.
Student Feedback:
Describe how you will provide feedback to students on this assessment.
The Vocabulary Worksheet will be collected as part of their Social

Studies Journals. Worksheets will be collected and corrected for accuracy
prior to students using vocabulary words for their end of unit narrative
essay.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
Checklist for Conversational Roundtable:
PAGE 50
PAGE 50
a.
b.
2. I have written down two facts that my partner has shared with me:
a.
b.
3. I have found Concrete Evidence to support my facts:
a.
b.
Rubric for End of Unit Narrative:

Proficient (5 points) Basic (3 points) Below Basic (2 points)
Student effectively used at least 5 Student effectively used at least 3-4 Student effectively used at least 1-2
vocabulary words in narrative vocabulary words in narrative vocabulary words in narrative
• Student wrote at least 10 • Student wrote 8-9 sentences • Student wrote 7 or less sentences
sentences containing facts about containing facts about their containing facts about their
their continent. continent. continent.
• The sentence contained a few • The sentence contained a some • The sentence contained many
grammatical errors. grammatical errors. grammatical erros.
• The sentences contain a few • The sentences contain a some • The sentences contain many
spelling errors. spelling errors. spelling errors
• The student handwriting was • The student handwriting was mostly • The student handwriting was
legible. legible. illegible.

Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
Students will reflect on previous lessons regarding California Missions in order to develop their narratives. They will be
able to describe and infer the affects of California Missions on the surrounding land.
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).
Students will be grouped together by their reading level so that higher level readers do not dominate conversations. My
hope is to establish equality in discussion so that each student has a chance to speak and listen.
PAGE 50
Planned Supports:
• K-W-L chart will help students help students review what we have learned and help them break down the
information we are learning. Reviewing will help students with a weakness in remembering information and will
help them comprehend what they already know.
• Interactive Read Alouds will help students will better comprehend what we're reading. I will point out important
words and will stop and check for understanding by asking questions while reading.
PAGE 50
Professional Reflection
Provide a thorough answer for each question.
1. Advanced Story Map Worksheet (Wright 24)
Select one Social
Studies Strategy
from your text and Before reading through the text we will introduce some of the people in the
explain how it can instructional text. As we read through the text, we will define each character and their
be used to: motivation. By discussing the text prior to reading through it, students will be able to
• Extend social better organize their thinking as they read through the text as a group. Identifying key
studies characters and events in the instructional text will enable the students to compare and
knowledge, contrast the two concepts discussed during class. An Advanced Story Map will
• Extend literacy enhance their abilities to compare and contrast the two different texts.
learning
• Engage
students at a
deeper level of
learning
PAGE 50
2. 1. Guided Reading (p. 48)
Select one Literacy
Strategy from your
text and explain
In a small group, students will read an instructional book with the teacher. I will use
how it can be used this strategy for EL Learners who need to grow in their literacy. While the other
to: students are working on their independent practice, the EL students will read an
• Extend social
instructional book that will help them identify more facts about another people group
studies for their assignment. This strategy matches common core state standards for English
knowledge, Langue arts: Students will apply grade-level phonics and word-analysis to decode
words. Reading the passages aloud will help them grow in word- analysis as well as
• Extend literacy
learning comprehension.
• Engage
students at a
deeper level of
learning.
PAGE 50
3.
Feedback: Select 2
Determining Impact:
strategies for
providing Determining Impact involves measuring the effect size of teaching
immediate
feedback on
for classes and individual students. It is important to constantly
learning from any assess students’ learning so that a teacher can adapt to students’
of your texts.
Provide evidence
learning needs. Determining impact involves, clear learning
that it is research intentions, clear success criteria, criteria of success, and a
based. student’s standing as applies to their success.
As I begin teaching and tutoring sessions, I need to check how my
student is progressing. In order to assess their learning, I need to
state my expectations at the beginning of each session. I have
noticed that my students seem to be more focused and responsive
when I give them a specific direction at the very beginning of the
session. Most of the time, my students have been able to reach
the goal for the session; however, I still need to work on making
time for assessing their learning afterwards.
Readers Theatre:
A choral reading strategy that uses scripts of poems, plays, and
children’s literature to create a performance piece. Performers
use their voices to convey the appropriate meaning of the text.
Struggling readers may resist reading anything more than once,
but the accountability of performance in front of peers can
eliminate such hesitancies.
Another activity that I would like to incorporate in my unit about
California Missions is Readers Theatre. I will find or create a
script during the time of the California Missions. Students will be
given a choice between Readers Theatre and Gallery Walk. In
Readers Theatre, students will act out parts in front of the class.

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The California Missions

Dr. Rachel Timmons

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

Direct Instruction Lesson Plan………………………………………………………………………... 13

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

Generalization Lesson Plan…………………………………………………………………………… 35

Inquiry Lesson Plan…………………………………………………………………………………... 45

Vocabulary Lesson Plan……………………………………………………………………………… 53

Listening/Talk Lesson Plan…………………………………………………………………………... 61

Writing Lesson Plan………………………………………………………………………………….. 66

GENERALIZATION LESSON PLAN:

Social Studies Standard 4.2 Element 2:

CCSS ELD Standard

INQUIRY LESSON PLAN:

ELD Language Objective for Grade Level

LISTEN/TALK LESSON PLAN:

ELD Language Objective for Grade Level

ELA Content Standard :

11​___ Boys 4 General Ed Student Ex. 4 high average, 2

14​___ Girls Average Students (No

EL Focus Student Fully describe from 3

Special Needs Focus Fully describe from 3

Advanced learner Unknown 4 high average, 1 3 Caucasian Fully describe from 3

Lesson 2: Concept Attainment

Lesson 5: Vocabulary & Handwriting

Missions, Presidios, and Pueblos

California’s Spanish Missions -

Social Studies Book for Kids (Greathouse, Lisa. 2017)

The Gold Rush -

Social Studies Book for Kids (Davies, Monika. 2017)

The California Missions in the New World

Sad beginnings in the strange new world.

Three Language Demand areas:

3. Subject-specific words defined for use in the discipline.

How to Build a Town

• Vocabulary - List key vocabulary terms needed for this lesson

• Literature - List supporting literature or reading materials

Social Studies Standard 4.2 Element 2:

CCSS ELA Standard

3. ASSESSMENT STRATEGY (10 points)

PROFICIENT (5 POINTS) BASIC (3 POINTS) BELOW BASIC (2 POINTS)

4. LESSON OPENING/PURPOSE (5 points)

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

• RESTATE OBJECTIVE IN STUDENT TERMS

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

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

We need houses for people to live How are pueblos similar to

We need people in charge to make What is government?

We need places for people to work Where did people work?

Explain how your strategy incorporates EL student​’​s background.

• MODELING SDAIE: Demonstrations and modeling

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

7. CLOSURE EL/SDAIE: Questioning for review

Learning facts about_presidios, pueblos, rancheros, and missions_____.

K (What we know) W (What we want to L (What we learned) Q (What new questions

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

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION

Students with IEP and 504 plans

10. ATTACHED STUDENT WORK:

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

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

Social Studies Standard 4.2 Element 2:

CCSS ELA Standard

11___ Boys 4 General Ed Student Ex. 4 high average, 2

14___ Girls Average Students (No

Explain how your strategy incorporates EL student’s background.

Step Three - Non-examples:

Step Seven – Response to Learning the Concept:

Student 1: “Missions were used to convert Native Americans to Catholicism.”

Student 2: “There were 21 Missions”

Student 3: “Missions came from Spain.”

Students: “They both moved to new lands.”

Students: “They were different cultures.”

Feedback: Explain how you will provide feedback to 2 students

Building on Personal/Cultural/Community Assets:

Building on Personal/Cultural/Community Assets: