Anya Bergman
ELA May 13, 2014
5th Grade – Gallegos
UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014
Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9
Reading Standards for Informational Text (5th Grade):
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the
text.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9
 Students will be able to analyze a secondary source document, (“Estimates of Illness and Deaths at Valley
Forge,” December 1777-February 1778) and answer questions related to the document, while developing a
greater understanding of the conditions under which the Continental Army at Valley Forge lived (or died)
during the winter of 1776-1777.
Assessment: Formal and Informal Assessment. TPE: 2 & 3
 What evidence will the students produce to show they have met the learning objective?
 The students will answer written questions in a packet from The DBQ (Data-Based Question) Project,
Mini-Qs in American History: Volume 1, Unit 2, called “Valley Forge: Would you Have Quit?”
pertaining to the secondary source document, (“Estimates of Illness and Deaths at Valley Forge,”
December 1777-February 1778).
 The students will also determine three main analytical categories using the information they have read
thus far that will help them create a final essay later in the unit. The final essay will be entitled, “Valley
Forge: Would you Have Quit?” and the students will use 4 primary and secondary source documents
found in the packet along with a background essay to write an opinion essay about whether they would
have re-enlisted or left the Continental Army at Valley Forge in the Winter of 1776-1777.
 What modifications of the above assessment would you use for language learners and/or students
with special needs?
 English language learners and students with special needs will benefit from the oral instructions and
modeling the teacher gives prior to the independent work.
 The students will read and look at the document independently, but will then have an opportunity to
answer the questions within their group, which will allow them to discuss and talk about their reasoning
before writing the answers.
 The students will work in table groups to determine the analysis questions that will be used to frame the
essay that they will write later in the unit.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8
 Prerequisite skills from prior school experiences
 The students have previously looked at primary and secondary source documents during their social
studies computer-based program.
 The students have written a DBQ essay (from The DBQ Project) before so they are familiar with the
packet, questions and documents and the final format of the essay.


Strategy to connect school learning with prior experiential knowledge and/or cultural background
As a group, the students and teacher have been connecting the experience of the Continental Army with
times in which the students may have felt exasperated or not had the resources they needed to be
successful in a certain task.


Pre-assessment strategy
As stated previously, the students will talk as a class and work in pairs and groups in order to talk about
the answers to questions before writing them into their packets.
Anya Bergman
ELA May 13, 2014
5th Grade – Gallegos
Academic Language. TPE: 7 & 9
 What content specific vocabulary, text structures, stylistic, or grammatical features will be
explicitly taught?
 The students will learn or review a concept called “pre-bucketing,” in which they are using the Mini-Q
Question: Valley Forge, Would You Have Quit, an exercise page about the historical setting in
Montgomery County, Pennsylvania, a background essay about Valley Forge, and four primary source
document titles on the cover page:
o Document A: The Numbers: Deaths and Illness (chart)
o Document B: Washington at Valley Forge (engraving)
o Document C: Diary of Dr. Albigence Waldo
o Document D: The Sunshine Soldier: Thomas Paine
 The students will have to answer the questions: What is the analytical question asked by this Mini-Q? In
this Mini-Q, What is the meaning of the word “quit”? and Restate the question so that your interpretation
of the word “quit” is clearly understood. The students then have to use any clues from the Mini-Q
question, document titles and other relevant information to guess the analytical categories and label the
buckets found on page 57 of their packet. The students may label two buckets with approximate labels:
Reasons to Quit and Reasons to Stay/re-enlist or may make three buckets with approximate labels:
Reason #1 to quit/stay, Reason #2 to quit/stay and Reason #3 to quit/stay.
 The students are talking about words such as “desert” and “continental,” as they relate to the
revolutionary war.
Equity. TPE: 4, 5, 6, 7 & 8
 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language
levels) Describe your differentiated instructional strategy.
 The students sit in Kagan cooperative groups, so when they talk to their elbow partners, they are either
talking to someone who is below their academic level, so they are able to use their knowledge to guide
the other student to the answers. On the other hand, other students work with students who are above
their academic level, so they can use these students as resources when it comes to discussing and
answering questions.
 The students are talking and listening as well as reading and writing, so they have opportunities to draw
on their varied strengths. They will also be analyzing pictures, which may be helpful for visual learners.
The students will also engage in some TPR, through the use of thumbs up or down.
Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds,
interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build
independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.
List what the teacher will be doing and what the students will be doing.
Time
Teacher
Students
11:1511:20

Review soccer team scenario
(found on a small piece of paper
in the lesson plan packet) and
explain that yesterday we talked
about deserting the soccer team,
but now let’s think about signing
up for another season. The

Students may add questions or comments.
Resources/
Materials



DBQ
Packets
Teacher
DBQ Packet
Guide
SmartBoard
Anya Bergman
ELA May 13, 2014
5th Grade – Gallegos
soldiers were re-enlisting, not
deserting. Would you have signed
up for another soccer season
given how badly the first season
went?

11:2011:40

Review questions on prebucketing sheet in pairs and
return back to soccer scenario to
explain double meaning of “quit.”
Review the idea of “prebucketing” and show the students
where to find this page in their
packets (p. 57). Explain what this
will mean in terms of this essay
and then explain that in groups,
the students will have to work
together to figure out whether
they want to use 2 or 3 buckets,
and how they might categorize
the buckets.

Students will go over questions in pairs
and then review with the teacher the
concept of pre-bucketing and then will
work in table groups to determine how
they would determine the analytical
categories given in the information in the
packet. When students are ready, teacher
will record answers on the SmartBoard to
keep the students accountable and then
students will engage in a discussion about
their choices.
11:4012:00

Teacher will briefly introduce
“Document A” indicated
previously and will talk about
where it is from and why that’s
important and how it is
aggregated information from a
few sources, making it a
secondary, not primary source.
Briefly talk through the document
and answer question 1 with the
students. Make connections to
other documents they know.
Students will work in groups to
complete questions. *Explain that
all students will need to be able to
answer questions on the SB.

Students will offer comments and
questions and will then work in groups to
determine the answers to the associated
questions. If they finish early they may
begin to talk about the picture in the next
document.
12:0012:15

Teacher will engage students in a
discussion about their responses
to the questions. Possible
questions: how did you determine
the percent? Show the math. Out
of how many people were ill, do
you think many of them died? Is
it hard or easy to tell and why?

Students will interact with one another,
the teacher and the SmartBoard to show
how they got their answers to the
questions.
and related
materials
Pencils
Anya Bergman
ELA May 13, 2014
5th Grade – Gallegos
Students will be asked to come to
SmartBoard to explain and
demonstrate where/how they got
their answers.