Teacher Candidate: __Sarah Lindsay____
Date: ____February 2, 2012
THE UCI LESSON PLANNER
Grade: _11__ Content Area/Class Title: __United States History.
School/MT: Irvine High School / Sara Franko Group Size: __32_ Lesson Length: __90 min___
minutes
Student Context: ___Students are a majority high SES in a high performing College Prep
school in a College prep class. There are no English Learners in the class and two IEP’s. Both
IEP’s are high functioning and usually jjust need a little extra classroom management and
individual help. This is the first real teaching day of a new semester and will be the first time
actually teaching to these students.
Planning for the Lesson
Key Content Standards:
11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the
philosophy of government described in the Declaration of Independence.
1. Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was
founded.
Key ELD Standards:
Learning Objective:
For students to remember ideas and materials they might have forgotten and capture their interest with a fun
video lesson.
Understanding or Skill Students Will Enhance:
Students will be able to remember materials learned in 8th grade and enhance their understanding of the 13
colonies.
Assessment:
Student and teacher discussion of the material will assess their understanding and test their knowledge.
Prerequisite Skills and Knowledge:
Students will have completed 8th grade U.S. History which Covers United States History through the
industrial revolution and will have already covered the 13 colonies. This is a review lesson and a
review unit to help students in the year to come have a better foundation. Students must have an
understanding of the founding of America for this lesson.
Lesson Resources/Materials:
Videos and “Life in the 13 Colonies Worksheet.
Road to the American Revolution Timeline Worksheet
Textbooks
INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS
Introduction (_20_ minutes):
T: Teacher will greet students to the class.
T: Will introduce Unit One and lay out the due dates for certain things and tell students when the tests and
quizzes are for the unit.
T: Teacher will put dates up on the board and tell students to copy them down.
T: Asks students if they have any questions
S: Ask questions if they have any.
T: Will give an overview of how each day will be in the class and what the expectations will be.
T: Will then point out the “Do Now” for the day and tell students that it will be there every day and that they
are expected to come in and answer the “Do Now” question in their notebooks at the beginning of every class.
S: Will do the “Do Now” which for today is “What do you remember about the 13 colonies from 8th grade.”
They will write a half page response.
T: While Students are answering the “Do Now” question, teacher will pass out the Unit 1 Assignment Sheet
and pick up any signed syllabuses or “Getting to know you” essays that students have brought in.
T: Will give Students a total of 10 minutes to complete “Do Now”
T: Will ask students “So, how did you answer? What do you remember from 8th grade about the 13 colonies.”
S: Will answer things like “Plymouth,” or “Thanksgiving,” or “The Boston Massacre.”
T: Will discuss a few of these with students
T: If students answer with things that they will be learning about during today’s lesson then the Teacher will
put that idea on the board.
T: Will point to the terms and names on the board and say “These things that were brought up we will be
talking about in today’s class.”
Body of the Lesson (__60__ minutes): Describe step-by-step what the teacher and the
students will be doing during the lesson.
T: Will pass out the “Life in the 13 Colonies Worksheet.”
T: Will say “This worksheet goes along with some History Chanel video clips we will be watching today. Your
task will be to fill in the answers while watching the clips.
T: Will ask students if they have any questions
S: Will ask questions if they have any.
T: Will put on the first video clip, which is Mayflower
S: Will answer questions about Mayflower on their worksheet
T: Will talk for a few minutes about Mayflower and ask students “Is this what you remembered about
the Mayflower?
S: Will answer the question
T: Will go over the answers to the worksheet of that section.
T: Will ask, “What was life like on the Mayflower? Or what do you think it was like when they landed
in the United States?”
S: Would answer question and have a discussion with the Teacher
T: Will move to the next episode, which is Life in Jamestown.
S: Will answer questions about Life in Jamestown on their worksheet.
T: Will ask students at the end of the video clip “With so little chance of survival, and how bad it was
in Jamestown why do you think the settlers stayed.”
S: Will answer question and talk about natural resources
T: Will guide students in a discussion about natural resources, persecution and the want to find land
and a home.
S: Will discuss reasons why someone would leave, and come to conclusions about freedom and a new
life.
T: Will go over answers to that section of the worksheet.
T: Will take charge of the discussion and finally ask “How did the settler’s finally make due and
survive?
S: Would hopefully come up with Tobacco
T: Will put on next video clip, which is called Tobacco
S: Will answer questions on the worksheet that go along with Tobacco.
T: Will go over the answers to the Tobacco section with the Students.
T: Will give a brief overview of some of the problems between the British and the Colonists at the time
and then put on the Stamp Act video.
S: Would fill in the questions based off of the video.
T: Will ask students about the phrase “The Shot heard around the world” Teacher would say “What
does this phrase mean? Can you actually hear it or is it a metaphor? What do you think.”
S: Would come up with ideas for it and be lead in a discussion about what it is like for colonies to rebel
against their country.
T: Would lead the discussion
T: Would then go over answers to the Stamp Act Clip
Closure (_10_minutes):
T: Would say “I know this is a lot of information to remember that you learned a few years ago, and I
know that we’re going to have to go through it fast but I promise that it won’t be too bad.”
T: Will say, “Tomorrow we’re going to go through the American Revolution in its entirety and it’s a
lot to cover in one day, but please stick with me.”
T: Will tell students there homework is page 42 numbers 8-8 and point to it on the board.
T: would then pass out timeline worksheet titled “Road to Revolution timeline.”
T: will tell students that this timeline is due by the quiz, which is next week but that if they want to it
would be smart to keep it going through the lecture the next day and during their homework tonight
because it will make it go faster.
T: Will read timeline instructions.
T: Will ask students if they have any questions about the timeline.
S: Will ask questions if they have any about the timeline.
T: Will dismiss students and tell them to have a good rest of day.
Academic Language
1. Describe the rich task related to the content learning objective:
The rich task related to the content learning objective is the discussion between
the students and the teacher about the reasons why colonists came to the united
states even though they knew it was a life of hardship and they might not survive.
This is located after the Jamestown Video clip.
2. Language Demands: How will students be communicating in relation to the
content in the rich task?
o Receptive – listening, reading, and viewing:
Students are receptive because they will have just viewed a video and will
be listening to the teacher and each other’s ideas during the discussion.
o
Productive – speaking and writing:
Students are mostly productive because they will be participating in the
discussion.
3. What key language skill(s), related to a single language demand above, will you
help the students develop during the lesson?
I will be helping students develop productive skills by fostering ideas about
discussion in the classroom and give students their ability to discuss in a
productive way.
4. Describe the genre of the chosen language demand.
The genre will be explanations about the topic. Students must infer and explain
reasons why colonists would want to come to the United States.
5. Describe the instructional strategies you will use to support the development of
academic language skills (related to the identified language demand above).
Include strategies you will use to meet the needs of individual or groups of
students with varying language abilities.
I will define terms and write them on the board when necessary and have a
discussion with students about Natural resources, persecution, challenges and the
desire for something better than what they had before.
In your lesson plan, integrate, label and highlight where you will be
providing the instruction and guided practice related to the selected
language demand.