Effective Lesson Planning
Middle School
Department Chairperson Meeting
Tuesday, November 22, 2011
Before Planning: How do our students
retain knowledge?
Instructional Method
Average Retention / Rate of Knowledge
or Skill
Lecture
5% Retained
Reading Textbooks, etc.
10% Retained
Audio-Visual
20% Retained
Demonstration/Modeling
30% Retained
Discussion Group
50% Retained
Practice by Doing
75% Retained
Teach others/Immediate Use of Learning
90% Retained
Taken from NTL Institute for Applied
Behavioral Science
Lesson Planning…What to Focus On…
 Lessons that encourage discussions, practice by doing,
and teaching others.
 More depth and rigor…
-Webb’s Depth of Knowledge
-Social Studies Task cards integration
-Primary Source document analysis
-Writing activities
 Using the recommended Social Studies lesson plan template
 Following the Pacing Guides
 All information can be found at socialsciences.dadeschools.net
Social Studies Lesson Plan Template
Teacher’s Name:
Employee Number:
School:
Work Location Number:
•Title: (topic/specify grade level)
•Overview - Big Ideas:
Enduring Understandings – (It is important for student to understand this because…….) (ESSENTIAL CONTENT)
Essential Questions – (What provocative questions will you use to foster inquiry, understanding and transfer of
learning?)
•Lesson Objectives: Standards - (Next Generation Sunshine State Standards)
•Key Vocabulary:
What key knowledge and skills will students acquire as a result of this lesson?
What will students be able to do as a result of such knowledge and skills?
Both formative and summative assessments are included
•Materials Needed: (Include primary sources you will use in this lesson)
•Steps to Deliver the Lesson:
A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives.
These should be sufficiently clear so that another teacher could implement the lesson without guidance.
•Specific Activities: (From Guided to Independent) List and/or
describe the activities designed to facilitate the gradual release of
teacher responsibility, from teacher-led to independent
•Differentiated Instruction Strategies:
Describe how you will accommodate a variety of student learning
needs, remediation strategies as well as enrichment strategies.
•Technology Integration:
Describe activities incorporating technology; e.g., address lesson
content through online resources.
•Lesson Closure:
Description of methods to draw ideas together, review concepts,
etc
Lesson Planning using the NGSSS-SS
Pacing Guide
 Pacing guides for all grade levels can be
found at the Social Sciences district website
at:
http://socialsciences.dadeschools.net on the
main page, under title: NGSSS-SS Pacing
Guides
 Pacing guides are divided into the four nine
week grading periods.
 Pacing guides are the driving force of our
instruction and our lesson planning.
NGSSS-SS Pacing Guide Format
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Each Social Studies Pacing Guide is divided into the following headings/categories
to assist teachers in developing lesson plans:
Grade Level or Course Title - The grade level and course title are listed in the heading of each page.
Course Code - The Florida Department of Education Course Code is listed for the course.
Topic - The general topic for instruction is listed; e.g., Westward Expansion.
Pacing - An estimated number of traditional or block instructional days needed to complete
instruction on the topic is provided.
Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards
(NGSSS) are provided for each topic.
Nine Week Grading Period - Grading periods (1-4) are identified.
Essential Content – This critically important column provides a detailed list of content/topics and
sub topics to be addressed during instruction.
NGSSS-SS Benchmarks – This critically important column lists the required instructional
Benchmarks that are related to the particular topic. The Benchmarks are divided into Content
Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson
plans.
Instructional Tools - This column provides suggested resources and activities to assist the teacher in
developing engaging lessons and pedagogically sound instructional practices. The Instructional
Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology
(Internet resources related to a particular topic), Suggested Activities, Assessment, English
Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or
District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access
Points for Students with Cognitive Disabilities).
NGSSS-SS Pacing Guide Format
 Introduction/Header:
Topic 7: Influencing the Government
Pacing: Traditional 8 Days
Block: 4 Days
Strand(s) and Standard(s):
Civics and Government: (Standard 2: Evaluate the roles,
rights, and responsibilities of United States citizens, and
determine methods of active participation in society,
government and the political system)
Geography: (Standard 4: Understand the characteristics,
distribution, and migration of human populations)
NGSSS-SS Pacing Guide Format
Essential Content
• Development of American Political
Party
NGSSS-SS Benchmarks
Content Benchmarks:
o Origins of Our Two-Party System:
(i.e., Jeffersonians v. Hamiltonians)
SS.7.C.2.8: Identify America's
current political parties, and
illustrate their ideas about
government.
o Democrats
oRepublicans
oThird Parties
Skill Benchmarks:
oOther Party Systems: (One Party, Two
Party, Multi-Party systems)
LA.7.1.6.2: The student
will listen to, read, and discuss
familiar and conceptually
challenging text.
Mandates
Instructional Tools
Core Text Book: TBA
Vocabulary/ Identification:
Political party, two-party system, third party, etc.
Technology:
Center for Civic Education
http://www.civiced.org/
White House Website: Elections and voting
http://www.whitehouse.gov/our-government/elections-and-voting
Ben’s Guide to US government: The Election Process
Suggested Activities:
Have students compare and contrast the two major political parties
(democrats and republicans) using a Venn Diagram.
Have students research the platform of a modern political party and
write a 5-paragraph expository essay explaining the party’s beliefs.
What do I write on my lesson plans?
The Essentials from the Pacing Guide:
1. General student learning objectives ( from
standards)
2. Essential Topics/Subtopics (your covered content)
3. Benchmarks (from pacing guide) – performance
objectives
Example: SS.912.A.2.1: Review causes and
consequences of the Civil War.
4. Instructional Tools
Vocabulary, Technology, Activities
-----------------------------------------------------5. Detailed steps in delivering instruction
It is better to overplan!!!
1. Student Objectives (from standards)
Strand(s) and Standard(s):
Civics and Government: (Standard 2: Evaluate the roles, rights, and
responsibilities of United States citizens, and determine methods
of active participation in society, government and the political
system)
Geography: (Standard 4: Understand the characteristics,
distribution, and migration of human populations)
 The student will be able to evaluate the roles, rights, and
responsibilities of United States citizens, and determine methods
of active participation in society, government and the political
system.
 The student will be able to understand the characteristics,
distribution, and migration of human populations.
2. Essential Topics/Subtopics (your
covered content)
 Essential Content
•
Development of American Political Party
o Origins of Our Two-Party System: (i.e., Jeffersonians v.
Hamiltonians)
o Democrats
o Republicans
o Third Parties
o Other Party Systems: (One Party, Two Party, Multi-Party systems)
3. Benchmarks (from pacing guide)
 NGSSS-SS Benchmarks
Content Benchmarks:
 SS.7.C.2.8: Identify America's current political
parties, and illustrate their ideas about
government.
 Skill Benchmarks:
 LA.7.1.6.2: The student will listen to, read, and
discuss familiar and conceptually challenging
text.
4. Instructional Tools
Vocabulary, Technology, Activities
 Vocabulary/ Identification:
Political party, two-party system, third party, etc.
 Technology:
Center for Civic Education
http://www.civiced.org/
White House Website: Elections and voting
http://www.whitehouse.gov/our-government/elections-and-voting
 Activities:
Have students compare and contrast the two major political parties
(democrats and republicans) using a Venn Diagram.
Have students research the platform of a modern political party and
write a 5-paragraph expository essay explaining the party’s beliefs.
5. Detailed Description of Procedures
for the Lesson (90 min Block Planning)
 Steps to Deliver Instruction
o Do Now / Bell Work – 5 min
o Direct/Whole Group Instruction – 20 min
o Differentiated Instruction – 20 min
o Cooperative Learning – 25 min
o Individual Learning – 10 min
o Assessment / Extension Activities / Home
Learning Assignment – 10 min
5 minutes
Do Now or Bell Work• Quote analysis
• Critical thinking
question
• Vocabulary development
• Cause & effect analysis
• Journal writing
Do Now or Bell Work- is a daily instructional
activity that allows the learner to get prepared
for the day’s lesson by either connecting ideas
from a previous class or providing insight into
objectives that will be met for the day’s lesson.
20 minutes
Direct /Whole Group
Instruction
• Lecture
• Class discussions
• Text-based learning
• Scaffolding strategies
• Critical thinking
strategies
Direct/Whole Group Instruction- during this
time, instruction is teacher-directed, focusing
on appropriate learning strategies to build
comprehension of content, increase vocabulary,
and analyze cause and affect relationships. This
is where students are informed of content and
skills necessary to meet the objectives of the
day’s
20 minutes
Differentiated Instruction
• Independent reading
• Teacher directed small
group
•Computer centers
Differentiated instruction- provides focused
intervention based on students’ specific needs.
25 minutes
Cooperative Learning
• Graphically display
information
• Content reporting
• Project-based learning
• Research projects
Cooperative Learning- includes a number of
strategies whereby students help each other to learn
content, acquire knowledge, build skills, and/or
analyze information thus building upon knowledge
acquired during direct instruction and/or
differentiated instruction.
10 minutes
Individual Learning
• Analyze text
• Create a chart/graphic
organizer
• Take quiz
Individual Learning- includes various activities/
strategies where students must perform on an
individual basis in order for the instructor to assess
at what level learning has taken place based on the
lesson.
10 minutes
Assessment/Extension
Activities/Home Learning
• Review lesson objectives
and check for student
understanding
• Connect today’s lesson
with what will occur during
the next session.
Assessment/Extension Activities/Home LearningExplanation of home-learning/extension activity
and assessment of lesson objectives.
PACING GUIDE + LESSON PLANNING =
GETTING READY FOR THE CIVICS END OF
COURSE TEST
How to use the pacing guide to lesson
plan (for Civics tested benchmarks)
 Current: Topic 7 – Influencing the Government
 Tested Benchmarks for Topic 7:
 SS.7.C.2.10: Examine the impact of media, individuals, and interest groups on
monitoring and influencing government.
 SS.7.C.2.11: Analyze media and political communications (bias, symbolism,
propaganda).
 SS.7.C.2.13: Examine multiple perspectives on public and current issues.
 Look at Essential Content Column (first column) and cover topics
in your instruction
 Public Opinion: (Mass Media, Print Media, Electronic Media, Public
Agenda, Watch Dog Role)
 Measuring Public Opinions: (Public Opinion Polls)
 Interest Groups: Economic Interest Groups (e.g., Labor Unions), Public
Interest Groups, Social Interest Groups
 Public Policy: Election Activities, Challenging Laws in Court, Lobbyists
 Propaganda: Various Techniques
How to use the pacing guide to lesson
plan (for Civics tested benchmarks)
 Integrate Vocabulary, Technology, and Suggested Activities from the
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Pacing Guide:
Have the students plan a talk radio program with a political message. Have students
form groups with the following roles: talk show host, government official and a callin listener. The students can also include a commercial break supporting the political
message.
Have students create a PowerPoint for an interest group or influential person from
an interest group such as Cesar Chavez, A. Philip Randolph, etc.
Have students write a job description for a professional lobbyist. The description
should include the skills and experience required for the job as well as a list of duties
Have students design graphics and illustrations that depict the methods used by
special interest groups to influence the public such as television advertising,
newspaper articles, bumper stickers, flyers, etc.
Design a detailed lesson with procedures (using textbook, other resources, warm up,
lesson, activities, differentiated instruction, assessment, closure, etc. )
How to use the pacing guide to lesson
plan (for Civics tested benchmarks)
 Adding it all up from the pacing guide to cover each
tested benchmark!
Look at Current Topic and Tested Benchmarks +cover
each essential content + integrate vocabulary,
technology, suggested activities + design a lesson
with detailed instructions and procedures (using
textbook, other resources, warm up, lesson, activities,
differentiated instruction, assessment, closure, etc. ) =
FINAL RESULT: Tested benchmark is completely
covered by student = SUCCESS!
Getting our Students Prepared!
 You!!!
 Spreading the Information and upcoming PD
 Elementary Lessons – Civic Integration – Grades 3, 4,5
 Middle School Lessons – Civic Integration – Grade 6
 7th Grade Pacing Guide
 Forthcoming:
o Highlighted tested Benchmarks (on pacing guide)
o Lessons for tested Benchmarks (on pacing guide)
o Pre/Post Assessments (Edusoft)
• Use pacing guide to lesson plan (integrate) as an
instructional tool. The pacing guide is not your lesson
plan but your guide for instruction.
Finally, when lesson planning for the
Civics EOC test, think of this…
Regarding Cognitive Complexity
Breakdown
Development of the Civics items by Cognitive
Complexity will be spread out as noted below based on the
recommendations of the Civics Content Advisory Committee:
Content
Low
Moderate
High
Civics
15% - 25%
45% - 65%
15% - 25%
Examples of Civics Activities Across
Cognitive Complexity Levels
Low Complexity
Moderate
Complexity
High Complexity
Identify or recall common
historical events, actions,
personalities, or concepts.
Apply or infer cause-andeffect relationships.
Solve or predict the outcome of a
problem.
Use a chart, table, diagram,
graph, or image to recall or
recognize information.
Identify outcomes of
particular cause-andeffect relationships.
Generalize or draw conclusions
when presented with historical
or contemporary information.
Identify characteristics of a
particular group, place, or
event.
Identify the significance
of historical or
contemporary events,
actions, personalities, or
concepts.
Predict a long-term result,
outcome, or change within
society.
Questions/Concerns
 Thank you for your attention.
 Guillermo Ramos, Curriculum Support Specialist
 gramos1@dadeschools.net
 305-995-1781