ETF Lesson Plan Template
Date:
Tuesday 9-30-14
Unit Name:
Lesson Focus:
TEKS Standards:
Oral presentations (unique learning unit 1, lesson 2t)
The Constitution
ELA.9.FIG.19B, ELA.9.9A, USH.2C*significant modifications for IEPs and prerequisite skill level
Objectives: (Bloom’s verb…) What do I want students to be able to DO when the class is over? Format
SWBAT: Apply chronology through the sequencing of major events and individuals in US history.
SWBAT: Identify important political figures for the early United States of America.
SWBAT: Give an oral presentation using a multimedia component.
Key Points: What, What: Teach important figures in early American history.
How, Why?
How: By creating a multimedia presentation and presenting it to the class.
Why: To increase student knowledge practical for being an active citizen and
connect to the political process.
Materials:
Computers
Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL language
 Presentation
Assessment Plan: How will I ENSURE alignment to assess that the students mastered the objective?
What will I do if they haven’t? Writing/expression
Students will assist each other and the teacher in creating a classroom US history presentation
about the topic of The Constitution, using the guiding questions from the Unique learning website.
Lesson Cycle:
Do Now: Spiral review? Formative assessment?
Teacher Actions:
 DO NOW Journal write a topic question
“You will have 10 minutes to write your
topic question, raise your hand if you
need help. We will read out answers
when time is up.”
 “If you finish early, pencils down so I
“know you are ready to move on.”
10 min
Student Actions:
 Ss will Students will take out their pencils
and get their journals.
 Ss will write their topic question,
(example; “What is the Constitution
about?”)
 If finished early, Ss will put their pencils
down and silently wait for additional
instructions.
Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment,
30 min
etc.? CFU: How will I check for student understanding of the new learning?
Teacher Actions
 T will discuss the 5 steps to making a
presentation; 1. Write a question about
what you want to learn, 2. Research, 3.
How will you make a report? 4. Check it
Student Actions
 Ss will participate by watching the PP
slides and asking appropriate questions.
 T will show an example of all 5 steps with
a topic other than the Constitution.
ETF Lesson Plan Template

over. 5. Share what you have learned
with someone else.
CFU- “what was my topic?”

Ss will respond to the question, raising
their hands with a fist to five.
Guided Practice (We Do): How will I walk students step by step through what I want them to do?
30 min
How will I balance teacher-led and student-led? (Gradual release: Model, Teach Back, partner/group
practice) CFU: How will I know During the lesson that students are on track to master the objective? What
are the anticipated misconceptions/misunderstandings and how will I address them? How will I emphasize
key points?
Teacher Actions
 T will ask the class to pick a question to
research.
 T will walk through the steps of the
presentation with them. (As outlined
above from unique learning).
 T will ask students to give parts of the
presentation.
Student Actions
 Ss will vote/chose on a question on their
topic (the Constitution).
 Ss will help the T construct a short
presentation on the topic chosen by the
class.
 Ss will present their assigned slides to the
class.
Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s
adequate time for practice? Behaviorally, what does this time look like and sound like? CFU: How will I
circulate to among students to ensure everyone is on track towards mastery? How will I gauge mastery?
30-40
min
Teacher Actions
Student Actions
 T will assign the students parts of the
 Ss will write down their topic.
presentation to be responsible for.
 Ss will follow the 5 steps to create the
 T will inform students that they should
part of their presentation.
raise their if they need help.
 Ss will raise their hand if they require
 T will circulate to help students whom
assistance.
are requiring additional assistance.
Closing: How will I have students summarize what they’ve learned? How will I reinforce the objective’s
10 min
importance and its link to past and future learning?
Teacher Actions
 EXIT TICKET: The completed oral
presentation will serve as the student’s
exit ticket.
 “If you are speaking, look at your
audience. If you are not the speaker,
TRACK the speaker.”
 T will grade on a rubric, for specific
criteria for the oral presentation and
content.
Student Actions
 Ss will perform their oral presentations
 Ss who are not talking should track the
speaker. Speakers should look at their
audience, not the T.
ETF Lesson Plan Template
Differentiation: How will I scaffold and/or accelerate learning? For Whom? How will I group my students? Which
strategies will I choose to make sure I engage every student on his/her ability level?
Worksheets are from the unique learning curriculum. Q/T/JP will have level 3 (words only), while
J/D/A will use the picture forms. A/D will need help receptively identifying their responses and will
not be able to respond to verbal group questions or write.
Accommodations/Modifications: What supports will I provide students on an IEP or as needed?
Individual teacher conferencing
Frequent checks for understanding
Extended time
Shortened assignment
Peer tutoring
Assessments read orally
Modified work
Learning Lab for extra help
Check list provided
Preferential seating
Other (state below)
Frequent 10 and 15 minutes breaks for Tatum, Jorge and Juan Pablo
Homework:
N/A