ETF Lesson Plan Template
Date:
Tuesday 2-3-15
Unit Name:
Lesson Focus:
TEKS Standards:
History, Unit 6, Lesson 3
History of the United States
MODIFIED HISTORY *significant modifications for IEPs and pre-requisite skill
level
Objectives: (Bloom’s verb…) What do I want students to be able to DO when the class is over? Format
SWBAT: Describe the discovery of America and events leading up to the revolutionary war.
SWBAT: Learn how to handle conflicts in their daily lives.
Student friendly/written on board: “I will be able to recognize a conflict and compromise in regards
to the revolutionary war.
Key Points: What, What: Students will learn to increase interpersonal skills.
How, Why?
How: By learning about conflict resolution and history.
Why: To increase their independence and emotional regulation.
Materials:
Tuesday folders, unique learning lesson materials “Founding of the United States
if America.”
Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL language




Ruled
Country
War
Conflict
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
Participation in the group book and worksheets is 100% if the student’s daily grade.
Lesson Cycle:
Do Now: Spiral review? Formative assessment?
Teacher Actions:
 What to do/ DO NOW activity: “For your
DO FIRST, you will have 5 minutes to
write down a sentence answering your
question, “have people always lived in
the United State of America?”
 “Now we will do an everybody writes. I
would like for Juan to re tell us the steps
for this activity. When I call you answer
choice, what should you do.”
 CFU type: Cold call
7 min
Student Actions:
 Ss will take 5 minutes to answer their DO
FIRST question.
 Ss will not interrupt others while working
or disrupt the class during the silent/solo
 If needed, Ss will discuss their responses
with the teacher for any corrections
needed.
 Ss will participate in sharing their
response with the class.
 Ss will sit silently and wait for the T’s next
instructions, tracking the T.
ETF Lesson Plan Template




CFU script: “I would like for Tatum to
remind the class of the rules for take a
stand.
CFU Question: Do my students
remember how to conduct a take a
stand? Have they learned basics of
dental care?
CFU correct response: Listen for the
teacher to read my response and stand
up when it is called.
CFU anticipated misunderstanding:
steps out of order or forgetting steps.

Ss will stand up to read their answers for
the Do now activity.
Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment,
20 min
etc.? CFU: How will I check for student understanding of the new learning?
Teacher Actions
 “Tatum, can you read our objective for
the day?”
 “Thank you Tatum, we are going to
continue to learn about conflict
resolution. The United States has been
involved in some very famous conflicts.
We are going to begin with the founding
America in 1492 and learn about how the
United States was born.”
 First we will watch the brain pop on the
founding of America. I want you to
practice intentional viewing, be ready to
answer questions about the video out
loud, after the video is over.”
 T begins the brain pop video.
 T circulates the room during the video to
check for attention.
 After the video the T and Ss will
participate in the brain pop challenge
game on the board, taking turns to
ensure that all students have an equal
chance to participate in the game.
Student Actions:
 Ss will watch and may comment as asked
by the teacher.
 Tatum will read the objective out loud
posted on the board. “I will be able to
recognize a conflict and how to resolve
it.”
 Ss will raise their hand to answer the T’s
questions about conflict resolution.
 Ss will actively listen, sitting in SLANT
position, tracking the T.
 Ss will raise their hand if they have
questions.
 Speaking volume- level 0, unless asking a
question.
 Ss will watch the brain pop and
participate in the questions afterwards.
 Ss will wait for further instructions from
the T.
 Ss will wait for further instructions from
the T.
ETF Lesson Plan Template
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
Student Actions
 “Now we will read our book ‘The
 Ss will take out their books and begin to
founding of the United States.” Please
read them out loud as requested by the
take out your books or open them up on
T.
your computer and we will read together.
 Ss will raise their hands to answer the
Be prepared to read a page to the class.
questions during the group read.
Do not speak out loud unless you are the
 1. Land
one reading.”
 2. Land
 T will read the unique learning book,
 3. Ruled
along with the class.
 4. Fight
 T will ask the following questions during
 5. Country
the group read;
 Ss will wait for the T’s instructions to
 1. Christopher Columbus sailed to a
share their experiences to the class.
new___.
 2. France and Great Britain fought
over____.
 3. The king of GB ____ the colonists.
 4. The king sent soldiers to _____.
 5. The colonists became a new _____.
 T will circulate as Ss participate in the
exercise.
Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s
40 min
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?
Teacher Actions
 “Now for your independent work time
you are going to complete a worksheet.”
 CFU type: circulating
 CFU script: “I will be walking around to
look at your work, to check and make
sure you understand.
 CFU Question: Do my students
understand the task?
 CFU correct response: Ss should be
writing the correct Reponses on their
worksheets.
Student Actions
 Ss will listen to the T’s instructions,
without speaking.
 Ss will raise hands if they have questions
during the independent practice activity.
 Ss who finish early will start their exit
tickets.
 AG/DD/JS have a modified assignment,
handing the TA or teacher visuals of the
items needed, presented in a field with
up to 2 distractor items (Matching task).
ETF Lesson Plan Template



CFU anticipated misunderstanding:
various incorrect answers.
“Once your work is completed, grab an
exit ticket and begin to work on it,
silent/solo.”
T has modified the assignment for
AG/DD/JS.
Closing: How will I have students summarize what they’ve learned? How will I reinforce the objective’s
5 min
importance and its link to past and future learning?
Teacher Actions
 Exit ticket
 “Once you are done, your exit ticket is
asking you to identify two people,
Christopher Columbus and The Colonists.
 “Once your work is completed, read a
library book or begin a game in the rec
room until everyone is finished.”
 T has modified the assignment for
AG/DD/JS.
Student Actions
 Ss complete their exit ticket.
 Ss will take part in an approved leisure
activity once finished.
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)