UCA MAT Lesson Plan Analysis
1. How do the lesson concepts fit within the scope of the discipline ? (Tess – 1a)
NSS-C.5-8.4 Other Nations and World Affairs. “How has the United States influenced other nations and how have
other nations influenced American politics and society?” http://www.socialstudies.org/standards/strands
The objective of being able to describe an Arkansan who has made a contribution is closely related to the
above National Social Study Standards. While the National Standard is using a broader scope to examine
how countries as a whole have made contributions/influenced others, in class we will be look at how
Arkansans have made contributions that impacted the culture of Arkansas. By focusing in on Arkansans
specifically, students are able to see this standard as more concrete and accessible. Middle level students
sometimes have difficulty understanding broad standards like the one above, but if you keep the same
idea of the standard and bring it down to something they can better relate to, they will be able to more
clearly understand the concept.
National Professional Organizations
Overall Standards Guide - http://www.educationworld.com/standards/national/toc/index.shtml#soc
English/Reading/Language Arts - http://www.ncte.org/standards/ncte-ira or
http://www.ncte.org/library/NCTEFiles/Resources/Books/Sample/StandardsDoc.pdf
Fine Arts - http://artsedge.kennedy-center.org/educators/standards.aspx
Math - http://www.nctm.org/standards/content.aspx?id=4294967312
Social Studies - http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf or
http://www.socialstudies.org/standards/strands
Science http://www.educationworld.com/standards/national/toc/index.shtml#soc
PE/Health - http://www.aahperd.org/naspe/standards/nationalStandards/PEstandards.cfm or
http://www.aahperd.org/whatwedo/nationalStandards.cfm
Foreign Language - http://www.actfl.org/i4a/pages/index.cfm?pageid=3392
2. How do you become familiar with the diversity (culture, learning styles, interest, special
needs, etc.) of students in your class? Use the columns below to provide details on your
students and then answer the prompt. (Tess – 1b)
Approximately how many students
have the following exceptionalities?
[ 1 ] visual impairment
[ ] hearing impairment
[ ] developmental disability
[ 1 ] emotional or behavioral
disability
[ 3 ] gifted
[ ] learning disability
[ ] physical disability
[ 1 ] ADD/ADHD
[ ] other (please specify)

With respect to the following
categories, how would you describe
your students?
[ 2 ] African American/Black
[ ] American Indian
[ ] Asian
[ 20 ] Hispanic
[ ] White, non-Hispanic
[ 3 ] 2 or more races
With respect to student learning
styles/preferences, how would you
describe your students?
[ 1 ] Gardner
[ ] Gregorc
[ ] Myers-Briggs
[ ] other (please specify)
Adapted from http://www.arkansased.org/divisions/human-resources-educator-effectiveness-andlicensure/office-of-educator-effectiveness/teacher-evaluation-system/tess-evaluation-forms
3. How do you use knowledge of the diversity in your classroom in planning instruction for
students to be successful in reaching the learning goal(s) of the lesson? (Tess – 1b)
There are several accommodations that will be available to students who have diverse needs or
characteristics. Since we will be doing the main part of the lesson in the library, there will be three
teachers available to help those students who need further instruction: Mrs. xyz (the media specialist),
Mrs. abc (my mentor teacher), and I. Because there are multiple teachers on hand, I will be able to devote
proper one-on-one time with those students who have diverse needs. Students like Monica, who struggle
with a lack of confidence in her academic abilities, will be assigned to sit next to students who constantly
encourage her. Lisa will be paired with Eli to help her stay on track in the lesson. Those students who
need extra time to complete assignments will be able to take home a paper copy of the information they
will be reading on the computer. Finally, if Shavonne and Nathan and Samuel need additional challenge,
they will be asked to complete a T-chart on their research to truly discuss the relative value of the
contributions of the Arkansan’s they researched.
Because I know most of my learners are not verbal-linguistic learners, I have provided them with the
note-taking sheet to help them determine what information is most important in their research and to set
their purpose for reading. This note sheet will also appeal to the logical math learners in the class. The
challenge to create a symbol for each person researched should appeal to the visual-spatial learners in the
class.
4. How does your lesson objective connect to prior lessons and future learning
expectations? (Tess – 1c)
Students have spent the past two weeks learning about Arkansas. Students have already learned about
Arkansas’ government and how Arkansas is represented in both the Senate and the House of
Representatives. Students have also been working on identify major cities in Arkansas, as well as the
major railroads, rivers, lakes, airports, and highways of Arkansas. Students have also been working on
labeling and locating major geographic landforms in Arkansas and their ability to do so will be necessary
in aiding them locate the hometowns of the contributing Arkansans on their Arkansas map. In addition,
students are always working to improve on their penmanship and mechanics. This lesson will give them
another opportunity to practice those skills and become more proficient. Finally, students will need to be
able to read and comprehend non-fiction texts in order to accomplish this objective. Students will also
need to be able to look at a road map and locate a specific town according to the reference points given.
With the implementation of CCSS in content areas such as Language Arts, it is important that students are
able to read and analyze non-fiction texts, which is what they will have to be able to do so they can find
the contribution their “chosen” Arkansan made. They will continue to use their analytical skills, such as
being able to find information pertaining to the contribution their Arkansan made, in their next unit of
study that they will begin the following week, the Roaring 20s. The labeling and locating skills they have
been using in their Arkansas map will be beneficial to them during upcoming unit. When we discuss the
Roaring 20s, students will be expected to know how to locate several of the major cities that get discussed
in the unit. The information they are learning about Arkansas, such as being able to describe an Arkansan
who made a contribution to Arkansas’ culture, connects to future learning because in 8th grade they will
have to take a semester long Arkansas History course. In their 8th grade course, they will once again have
to be able to describe Arkansans who contributed positively. Students are also expected to continue to
improve their understanding and comprehension of non-fiction texts which will be especially useful in
their Language Arts/Literacy classes where non-fiction reading has become a newly revitalized or
reemphasized standard
5. What do you want students to know and be able to do as a result of this lesson? (Tess –
1c)
I want my students to be able to identify and evaluate Arkansans who have made a difference in the state
as well as evaluate their relative contributions. I also want them to conduct basic research from a
secondary source. Ultimately, I want them to see that individuals can and do make a difference for the
culture of the state and that we can strive to make positive change in our communities.
The lesson procedures and activities support my instructional objectives because students will get to
watch as I walk them through the steps of what I expect. Once it is time for them to find their own
Arkansans, they will know exactly what to look for and will have been given an example of how they
could word the information. This will help eliminate a lot of confusion that they would otherwise
encounter without having the objective modeled for them. Students will be able to raise their hands for
help at any point during the lesson. By having students use the symbols they created for their Arkansans
to mark each person’s hometown, it will help connect what the students have been doing (labeling and
locating cities, highways, rivers, ect) to what they will be doing in today’s lesson
6. What resources will you utilize to enhance this lesson? (Tess – 1d)






I used this website http://www.arkansas.com/kids/famous-arkansans/ to plan the lesson.
Arkansas map
Note organizers
Arkansas Road map
Library computer lab space
Smart board
7. How will these instructional resources help you achieve the learning goals for the lesson?
(Tess – 1d)
Students will need their Arkansas map that they have been working on labeling over the past two weeks.
Last week, on the back of their maps, I had students create four note organizers which they will use to
record the information regarding their four Arkansans and the contributions. Students will also have the
Arkansas Road Map provided for them if they should need it while trying to locate their Arkansans
hometowns. I reserved the library for class so that way each student will have access to a computer so
they can do their research. I will be using the library’s Smart Board to explain and model the instructions.
In order for students to be able to find information on their famous Arkansan, they need to be able to
access a computer. The computer allows them to access the website where they can then identify and
describe an Arkansan who made a contribution to the culture of Arkansas. This website is a safe website
for kids that provide them with factual information.
8. Describe your method/strategy/approach to the lesson and explain why you made this
choice. (Tess – 1a, 1e)
I will be using the method of whole group direct instruction at the beginning of the lesson following the
behaviorist and social cognitive learning theory. I will be telling the students exactly what I need them to
do and what the goal of their project is (behaviorism). I will then be showing them a model of a
completed note-taking guide sheet they must complete on their chosen Arkansans (social cognitive
theory). They will then work independently to conduct and present their research.
I have chosen to use whole group instruction for several reasons. One reason is that by using this method,
it allows for an increase in student/teacher interactions. It is important that I make myself accessible and
available to my students and create an environment where their participation is encouraged and expected
based on observing and following the model with an understanding that peers can be positive models as
well. Another reason why I have chosen this method is because students have to stay on task and focus
because of the possibility that they might be called on to answer a question. This method is also beneficial
because I will be able to go over the directions for what students are expected to complete during the
lesson. Instead of explaining that students are to describe an Arkansan that made positive contributions to
18 different students, I can say it to the whole class at once therefore allowing more time to be devoted to
one-on-one work. I also wanted to use individual practice during this lesson so I can better assess to what
extent each student is able to meet the objectives. It can sometimes be difficult to assess how well each
student is able to meet the objectives when they are placed in a group setting. By having students do this
assignment individually, I will be able to better gauge how well they have met the objectives.
9. Describe the structure of your lesson. How do you use the materials, methods, and
activities to differentiate instruction for students to achieve the learning outcomes? (Tess
– 1e)
10. How will you actively engage ALL students in the learning process? (Tess – 1e)
The objectives are appropriate for the whole class, including students with diverse learning needs,
because it is important that all students have a firm understanding of what a contribution is and the 2
different ways Arkansans have made positive contributions to the culture of Arkansas. At this age, 6th
grade students are entering Erikson’s identity vs role confusion stage of development. In this stage, the
learner is starting to ask questions about “who they are” and “what they do well” as they seek to form a
vision of themselves to present to the outside world. By examining the contributions of Arkansans of
note, these students may see role models for their own identity formation, and they can begin to think
about what they, as 6th grade individuals, can do to make a difference.
11. Describe and explain the various groupings of students throughout the lesson. (Tess – 1e)
At the beginning of class, students will be sitting in their assigned groups. We will then have to transition
to the library where students will have to research their famous Arkansan who contributed to the culture
of Arkansas. In the library each student will be sitting at their own computer according to their
assignment number (each student has an assigned number and will sit at the specific computer that
corresponds with their assigned number) where individual research will take place. Student are required
to pick four Arkansans, from four different categories (politics, arts and entertainment, sports, ECT) to
research so that way they are exposed to a variety of Arkansans who have each made contributions in
their own way. Once students have completed their research on their four famous Arkansans, we will then
go back to the classroom where they will once again sit in their assigned groups.
I have chosen type of grouping for several reasons. These students crave order and structure. As soon as
students enter the classroom they automatically go to their assigned seat where they begin working on
their bell ringers. The reason why students will go to their assigned computer in the library is because this
will eliminate any issues with fighting over who sits by whom when researching. Having them sit at their
assigned numbered computer also helps keep the talking down, therefore allowing them to better focus on
the instructions and directions I will be giving them.
12. What methods of assessment (formative/summative) will you use to determine whether
ALL students have mastered the learning goals (Tess – 1f)
I will assess their answer to the bellringer question and exit slips for depth of thought in responding to the
provided questions and for change from their first response to the final response (objectives 1 and 2).
As students work, I will ask questions and record on my student check sheet how well students were able
to formulate answers and back those answers up with evidence. These questions will range from “How do
you think this Arkansan made a difference/contribution to the culture of Arkansas” to “Do you think that
Arkansas would be different without their contribution and why?” There is no single correct answer, but I
will expect students to provide me with evidence to back up their response. These questions will be asked
individually while I make my rounds in the library. I will be going in number order checking the progress
of each student in the library while also asking them the above questions (objectives 1 and 2 and 4).
I will also be assessing student learning by checking on student progress throughout our time in the
library. I will be able to stop by each student’s computer and record to what degree they were able to
determine the contribution their Arkansan made based on their reading of the website text. Students will
also be assessed on filling out their famous Arkansan’s information on their guide sheet (objectives 1 and
2 and 4).
I will assess their presentation to their peers’ for their ability to communicate basic facts about their
Arkansan based on their note taking guide sheet and for their ability to locate the Arkansan’s hometown
on the large class map (objectives 1 and 3).
I think that using informal assessments mixed with formal assessments are a great way to assess student
learning. Throughout the lesson I will be able to interact with the students and see how well they grasp the
concept of being able to describe an Arkansan who contributed to the culture of Arkansas. Instead of
relying on one specific time to assess students, I will be able to evaluate their learning multiple times,
ensuring that I have a better grasp on the extent to which they understand the objective.
13. How will you use assessment data to plan for future instruction? (Tess – 1f)
14. Is there anything else I need to know about the lesson?
15. Is there anything else I need to know about the classroom environment?
16. Why are you teaching this content?
I have chosen these objectives because it is important that students understand what it means to make a
positive contribution. As an active part of society, students will be expected to participate and positively
contribute to the world. It is essential that students recognize the fact that they have the ability to make
positive contributions. I also want them to evaluate the idea that some contributions have more impact
than others. In order to find the information required of them in regards to their Arkansan who helped
contribute to the culture of Arkansas, they will have to gather their information from non-fiction texts
they locate online. With Common Core implementation in almost all of the content areas, it has become
increasingly important that students are able to read and analyze non-fiction texts, especially information
from secondary sources. Students will be sharpening this skill during this lesson which will benefit them
later in school by having this academic objective. I decided to have students locate the hometowns of their
Arkansans because not only will it give them another chance to practice their mapping skills using N, S,
E, W, but it will also help make the person they just researched more relatable to them. Students might
end up discovering that their famous Arkansan who contributed to Arkansas only lived 20 miles away
from them. This will pique their interest and excite them.
17. In what ways does this lesson stimulate higher order thinking? What evidence do you
have that all students are thinking beyond knowledge and comprehension?)
The lesson reaches the analysis and evaluation levels of Bloom’s Taxonomy as students are asked to
evaluate the relative contributions of famous Arkansans.