Enterman Lesson Plans
Lesson Component
Monday 5/5
A Day
MAP Testing
Standard(s)
Number of Standard
Kid Friendly Language
Objective
Teacher Centered
Using action Verbs
Bloom’s
Hess
Bell
Marzano
Learning Target:
Student “I Can…” statement
Questions
Varied, high quality, DOK 2,3
that will be used
Written prior to lesson
Strategies/Activities:
Hook to prior learning or
Anticipatory Set:
Modeling
I Do, We Do, You Do
Frequent check for progress
toward Mastery
Closure/Student Reflection
Week of Q4.W8.Social Studies
Tuesday 5/6
Wednesday 5/7
B Day
A Day
Field Trip
Thursday 5/8
B Day
Friday 5/9
A Day
MAP Testing
History 1.2: The historical
eras, individuals, groups, ideas
and themes in regions of the
Western Hemisphere and
their relationships with one
another
History 1.2: The historical
eras, individuals, groups, ideas
and themes in regions of the
Western Hemisphere and
their relationships with one
another
History 1.2: The historical
eras, individuals, groups, ideas
and themes in regions of the
Western Hemisphere and
their relationships with one
another
History 1.2: The historical
eras, individuals, groups, ideas
and themes in regions of the
Western Hemisphere and
their relationships with one
another
How is Christopher
Columbus viewed in history?
What led to the destruction of
the Aztecs?
How is Christopher
Columbus viewed in history?
What led to the destruction of
the Inca?
Students will be able to
analyze different points of
view in order to make an
informed conclusion.
Students will be able to use
evidence to determine the
true cause of the destruction
of the Aztecs.
Students will be able to
analyze different points of
view in order to make an
informed conclusion.
Students will be able to
determine the similarities and
differences of the destruction
of the Aztec and Inca
Empires.
I will learn about different
points of view so that I can
come to my own conclusion.
I will use evidence from the
video and reading to figure
out the cause of the
destruction of the Aztec
Empire.
Do Now: Vocabulary Practice
Using whiteboards
I will learn about different
points of view so that I can
come to my own conclusion.
I will use evidence from the
video and reading to find the
similarities and differences in
the destruction of the Aztec
and Incan Empires.
Do Now: Smallpox (1. What
do you think this is a picture
of? Why? 2. How does this
relate to the end of the Aztecs
and the Inca? Explain. 3. Do
you think this still exists
today? Explain.
Do Now: Voyages of
Christopher Columbus (1.
Which explorer do you think
made these voyages? Why?
2. Use a vocabulary word to
describe this picture. (In a
complete sentence. 3. Name
some of the places these
paths go. (In a complete
sentence)
-The Explorers: Christopher
Columbus: Voyager to a New
World (Discovery Education
-Watch Conquistadors:
Hernan Cortes (Discovery
Do Now: Voyages of
Christopher Columbus (1.
Which explorer do you think
made these voyages? Why?
2. Use a vocabulary word to
describe this picture. (In a
complete sentence. 3. Name
some of the places these
paths go. (In a complete
sentence)
-The Explorers: Christopher
Columbus: Voyager to a New
World (Discovery Education
-Finish European Exploration
& Settlement: Spain Starts an
22:03)
-Take notes on what different
people think of Columbus
-Review Primary and
Secondary Sources
-European Exploration &
Settlement: Reading Further:
Who was the Real
Christopher Columbus?
(History Alive)
- Analyzing Points of View
questions 1 & 2
Education 49:20)
-Take notes on the causes of
destruction of the Aztec
Empire
-European Exploration &
Settlement: Spain Starts an
Empire (History Alive)
-Complete Common Core
Activities 1&2
Exit Ticket: Which point of
view about Columbus do you
think is correct? Explain.
Exit Ticket: Who or what
caused the destruction of the
Aztec Empire? (think
carefully before answering)
History Alive can be read to
the students (in English or
Spanish)
22:03)
-Take notes on what different
people think of Columbus
-Review Primary and
Secondary Sources
-European Exploration &
Settlement: Reading Further:
Who was the Real
Christopher Columbus?
(History Alive)
- Analyzing Points of View
questions 1 & 2
Exit Ticket: Which point of
view about Columbus do you
think is correct? Explain.
History Alive can be read to
the students (in English or
Spanish)
History Alive can be read to
the students (in English or
Spanish)
Empire (History Alive)
-Complete Common Core
Activities 1&2
-Watch Conquistadors: Inca
Rebellion (Discovery
Education 49:19)
-Take notes on similarities to
destruction of Aztec Empire
and differences in destruction
of Aztec Empire
Exit Ticket: How was the
destruction of the Inca similar
to the destruction of the
Aztecs? How was the
destruction of the Inca
different from the destruction
of the Aztecs?
History Alive can be read to
the students (in English or
Spanish)
Assessments/Check for
Mastery:
Frequent Formative
How will you know they
know?
What will you do if they do or
don’t demonstrate mastery?
Varied Learning Abilities
What are you doing to
address the unique needs of
students
Enrichment: Additional
technology for final project.
Intervention: Direct
Instruction and guided
practice
ELL Learners: Partner
collaboration
Enrichment: Additional
technology for final project.
Intervention: Direct
Instruction and guided
practice
ELL Learners: Partner
collaboration
Enrichment: Additional
technology for final project.
Intervention: Direct
Instruction and guided
practice
ELL Learners: Partner
collaboration
Enrichment: Additional
technology for final project.
Intervention: Direct
Instruction and guided
practice
ELL Learners: Partner
collaboration
Enrichment: Additional
technology for final project.
Intervention: Direct
Instruction and guided
practice
ELL Learners: Partner
collaboration
Key Vocabulary Terms