Teacher: Ms. Manion
Room #: 376
Lesson # in unit:1
Period (s): 5
Topic:Introduction to unit
Social Studies Academic Standard
Indiana Standard
IR-1.2 Evaluate effective communication processes in school, family, career, and community settings.
IR-2.4 Distinguish codes of conduct and their impacts on relationships in career, community, and family settings.
Common Core Literacy Standard
NCSS Thematic Standards
Reading
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the relationships
among the key details and ideas.
Writing
.
Culture and Cultural Diversity
Power, Authority, and Governance
Time, Continuity, and Change
Production, Distribution, and Consumption
People, Places, and Environments
Science, Technology, and Society
Individual Development and Identity
Global Connections
Individuals, Groups, and Institutions
Civic Ideals and Practices
Lesson Objective
By the end of class the student will be able to:
understwhat respect "looks like" in the classroom.
Supporting Diverse Learners
Student Assets:This will be the first day of school, so the students should be energetic. Goal setting is easiest to do at this time of
year.
Anticipated ChallengesBecause of the mix of grade levels that sometimes occurs in this class, there will be some automatic
alienation between the younger/older students.
Special Considerations for IEP and/or ILPWe will only be discussing the notion of "respect" in-depth, anything that must be
recorded they can record in their native language, pictures, or not full sentences. If there is a scenario where the student is having trouble
keeping up, after speaking with the student and looking at his/her IEP or ILP, we will be able to create a plan to cater the lesson to them
as well.
Agenda
BEFORE: How will you support students in accessing prior knowledge, personal, real world and/or cultural
connections?Through discussing what is on their notecards at the beginning of class and introducing myself, I will hopefully
engage them in a personal, rather than professional, way. This will make accessing prior knowledge for our next activity more
do-able.
DURING: What support strategies will you use to scaffold students learning so they meet or exceed targeted
objective?We will discuss what "Respect" (The key word in my rules on the syllabus) means. We will use this word to
determine all policies and procedures in a democratic way--together as a class. Through class discussion, students will be able to
comprehend, understand, analyze, evaluate, and even create ways in which students can/will be respectful.
Students will also take part in a conflict scenario, wherein they will be asked to remain respectful the entire time.
Closing: How will you engage students in self-assessment and/or reflection on key concepts?After class
discussion on "Respect," the students should have recorded their MVP from the classes discussion. This will be
collected after class so you can assess their learning thus far.
After the conflict scenario, students will record their actions and thoughts in their journal before leaving.
Strategies for Instruction
Class/Group Discussion
Cooperative Learning
Small Group
Guided Practice
Lecture or Direct Instruction
Bookwork (Reading)
Question/Answer
Learning Stations
Rationale:
Study Skills
Two column notes
Guided note taking
Opinion-proof chart
Problem-solution chart
Venn diagram
Cause and effect frames
MVP (most valuable point)
20 Questions
What’s it say/mean/matter
Creating metaphors
Mnemonics
Other
Teacher Modeling/Demo.
Journal writing
Role Play
Hands-on
Inquiry Learning
Game
Simulation/Role Playing
Independent Learning
Other
Use of Materials
Teacher’s Manual pg #
Student Text pg #
Picture Books
More Activities That
Teach
Handouts:
Manipulative
Maps
Artifacts
Related Equipment:
Other:
Adapted materials
Use of Technology
Cell Phone
PollEverywhere.com
CPS Clickers
Elmo Document Camera
Software
Student Computers
Teacher Computer w/LCD
Video Clips/DVD
Website
Other
Reading Strategy
Writing Strategy
Vocabulary Strategy
KWL or EQW
4 As
Text rendering
Text Structures
Reciprocal teaching
Save the last word for
me
Anticipation guides
Jigsaw
Opinionnaire
Coding the text
Open mind portrait
Sketch to stretch
Read-talk-write
Directed reading
thinking activity
Zooming in/ zooming out
Anomalies
Other
Sentence frames
Paragraph frames
Imitation writing
RAFT
SPAWN
Sentence combining
Social-academic
language translations
Graphic organizers
Outlining
Frayer model
List-group-label/affinity
mapping
Semantic feature analysis
Word maps
Alphaboxes
Tree map for
wordsmithing
Vocabulary selfawareness activity
Creating metaphors
Word Walls
Tossed Terms
Daily Assessment How do you know your
students met your lesson objective(s) and to
what degree?
Bloom’s Taxonomy
knowledge
comprehension
application
analysis
synthesis
evaluation
Other
Formative:
Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe
Listened to conversations
Quiz
Thumbs up, neutral, or down
Homework check
Video quiz
Voting
Whiteboard Check
Other
Other
Summative:
Test
Project
Report
Presentation
Final Exam
Other
Additional Teacher Preparation:
Copy: All materials can be found in the unit materials section of the unit overview.
Locate:
Additional Reference/Sources of Information:
Daily Reflection This would be a section at the end for the teacher to note any strengths or weaknesses of the plan. What are next the
steps for students and how will you get them there? What worked well? What needs to be changed for next year?