Teacher: Miss Manion
Room #: 376
Lesson # in unit:5
Period (s): 5
Topic:Intro
Social Studies Academic Standard
Indiana Standard
IR-5.2 Demonstrate effective responses to conflict and harassment in career, community, and family settings.
Choose an item.
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:
Analyze the current event in the same way that we analyze the things that eventually end up in our D.I.D. Journal.
Supporting Diverse Learners
Student Assets:This is the beginning of the year, so students will most likely be more excited about school than they normally are.
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 ILPStudents will record how they felt during conflict, as well as how they felt when
something did or did not surprise them that day, therefore causing them to reflect.
Agenda
BEFORE: How will you support students in accessing prior knowledge, personal, real world and/or cultural
connections?Students will discuss, in the same familiar format used all week, the meaning of "jusice," a phrase that almost
everyone from the United States has heard of. Hopefully this will give the students the confidence to be able to equally
participate during the group activity.
DURING: What support strategies will you use to scaffold students learning so they meet or exceed targeted
objective?Since this is their first true group activity analyzing a real document, I will have to keep my classroom management
ideas out in plain sight and continue to remind people as they discuss about the policies and procedures that we all agreed to.
Closing: How will you engage students in self-assessment and/or reflection on key concepts?Anything that must be
recorded they are more than welcome to record in their native language, pictures, or not complete 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
Strategies for Instruction
Class/Group Discussion
Cooperative Learning
Small Group
Guided Practice
Teacher Modeling/Demo.
Journal writing
Role Play
Hands-on
Use of Materials
Teacher’s Manual pg #
Student Text pg #
Picture Books
More Activities That
Use of Technology
Cell Phone
PollEverywhere.com
CPS Clickers
Elmo Document Camera
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
Inquiry Learning
Game
Simulation/Role Playing
Independent Learning
Other
Software
Student Computers
Teacher Computer w/LCD
Video Clips/DVD
Website
Other
Teach
Handouts:
Manipulative
Maps
Artifacts
Related Equipment:
Other:
Adapted materials
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 Vocabulary images
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?