5th grade Lesson Plan
Jan. 6, 2016
Grade:
5th
Lesson Topic:
Social Studies
Candidates Name:
Bobbi Ross-Neier
1. Introduction:
CA Social Studies Standards:
5.3 Students describe the cooperation
and conflict that existed among the
American Indians and between the
Indian nations and the new settlers.
5.6 Students understand the course
and consequences of the American
Revolution.
1. Identify and map the major
military battles, campaigns, and
turning points of the
Revolutionary War, the roles of
the American and British
leaders, and the Indian leaders
alliances on both sides.
Rationale:
Studying the cause, course, and
consequences of the early explorations
through the War for Indepedence and
western expansion is central to
students fundamental understanding
of how the principles of the American
republic form the basis of a pluralistic
society in which individual rights are
secured.
By scaffolding the learning content
from the prior lessons, into this lesson,
students will develop a better
understanding of the perspectives
involved with Tecumseh, other Native
Americans and the United States
people.
Focus Learner/Behavior Expectations
Activate prior background knowledge by
discussing previous social studies for this unit.
Behavior expectations include cooperative
learning, listening and respect during class
discussions.
2. Learner Outcome(s)/Objective(s):
Purpose:
- Students will discuss and consider the
perspective of Tecumseh and other
Native Americans during the 1800s.
- Students will ask and answer
questions during whole group
instruction.
Rationale:
By drawing inferences, students will
be able to explain and understand the
perspectives of Tecumseh, Governor
Harrison and other Native Americans
during the period of Tecumsehs
Students will cooperatively participate
in Smartboard and writing activities
Students will participate in small group
discussions and collaborate on writing
and speaking activities
Students will be able to complete
partner work, where needed, and assist
their neighbor during instruction.
Students will be able to work
independently
speech to the governor. Students will
work cooperatively to listen to each
others opinions and work together to
create a speech of their own while
also answering questions about
Tecumsehs point of view.
Mastery will be measured by students ability
to interpret and understand Tecumsehs
perspective during this speech. Students will
be able to explain and write about Tecumsehs
perspective of sharing the land with the
Americans and not fighting.
3. Pre-assessment Activity:
Students previous social studies lessons
build upon their ability to understand the many
changes happening during the late 1700s and
early 1800s of the United States. The preassessment activity includes those previous
lessons. A quick assessment activity for this
lesson includes an oral review of the previous
lessons with a brief discussion about the
relationships between the Native Americans
and the colonial Americans.
Rationale:
The pre-assessment activities include
prior social studies lessons as this
directly applies to the lesson content.
By providing an oral review activity, I
can assess the class knowledge of
the relationship and understanding of
the social studies content.
4. Differentiation, Adaptation & Accommodation Strategies:
Rationale:
Modification for ELL
Its important for differentiated
- At this point in the school year, no
instruction to include learning
students have been identified as ELL.
techniques and teaching strategies for
However, there are two students who
all learners. By providing multiple
are classified as Initial Fluent English
means of introducing and practicing
Proficient. There is no need for specific the lesson, this will help promote
modifications for these students related success for all students.
to their language needs. One student
does have issues with impulse control, Whole group discussion, partner work
so he is seated closer to the teacher for and individual practice followed by
frequent redirection as needed.
closing, as a whole group, will provide
for ELLs, special education students
Special Needs
- Two students have been identified as
having learning disabilities. These two
students are placed at the very front of
the classroom. For certain
assignments, their work is modified.
Since this lesson provides for group
and partner work, these students will
be paired with higher achieving
students to work together.
and allow for high achieving students
to dive deeper into the content. For
example, high achieving students may
be able to finish their work and
demonstrate to their classmates.
Higher achieving students will be
paired up with lower achieving
students to allow for success in the
lesson.
High Achieving
These students will be asked to share their
work and knowledge during whole group
instruction.
Low Achieving
Continue to monitor and provide feedback and
praise for students who need additional
assistance. Additional time to complete work
will be given to students.
5. Resources:
Resources include:
- Classroom laptop with internet access
that is connected to SmartBoard and
able to play SmartNotebook software
- Laptop internet access.
- Social studies lesson
- Document Camera
- Copy of Tecumsehs speech for each
student (34)
- Copy of speech study questions for
each group
- 34 pencils
- 34 Chromebooks
Rationale:
6. Learning Activities: Explicit Teacher Instruction
Explain
Rationale:
Teacher will activate prior background
knowledge with review previous social studies For this lesson, students will work in
lessons. Teacher will explain that today we will small groups to answer the key
discuss the perspectives of Native Americans questions related to the speech. The
and colonial Americans during the
class discussion will include some
revolutionary time period.
aspects of these questions. Its
Model
Teacher will read Tecumsehs speech twice.
The first time teacher will read thoroughly. The
second time the teacher will read and stop to
discuss key words and meanings.
Demonstrate
Teacher will read the speech twice. During the
second reading the teacher will discuss and
highlight key words and meanings in the
speech. Included will be questions for
students and frequent checks for
understanding.
necessary to have multiple verbal
readings and a copy of the speech for
students follow along in order to
provide for all different learning styles.
The language in this speech is difficult
and students will need guidance and
support for understanding.
Check for Understanding
Informal verbal assessment by asking
students to provide answers and explanation
of their answers. Teacher will ask specific
students and provide prompting if necessary.
Teacher will provide a brief check for
understanding prior to allowing students to
work in groups
Teacher will observe students individually
providing praise and feedback where needed.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for
understanding and provide feedback and re-teaching)
Learning activities include the reading and
Rationale:
discussion of Tecumsehs speech as a class.
The activities provide for a thorough
Students can then work in small groups to
understanding of the language used
complete work as the teacher checks in and
during this time period so that
follows up with students to check for
students can understand Tecumsehs
understanding. The students work will include perspective. Also, the writing
answering comprehension and inference
component provides for students to
questions as well as writing their own speech
practice writing with a different
from the perspective of a Native American.
perspective as they are challenged to
The speech will contain evidence from their
relate to how the Native Americans
learning about the conflict and problems they
must have felt during this time period.
are facing with the British, French and
Speech will be assessed based on
Americans. The speech will be a plea to ask
proper use of grammar and writing
for a compromise and the students will create conventions. Student speeches will
their own compromise based on their
also be assessed based on providing
evidence of learning.
accurate evidence from their textbook
regarding their tribe and conflicts.
8. Independent Practice:
Independent practice is offered as students
must write their answers on their own
worksheet for the comprehension and
inference questions.
9. Assessment and Evaluation:
Formative Assessment:
Teacher observation during group and
collaborative practice. Teacher review of
students writing to worksheet as well as
observation of students participation.
Summative Assessment:
Students will be assessed in future lessons as
they will take a Social Studies unit test that
focuses on the topics learned, including
Tecumsehs speech.
Rationale:
Teacher must informally observe and
redirect students as needed. This
independent practice scaffolds from
the group work of answering and
discussing the questions. Due to time
restrictions the teacher will provide
adequate time to be able to reteach
and work individually with students
who may be struggling.
Rationale:
Formative assessment, as in teacher
observation and notes, will provide
feedback for teacher as to students
progress with working in small groups
and understanding the Native
American perspective. Formative
assessment will also include the
writing based on the comprehension
questions and the student speeches.
The summative assessment will
provide the teacher with an
understanding of student mastery by
scoring 75% or higher on the unit test.
10. Closure:
At the end of the lesson students will have
whole group discussion to reflect on their
work. Teacher can ask specific questions,
related to the lesson, and gauge student
understanding based on their answers.
Rationale:
Its important for students to be able to
reflect and think about what they are
learning and why they are learning.
Reflecting also help students activate
their prior background knowledge with
their recently learned content.
Short homework assignments can
help reinforce the learning and the
learning activities that were completed
during class.
