EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx

EDU 3215 Lesson Plan Template & Elements
Name: Andres Rodriguez
Email address: [email protected]
Content Areas: English Language Arts and Social Studies
Common Core Standard(s): (list and write all applicable)
ELA CCSS:
RI 7.1 - Cite several pieces of textual evidence to support
analysis of what the text says explicitly
as well as inferences drawn from the text.
RI 7.3 - Analyze the interactions between individuals, events,
and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence
ideas or events).
RI 7. 4 - Determine the meaning of words and phrases as they
are used in a text, including
figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on
meaning and tone.
CCSS: RH.6–8.1: Cite specific textual evidence to support
analysis of primary and secondary
sources.
RH.6–8.2: Determine the central ideas or information of a
primary or secondary source; provide

an accurate summary of the source distinct from prior
knowledge or opinions.
Essential Question(s): How did colonists, African Americans,
and Native Americans choose
sides during the Revolutionary War?
Introduction and Lesson Objective (outline the purpose for the
lesson in 50 -100 words)
E.g., This lesson is focused on the role of the Native Americans
during the American
Revolution. Students explored the roles of the Patriots and the
Red Coats and will synthesize this
information with the roles of Native Americans during the
American Revolution. The purpose is
for students to understand the variety of people and reasons who
were involved in the American
Revolution.
Resources/Materials/Technology Utilized:
E.g., Computer, Smartboard, NewsELA article, Reading about
Mohawk Mary Molly Bryant,
Notebooks, Pens, Pencils, Index cards, looseleaf
Instructional Sequence (x amount of minutes/ how many days
will this lesson cover).
Include evidence of Explicit Instruction within the
tasks/activity:
ortliebe

Highlight
ortliebe
Highlight
Time Allocation Objective Activity
Assessment/Evaluatio
n
7-9 minutes
This will help
the teacher
gauge what
knowledge the
students are
coming into the
lesson with.
Do Now - Answer the
following question:
Who do you think the
Native Americans fought
with/along side during the
American Revolution?
Why do you believe they
chose this side.
Teacher will walk
around and take note
of how many students
choose Patriots or Red

Coats. This will help
with grouping in
future lessons.
10 minutes
Reading a
document about
Mohawk Mary
Molly Bryant as
a class to help
students with
annotating
relevant facts
and details that
will help them
answer critical
thinking
questions later
on.
Reading a document about
a Native American woman,
Mohawk Mary Molly
Bryant as a class. Teacher
asks the following
questions during the
reading and students
underline/annotate the
answers based on the text.
“Why did Mary decide to
help the loyalists instead of
the Americans?”
“Why did people listen to
her instead of listening to
the Patriots?”

Teacher will write
down how students
prefer to annotate text.
Teacher will ensure
that students who are
underlining the text
are underlining exactly
what answers the
questions given. This
will help with
grouping in future
lessons.
10-15 minutes
Student will
work in groups
to read an
informational
passage about
which side the
Native
Americans were
on during the
American
Revolution. This
will help them to
read something
at their lexile
level so that they
can comprehend
Students will be given a
NewsELA article that
examines the roles of

NAtive Americans during
the revolutionary war.
There is a short quiz
afterwards that students
will take with their groups.
The NewsELA article will
be given in multiple lexile
levels so students will not
have a difficult time
comprehending the text.
Students will annotate
pieces of the passage that
answer the quiz questions
Teacher will circulate
the room and see if
any students are
struggling with the
text. Teacher will take
note of this to see if
students need to be
moved to a different
group. Teacher will
see if students are
actively annotating the
text to help them
understand.
the information
on their own.
in the back of the article.
7-8 minutes

Students get a
chance to write
their opinions
about a
historical topic
and use
evidence to
explain why
they believe
they are correct.
Students will be given
looseleaf and write
paragraphs about whether
or not they agree, disagree
or are neutral when it
comes to the actions of the
Native Americans. Students
must cite specific pieces of
evidence and explain why
they agree or disagree with
the Native Americans
actions when it comes to
helping the loyalists during
the American Revolution.
Teacher will circulate
the room to see where
most students stand on
the issue. Teacher will
monitor which
students are having
difficulty using
evidence to support
their response.

3-4 minutes
To see what
aspects of the
lesson stuck
with the
students.
Exit Ticket - Write three
facts about Native
Americans that you learned
from today’s lesson.
This will help the
teacher decide if
anything needs to be
retaught. It also tells
the teacher what stood
out to most students
and what students may
have overlooked
during the readings.
Vocabulary: Identify Tier II and any Tier III vocabulary words
Treaty,
Differentiation: Students will have different NewsELA articles
based on lexile levels. Students
will be grouped with students within their own lexile levels.
Students will be allowed to annotate however they wish. They
may use highlighters to highlight
the answers or just write the answers in the margins on the

document.
Anticipated Outcomes:
Students may not know that Native Americans had any role in
the American Revolution.
Students will connect their own prior knowledge about Native
Americans to the content they are
being presented now. They may ask about the Native American
lifestyle and how it connects
with the war or why they would help the people who have been
taking their land from them for
the past two centuries.
Anticipated Difficulties (Teacher or Student): Think about your
follow-up
Some students did not understand how Native Americans were a
part of the war effort. Students
also did not understand why the Native Americans decided to
help the British during the
American Revolution instead of the Americans. Students were
quick to assume that because
Native Americans were Americans they would help the Patriot
cause. During the next lesson I
want to clarify the “why?” in regards to the Native Americans
siding with the British.
Appendices:
This section will include a copy(ies) of text passage, comic,
screenshot of site, student

worksheets, graphic organizers, or any pertinent materials for
lesson
Document A Mohawk Mary (Molly) Brant 1736–1796
Mary, commonly called Molly, Brant was born in 1736 in the
Ohio Valley. She grew up in
Canajoharie and was educated in a European fashion, possibly
at a mission school. At age 18,
she accompanied a delegation of Mohawk Chiefs to Philadelphia
to discuss fraudulent land
transactions. This was her first introduction into the world of
political responsibility. She
eventually became a Clan Mother. Like her brother Joseph, she
assimilated both European and
Indian culture into her life and was equally at home in both
worlds. She spoke Mohawk and
dressed in Mohawk fashion all her life and encouraged her
children to do so. Her position as
Clan Mother helped in Johnson’s success as Indian
Superintendent. After Sir William’s death in
1774, she moved her family from Johnson Hall back to
Canajoharie and established a trading
post. During the American Revolution, she sheltered and fed
Loyalists and supplied them with
arms and munitions. In 1777, it was Molly that sent word to Sir

John Johnson’s and Joseph
Brant’s forces that Herkimer was marching to rescue the
besieged Fort Schuyler. Because of
these actions, she was forced to flee her home in the Mohawk
Valley, leaving it behind to be
plundered and occupied. Her family fled to Fort Niagara and
Molly began to direct her attention
to keeping the Six Nations (particularly Mohawks) on the side
of the British. Her position as a
Clan Mother and her former relationship with Sir William
Johnson meant that she exerted even
more influence over them than her brother did. A British was
once recorded to have said “their
uncommon good behaviour [was] in great measure to be
ascribed to Miss Molly Brant’s
influence over them, which [was] far superior to that of all their
Chiefs put together.” She also
used her position to promote the interests of her people while
increasing her own power.
https://newsela.com/articles/gl-history-indians-war-of-
independence/id/22401/#
850 L - 5th grade

1060 L - 7th grade
1200 L - 9th grade
https://newsela.com/articles/gl-history-indians-war-of-
independence/id/22401/#
I wanted to further explain the lesson planning process as it
pertains to your final assignment in this class. I will go over the
parts that I feel are not necessarily self-explanatory; these
include: Standards; Essential Questions; and the Instructional
Sequence.
Overview
This lesson plan is inter-disciplinary, meaning it will involve
two or more disciplines or content areas, including Language
Arts/Writing and at least one other discipline. There are two
potential ways to start the brainstorming process, both involving
starting with the standards. I would highly recommend that you
visit two websites:
http://www.p12.nysed.gov/ciai/standards.html
http://www.corestandards.org/read-the-standards/
One option is to begin with the New York State Standards for a
content area such as social studies or science. Find a grade level
of your choice, and determine what topics/standards interest you
to serve as a foundation for this lesson plan (e.g., phases of
matter- 3rd grade science. Standard X- Students will identify
the three phases of matter).
Then, you will think about the content covered in EDU3215 and
consider how students could apply skills in ELA to facilitate
their learning of the phases of matter (e.g., focus could be on
one or more of standards related to: vocabulary, informational
writing, oral language, genre, or anything else we have covered

this semester. Find an ELA standard and record it as you did for
the disciplinary standard above.
Consider the following guidelines when writing your Essential
Questions:
1. Is open-ended; that is, it typically will not have a single,
final, and correct answer.
2. Is thought-provoking and intellectually engaging, often
sparking discussion and debate.
3. Calls for higher-order thinking, such as analysis, inference,
evaluation, prediction. It cannot be effectively answered by
recall alone.
4. Points toward important, transferable ideas within (and
sometimes across) disciplines.
5. Raises additional questions and sparks further inquiry.
6. Requires support and justification, not just an answer.
7. Recurs over time; that is, the question can and should be
revisited again and again.
Essential Questions
Not Essential Questions
· How do the arts shape, as well as reflect, a culture?
• What common artistic symbols were used by the Incas and the
Mayans?
· What do effective problem solvers do when they get stuck?
• What steps did you follow to get your answer?
· How strong is the scientific evidence?
• What is a variable in scientific investigations?
Instructional Sequence
The instructional sequence is the rhythmic pattern of the lesson.
How does it start? What comes next? What will the teacher be
doing, and what are the students doing throughout the lesson?
One such model for which you can use, but certainly don’t have
to (use what fits your lesson) is:
Starting with some direct instruction on content related to topic
and/or skills of focus.
Then following that stint with some opportunities for guided

practice to continue the gradual release of instruction model
(also known as scaffolding or releasing the responsibility or
onus for learning towards the students).
And then some opportunities for independent practice as
applicable.
Other considerations that are particularly relevant are the
incorporation of assessment (both progress monitoring and
summative assessment as applicable). Some type of assessment
is required to fulfill the requirements for this lesson to measure
what was already known (pretest), what is or is not being
learned (progress monitoring), and what has been gleaned in
terms of skills or content (summative assessment). You may
know these principles as assessment of learning, for learning,
and with learning.
The boxes provided allow you to allocate x minutes to each
component of the lesson, while also articulating what the
teacher and students are doing throughout the activities and
assessment(s).
EDU 3215 Lesson Plan Template & Elements
Name:
Email address:
Content Areas: English Language Arts (required) and xxxxxxx
Common Core Standard(s): (list and write all applicable)
ELA CCSS:
(E.g. Math) CCSS:
Essential Question(s):
Introduction and Lesson Objective (outline the purpose for the
lesson in 50 -100 words)
E.g., This lesson is largely focused on the teaching of the
phases of matter through integrating English, Mathematics, and
Science. Third grade students will explore properties of solids,
liquids, and gases through an inquiry based, collaborative
exploration.
Resources/Materials/Technology Utilized:
E.g., national geographic magazine, you tube clip on glaciers,

ice trays, water, humidifier, empty 2-liter bottles;
computer/projector/Internet/Smart Board/Ipads, notebooks,
poster board, etc.
Instructional Sequence (x amount of minutes/ how many days
will this lesson cover). Include evidence of Explicit Instruction
within the tasks/activity:
(
Direct Instruction –
evidence of clear introduction of the essential learning, as well
as the teacher’s modeling of the skill/learning:
Guided Practice
– evidence of students working with other students and the
teacher in efforts to grasp the skill/essential learning:
Independent Practice –
evidence of students working with other students and the
teacher in efforts to grasp the skill/essential learning
)
Time Allocation
Objective
Activity
Assessment/Evaluation

Vocabulary: Identify Tier II and any Tier III vocabulary words
Differentiation: Think about your students’ needs. What about
your ELLs? How will you accommodate these students? What
support will they need?
Anticipated Outcomes:
E.g., Students were excited about science experiments with
liquids, solids, and gases. They shared stories about their own
experiences playing in the rain, and how evaporation was a
perquisite for precipitation. Some students related gases to
helium balloons at birthday parties, indicating that helium must
be lighter than compositional elements of the atmosphere.
Anticipated Difficulties (Teacher or Student): Think about your
follow-up
E.g., Since gases were less tangible than solids or liquids, some

students did not understand their properties as well. An at-home
experiment was conjured and directions for the experiment were
sent home to expand upon the original activity. Students also
had the assumption that the atmosphere was composed of 100%
oxygen so I found an excellent YouTube video to show them
tomorrow: https://www.youtube.com/watch?v=aw6qj8X4xTg
Appendices:
This section will include a copy(ies) of text passage, comic,
screenshot of site, student worksheets, graphic organizers, or
any pertinent materials for lesson
Lesson Plan
Student
_____________________________________________________
___________Grade /25
A
A-
B+
B
B-
C+
C-
F
Includes appropriate ELA-Literacy CCSS AND subject-area
standards; Both clearly align with lesson objective (2 pts.)
3
2.7
2.55
2.4
2.25
2.1
1.95

0
Includes thorough description of all elements: EQ, Lesson
Objective, Resources, Instructional Sequence, Explicit
Instruction, Vocabulary, Differentiation, Outcomes, Difficulties
& Assessments
(7 pts)
7
6.3
5.95
5.6
5.25
4.9
4.55
Below 4.55
Instructional strategies and learning procedures reflect
objectives; LP includes evidence of ELA core skills
/components covered in course (7 pts.)
7
6.3
5.95
5.6
5.25
4.9
4.55
Below 4.55
Appendices of Designed Lesson Materials (3 pts.)
3
2.7
2.55
2.4

2.25
2.1
1.95
0
Language/conventions/style: Teacher effectively communicated
lesson plan using appropriate academic language; paper
includes few or no mechanical errors (5 pts)
5
4.75
4.50
4.25
4.0
3.5
3.0
0
Comments:

EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx

Recommended

Recommended

More Related Content

Similar to EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx

Similar to EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx (20)

More from jack60216

More from jack60216 (20)

Recently uploaded

Recently uploaded (20)

EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx