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Students will use primary images as a model for creating their own "display" of states and choosing a "centerpiece" that defines our nation today. This lesson can accompany the distance learning broadcast, Primarily George.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxjack60216
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 t ...
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxtidwellveronique
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 t.
Jackson indian removal_lesson_ccss_2011_finalLauren_Weaver
CCSS Presentation, Saturday March 5, 2011
Investigating the Indian Removal Act through Multiple Sources:
An historical inquiry-based lesson that analyzes art and speeches by President Andrew Jackson & Chief Black Hawk
8th Grade Multi-day Lesson
Similar to Week 12- Texas Studies Weekly- 2ndGrade (20)
1. Shelley Mason
February 8, 2016
American Celebrations - Presidents' Day
TEKS: TEKS.b.1.A, TEKS.b.18.A, TEKS.b.18.B, TEKS.b.18.C, TEKS.b.19.A, TEKS.b.19.B
Words to Know this Week: celebration, harvest, Wampanoag, national, Great Britain,
patriot, Independence Day, Memorial Day, Juneteenth Day, Veterans Day, custom,
Presidents' Day.
Objectives: The student will be able gain knowledge and understanding on American
celebrations and traditions. The student will also learn about the upcoming Presidents'
Day and accomplish activities centered around this holiday.
Procedure:
1. The teacher will begin this lesson on American Celebrations, by passing out the Texas
Studies Weekly newsletter, and exploring the front page with the students. The teacher
will ask students of any American celebrations they can think of.
2. We will walk through the magazine briefly discussing important aspects of the words
to know this week section, explain how our country was created by fighting for
independence from Great Britain.
3. The teacher will ask the students if they know a soldier who has or is currently
fighting for our country.
4. The teacher will ask questions about the pictures seen in the magazine.
5. Students will view a video on Presidents' Day. https://youtu.be/B_8yQ2plaAE
Activities/ Assessment:
1. Students will fill in the activities located on the back of their handout which includes a
fact and opinion section, and a drawing section.
2. The students will get a flag handout and will be required to write a few sentences
describing "what freedom means to me." (History and Writing)
3. The students will view a short video over Presidents, Independence, and the liberty
bell. The students will be given a liberty bell handout and will be required to draw what
freedom means to them by using symbols of their freedom in America. (Art)
