American Indian Tribes: 3rd Grade

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American Indian Tribes

3rd Grade
Jamie Hartley
EDU 512
Fall 2017
Dr. Rachel Timmons
California Baptist University
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Table of Contents
Objectives and Standards... 3
Introduction... 5
Student List... 6
Vocabulary. 8
Literature... 11
Poetry. 12
Direct Instruction Lesson Plan... 13
Concept Attainment Lesson Plan...... 26
Generalization Lesson Plan 35
Inquiry Lesson Plan... 45
Vocabulary Lesson Plan 53
Listening/Talk Lesson Plan... 61
Writing Lesson Plan.. 66
Professional Reflection. 71
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Objectives and Standards

Direct Instruction Lesson
Objective: After the lesson on the facts of The Cahuilla Indians, students in grade three will identify, list and
summarize information on the topic of The Cahuilla by writing 10 facts both orally and in writing with accuracy
based on where they lived.
Concept Attainment Lesson

Objective: After the lesson on the concept of American Indians students in grade 3 will be able to state both
orally and in writing the correct definition of Artifact
Generalization Lesson
Objective: After the lesson on using data to support generalizations, students in grade 3 will apply this
knowledge and develop generalizations concerning the topic of American Indians with accuracy.
Inquiry Lesson
Objective: After the inquiry mini lesson on American Indian nations students in grade three will be able to
categorize the American Indian nations regions geographically on a United States map.
ELA (Academic) Language Objective: Students in grade three will be able to discuss key facts with peers
based off of data and information presented within text.
ELA (Academic) Content Objective: Students in third grade will be able to answer questions orally with peers
as to where specific American Indians lived based on geography.
Vocabulary Lesson
Objective: After the mini lesson on Vocabulary and handwriting, the students will be able to define the
vocabulary words for the units and properly write them in sentences.
ELA Language Objective: Students in grade three will be able to discuss key facts with peers based off of data
and information presented within text.
ELA Content Objective: Students in third grade will be able to answer questions orally with peers as to where
specific American Indians lived based on geography.
Listening/Talking Lesson
Objective: After the mini lesson on listening and talking the students in grade three will be able to read and
answer questions with 90 percent accuracy regarding American Indian nations in their local region long ago and
in the recent past
ELD Language Objective: Students in grade three will be able to discuss key facts with peers based off of data
ELD Content Objective: Students in third grade will be able to answer questions orally with peers as to where
Writing Lesson
Objective: By the end of the mini lesson, the students will be able to compose in essay form a biography of an
American Indian tribe.
ELD Language Objective: Students in grade three will be able to discuss key facts with peers based off of data
ELD Content Objective: Students in third grade will be able to answer questions orally with peers as to where
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Standards:
Social Studies Standard
3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
1. Describe national identities, religious beliefs, customs, and various folklore traditions.
2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations
adapted to their natural environment (e.g., how they obtained food, clothing, tools).
3. Describe the economy and systems of government, particularly those with tribal constitutions, and their
relationship to federal and state governments.
4. Discuss the interaction of new settlers with the already established Indians of the region.
CCSS ELA Standard

RL.2.1 Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of
key details in a text.
: LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
CCSS ELD Standard

Productive 10: Writing literary and informational texts to present, describe, and explain ideas and information,
using appropriate technology
Emerging: B. Interpetive: 5. Listening actively Demonstrate active listening to readalouds and oral presentations
by asking and answering basic questions, with
Expanding: C. Productive 11. Supporting opinions Support opinions by providing good reasons and
increasingly detailed textual evidence (e.g., providing examples from the text) or relevant background
knowledge about the content.
Bridging: C. Productive 11. Supporting opinions Support opinions or persuade others by providing good
reasons and detailed textual evidence (e.g., specific events or graphics from text) or relevant background
knowledge about the content.
College and Career Readiness Anchor Standard CCSS

CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
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Introduction to Unit Page
SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create effective learning
environments and develop meaningful learning experiences which have an emphasis on developing a
deep understanding of content knowledge.
Relevance
For EDU 512, I created a third grade social studies unit about American Indian tribes that aligned
with the Common Core State Standards (CCSS). The lessons included a variety of different forms of
instruction for all levels and including modifications and adaptions. The types of units included direct
instruction, concept attainment, generalization, inquiry, and mini lesson plans for vocabulary and
handwriting, listening and talk, and writing. Each of these units built upon one another and aligned with
Blooms Taxonomy of Knowledge. It included higher order thinking questions and focused on both
comprehension and composing for assessment. Each of the lessons have clear and informative objectives
that align with the CCSS. The unit was a pleasure to do because it built upon each other lesson that
allowed me to include a variety of modification, strategies and adaptions to improve the knowledge of
every student. This unit is comprehensive and adaptive for the specific students in the classroom.
Link to Theory
For EDU 512, these lesson plans were all linked to a variety of different theories that support
different instructional strategies. The theories included with these lessons were; behavioral theory,
informational processing, the constructivist theory, and mini lessons. These theories help my units
concrete the comprehension that is needed out of each of the units. Each of the theories have different
practices and strategies for adapting and modifying each of the lessons to link to students learning. These
strategies are research based and coincide with the Common Core State Standards and objectives.
Professional Development
Creating this unit links directly with my professional development as a teacher. Prior to
completing this unit, I had very few ideas regarding how to construct appropriate lessons that linked with
the common core state standards, blooms taxonomy and developed higher order thinking questions for
my students. This process of creating a multi-lesson unit is very beneficial for my academic career. I am
confident in my objective writing, lesson planning that is based on theory, and research based strategies. I
also have a better understanding of blooms taxonomy and how to incorporate higher order thinking
questions into my lessons. I am eager to continue my development as a professional in the teaching
profession.
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Student List with Three Focus Students
General Student List with Three Focus Students
Gender General SES General Ethnic Describe

Level Academic Level Population Student Needs
11 Boys 8 on free lunch with 8 low average, 2 high 9 Hispanic No special needs
low SES school and average, 1 on level 3 Caucasian 6 English language
home learners
15 Girls 11 on free lunch 4 high average, 7 8 Hispanic Average Students

low SES school averages, 4 on 6 Caucasian 2 visually impaired
and home level 1 African 1 Hearing impaired
American 3 English language
learners
EL Focus Student: Low SES, single Low average, two Hispanic Previous teacher:
Elena parent reading levels Academically low,
below. Has trouble just came to country
with academic Parent: Has trouble
language with homework and
outside reading
Current teacher:
Struggles with no
home help from
parents. Has
trouble reading
aloud.
Special Needs Low SES, single Average, Caucasian Previous Teacher:
Focus Student parent household. academic Is eager to learn.
Grandparents live proficient Must provide
Tina with family. modifications for
visually impaired.
Parent: Loves to
read, needs larger
print for visual
impaired
Current teacher:
Has no struggles if
provided the right
tools. Average
academically.
Advanced learner Low SES level High average, Hispanic Current teacher:
Focus Student strong reading Reads two grades
and ahead
Tim comprehension
skills Parent: loves doing
his homework,
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helps his younger

siblings
Current Teacher:
shows strong
comprehension and
reading skills.
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Vocabulary Page
Lesson 1: Direct Instruction
Cahuilla Indians. - a member of a North American Indian people of southern California. 2. the Uto-Aztecan
language of the Cahuilla. Examples from the Web for Cahuilla. This Cahuilla village is in a small valley, high
up in the San Jacinto range.
Region - an area or division, especially part of a country or the world having definable characteristics but not
always fixed boundaries.
Territory - an area of land under the jurisdiction of a ruler or state.
Village - a group of houses and associated buildings, larger than a hamlet and smaller than a town, situated in a
rural area.
Tribes - a social division in a traditional society consisting of families or communities linked by social,
economic, religious, or blood ties, with a common culture and dialect, typically having a recognized leader.
Valley - a low area of land between hills or mountains, typically with a river or stream flowing through it.
Lesson 2: Concept Attainment

Handmade - made by hand, not by machine, and typically therefore of superior quality.
Territory. an area of land under the jurisdiction of a ruler or state.
rural area.
Lesson 3: Generalization
Customs a traditional and widely accepted way of behaving or doing something that is specific to a particular
society, place, or time.
Traditions the transmission of customs or beliefs from generation to generation, or the fact of being passed on
in this way. Provide
Regions an area or division, especially part of a country or the world having definable characteristics but not
always fixed boundaries. Provide
Climate, weather, and natural resources that affect human survival and economic activity.
Lesson 4: Inquiry

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rural area.
Lesson 5: Vocabulary
Customs a traditional and widely accepted way of behaving or doing something that is specific to a particular
society, place, or time.
Traditions the transmission of customs or beliefs from generation to generation, or the fact of being passed on
in this way. Provide
Regions an area or division, especially part of a country or the world having definable characteristics but not
always fixed boundaries. Provide
Climate, weather, and natural resources that affect human survival and economic activity.
rural area.
Lesson 6: Listening/Talk
language of the Cahuilla. Examples from the Web for Cahuilla. This Cahuilla village is in a small valley,
high up in the San Jacinto range.
Region - an area or division, especially part of a country or the world having definable characteristics but
not always fixed boundaries.

Village - a group of houses and associated buildings, larger than a hamlet and smaller than a town, situated
in a rural area.
Lesson 7: Writing
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rural area.
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Literature Page
Native American Facts for Kids - http://www.native-languages.org/kids.htm

Mukats People: The Cahuilla Indians of Southern California by Lowell John Bean.
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Poetry Page
If I were Poem.
If I were a Native American
Id be the first to live in North America
Id live off the land
And gather food and plant crops.
I would build my shelter for the village
If I were a Native American
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Lesson Plans
EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC

Behavioral Model - 100 Points
The Cahuilla Indians

Where they lived
Lesson #1
1. MATERIALS/PREPLANNING
Materials
1. One master copy of the Ancient Village Sites.
2. Ancient Village site map for every student.
3. Brown, blue, yellow crayons.
4. Pen/Pencil
5. KWL Chart
6. Whiteboard
Vocabulary
1. Cahuilla Indians.
2. Region.
3. Territory.
4. Village.
5. Tribes
6. Valley
Literature -

2. OBJECTIVE: After the lesson on the facts of The Cahuilla Indians, students in grade three will identify, list
and summarize information on the topic of The Cahuilla by writing 10 facts both orally and in writing with
accuracy based on where they lived.
The Objective should be one complete sentence with the ABCD Components.
State the objective in behavioral terms, as follows:

A=Audience: 3rd grade
B=Behavior: Students should list 10 facts about where the Cahuilla Indians lived
C=Conditions: Students should understand the important facts they listed about the Cahuilla
Indians regions.
D=Degree of accuracy needed to achieve the objective: Students should list 10 facts about the
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Cahuilla Indians region that are accurately stated both orally and in writing.
State the cognitive taxonomy level (Blooms ): Knowledge/Comprehension/Application
Social Studies Standard: 3.2 Students describe the American Indian nations in their local region long ago and
in the recent past.
CCSS ELA Standard: LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
CCSS ELD Standard: Productive 10: Writing literary and informational texts to present, describe, and
explain ideas and information, using appropriate technology
College and Career Readiness Anchor Standard CCSS: CCSS.ELA-LITERACY.CCRA.R.2
details and ideas.
edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout
provided in class.)
Lesson will be Comprehension because students will be learning and understanding the different regions of the
Indian tribes; Cahuilla Indians.
Language Demand Statement: edTPA p. 61
The students will have to use their academic language that includes syntax, vocabulary, and function to write
their main 10 facts regarding the Cahuilla Indians. These facts will show a demonstration of their understanding
of the different regions.
Language Function Statement: edTPA p. 61
The language of this unit will focus on Indian tribes and their regions including valleys, passes, regions, and
territories of the different Indians. Students will be able to use each new vocabulary word when describing their
10 facts of the Indians region on where they live.
3. ASSESSMENT STRATEGY
This lesson can be assessed, the way I would asses this lesson is through a whole unit portfolio. The
students will answer the focus question: Who were the American Indians of the local region and where were
they located?
The first lesson will be assessed through the following; 10 facts about the Cahuilla Indian region in the
portfolio journal. Map of the Ancient Village Sites of the Cahuilla Indians labeled with the sites of Cahuilla
Indian Reservation today Legend with map symbols Legend with abbreviations used for Cahuilla Indian
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Lands or Reservations today.

This would be a form of formal and summative assessment. This assessment will be kept in the
portfolio until the unit is complete. After each lesson, I will assess the students progress to make sure their
learning is on track with the unit.
Proficient (9 pts.) Basic (6pts.) Below Basic (3pt.)

Student represented 2 Student represented 1 Student represented 1
facts fact fact
Student wrote 10 facts in Student wrote 6-9 facts Student wrote less than
complete sentences. in complete sentences. 5 facts in complete
Student used higher Student used moderate sentences.
vocabulary vocabulary Student used basic
vocabulary.
4. LESSON OPENING/PURPOSE
Purpose: The purpose of this lesson is to introduce the students to the Cahuilla Indians. The students will be
able to identify where they lived and how to tell their region based off their geography. The students will be able
to answer the focus question: Who were the American Indians of the local region and where were they located?
I have a wide variety of different types of students within my classroom such as 4 English Learners and 2 IEP
learners.
5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set
My anticipatory set for this lesson will be to ask the students to name different American Indian tribes
they have heard or learned about. I will ask if any of the students have heard of the American Indian tribe, the
Cahuilla Indians. To increase the students motivation for learning, I will show different pictures of the Cahuilla
Indians on the IPAD for the students to experience. I will then give a brief overview of the Cahuilla Indians and
tell the students how far their territory covered (about 2,400 square miles or 44 miles by 53 miles). I will then
tell them how the villages were located from low deserts to the high mountains. I will explain their territory
even continues in the valleys and mountain passes.
Video: https://www.youtube.com/watch?v=8BlNCQogu3E
Provide Rationale for why you selected this strategy and link to this particular group of
students.
The reason I have selected this strategy is to first see what prior knowledge the students have
about the Cahuilla Indians. I have chosen to show pictures of the Indians and their villages to provide
a visual representation for the students to relate to. Additionally, I have provided facts of the Indian
tribes to give background information for the students. I have also chosen to provide the video to give
the students a little more visual representation of the information they are going to be learning about
in the unit lesson.
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LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK

BACKGROUND KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING
FOR UNDERSTANDING, AND GUIDED PRACTICE
POST STANDARDS
Social Studies Standard: 3.2 Students describe the American Indian nations in their local region long ago and
in the recent past.
CCSS ELA Standard: LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
CCSS ELD Standard: Productive 10: Writing literary and informational texts to present, describe, and
explain ideas and information, using appropriate technology
College and Career Readiness Anchor Standard CCSS: CCSS.ELA-LITERACY.CCRA.R.2
details and ideas.
RESTATE OBJECTIVE IN STUDENT TERMS

After the lesson on American Indians, you (students) will list ten facts about where the Cahuilla Indians
lived with accuracy (both orally and in writing).
CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge
Provide a rationale for why it is important to check for background knowledge. Link to your
specific class/group of students and their learning needs and styles.
It is important to check for background knowledge with the students prior to the lesson to gage
where the students knowledge is. If half the students do not even know what an Indian is or what
region means, they will have a difficult time completing the assignments in this unit lesson. Some
students need visuals to support their learning and background knowledge, other students need a brief
overview to connect their prior knowledge with the specific learning. This specific lesson will
enhance the students critical thinking skills, geography skills, interpretation skills, reading and
writing skills.
Ask the students to brainstorm what they already know about Cahuilla Indians. Place this information in the
K (or What We Know) column of the chart. Have them think about what they saw in the video to help them
get started if needed.
Ask the students what they would like to learn about in regards to this subject. Write these in the W (What
We Want to Learn) column.
Save the chart to be used at the end of the unit to when the students will report on what they have learned in
order to complete the L column.
Use KWL Chart from 50 Literacy Strategies (Tompkins)
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Provide rationale for progress monitoring strategies you will use during each step of this
activity. Explain your strategy for calling upon students in an equitable manner.
My rationale for progress monitoring would be to draw names out of a bucket to include every
student and to make sure they are on track. Another strategy for monitoring this activity will
also be thumbs up thumbs down to see whole class engagement and to see if we need to cover
any of the topics a little closer.
K (What we know) W (What we want to learn) L (What we learned)

There are Indian tribes What types of tribes are near
us?
What a region is The region of the Cahuilla
Indians
Each tribe has their own What artifacts are of Cahuilla
artifacts Indians based off where they
live
Each Indian tribe has their The traditions of Cahuilla
own customs and traditions Indians based off where they
live
INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible input for this
lesson for this particular group of students/class.
Direct instruction is an important learning strategy for students because they are able to become
familiar with the lesson and topic while also having practice of the topic. I like including visual
representations such as the photographs and the video to provide additional support for students
learning. Students have different learning styles, so incorporating different forms helps each student
learn more effectively. The students are also learning how to incorporate technology into their
learning to provide a more rich learning experience.
Explain how your strategy incorporates EL students background.
My strategy in incorporating visual representations of the information helps the EL students gain a
deeper understanding of the topic. Giving the students the visuals helps connect the information to
the topic we are discussing, which will make coming up with their 10 facts easier. The students will
also have the opportunity to re-watch the video if needed and review the photographs to accompany
their 10 facts for their assessment, along with the visual map they will turn in for their portfolio.
(Ideasselect several of these or add your own ideas.)

Go over vocabulary words which will be in the reading. List the key vocabulary words
2. Region an area or division, especially part of a country or the world having definable characteristics
but not always fixed boundaries
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3. Territory: An area of land under the jurisdiction of a ruler or state.

4. Village: a group of houses and associated buildings, larger than a hamlet and smaller than a town,
situated in rural areas.
5. Tribes: a social division in a traditional society consisting of families or communities linked by social,
economic, religious or blood ties, with a common culture and dialect, typically having a recognized
leader.
6. Valley: a low area of land between hills or mountains, typically with a river or stream flowing through
it.
Read page or view video clip (provide sources for getting the ten facts) Source Title:
Cahuilla Indian Fact Sheet
Visit: http://www.bigorrin.org/cahuilla_kids.htm
Put a picture up on Power Point of each of Cahuilla Indians for the students to look at as we read about them.
Show an artifact of Cahuilla Indians
Informally check for understanding: Discuss the facts on Cahuilla Indians
Be sure all students understand the facts by listening to responses, (using group pair share strategy etc.)
Explain here: I will use group pair -share strategy and walk around the classroom observing the students
discussions on their facts of the Cahuilla Indians and where they lived. I will look around for questions or looks of
concerns or frustration.
MODELING SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the next lesson step
for this class.
The reason I chose this strategy and manner of modeling for this lesson is because I believe these
demonstrations and modeling are most effective with the dynamic of group I have. These
strategies provide visual models and organization for all types of learners. It is an easy for way
them to learn, practice and collaborate with one another on the assignment. It is reinforcing the
information theyve heard, seen and wrote. It provides students to learn at a pace they are
comfortable with and it gives them more than enough information to learn the standard and
complete the assignment.
Write the facts about Cahuilla Indians on the board as the students say them.
Tell the student they are going to write these facts into their journals.
They will illustrate at least one of the facts on Cahuilla Indians at the top of the page.
Then they will write the title, Facts about Cahuilla Indians under the picture.
Next, they will write ten facts about Cahuilla Indians from the list created above.
Demonstrate each step by drawing/writing it on the white board as you describe it to them.
Review simple sentence structure.
Show the students a copy of what the page should look like.
An example of the how the finished product in the student journal should look will be available to the students.
TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard?
This lesson used technology by providing a PowerPoint picture presentation for the students. I also used the
blackboard projector in the classroom. I used an IPAD for the video presentation and photographs shown of the
Cahuilla Indians. The students are able to learn from this experience because they can go online to a fact website
and learn additional information on the subject. They have the opportunity to expand their learning on the IPADs
and look up additional information on other approved sites on Cahuilla Indians.
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CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class.
I will use informal observation for my strategy of checking for understanding. I want the students to be
able to discuss their facts with one another without the pressure of whole class. I want think pair
share strategies to be enforced to deepen the students learning experience. Throughout the
discussion and writing in the journals, I will walk around and observe the students to hear the facts
they are discussing with their partner.
Ask several of the students to repeat the instructions they have been given.
The students will first write a rough draft of their facts. Check on the students as they work.
Continue to check for understanding of the facts related to Cahuilla Indians through use of questioning strategies both
during and after the task is completed.
GUIDED PRACTICE STRATEGY
The teacher will check for accuracy while students are working on assignment and provide written and oral feedback.
Students will share their facts with their shoulder partner and edit for capitals and punctuations.
Check each students work and edit as necessary before the students make their final copy.
Be sure to check for spelling, punctuation, capitalization and sentence structure.
Once their final edits have been made, the students will copy the final work into their journals.
7. CLOSURE EL/SDAIE: Questioning for review
Ask students to share what they wrote for their facts.

Ask them to show their pictures.
Go back to the KWL chart and ask the students what they have learned about patriotic symbols that we studied today.
Fill in the L section of the chart.
Ask some specific questions about the symbols. (Example of questions might be how many star and stripes on the flag
and why, what did Benjamin Franklin want to have as the national bird, where can they find the Great Seal).
Call on some of the students to define the vocabulary terms.
Learning facts about__________________.

K (What we know) W (What we want to L (What we learned) Q (What new
learn) questions emerged?)
K (What we know) W (What we want
to learn)
There are Indian What types of tribes Cahuilla Indians Are there other tribes?
tribes are near us?
What a region is The region of the Varied from the low
Cahuilla Indians deserts to the high
mountains and is
2,400 square miles.
Each tribe has their What artifacts are of Bow and arrow and
own artifacts Cahuilla Indians the throwing stick.
based off where they
live
Cahuilla Indians had How many people The Cahuilla
lots of people population is five to
six thousand
Cahuilla Indians have What their distinctive Physically strong, Why do they have
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difference features features are medium height, and distinctive features?

black hair parted
down the side.
Cahuilla Indians have a How big is the region? 44 miles by 53 miles
big region
Ask the students if anyone has anything to add about where they have learned about Cahuilla Indians
Remind the students about key elements of the facts they have listed and what they now have learned.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class.
The homework I will provide for my students is to go home and create a story book that includes 5
additional facts on the Cahuilla Indians and where they live. The story book must include illustrations
of the Cahuilla Indians and have accurate relatable facts to the illustrations.
Assign the students the project writing 5 more facts for their journal. They will also be asked to look for more pictures to
add to the journal.
Tell the students that the work they do at home is to be done as neatly as was done in class today. They need to use good
penmanship, correct spelling and sentences, and correct capitals and punctuation.
The homework will become part of their journal on patriotic symbols to be on their desks for parents to see at open house.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed description of

three students and the adaptations for each student in the three areas in chart below.
1. Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your literacy instruction in this learning segment. As needed, consult with your cooperating teacher to
complete the charts. Some rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require different strategies/supports or
accommodations/modifications to instruction or assessment. For example, students
With Individualized Education Programs (IEPs) or 504 plans

With specific language needs
Needing greater challenge or support
Who struggle with reading
Who are underperforming students or have gaps in academic knowledge
Students with IEP and 504 plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
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Example: Visual processing 2 Close monitoring, large print text, window card to isolate text
In each section do the following: List and Describe 3 strategies from your texts that will aid each
Describe Student & include: students learning.
Provide page numbers and title of texts and/or attach a copy of
Strengths the strategies to your lesson plan submission.
Provide a rationale as to why you believe each strategy will be helpful
Present levels of performance for each student listed.
Weakness that you will support This student has an IEP for visual impairment. She is a hard worker
who is trying her best to complete all of her assignments. She struggles
visually seeing and identifying her assignments and tasks for the day.
One strategy I would incorporate for her in my classroom would be to
provide close monitoring to make sure she is on track with the
assignments and other students. I would also provide her with a desk
close to the front so she has an easier time viewing the whiteboard for
her assignments. I would also provide larger print text and printed
directions directly on her desk so she has them easily accessible and
readable. (PG 20.)
Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
Example: English language learners 2 Pre-teach key words and phrases through examples and graphic
with only a few words of English organizers (e.g., word cluster, manipulatives, visuals)
Have students use pre-taught key words and graphic organizers to

complete sentence starters

Example: Students who speak a 5 Make connections between the language students bring and the
variety of English other than that language used in the textbook
used in textbooks
Provide a rationale as to why you believe each strategy will be
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Present levels of performance helpful for each student listed.
This student is new to the country and does not speak English at all.
There are a few words he may understand when he is spoken to,
Weakness that you will support
however for the most part he is completely unable to respond to the
teachers responses for the assignments. What I would do to
accommodate this student is to activate his prior background
knowledge and see what information he already knows regarding the
subject. I would then connect his prior background knowledge to the
topic we are teaching so he has an easier time connecting the new
information to what he already knows. As an accommodation, I would
also provide a translation list of common words for the assignment so
he has a reference guide and has less frustration when he is
completing his assignments.
Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 5 Leveled text, targeted guided reading, ongoing reading assessment
(e.g., running records, miscue, conferencing)
Provide a rationale as to why you believe each strategy will be helpful
Present levels of performance for each student listed.
Weakness that you will support This student is having a difficult time reading. The accommodations I
would make for this student is to first determine where the student is
struggling and continue to do ongoing reading assessments with the
student to see where they are progressing. I will set up different
reading groups and put this student in the appropriate group for his
reading level and model proper reading for the student. I will also
provide visuals for the student to refer to the story or book they are
reading. I would do this so they have an easier time making
connections to the assignment. I will also provide connections to past
assignments and reading to support the student. The final
accommodation I would make would be to have a conference with the
parents to help support additional reading time at home. (PG 20).
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10. ATTACHED STUDENT WORK:
The students will include their map, 10 facts and their storybook in a portfolio that will be used throughout the
unit.
11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis
Sample Statement: This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was
utilized because the students lack knowledge; therefore, the knowledge needs to be given to them in an explicit manner.
Scaffolding was used in writing facts on the board in order to guide the students in writing their facts regarding the
Cahuilla Indians and their region using complete sentences. Direct instruction is a great tool to use because it allows the
students to learn directly with modeled knowledge and clarification. This makes it easier for the students to use their
information in their assignment and think-pair share groups.
Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Creating
Evaluating
Analyzing
Appling
I used a Direct Instruction lesson for this standard because it was the most effective way for
Understanding
the students to learn the information
I used Direct instruction lesson for this standard because it was a great way to concrete the
Remembering information the students needed to remember in order to apply it towards their facts, map and
storybook assignment.
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Instructional Preparation Reflection Checklist

Complete the following reflective check list for each lesson in your unit. You can add or delete
items in the check list. This is to help you become aware with the components you have
included in your lessons which will also help you write your commentaries for the EdTPA
tasks.
Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of o Modeling o Whole group o Advanced
Content o Guided Practice o Small groups o EL
o Background o Independent Practice o Pairs o Other
Knowledge o Works Independently
o Strategies Used The information was
o E-resources modeled for the students. Students were addressed
They had the opportunity to as whole class, small
Content was adapted for have independent and group, in pairs for The lesson was modified
students. E-resources guided practice. discussion and then and adaptable for all levels
were used to enhance independent work for of learners.
learning experience for their overall assignment.
students. Think pair-
share strategies,
background knowledge
was discussed in
anticipatory set.
Integration of Processes Application Assessment Objective

o Reading o Hands on o Rubric o Linked to Standard
o Writing o Meaningful o Group o Integrated with
o Speaking o Linked to objectives o Written Language Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning o Formative
o Vocabulary
All of these components

were included in the Lesson came from the Social I used a rubric for their The lesson was adapted
lesson through reading, Studies State Standard for 3rd fact sheet, the students for the Social Studies
writing, conversations, grade learners. had to discuss in group, State standard for 3rd
watching the videos, write their facts and grade learners and was
viewing the story and tell their age appropriate. It also
photographs and presentation. included integration of
language arts standards.
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learning the vocabulary.
Notes for next lesson:
o Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc. Provide
additional visual representations of the information needed for the students. This way it is easier for them to connect
their homework assignment to their in class assignment.
o Students needing more help: Provide work stations for the students who need additional help or additional time with
their assignment.
o Vocabulary clarification: Provide vocabulary the day before a lesson to engage the learners and access their prior
knowledge the day of the lesson.
CONCEPT ATTAINMENT LESSON PLAN FORM
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California Baptist University School of Education
What Makes a Tribe?

Lesson #2
Jamie Hartley
1. MATERIALS/PREPLANNING (5 points)
Materials
Powerpoint of examples of artifacts, non artifacts and mixed examples
IPADS
Whiteboard
KWL
Science Journals
Pens/Pencils
Textbooks
Vocabulary
1. Handmade
2. Region.
3. Territory.
4. Village.
5. Tribes
6. Valley
Literature
2. OBJECTIVE (10 points) Must contain the word concept You should be able to know this lesson will be on
developing a concept by reading the objective.
After the lesson on the concept of American Indians students in grade 3 will be able to state both orally and in
writing the correct definition of Artifact
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
This lesson will be focused on Composition, the goal of the lesson is for the students to write in their journals
the correct definition of the concept. The students will be gathering their information and creating their journal
entries.
Hist. Social Science Standard:

State Blooms Level on the Taxonomy in Bold Type: Understand
CCSS ELA Standard: RL.2.1 Ask and answer questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

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ELD Standard(s)
o Emerging: B. Interpetive: 5. Listening actively Demonstrate active listening to readalouds and oral presentations by
asking and answering basic questions, with
o Expanding: C. Productive 11. Supporting opinions Support opinions by providing good reasons and increasingly detailed
textual evidence (e.g., providing examples from the text) or relevant background knowledge about the content.
o Bridging: C. Productive 11. Supporting opinions Support opinions or persuade others by providing good reasons and
detailed textual evidence (e.g., specific events or graphics from text) or relevant background knowledge about the content.
Language Function Statement: edTPA

What main communication language function do students need to use to communicate their understanding of this content?
Use: Student uses language to: (see Toolkit samples)
Convey the correct definition of the concept artifacts. The student sees and hears the varying examples on the concept and has to
use their academic language to reword the definition to explain the concept of artifacts.
Essential Literacy Strategy

Modeling and repition.
Additional Language Demands in each area:
Academic vocabulary/symbols: List vocabulary
Syntax: (Use language frames in Language of section in Toolkit)
Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
Students will be using academic language that includes syntax, discourse, vocabulary and different function while they write the
definition of the concept artifacts. They will also be using these while they write their examples in their science journals and this
will display their understanding of the concept through academic language and symbols.
3. ASSESSMENT (10 points)
Formal Assessment:
This lesson will be assessed by the written definition in the student journal. The definition must include three
descriptors and three examples of the term/concept artifact
Informal Assessment:
Students will also be assessed informally by listening to their oral definitions of the concept of artifact
Exceeded Expectation (5 points) Met Expectation (3 points) Below Expectation (2 point)
Three examples provided Two examples provided One example provided
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Definition with 3 descriptors. Definition with 2 descriptors. Definition with 1 descriptors.
Accurate oral definition 75% accurate oral definition No accurate definition
4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points)

The motivation for learning will be a youtube video: https://www.youtube.com/watch?v=8h8Q8MlU6_8 This
video is a review of Native Americans that has a fun twist on a song. The facts and answers of Native Americans
is sung to a tune that engages the students interest. Once the video is over, I will ask the students to name a few
facts about Native Americans that they have learned from previous lessons. Once the students name a few facts
and have a discussion, I will ask them if any of them know what a artifact is. I will hear their responses and
write some key words on the whiteboard. Once we have brainstormed a few ideas on the definition, I will read the
dictionary definition to the students for clarity.
5. PURPOSE (5 points)
Boys and girls, today we will be learning about artifacts. It is important to understand artifacts because they are
an important component to Native American culture. Each artifact has a specific meaning and use.
LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
Using this form of lesson will help the students with understanding the concept of artifacts. By
modeling and providing the students with examples of artifacts it will help them determine the
characteristics of artifacts. By providing the students with non-examples of artifacts, it will also help
them determine what qualifies as an artifact.
Prior to starting the lesson body do the following:

Restate the Objective in Kid terms
After todays lesson on Native Americans, you will be able to accurately define artifacts and describe their
characteristics.
Step One- Definition:
The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of Native American Artifacts_.
According to the dictionary artifacts means: an object made by a human being, typically an item of cultural or
historical interest.
Step Two - Examples:
Bullet each example and leave space between each new example.
The teacher must present (5 6 ) examples of the new concept.
This is a picture of a carved wooden spoon. It is an artifact because it was hand-made,

It is of cultural interest, and it is historically interesting its materials
This picture of a wooden basket is also an artifact because it was hand-made, is of cultural interest
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because its use and the materials it was made of from the region.
This next picture of a carved flute is also an artifact because it was hand-made, it was a cultural interest
to the tribe and the materials are it was made of from the region.
This spear used for hunting is also an artifact because it was hand-made, is of cultural interest to the
tribe and because the date it was created
This headdress was used for wedding ceremonies, it is also an artifact because it was hand-made, it is
culturally important to the tribal people and it was created from materials near the region.
Step Three - Non-examples:
This is a plastic spoon.

It is not an artifact because it was not hand-made, it has no cultural relevance and is not made of materials
from the land.
This is a shirt from Walmart, it is not an artifact because it is not hand-made, it has no cultural relevance
and is mass produced.
This is a plastic bucket, it is not an artifact because it is not hand-made, It has no cultural relevance and
is mass produced.
This is a bracelet from target, it is not an artifact because it is not hand-made, you can buy it in a store
and it has no cultural relevance.
This is an electric drill, it is not an artifact because it is not hand-made, you can buy it from a store and it
has no cultural relevance.
Step Four - Mixed Examples:
Bullet each mixed example and leave space between each new
example. Present them and ask students to distinguish between them. Give 5 mixed examples with clear
responses of why and why not.
Here is a headdress. Is this an example of an artifact? It is an artifact because its handmade

Here is a cassette tape, is this an example of an artifact? This is not an artifact because it is not handmade.
Here is a TV, is this an example of an artifact? This is not an artifact because it is not hand-made and has no
cultural importance.
Here is a woven basket, is this an artifact? This is an artifact because it is hand-made and used in tribal
ceremonies
Here is a flute, is this an artifact? This is an artifact because it is hand-made and used for ceremonial dances
Vocabulary. This is where students have a chance to develop the correct

terms/vocabulary and really own the terminology.
Step Five - Redefine Concept:
The teacher must ask students to define the concept in their own words. You should have given several clear
attributes of the concept that students can easily repeat and write in their journals. Now it is their task to write
the new term with the meaning and description in their journal under the vocabulary for this unit.
They could also illustrate the term and give various examples and non examples. Let them be creative in how
they enter the vocabulary terms. This will help them remember the vocabulary and make it useful for them.
Okay class, lets practice saying the definition of artifacts to our elbow buddies. Go ahead and discuss with your elbow
buddy the definition of artifacts. Make sure you include what makes something an artifact and what does not. You may
include pictures with your definition and examples to make the definition clearer.
Fully script 2 or 3 student responses.
Student: An artifact is something handmade

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Student: An artifact was made a long time ago from what was around them and handmade.
Now, have them write the definition in their own words in their journal.
Next, please take out your journals and enter this term artifacts
Also write the definition in your own words and give several examples. Explain why artifacts are made and their
significance
Lesson Step Six - Student Examples:
The teacher must ask the students to find or suggest additional examples of the concept to show their
understanding.
Students, now it is your turn to own this concept. You are the experts so your task is to find more examples. You could
look in the books I have gathered in our classroom library or on the internet. You could look in your textbook or we can
go to the school library for additional resources.
You might find more examples at a local museum, you may be able to look online at the different exhibits for farther
away museums. ( Give them several places to find more examples of this concept. The more they see where it
belongs the better they will come to understand and be able to use the vocabulary.)
Step Seven Response to Learning the Concept:
Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on
the EL/ELA objectives and the Social Studies content of the lesson body.
ELD Level Emerging Response to learning:
Listening SWBAT Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or
phrase.
Speaking: SWBAT choose words and phrases for effect
Reading: SWBAT Read with sufficient accuracy and fluency to support comprehension
Writing: SWBAT Use concrete words and phrases and sensory details to convey experiences and events precisely.
ELD Expanding Response to learning:
Listening SWBAT Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
Speaking: SWBAT choose words and phrases to convey ideas precisely
Reading: SWBAT Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing: SWBAT Produce clear and coherent writing (including multiple-paragraph texts) in which the development and
organization are appropriate to task, purpose, and audience.
ELD Bridging Response to learning:
Listening SWBAT Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Speaking: SWBAT Paraphrase portions of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
Reading: SWBAT Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Writing: SWBAT Draw evidence from literary or informational texts to support analysis, reflection, and research.
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7.CLOSURE (5 points)
Gather students at the discussion table or on the rug. It is now the end of the day and students are
prepared to go home. Wrap up the learning with a chance for students to practice key learning once
again. In this case it will be the new concept you have introduced.
Boys and girls please come to the circle. We are going to discuss our day.
Today we studied the concept of artifacts. Now it is your turn to own this information. Lets start our review, think back to
the lesson and the examples I provided. Who would like to begin? Lets review and then make sure to share your
definition with your elbow buddy.
Continue this dialogue until students have rehearsed their learning several times.
Student: An artifact is handmade

Student: An artifact is made from a long time ago
Student: An artifact has a cultural significance
Student: An artifact is not made in a store, its homemade
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale/justification for your choices.
The reason I asked the students to go on a museum website tour is to find authentic artifacts for the
American Indian tribes. The museum would have the most relevant facts for the artifacts and would
show the students different types of items that are artifacts. I had the students find three examples and
write a paragraph explaining to tie what they have learned on the concept of artifacts back to the
lesson we went over. This requires the student to do research, discover the information and rewrite it
in their own words for clarification. It also includes a visual component so they can relate the
illustration to the paragraph for their social studies book.
The teacher assigns the students the task of finding additional examples of the concept on their own. For
example, students can look in books, library or computer for additional examples.
The teacher clarifies what the students are to do with the additional examples of the concept that they
identify. EX. Add to word wall, write on a 3x5 card and add to the file, enter them in the social studies journal
on this theme and draw the picture and write a paragraph defending your choice.
The students will be required to look up three additional examples of artifacts. They will be asked to look on museum
websites and do tours online to discover ancient artifacts for American Indians. They will attach the picture of the artifact
with a small paragraph explaining why the choice was an artifact and a brief description of the time frame it came from
and how it was made. This will be put in their social studies folder for the unit.
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)

Provide text pages and a short description of the strategy. Explain how strategy is helpful to your focus students
and rationale for selection.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be
written using the assessment strategy and in 24 hours of instruction for 3 students. (See
edTPA for directions on feedback)
ELL Learner W/Few At the beginning of the lesson I would go over all of the essential feedback for the
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Words lesson. I would continue to do this until vocabulary is mastered. I will then work in small
groups to go over the lesson on concepts of artifacts, showing the pictures with each of
the concepts. I will also provide IPADs for translation on words that are still unfamiliar
but essential to mastering the concept of artifacts.
Student with low The student who has a low reading ability, I will provide flash cards at the beginning of
reading ability the lesson and go over with the student in a small group instruction. I will also give the
student additional time to complete the assignment and make additional modifications
on the length and/or number of examples provided within the social journal. If additional
support is needed, I will do a small group instruction with a few additional students with
a lower reading ability to go over additional facts on the concept.
Student with This student has advanced literacy skills so I will provide additional resources for the
advanced literacy student to develop the concept of an artifact. I will have the student find a book or
skills/other related literature to the concept of artifacts and have them write a reflection on the
different types of artifacts discovered in the book or related literature. I would then have
them compare the styles of the artifacts to those we learned about in class.
Fill in chart below with additional strategies to support the learning or extend lesson
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. Vocabulary lists Allows the students to Helps the students learn
know the lists of the concept faster if the
vocabulary prior to the vocabulary has already
lesson to build on prior gone over.
knowledge
2. Post standards and This strategy helps the This strategy links directly
expectations students stay on track with the standards being
with what they are taught.
learning and their
expectations
50 Literacy Strategies
1. Gallery walk students create It is collaborative and This also allows the
a display of their multimedia helps the students expand teacher to do more
project, writing and other their learning formative and
students can walk around and observational
view assessments that the
concept has been
mastered.
2. Rubrics a form of This allows the students This is a quick way for the
assessment where students to see where they need to teacher to grade and
see exactly what the be in order to meet the assess while providing the
expectations are expectations of the student with the
assignment expectations for the
standard and assignment.
50 Social Studies
Strategies
1. Concepts: Development and It uses repetition to It is the best way for
attainment master the definition and linking the learning of
idea of the concept concepts for the standard
of development required,
2. Guest speaker Allows the students to It links the learning to real
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hear and see first hand life experiences that help

accounts of artifacts the students learn and
being made and their develop their concept.
cultural significance.
Technology Use of IPADS This strategy is useful It is a great resource to
Resources because it allows the extend the learning and
students to go online and find artifacts from all over
find various different the world.
examples of artifacts and
compare the different
examples.
10. (10 points)

THEORETICAL OVERVIEW: Provide an overview of the theoretical basis for this lesson model and a
rationale for why you have selected this content for this lesson model. Link your rationale to the specific lesson
objective/standard cognitive level and corresponding descriptive words (i.e., analyze, compare).
The reason I chose the content attainment lesson for this concept is because of the continued repetition. The
continued repetition makes learning the concept more concrete. By providing examples, non-examples and
mixed examples, it gives the students a model for the correct definition of the concept. The concept is more
concrete with repetition.
This lesson is taught by using information processing theory to attain the concepts. Add more here
thinking.
Evaluation
Synthesis
The concept attainment lesson is used as a way to model the concept of artifacts for the students. They
Analysis were shown several different examples of what an artifact is and what it is not. This was in order for
them to be able to analyze future examples based on the definition of the concept; artifacts.
The concept attainment lesson was then used to help the students use the information they learned on
Application the concept of artifacts to find additional artifact and apply the rationales for their examples. They used
their learned knowledge and applied it to their independent study.
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Comprehension Example: I used a Direct Instruction lesson for this standard because..
Knowledge
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you were a student
in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the class.
Student work is attached in the social students journal for review.

o Links to past learning o Modeling o Whole group o Advanced
This lesson linked to o Modeled the examples, non o Modeled examples o EL
the previous lesson, examples and mixed o Small groups o Other
Direct Instruction on examples For modifications
Cahuilla Indian tribes. o Guided Practice o Pairs The lesson provided
o Strategies Used When the students were When discussing adaptions for advanced
o Resources Selected required to write their definition with elbow students, EL students and
Concept attainment, definition in their journals. buddy students with lower reading
SDAIE, think-pair- o Independent Practice ability.
share o The additional examples o
o E-resources and picture they had to find
Ipads were used, for their journals.
internet access for
museum tours.

o Writing o Meaningful o Group o Integrated with Language
o Speaking o Linked to objectives o Written Arts
o Vocabulary
The lesson has a rubric for Lesson was linked to the
All of these Lesson was linked to objective assessment. The students CCSS in social studies and
components were for 4th grade and had integration also had to orally state their was age appropriate for
integrated into the for the history standard. definition, write their grade 4.
lesson, the definition. There was also a
students had to formative assessment with
read material, write their journals and examples.
examples, speak
their definition,
listen to examples,
view the examples
and use new
vocabulary.
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Notes for next lesson:
o Strengths/Weaknesses of Lesson: Provided strong examples and visuals along with definition for the students to see.
o
o Students needing more help: Had modifications and adaptions for students who needed additional help and support with
the lesson and definition.
o Content adaptations: Less examples required, additional steps required, additional reading material provided.
o Reading skills: Varies depending on the lesson and content being taught.
o Vocabulary clarification: Provide vocabulary the previous few days and review before the day of the lesson to provide
clarification.
======================================================
GENERALIZATION LESSON PLAN AND RUBRIC 100 Points

Revised by Dr. R. Timmons
California Baptist University School of Education
American Indians
Lesson Number 3
Jamie Hartley
1. MATERIALS (5 points)
IPADS
Whiteboard
KWL
Science Journals
Pens/Pencils
Textbooks
.
Vocabulary
Customs
Traditions
Regions
National environment
2. OBJECTIVE (10 points)

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The objective will state the learning that the students will attain by the end of the lesson.
State the objective in behavioral terms, as follows:
1. A=Audience, 3rd grade
2. B=Behavior, Applying facts to develop a generalization on the concept of American
Indians
3. C=Conditions, Students will be able to understand their own generalizations
4. D=Degree of accuracy needed to achieve the objective. Through data and evidence the
students will be able to accurately develop generalizations about American Indian nations with
accuracy.
The key question to ask: Can this objective be assessed and what will the student be able to think,
say, or do when the objective is accomplished?
Note: In this lesson plan, the objective will include the following words: finding
generalizations that are supported by data.
OBJECTIVE: After the lesson on using data to support generalizations, students in grade 3 will
apply this knowledge and develop generalizations concerning the topic of American Indians
with accuracy.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
This lesson will be based on Composition. The students task for the lesson is to create a generalization on
American Indians using data and information they have gathered. In order to apply knowledge and make
generalizations, the students vocabulary will be key in this lesson.
Hist. Social Science Standard:

1. Describe national identities, religious beliefs, customs, and various folklore traditions.
2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural
environment (e.g., how they obtained food, clothing, tools).
3. Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and
state governments.
4. Discuss the interaction of new settlers with the already established Indians of the region.
State Blooms Level on the Taxonomy in Bold Type: Analyze
CCSS ELA Standard: RL.2.1 Ask and answer questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.

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Language Function Statement: edTPA

The students will be using correct academic language, vocabulary and key words from the research to communicate their
understanding of their generalizations of the concept.
Additional Language Demands in each area:
Academic vocabulary/symbols: List vocabulary

Customs
Traditions
Regions
National environment
Students will use syntax, vocabulary, discourse and academic language to complete their assignment. They will be using their
evidence and research to form their generalizations on American Indian nations long ago and in recent past.
3. ASSESSMENT (10 points)
The students will be assessed in a variety of different ways. One of the ways I will assess them is
informally through observation. I will observe their interactions with their classmates while they are
gathering their data and discussing their generalizations of the topic of American Indians. The
students will also be tasked with writing in their journals their generalization of the topic of
American Indians. I will formally assess them using a rubric for the journal entry. This will be kept
in a unit portfolio that will be used for references.
Proficient (5 points) Basic (3 points) Below Basic (1 point)

Student identified 5-6 Student identified 3-4 Student identified 1-2
characteristics of American characteristics of American characteristics of American
Indian nations in their local Indian nations in their local Indian nations in their local
region long ago and in the region long ago and in the region long ago and in the
recent past recent past recent past
4. PURPOSE (5 points)
The purpose of this lesson is for the students to discuss and come up with generalizations of
American Indian nations in their local region long ago and in the recent past. To provide a
generalization of the topic of American Indian nations. The past two lessons on American Indians
and artifacts builds upon this lesson and are used as background knowledge to fit into the overall
curriculum.
Good morning class! Happy to see everyones smiling faces! Over the week, we have been
learning a lot about American Indian nations in their local region long ago and in the recent past.
Would anyone like to share their favorite facts theyve learned about American Indians? (I would
allow a few students to share their favorite facts). Thank you everyone for sharing your favorite
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facts! American Indians are a huge part of our culture and many tribes are still thriving today. It is
important to understand their traditions, their regions, and how they used their natural environment
and the impact on the country. We must understand the past, and the present to construct a
positive future.
5. ANTICIPATORY SET/Motivation for Learning (5 points)
My anticipatory set is to play this YouTube video: https://www.youtube.com/watch?

v=1oU6__m8To4 The video is a 7 minute show of different American Indian homes and villages. It
will get the students interested in the lesson on American Indians. Some of the characteristics and
data the students will be gathering is the types of environments the American Indians lives in. This
video gives them an up close look at the different houses.
6. LESSON BODY (25 points)
Justify for your choice of strategies. Link to students in your class. Include their interests and abilities.
The students will be using their prior knowledge on the past lessons to connect to this lesson. Using a
unit to build upon lessons splits up the concept so the students are able to use building blocks to
connect each of the different lessons and build upon them to link to a higher order thinking process in
their learning abilities. I also incorporated the use of technology through iPad because the students
are all interested in technology and I want to show them the great resources available to them on the
web for gathering their data.
Note: The inducing-a-generalization technique helps pupils arrive at an explanatory

generalization by applying their own logical thinking skills. The teacher begins by selecting a
well-validated generalization and finding specific examples that support its truth. The
learners are presented only with this evidence. They are challenged to develop an
explanatory generalization that is consistent with the evidence. These steps are typically
followed:
Step 1. Pupils look at evidence the teacher has made available such as lists, data charts, artifacts, videos
and science demonstration activities.
Throughout our week, we have learned a lot of interesting facts about American Indians, including their
artifacts. Todays lesson will take us a step farther in being able to accurately describe American Indian nations
in their local region long ago and in the recent past. I am going to split you all into three groups and have you
write fact about American Indian nations in their local region. The first group will find facts about their
environment, the second group will find facts about their traditions and the third group will find facts about
their physical geography. Every group will be provided will IPADs, textbooks, and videos to complete the facts.
Once you have come up with your facts we will discuss. (Students will come up with several responses in each
categories)
Class, what do you see about the things or the data we have in front of us?
S1: I see that we live a lot differently than the American Indian tribes did in the recent
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past and long ago.

S2: I see that they dress differently than my family does
S3: I notice that their houses look a lot differently than my house does
How do you think we might organize this information?

S1: We can come up with facts to determine an American Indian
S2: Lets think of characteristics of American Indians.
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.
Some ideas are as follows. If necessary use Mind Talk (where teacher speaks out loud
so students can follow the thinking) here to help them get started:
Lets see, what do we notice about the information we have? Give student
answers.
S1: There are a lot of different tribes but they all have characteristics that make
them American Indians
S2: Each tribe has traditions that have been passed down through generations, just
as in my own family traditions.
S3: We build our houses out of construction materials, American Indians built their
houses out of materials in their environment.
What can we say, in general about this information?

S1: I see that American Indians have very respected
S2: I see that we have similarities and differences to American Indians
S3: I see that the traditions are very special to American Indian nations
Step 3. Finally, ask students to develop generalizations based on the

Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.
Class, how do you think we could explain the relationships and general trends we
see? Can anyone think of a way to say it?
S1: I learned that American Indians did not go to the store, they had to hunt for their food.
S2: I learned that the American Indian nations were divided by regions and territories
S3: I learned that American Indians had special traditions and beliefs that were specific to
each tribe.
Is there anything we could say about how this could apply in a similar situation or in
another place?
S1: My dad goes hunting sometimes for our food
S2: The states are divided by territories
S3: My family has our own special traditions and beliefs.
Write the students generalizations on the board or on an overhead transparency as

they think of them. Accept all that are suggested. In your lesson plan, be sure to script
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possible responses from your students.

Add the list here.
Bullet responses:
American Indian nations lived off the land and hunted for their food
American Indian nations were made up of people who formed tribes within their villages
American Indian nations used artifacts in their traditions and customs
American Indians were strong and brave warriors
In American Indian nations the men were the hunters, gathers and builders. The
women harvested the food, made the clothes and took care of the children.
Have students consider each of the proposed generalizations. Is each generalization

supported by the data? Script this discussion.
The data we studied showed the American Indians finding their own food.
The video we watched in the beginning of the lesson showed us the different types of
houses of the American Indians.
The information and research on the concept of artifacts shows the link to American
Indians.
The pictures in the data show the men hunting and the women cleaning.
7. CLOSURE (5 points)
Ask the students to state here, in their own words, what they learned about the use of data to form
generalizations. It is here that you pull them back together as a class for a moment.
Class, today we have used all of our information and data on American Indian nations to come up
with a generalization of the characteristics of the American Indians. With a raise of hands, What did
you learn from the data today concerning American Indian Nations? S1: I learned that American
Indians lived in houses their built from straw What have we learned about using facts/evidence to
generate new ideas and form our generalizations? S2: The facts guide us to come up with our
ideas by showing us evidence. Class do you have any other comments on American Indian
nations? S3: My mommy said we are connected to an American Indian tribe. S1: My daddy said
we also have family members who are in a tribe. As a class and through collection of data,
research and gathering information you are all able to describe key characteristics of American Indian
nations in their local region long ago and in the recent past with their traditions, environment and
physical geography.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale.
The students will take a step further by choosing an American Indian nation tribe of their choice from
long ago and in the recent past. The students will use their generalization of American Indian Nations
to choose the tribe of their choice and come up with 5-6 characteristics of how this tribe correlates to
the generalization of their concept of American Indian nations. The students will be able to use this
information for future assignments that relate to American Indian nations and developing their concept
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and generalization.
For independent practice, the students will be required to write 5-6 characteristics of a specific
American Indian nations in their local region long ago and in the recent past of their choice.
The journal entry must be in complete sentences. This is an entry that can be built upon and
expanded on. The journal will also be useful for future unit assignments on American Indians. I
have included the rubric for the journal entry.
Proficient (5 points) Basic (3 points) Below Basic (1 point)

Student identified 5-6 Student identified 3-4 Student identified 1-2
characteristics of American characteristics of American characteristics of American
Indian nations in their local Indian nations in their local Indian nations in their local
region long ago and in the region long ago and in the region long ago and in the
recent past in complete recent past in complete recent past with no sentence
After sentences sentences several
structure
sessions of this type of lesson, students should be able to analyze another set of data and
formulate generalizations on their own.
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the class? Provide specific strategies that might be
used for each type of learner.
Provide feedback for each of the 3 focus students on the work sample. Feedback must be written and provided in
person within 24 hours of the lesson. (See edTPA for directions on feedback)
ELL Learner W/Few At the beginning of the lesson I would go over all of the essential feedback for the
Words lesson with flashcards. I would continue to do this until vocabulary is mastered. I will
then work in small groups to guide the discussions towards the facts and
generalizations of American Indians.
Student with low The student who has a low reading ability, I will provide flash cards at the beginning of
reading ability the lesson and go over with the student in a small group instruction. I will also give the
student additional time to complete the assignment and make additional modifications
on the length and/or number of examples provided within the social journal. If additional
support is needed, I will do a small group instruction with a few additional students with
a lower reading ability to direct their discussions towards the facts that will lead them to
their specific generalization of American Indians.
Student with The student who has advanced literacy skills, I will have them find a book or related
advanced literacy literature that deepens their generalization of American Indian Nations. I will have them
skills/other write a reflection on the different American Indian tribes that are still thriving today.
Strategies to extend the lesson- Fill in chart below:
Wright Text Description of strategy How strategy is Rationale for selecting

helpful & links to
student/standards
1. Vocabulary lists Allows the students Helps the students
to know the lists of develop their
vocabulary prior to generalizations if the
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the lesson to build vocabulary has already

on prior knowledge been gone over.
2. Post standards and This strategy helps This strategy links
expectations the students stay on directly with the
track with what they standards being taught.
are learning and
their expectations
50 Literacy
Strategies
1. Rubrics a form of This allows the This is a quick way for
assessment where students to see the teacher to grade
students see exactly where they need to and assess while
what the expectations be in order to meet providing the student
are the expectations of with the expectations
the assignment for the standard and
assignment.
2. Gallery walk students It is collaborative This also allows the
create a display of their and helps the teacher to do more
multimedia project, students expand formative and
writing and other their learning observational
students can walk assessments that the
around and view generalization of the
concept is accurate.
50 Social Studies
Strategies
1. Guest speaker This allows for the It links the learning to
students to meet real life experiences
American Indians that help the students
and learn first hand learn and develop their
about their culture generalizations
2. Timelines This allows the It links the learning to a
students to have a past, present and future
time line of the aspect to help their
American Indian learning.
culture
Technology Use of IPADS This strategy is It is a great resource to
Resources useful because extend the learning on
students are able to any specific topic
be accessible to within American Indian
thousands of nations.
articles, and
websites with data
and information.
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this
lesson model and a rationale for why you have selected this content for this lesson model. Link your
rationale to the specific lesson objective/standard cognitive level and corresponding descriptive words
(i.e., evaluate, generalize).
This lesson on generalization is important because it teaches students to use information processing
and construct their own ideas and rationales for the topics. It concreates the knowledge that we as
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teachers are providing to the students. This lesson allows the students to use the data they have
found and researched and use it to construct their generalization of a topic and compare that topic to
other generalizations they have made on previous lessons or concepts. The students will be able to
use their own generalizations of American Indian nations and use it to describe the American Indian
nations in their local region long ago and in the recent past regarding traditions, environment and
physical geography.
(10 points)
thinking.
The generalization lesson plan allows the students to evaluate the characteristics of American Indians
Evaluation
and their local region in the past.
Synthesis
The generalization lesson plan allows the student to analyze the information and use it to make
Analysis
inferences regarding the characteristics of American Indians and their local region in the past.
Application
Comprehension
Knowledge
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you
were a student in your class. Use the appropriate paper, print, and line size suitable for the developmental level
of the class.
The facts the students came up with during the beginning of the lesson are attached to the lesson plan. The
students also wrote in their journal a description of characteristics of American Indian nations in their local
region.
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o Background o Independent Practice o Whole group o Advanced
Knowledge o The students had to write in o Anticipatory set, o EL
o Links to past learning their social studies journals generalization o Other
This lesson linked to and provide additional facts discussion
the previous lesson, and tasks for their o Small groups The lesson provided
Direct Instruction on assignment. o Split into three groups adaptions for advanced
Cahuilla Indian tribes o Comprehensible Input to come up with facts students, EL students and
and to the concept o Students came up with o Works Independently students by providing
attainment lesson on generalizations of the Independent practice additional time and resources
the artifacts. concept through gathering
o data and facts
o Strategies Used
o Resources
SDAIE, think-pair-
share, Generalization
lesson.
o E-resources
Ipads were used,
internet access

o Writing o Meaningful o Group o Integrated with Language
o Speaking o Linked to objectives o Written Arts
o Vocabulary Lesson was linked to objective The lesson has a rubric for Lesson was linked to the
for 4th grade and had integration assessment. The students CCSS in social studies and
All of these for the history standard. also had to orally state their was age appropriate for
components were definition, write their grade 4.
integrated into the definition. There was also a
lesson, the formative assessment with
students had to their journals and examples.
read material, write
examples, speak
their definition,
listen to examples,
view the examples
and use new
vocabulary.
Notes for next lesson based on lesson results:
o Strengths/Weaknesses of Lesson: Provided strong examples and visuals along with definition for the students to see.
o
o Students needing more help: Had modifications and adaptions for students who needed additional help and support with
the lesson and definition.
o Content adaptations: Less examples required, additional steps required, additional reading material provided.
o Reading skills: Varies depending on the lesson and content being taught.
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======================================================
Inquiry Lesson
Mini Lesson Format
Name: Jamie Hartley Grade Level 3rd
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ELA Content Standard: ELD Standards:

o RL.2.1 Ask and answer questions as who, what, o Emerging: B. Interpretive: 5. Listening actively
where, when, why, and how to demonstrate Demonstrate active listening to readalouds and oral
understanding of key details in a text. presentations by asking and answering basic
o RL.2.1 Recount stories from diverse cultures, and questions, with
determine their central message, lesson, moral. o Expanding: C. Productive 11. Supporting
opinions Support opinions by providing good
reasons and increasingly detailed textual evidence
Content Standard: (e.g., providing examples from the text) or relevant
o Hist. Social Science Standard: background knowledge about the content.
o 3.2 Students describe the American Indian nations in o Bridging: C. Productive 11. Supporting opinions
their local region long ago and in the recent past. Support opinions or persuade others by providing
good reasons and detailed textual evidence (e.g.,
specific events or graphics from text) or relevant
background knowledge about the content
ELA Language Objective: ELD Language Objective for Grade Level
o Students in grade three will be able to discuss key
facts with peers based off of data and information
presented within text. o After the inquiry mini lesson on American Indian
nations students in grade three will be able to
ELA Content Objective: categorize the American Indian nations regions
o Students in third grade will be able to answer geographically on a United States map.
questions orally with peers as to where specific
American Indians lived based on geography.
Cog. Taxonomy/DOK Levels

o Level 3: Strategic Thinking: Investigate, Cite
Evidence, Differentiate
o Level 1: Recall: Define, Identify, Illustrate, Who,
What , When, Where, Why
Central Focus Statement: The students will be able to categorize where the various American Indian tribes are within the United
States by creating a visual representation of a map.
Learning Focus
Supporting Literacy Development through Language Plan ahead!

Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.
This lesson will be on composing a map for display and verbally discussing the facts on 15-25 American Indian tribes where the
students analyze.
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Language Function Statement:

How does student use language

The students will have to use language to accurately and orally describe their maps and the American Indian tribes.
Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.
Posting vocabulary, creating K-W-L charts, posting expectations prior to lesson. Accessing prior knowledge and continuing to access
comprehension throughout the lesson. Teacher within-it-ness.
Additional Language Demands in vocabulary, syntax and discourse:
Students will use academic vocabulary, symbols, syntax and discourse to complete their map and oral report on American
Indian tribes.
Materials Planned Supports: Explain how Research Based Learning Strategies:

strategies meet strengths/weakness of (provide text chapters/reference)
o Poster Paper students so that all students meet the
o Crayons, Markers, Colored targeted outcome. o K-W-L Chart: Activate
Pencils Background Knowledge,
o Computer/Internet Access o Clustering/Mapping of Scaffolding (Tompkins, p. 56-
o Social Studies Journal American nations helps 59;)
o White Board organize information o Tapping into Prior Knowledge
o Printed maps o Brainstorming helps students (SDAIE)
come up with American Indian o Use of Technology (SDAIE)
tribes most interesting o Videos, visuals, and realia
o Comprehension Check make (maps) (SDAIE)
sure students are on track o Think-Pair-Share (SDAIE)
Pre-Assessment: How will you Motivation Strategy: How will you Personal/Cultural/Community
determine prior knowledge? catch attention of students and focus Assets: What assets will be utilized to
their minds and attention on the support learning these standards with
One of the ways I will assess my learning goals? these students?
students is through the use of a K-W-L
chart. We had been learning about Students will be asked to become Students are able to learn about
American Indians throughout the week. geographers and artists for this American Indian tribes they find most
We will create a chart to determine what assignment. The students will be asked interesting. They are learning about the
we already know about American to select 15-25 American Indian tribes American Indian tribes that are near
Indian nations, what we want to learn. they find the most interesting and create and far within their own community.
a map of the United States showing Understanding where the American
where these tribes are geographically. Indian tribes regions are connect to
Misconceptions: Identify common their own communities.
misconceptions regarding concepts
addressed in this lesson
A misconception regarding the concept

of American Indians is that there are no
longer tribes within the United States.
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Hartley 48
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction: Beginning with the lesson, the teacher will state the objective for learning; After the inquiry mini lesson
on American Indian nations students in grade three will be able to categorize the American Indian nations
Before regions geographically on a United States map.
Teaching Create a K-W-L chart at the beginning of class to check for prior knowledge and to access prior knowledge.
-Setting the Allow the students to discuss their K-W-L charts with their table buddies.
stage.
Have students share one or two facts they have learned from the past week with their buddy for think-pair-share
strategy.
To motivate the students for learning show them this video for the anticipatory set; https://www.youtube.com/watch?
v=Gt2mYPwXyAc
Tell the students we will be learning about the American Indian tribes within the United States.
Lesson Body: Explain Strategies/Lesson steps:
During/active Hand out each student a blank-fill in map of the united states.
engagement Give each student and IPAD
in learning Describe the task for the students; they will be selecting 15-25 American Indian tribes within the United States and
placing them on the blank map. The students will be responsible for coloring the map in its entirety and writing two
facts about each of the tribes they selected. You may select up to four tribes within the same state but try to spread
out throughout the united states.
I will show the students an example by completing five of my own American Indian tribes on my own blank map on
the white board. This is a modeling strategy to show the students the expectations of the assignment.
Allow the students to go through guided practice where you do the first three American Indian tribes as a class.
Select Cherokee, Apache and Navajo. This allows the students more practice with finding their tribes for their map.
Allow the students to continue to find their American Indian tribes for their map. This is for Independent practice:
students use the strategy or skill independently
Planned supports for whole class. Individuals, special needs by having corner sections where there are additional
supports for students with special needs or additional sections.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
Once completed with the assignments. Students will be grouped off into groups of three where they will have to
discuss their maps and the American Indian tribes and their facts. I will walk around and listen to their discussions
within their groups. The students will have active discussion regarding their Maps and chosen tribes.
The students will then be asked to pick their top two favorite tribes and discuss one important fact about where the
tribe is and an interesting fact.
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edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to impact
student learning:
For the whole class
The students will state their two favorite American Indian tribes and one interesting fact about each American Indian
tribe. I as a teacher, will participate and model the assignment for the students.
For the three focus students and other individuals/groups with specific needs.
1. Provide additional reading materials on American Indian tribes
2. Provide additional worksheets that allow students to focus more on American Indian tribes
3. Provide support on technology resources for additional facts and information on American Indian tribes.
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Hartley 50
Monitoring Student Learning - Review and Assessment: What Monitoring Student Learning - Student Voice: How will you
specific assessment tools are being used for at least two types of provide for student voice during instruction on their learning
assessment? (strategies, skills, knowledge) relative to learning target?
Informal: Observation
Students will be able to design and describe their maps by their
Formal: Rubric choice. The students will be able to apply their skills and
knowledge to complete the learning objective.
Feedback: Explain how you will provide feedback to 2 students

needing intervention. It must be in writing and using assessment
tool (i.e., list, rubric/ other) and within 24 hours of instruction.
I will provide the students with a rubric of their assignment within

Strategies for your next lessons based on data and assessment results
24 hours for them to see the recommendations and expectations
needed. I will also provide a list of the
Resources Used
key points I needed to hear
Based on data/evidence, what are the next steps for future lessons? Provide evidence for
within their oral report for assessment.
your answer and select research based strategies from the course resources.
Wright Text Describe strategy and provide Explain how strategy is Rationale for selecting &
research base. helpful for whole group or links to student/standards
specific student(s).
track with what they standards being
are learning and their taught.
expectations
2. Vocabulary lists Allows the students Helps the students
to know the lists of learn the concept
vocabulary prior to faster if the vocabulary
the lesson to build on has already gone over.
prior knowledge
1. Rubrics a form of It is collaborative and This is a quick way for
assessment where helps the students the teacher to grade
students see exactly expand their learning and assess while
what the expectations providing the student
are with the expectations
for the standard and
assignment.
2. Gallery walk students It is collaborative and This also allows the
create a display of their helps the students teacher to do more
Evidence and Formative Assessment of Student Learning:
multimedia How will youexpand
project, know whether
theirstudents are making
learning progressand
formative toward your learning goal(s)
and/or how will you assess the extent to writing
which theyandhaveother
met your goal(s)? Use the chart below to describe observational
and justify at least 2 formal or informal
assessment strategies that occur in your detailed
students plancan
above.
walk
Assessment Strategy #1: Alignment with Objectives:
around and view
50 Social Studies o The students will be assessed by the Students describing the American Indian
Strategies nations in their local region long ago and in the recent past visually on a map
and inAllows
their science
the journal.
The first assessment strategy is a rubric.Guest speaker students It links the learning to
1.
There will be
key expectations and guidelines for the student to to hear and see first real life experiences
Evidence of Student Understanding:
complete for the assignment. hand accounts of that help the students
This assessment strategy provides evidences of the student understanding the concept
American
because the student Indian
would have learnofand
met the expectations develop
knowledge of thetheir
assignment.
tribes concept to link it to
Student Feedback: their regions.
2. I will grade the assignment and give written feedback for the student to analyze.
Technology Resources Use Of IPADS This strategy is It is a great resource to
useful because it extend the learning
allows the students
to go online and find
various different
examples 50
Language Function Summarizing/Informing This strategy has the It is a great resource to
Toolkit/other student Identify, report or organize information for the
describe information students.
Hartley 51

The students will be assessed by accurately describing and orally telling the facts and key
details of the American Indian nations.
The second assessment strategy I would use is an oral

report within a small group Evidence of Student Understanding:
The student will have to accurately describe the facts about the American Indian tribes
orally.
Student Feedback:
The students will have feedback through discussion on the concept within their group.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
Three examples provided Two examples provided One example provided
Definition with 3 descriptors. Definition with 2 descriptors. Definition with 1 descriptors.
Accurate oral definition 75% accurate oral definition No accurate definition
Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
This lesson was a multi-unit lesson. I built on the prior lessons knowledge that the students learned throughout the unit. I assessed the students
throughout to maintain knowledge and comprehension.
Grouping Strategies:
Students will randomly be split into groups by tables for their oral report of their map of their American Indian tribes they chose for the assignment.
Planned Supports:
Clustering/Mapping of American nations helps organize information, Brainstorming helps students come up with American Indian tribes most
interesting, and Comprehension Check make sure students are on track
Social Studies/LA - Vocabulary and Handwriting

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MINI LESSON PLAN

facts with peers based off of data and information After the mini lesson on Vocabulary and handwriting, the
presented within text. students will be able to define the vocabulary words for the
units and properly write them in sentences.
ELA Content Objective:
o Students in third grade will be able to answer

Learning Focus
Central Focus Statement: After the lesson, the students will be able to use vocabulary words related to American Indian nations to
create a storyboard about a specific American Indian nation using the vocabulary words.


How does student use language (see Toolkit samples for use of language)
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This lesson will require the students to compose a storyboard using the vocabulary about American Indian tribes. They will then
present their storyboard orally for whole class .
Students will use academic vocabulary, symbols, syntax and discourse to complete their storyboard and
oral report on American Indian tribes. Planned Supports: Explain how strategies
Materials Research Based Learning Strategies:
meet strengths/weakness of students so that all (provide text chapters/reference)
students meet the targeted outcome.
o Poster Paper o K-W-L Chart: Activate
o Crayons, Markers, Colored Background Knowledge,
Pencils Scaffolding (Tompkins, p. 56-
o Clustering/Mapping of
o Computer/Internet Access 59;)
American nations helps
o Social Studies Journal o Tapping into Prior Knowledge
organize information
o White Board o Brainstorming helps students (SDAIE)
come up with American Indian o Use of Technology (SDAIE)
tribes most interesting o Videos, visuals, and realia
Comprehension Check make sure (maps) (SDAIE)
students are on track o Think-Pair-Share (SDAIE)
Pre-Assessment: How will you Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
determine prior knowledge? attention of students and focus their minds What assets will be utilized to support
and attention on the learning goals? learning these standards with these
One of the ways I will assess my students?
students is through the use of a K-W-L
Students will be able to design their very Students will be able to create a storyboard
chart. We had been learning about own storyboard. The storyboard is open for that represents their favorite or most
American Indians throughout the week. creativity and design. The students can interesting American Indian tribe.
We will create a chart to determine what create a story based off their interests There Understanding the American Indian
we already know about American must be specific vocabulary words used. nations and their culture helps connect
Indian nations, what we want to learn. their own communities and beliefs.
Misconceptions: Identify common

misconceptions regarding concepts
addressed in this lesson
A misconception regarding the concept

of American Indians is that there are no
longer tribes within the United States
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Hartley 54

Stages
sson Activate and build on background knowledge -Strategies/steps
roduction: Beginning with the lesson; the teacher will state the objective for learning; After the mini lesson on Vocabulary
and handwriting, the students will be able to define the vocabulary words for the units and properly write
fore them in sentences.
aching Create a K-W-L chart at the beginning of class to check for prior knowledge and to access prior knowledge.
tting the Allow the students to discuss their K-W-L charts with their table buddies.
ge.
Have students share one or two facts they have learned from the past week with their buddy for think-pair-share
strategy.
To motivate the students for learning show them this video for the anticipatory set;
https://www.youtube.com/watch?v=gyaifWkUWr0
This will show the students a basic for creating their storyboard using the selected vocabulary.
sson Body: Explain Strategies/Lesson steps:

Model/Strategy I will be using is sequenced vocabulary instruction.
ring/active
gagement For each of the vocabulary words,
earning 1. Contextualize the word
2. repeat the word
3. explain the meaning of the word
4. provide examples
5. interact with the word.
Vocabulary words:
1. Customs
2. Traditions
3. Regions
4. National environment
5. Handmade
6. Region.
7. Territory.
8. Village.
9. Tribes
10. Valley
1. Customs (Noun) Repeat the word, Define: a traditional and widely accepted way of behaving or doing something
that is specific to a particular society, place, or time. Provide Example: My family has different customs than my best
friends family. Interact: Can you explain which customs your family has?
2. Traditions (Noun) Repeat the word, Define: the transmission of customs or beliefs from generation to generation, or
the fact of being passed on in this way. Provide Example: My family has different traditions than my neighbors. Interact:
Every year my family creates new traditions we celebrate.
3. Regions (Noun) Repeat the word, Define: an area or division, especially part of a country or the world having
definable characteristics but not always fixed boundaries. Provide Examples: The Cherokee Indians have specific regions
they cover. Interact: My neighbor is exploring different regions next year.
4. Natural Environment Repeat the word, Define: Climate, weather, and natural resources that affect human survival
and economic activity. Provide Examples: The American Indians lived off their natural environment.
And continue for all the vocabulary words.
After going over the sequenced vocabulary instruction for all 10 vocabulary words, I will create a short story
54
Hartley 55
using three of the vocab words on the whiteboard for guided practice. I will have the students guide and assist
me in creating the story. This will also model the storyboard for the students.
Independent practice students will begin creating their own storyboard for assessment. They will have to use all
10 vocabulary words in their storyboard and it must be creative and illustrated. The vocabulary words must be
wrote and spelled correctly.
osure/After Strategy for restating key points, extend ideas, check for understanding/other
aching Explain:
Once completed with the assignments. Students will be grouped off into groups of three where they will have to
present their storyboards and the American Indian tribes and their facts. I will walk around and listen to their
discussions within their groups. The students will have active discussion regarding their storyboards and chosen
tribes.
The students will then be asked to pick their top two favorite tribes and discuss one important fact about where the
tribe is and an interesting fact.
Students will be able to design and describe their maps by their
Formal: Rubric choice. The students will be able to apply their skills and
knowledge to complete the learning objective.
Feedback: Explain how you will provide feedback to 2 students

needing intervention. It must be in writing and using assessment

needed. I will also provide a list of the key points I needed to hear
within their oral report for assessment.

commentary.
student learning:
For the whole class
Students will create a storyboard presentation using the required vocabulary words. They will then whole class present their
storyboard. I will participate and model the assignment for the students.
1. Provide additional examples of vocabulary words
2. Provide additional reading materials on American Indian tribes
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Hartley 56
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for
. Post standards and This strategy helps This strategy links
expectations
. Vocabulary lists Allows the students Helps the students
to know the lists of learn the concept
vocabulary prior to faster if the vocabulary
the lesson to build on has already gone over.
prior knowledge
. Rubrics a form of It is collaborative and This is a quick way for
assessment where helps the students the teacher to grade
students see exactly expand their learning and assess while
what the expectations providing the student
are with the expectations
for the standard and
assignment.
. Gallery walk students It is collaborative and This also allows the
create a display of their helps the students teacher to do more
multimedia project, expand their learning formative and
writing and other observational
students can walk
around and view
0 Social Studies
trategies
. Guest speaker Allows the students It links the learning to
to hear and see first real life experiences
hand accounts of that help the students
American Indian learn and develop their
their regions.
.
56
Hartley 57
allows the students

various different
examples
Language Function Summarizing/Informing This strategy has the It is a great resource to
Toolkit/other student Identify, report or organize information for the
describe information students.
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress
toward your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below
to describe and justify at least 2 formal or informal assessment strategies that occur in your detailed plan above.
Students describing the American Indian nations in their local region long
ago and in the recent past visually on a storyboard of their creating and in
their science journal.
The first assessment strategy is a rubric. There Evidence of Student Understanding:
will be key expectations and guidelines for the This assessment strategy provides evidences of the student understanding
student to complete for the assignment. the concept because the student would have met the expectations of
knowledge of the assignment.
Student Feedback:
I will grade the assignment and give written feedback for the student to
analyze.

The students will be assessed by accurately describing and orally telling
the storyboard presentation and correctly defining and writing the
vocabulary words.
The second assessment strategy I would use is
an oral report within a small group Evidence of Student Understanding:
The student will have to accurately define and writing the vocabulary
words.
Student Feedback:
The students will have feedback through discussion on the concept within
their group.
Ten vocabulary words provided 7 vocabulary words provided 4 vocabulary words provided
Definition with 10 vocabulary words Definition with 7 vocabulary words Definition with 4 vocabulary words
Accurate writing of vocabulary words 75% accurate writing of vocabulary No accurate writing of vocabulary
words words

This lesson was a multi-unit lesson. I built on the prior lessons knowledge that the students learned throughout the unit. I assessed the students
throughout to maintain knowledge and comprehension.
57
Hartley 58
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.). Students will randomly be
split into groups by tables for their oral report of their map of their American Indian tribes they chose for the assignment.
Planned Supports:
Clustering/Mapping of American nations helps organize information, Brainstorming helps students come up with American Indian tribes most
interesting, and Comprehension Check make sure students are on track with vocabulary words and writing properly.
.
Listening /Talk (Use Social Studies Topic)

MINI LESSON PLAN

facts with peers based off of data and information After the mini lesson on listening and talking the students
presented within text. in grade three will be able to read and answer questions
with 90 percent accuracy regarding American Indian
ELA Content Objective: nations in their local region long ago and in the recent past.
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Hartley 59

Learning Focus
Central Focus Statement: The students in grade 3 will use their listening and speaking skills within a classroom read-aloud and
accurately answer questions and recall information of the American Indian nations.

Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation
of____ or Analyze characters or information in content areas). You must teach this strategy in your lessons.
The essential literacy strategy is for comprehending and composing text. The students will be involved in a
guided reading group. They will be assessed and asked specific questions regarding the text. Comprehension
comes from understanding the text and being able to compose the answers into an appropriate response.

What main communication language function do students need to use to communicate their understanding of
this content?
Students will be using double-entry journals at the beginning of the lesson and at the end of the lesson to
show comprehension and composing of the understanding of the content.
Language Supports: Describe instructional supports during and prior to your learning task that help your
students understand and successfully use the language function, vocabulary and discourse demands. Be specific
and link to standards and students.
Posting vocabulary, creating K-W-L charts, posting expectations prior to lesson. Accessing prior knowledge and
continuing to access comprehension throughout the lesson. Teacher within-it-ness.
Students will use academic vocabulary, symbols, syntax and discourse to complete their double entry
journal at the end of the mini-lesson.
Materials Planned Supports: Explain how Research Based Learning Strategies:

strategies meet strengths/weakness of (provide text chapters/reference)
o Copies of the book Trail of students so that all students meet the
Tears by Joseph Bruchac targeted outcome.
o Poster Paper o K-W-L Chart: Activate
o Crayons, Markers, Colored Background Knowledge,
Pencils o Choral reading Scaffolding (Tompkins, p. 56-
o Computer/Internet Access 59;)
o Double-entry journals o Tapping into Prior Knowledge
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Hartley 60
o Social Studies Journal o Anticipation guides (SDAIE)

o White Board o Guided reading o Use of Technology (SDAIE)
o K-w-l charts o Videos, visuals, and realia
o Mini-lesson (maps) (SDAIE)
o Story re-telling o Think-Pair-Share (SDAIE)
o Guided interactive read-a-
o Question-Answer relationships
louds (Tompkins).
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
Throughout the unit we have been learning students?
about American Indian Nations, I will give I will catch the attention of the students and
the students a writing prompt where they focus their minds toward the learning goal
discuss three facts they learned about by the pre-assessment where I give them the Listening, speaking, and reading skills will
American Indians and then two facts they opportunity to write their facts and develop be utilized to support learning these
would like more information on. They will a game plan for what they are interested in standards. Students will all have an
transfer this to a K-W-L chart. learning. opportunity to assist in reading during the
guided interactive reading group.
Misconceptions: Identify common
misconceptions regarding concepts addressed in
this lesson
A misconception regarding the concepts in this

lesson is that the American Indian nations are not
friendly and overbearing.

Stages
Introduction: State objective/provide purpose for learning: The students in grade 3 will use their listening and speaking skills
within a classroom read-aloud and accurately answer questions and recall information of the American Indian
Before nations.
Teaching Motivation for learning anticipatory set: Teacher would play this to engage students learning and give an overview
-Setting the of the book being read.
stage. https://www.youtube.com/watch?v=1Q5Z4UUitdU
o Teacher would then set the class up into a big group in the reading center of the room to begin the lesson.
o Class management techniques are used to have students line up at the reading center of the room
During/active
engagement The teacher would sit in the front of the reading circle to make sure every student is able to visibly see the book.
in learning Teacher will pass out copies of the book so groups can follow along with reading and touch the book.
Teacher will introduce the book to the students and tell them this book will be accompanied with a set of questions
to make sure students are comprehending the text.
Teacher then tells students they will do a double-entry in their social studies journal about the questions and a recap
of the Trail of Tears book.
Teacher will demonstrate journal entry for a demonstration using the model strategy.
Teacher will begin reading the book, making sure to read it interactively to interact and engage students interest.
Teacher will periodically stop reading and ask recap questions.
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Hartley 61
Teacher will use strategy Hot seat periodically by using name cards. That student will have to do a recap/answer
specific questions about the reading.
Classmates will be able to ask student questions for clarification and if the student on the hot seat does not know, the
other classmates can assist the student.
o Students will then be asked to do independent practice and compose their double journal entry on the questions
from the reading. Students will need to demonstrate comprehension through composing text regarding the
interactive reading text.
Teaching Explain:
o Students will then be divided into groups of three and asked to share their double journal entry and to show their
comprehension of the text
o Teacher will walk around and monitor, actively listening for comprehension.
o Students will be assessed by the teacher observing the class discussions and by reading the double-entry journal.
Students will have a voice during instruction because during
Formal: Rubric the interactive read a loud and the group discussion, the
students will be able to provide their opinions and ask for
Feedback: Explain how you will provide feedback to 2 students clarification. The students will partake in active discussion
needing intervention. It must be in writing and using assessment that is relative to the learning target because through the
tool (i.e., list, rubric/ other) and within 24 hours of instruction. discussion the student is showing comprehension.

and see within their double journal entry and classroom discussion
on the Trail of Tears.

commentary.
student learning:
For the whole class
Students will be involved in an interactive read a loud and asked to discuss and comprehend the text and questions from the
book.
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Hartley 62
1. Provide the trail of tears vocabulary ahead of the lesson.
2. Provide a copy to the student prior to the lesson to read over and examine.
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research based strategies from the course resources.
Wright Text Describe strategy and provide Explain how strategy is helpful Rationale for selecting & links to
research base. for whole group or specific student/standards
student(s).
1. Post standards and This strategy helps the This strategy links directly
expectations students stay on track with the standards being
with what they are taught.
learning and their
expectations
2. Vocabulary lists the students stay on track This strategy links directly
with what they are with the standards being
learning and their taught.
expectations
1. Interactive read a- louds This strategy is interactive This is the perfect strategy
and engages the student in for listening and speaking
higher learning mini lessons.
2. Mini- lessons This strategy focuses in on a This allows the student to
small component that is focus on one part of
involved in the larger part of information first before
the unit. moving on to the next
concept.
50 Social Studies Strategies
1. This strategy lets the students This gives the student the
Learning centers focus in on the assignment in opportunity to focus on the
front of them. learning and master its
content.
2. Classroom management This strategy is important This helps the student
because classroom activities understand what is expected
cannot begin and happen and what the rules of the
without classroom classroom are.
management and rules in
place
Technology Resources Use Of IPADS This strategy is useful It is a great resource to
because it allows the extend the learning
students to go online and
find various different
examples
Language Function Summarizing/Informing This strategy has the student It is a great resource to organize
Toolkit/other Identify, report or describe information for the students.
62
Hartley 63
information
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning goal(s)
and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or informal
assessment strategies that occur in your detailed plan above.
Students describing the American Indian nations in their local region long ago and in the
recent past in a double-entry journal and within their small group discussions
Describe assessment strategy here. This assessment strategy provides evidence that the student understood and
comprehended the text because the double journal entry had specific questions and
The first assessment strategy is a rubric. There will be answers needed to show comprehension.
key expectations and guidelines for the student to
complete for the assignment. Student Feedback:
I will grade the assignment and give written feedback for the student to analyze.

o The objective this mini lesson is mainly focusing on is RL.2.1 Ask and
answer questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text. And RL.2.1 Recount
The second assessment strategy I would use is an oral
report within a small group
stories from diverse cultures, and determine their central message,
lesson, moral.

Student Feedback:
All of the information discussed in the 75% of the information discussed in Less than 50 % of the information
small groups of Trail of Tears was the small groups of Trail of Tears was discussed in the small groups of Trail
accurate and shows comprehension accurate and shows comprehension of Tears was accurate and shows
comprehension
All of the information answered in the 75% of the information answered in Less than 50% of the information
double journal entry of Trail of Tears the double journal entry of Trail of answered in the double journal entry of
was accurate and shows Tears was accurate and shows Trail of Tears was accurate and shows
comprehension comprehension comprehension

This lesson was a multi-unit lesson. I built on the prior lessons knowledge that the students learned throughout the unit. I assessed the
students throughout to maintain knowledge and comprehension.
63
Hartley 64
Students will be divided into groups for reading the book in the interactive read a loud and with their small group
discussions. It will be randomly selected with name cards.
Planned Supports:
Clustering/Mapping of American nations helps organize information, Brainstorming helps students come up with American Indian
tribes most interesting, and Comprehension Check.
Writing for Information in Social Studies

MINI LESSON PLAN

64
Hartley 65

their local region long ago and in the recent past. Support opinions or persuade others by providing good
reasons and detailed textual evidence (e.g., specific
events or graphics from text) or relevant background
knowledge about the content

facts with peers based off of data and information
presented within text. By the end of the mini lesson, the students will be able
to compose in essay form a biography of an American
ELA Content Objective: Indian tribe.

Learning Focus
Central Focus Statement: The main idea of this lesson is that the students will be able to compose a biography of an American Indian
tribe in essay form.

The essential literacy strategy is for composing text. The students will be asked to write a biography of an American Indian tribe in
essay form. The students will be composing text based on the tribe that they have chosen in three or more paragraphs.

Students will be composing an essay to show overall understanding of American Indians. They will be able to show their
comprehension through their essay.
65
Hartley 66
Students will use academic vocabulary, symbols, syntax and discourse to complete their essay at the end of the mini-lesson.
Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
o Computer/Internet Access meet strengths/weakness of students so that all (provide text chapters/reference)
students meet the targeted outcome.
o Social Studies Journal
o White Board
o K-W-L Chart: Activate
o Projector o Double-entry journals Background Knowledge,
o Whiteboard markers o Anticipation guides Scaffolding (Tompkins, p. 56-
o Pens o Guided reading 59;)
o Pencils o K-w-l charts o Tapping into Prior Knowledge
o Sharpeners (SDAIE)
o Mini-lesson
o Story re-telling o Use of Technology (SDAIE)
o Videos, visuals, and realia
(maps) (SDAIE)
o Think-Pair-Share (SDAIE)
o Guided interactive read-a-
louds (Tompkins).
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
For this mini lesson, I will ask the students students?
to share some information they have learned Students will have the opportunity to create
now that our unit is complete. I will use an essay that shows the information they Listening and writing will be utilized to
name cards to randomly draw the students. have learned. The students will be able to support learning these standards. The
choose which American Indian tribe they student will be asked to listen and gather
Misconceptions: Identify common want to write about. data for their essay assignment.
misconceptions regarding concepts addressed in
this lesson
A misconception is that some students are bad at

writing. With this lesson I want to show students
that they can master the art of writing.
Stages
Introduction: The objective is to compose an essay on an American Indian tribe of the students choosing. To motivate the students
prior learning, I will go through a brief overview of the whole unit. I will ask various students to discuss facts with
Before their table buddy and share to whole class.
Teaching We will refer back to our K-W-L charts we have created throughout the unit and discuss any further questions that
-Setting the the students may have on American Indian tribes.
stage.

The students will begin with the first step in the writing process. Prewriting is stage one. The students will
During/active be split into groups of two and will get to work together during the writing process but will have to
engagement compose their own essays for the assignment. In the groups of two I will ask the students to begin choosing
in learning a topic. I will tell them the essay can be about any American Indian tribe.
I will model the assignment by choosing the Cherokee Indian tribe for my topic. I will then ask the students
66
Hartley 67
to consider the purpose of the assignments. I will ask them if they are planning to entertain, inform,
persuade? I will then listen to the students responses and model my own answer.
I will then ask the students to consider the audience for their essay and discuss with their group member. I
will then model an answer to the students. I will then ask the students to determine what genre their essay
will fit into; a story, letter, poem, or report?
The next step will be to generate and organize ideas for writing. I will ask the students to discuss with their
groupmate the most interesting and important facts about their American Indian tribe. I will model the
important facts for Cherokee Indians.
The students will be split into different sections of the first step of the writing process ensuring they are on
the right track for their first step of composing an essay about the American Indian tribes.
I will then ask the students to begin drafting their first paragraph of their essay. I will have the students in
bigger groups during this independent study. The students will be able to work together but have to
compose their own first paragraph.
I will be walking around, monitoring and assisting where needed within the groups.
Teaching Explain:
The students will be broken up into smaller groups and asked to swap their first paragraphs of their essays. They will
have to read their groupmates assignment and answer what the main purpose and facts were about the essay.
The checking for understanding will be when the other students is able to effectively learn from the essay.
Formal: Rubric Students will have a voice in their essay. There will be a writing
prompt for the essay, however the students are able to choose the
American Indian tribe they want. They are also able to retell the
Feedback: Explain how you will provide feedback to 2 students information and facts about the American Indian tribe in their own
needing intervention. It must be in writing and using assessment words.

and see within their essays.
67
Hartley 68

commentary.
student learning:
For the whole class
Students will be involved in mini workshops to create their essay. The whole class will be divided into these groups but
everyone will have an opportunity to mingle with every group to participate.
1. Create longer lessons to go in depth on paragraph building
2. Go more in depth on creating thesis statements
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for
expectations
2. Vocabulary lists the students stay on This strategy links
track with what they directly with the
are learning and their standards being
expectations taught.
68
Hartley 69
1. Mini- lessons This strategy focuses in This allows the student to
on a small component focus on one part of
that is involved in the information first before
larger part of the unit. moving on to the next
concept.
2. Guest speaker Allows the students It links the learning to
to hear and see first real life experiences
hand accounts of that help the students
American Indian learn and develop their
their regions.
50 Social Studies
Strategies
1. Learning centers This strategy lets the This gives the student the
students focus in on the opportunity to focus on
assignment in front of the learning and master
them. its content.
2. Classroom management This strategy is This helps the student
important because understand what is
classroom activities expected and what the
cannot begin and rules of the classroom are.
happen without
classroom management
and rules in place
allows the students
various different
examples
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress
Languagetoward your learning
Function goal(s) and/or how will you assess
Summarizing/Informing thestrategy
This extent tohas
which
the they haveItmet
is ayour
greatgoal(s)? Usetothe chart below
resource
to describe and justify at least 2 formal or informal assessment
Toolkit/other strategiesreport
student Identify, that occur
or inorganize
your detailed plan above.
information for the
Assessment Strategy #1: Alignment
describe with Objectives:
information students.
Students describing the American Indian nations in their local region long
ago and in the recent past in an essay format.
The first assessment strategy is a rubric. There This assessment strategy provides evidence that the student understood and
will be key expectations and guidelines for the comprehended the text because the essay will be in reference to a specific
student to complete for the assignment. prompt. The students would have to meet expectations within the essay.
Student Feedback:
I will grade the assignment and give written feedback for the student to
analyze.

o The objective this mini lesson is mainly focusing on is RL.2.1
Ask and answer questions as who, what, where, when,
why, and how to demonstrate understanding of key details
The second assessment strategy I would use is
an oral report within a small group in a text. And RL.2.1 Recount stories from diverse
cultures, and determine their central message, lesson,
moral.

The students will have feedback through discussion on the concept within
their group.
Student Feedback:
The students will have feedback through discussion on the concept within 69
their group.
Hartley 70
The essay had a minimum of 5 The essay had a minimum of 4 The essay had a minimum of 3
paragraphs. No spelling and grammar paragraphs. Minimal spelling and paragraphs. Many spelling and
errors. grammar errors. grammar errors.
. The content was 90% informational The content was 75% informational The content was 50% informational
and accurate. and accurate. and accurate.

This lesson was a multi-unit lesson. I built on the prior lessons knowledge that the students learned throughout the
unit. I assessed the students throughout to maintain knowledge and comprehension.
Students will be divided into groups randomly for the stations. The students will all eventually go
through each of the stations.
Planned Supports:
Clustering/Mapping of American nations helps organize information, Brainstorming helps students come up with
American Indian tribes most interesting, and Comprehension Check.
70
Hartley 71
======================================================
Professional Reflection
Provide a thorough answer for each question.
1.
Select one Social
Studies Strategy
from your text and
explain how it can The social studies strategy I chose to write about is: Inquiry Learning.
be used to:
This strategy is important and can help extend social studies knowledge
Extend social because the students are able to choose their own topic of interest for the
studies
knowledge,
assignment. This is used specifically for lesson planning. Teachers can
incorporate social studies and it allows the students to use higher order
Extend literacy thinking and comprehension to understand the content. It allows them to
learning seek deeper for the information. This strategy can also extend literacy
learning because the students will be able to create questionnaires, essays
Engage and summaries of their findings. They will have to learn vast new vocabulary
students at a
deeper level of and be able to apply it within the stagey of inquiry. This strategy can also
learning engage students at a deeper level of learning because they will have to raise
doubt or concern, identify the problem, formulate a hypothesis, collect data,
evaluate and analyze data, test the hypotheses and begin to inquire for more
information.
2.
Select one
Literacy Strategy
from your text and The literacy strategy I chose to write about is; The Digital classroom:
explain how it can interactive media.
71
Hartley 72
be used to:
This strategy is important is ever changing in the new classrooms. Digital
Extend social
studies
technology can extend social studies knowledge because the students have a
knowledge, vast resource of looking up information regarding social studies. It has
different websites, videos, webinars, games and extended content that can
Extend literacy further develop on the students social studies knowledge. The strategy can
learning also extend literacy learning because there are different types, television,
ebooks, digitized toys, computers, websites and video games that can
Engage
students at a enhance their literacy learning. A program for example is Lexia. It correlates
deeper level of to the common core state standards and lets the teacher monitor and assess
learning. the students as they go. This strategy also engages the students at a deeper
level of learning because the number of resources is unlimited. It also
enhances their literacy knowledge, fine motor skills and problem-solving
abilities.
3.
Feedback: Select One strategy for providing immediate feedback on learning would be building
2 strategies for
providing
vocabulary. Before starting any unit, I plan to go over vocabulary to build on
immediate the students vocabulary. During this mini lesson, I would provide immediate
feedback on feedback to correct the student from continuing with any vocabulary
learning from any mistakes. Another strategy for providing immediate feedback on learning is
of your texts. rubrics/grades. By providing the students with instant feedback they are
Provide evidence
that it is research
aware, and the teacher is aware of the progression and comprehension. The
based. students know exactly where they are with the assignment and their level of
understanding.
72

American Indian Tribes: 3rd Grade

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Hartley 1

American Indian Tribes

Objectives and Standards... 3

Direct Instruction Lesson Plan... 13

Concept Attainment Lesson Plan...... 26

Generalization Lesson Plan 35

Inquiry Lesson Plan... 45

Vocabulary Lesson Plan 53

Listening/Talk Lesson Plan... 61

Writing Lesson Plan.. 66

Objectives and Standards

Concept Attainment Lesson

CCSS ELA Standard

CCSS ELD Standard

College and Career Readiness Anchor Standard CCSS

Introduction to Unit Page

Student List with Three Focus Students

General Student List with Three Focus Students

Gender General SES General Ethnic Describe

15 Girls 11 on free lunch 4 high average, 7 8 Hispanic Average Students

helps his younger

Lesson 2: Concept Attainment

Territory - an area of land under the jurisdiction of a ruler or state.

Territory - an area of land under the jurisdiction of a ruler or state.

Territory - an area of land under the jurisdiction of a ruler or state.

Native American Facts for Kids - http://www.native-languages.org/kids.htm

EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC

The Cahuilla Indians

Native American Facts for Kids - http://www.native-languages.org/kids.htm

State the objective in behavioral terms, as follows:

State the cognitive taxonomy level (Blooms ): Knowledge/Comprehension/Application

Language Demand Statement: edTPA p. 61

Language Function Statement: edTPA p. 61

Lands or Reservations today.

Proficient (9 pts.) Basic (6pts.) Below Basic (3pt.)

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set

LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK

RESTATE OBJECTIVE IN STUDENT TERMS

CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

K (What we know) W (What we want to learn) L (What we learned)

INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

Explain how your strategy incorporates EL students background.

(Ideasselect several of these or add your own ideas.)

3. Territory: An area of land under the jurisdiction of a ruler or state.

MODELING SDAIE: Demonstrations and modeling

CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

7. CLOSURE EL/SDAIE: Questioning for review

Ask students to share what they wrote for their facts.

Learning facts about__________________.

difference features features are medium height, and distinctive features?

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed description of

With Individualized Education Programs (IEPs) or 504 plans

Students with IEP and 504 plans

Students with Specific Language Needs

Have students use pre-taught key words and graphic organizers to

Present levels of performance helpful for each student listed.

Students with Other Learning Needs

10. ATTACHED STUDENT WORK:

11. THEORETICAL OVERVIEW: Provide an overview of the theoretical basis

Instructional Preparation Reflection Checklist

Lesson Summary of Instructional Preparation

Integration of Processes Application Assessment Objective