Teacher: Mr.

Faust Room #: XXX Lesson # in unit: 1 Topic: Introduction to US History Class

Social Studies Lesson Objective and Assessment:
Content Objectives:
NCSS Thematic Standards
By the end of class, SWBAT: Culture and Cultural Diversity
Understand what will be covered and what work will be necessary in this Power, Authority, and Governance
class. Time, Continuity, and Change
Production, Distribution, and
Feel welcomed into the classroom environment Consumption
Know each others and the teachers names and about the teacher. People, Places, and Environments
Engage in a discussion about the rules, expectations, and procedures of the Science, Technology, and Society
Individual Development and
classroom. Identity
Academic Language Objectives: Global Connections
Individuals, Groups, and Institutions
SWBAT identify and understand terms from the syllabus about the structure and set Civic Ideals and Practices
up of the class.

Assessment Statement: What artifacts show they have met the objective?

SWBAT demonstrate they have met the objectives by actively participating and
engaging with one another in the independent, small-, and large-group activities.

Specific Standard Indicators Aligned with this Lesson:

Overview of 8th grade Social Studies Standards 1-4.

Planned Supports for Variety of Learners

Students with IEPs/504 Plans (List Individuals specific accommodations):

Knowing IEPs/504/Other Special Circumstances before the class begins allows me to tailor my seating chart to students needs. I will
respond accordingly to each sections of these plans to meet their needs in the physical space of the classroom.

Students with Specific Language Needs:

Allowing students to use translation technology the first day (as long as it is not distracting to other students) may be
necessary for their understanding of the course. Other needs outlined in an ILP will be taken into consideration.

Students with Other Learning Needs:

Similarly as above, all physical needs in the classroom environment will be addressed before students enter the room. ILPs
and other plans will be taken into consideration.

Learning Tasks: Specific Learning Tasks Description:

Class/Group Discussion
Cooperative Learning/Small Group - The multimedia presentation of the teacher is a way for
Guided Practice/Teacher Modeling/Demo.
students to engage with one another and the teacher on
Lecture/Direct Instruction
Bookwork (Reading) the first day, as well as learning about the teachers
Question/Answer background and interests.
Learning Stations - Direct instruction will be used to conduct information
Writing to Learn
Inquiry Learning/PBL
regarding the syllabus, and discussions will be utilized to
Simulation/Role Playing/Game clarify any information for the students.
Independent Learning
Other
Lesson Agenda
Prior Academic Learning and Prerequisite skills (Warm up): How will you support students in accessing prior
knowledge, personal, real world and/or cultural connections?
I will be utilizing first day of school activities which students are familiar with, along with other activities specific to my
classroom to welcome students. This first day acts primarily as a way for students to become familiar with one another and
myself, giving them ways to make interpersonal connections.
Transitioning and Stating Objectives:
Time
7:55 (before class) - 8:00
8:00 8:10 (10 minutes)
8:10 8:25 (10 minutes)
8:25 8:45 (20 minutes)
Teacher Will Be
- Welcoming each class
member at the door. After
introducing themselves, the
teacher should instruct
students to find their seat
from the screen.
- Projecting the seating
chart on the screen at the
front of the room.
- Conducting attendance.
With every student saying
his or her name, they
should introduce
themselves to the class.
- Giving the multimedia
presentation of the
teacher to the students.
This interactive
presentation allows
students to participate
and guess the background
and interests of the
teacher.
- Passing out the syllabus,
the giving 10 minutes to
read and come up with a
3-2-1 about the
document.
- For the 10 minutes after
the students complete the
3-2-1, students will be
encouraged to write their
major questions on the
board. Then the whole
class can have a discussion
on these and the teacher
Students Will Be
- Greeting the teacher at
the door, listening to the
instructions.
- Finding their seats from
the diagram on the screen.
- Talking with one another
as they get settled into
their seats.
- Responding to the teacher
when their name is called,
giving information about
themselves (#
siblings/pets, 1
random/cool fact about
themselves).
- Answering the 2 truths, 1
lie portion of the
presentation. With each
category, students will
have a new partner,
introduce themselves to
each other, then discuss
the answer. Next question,
students switch partners,
etc.
- Actively reading the
syllabus and creating a
3-2-1 (3 important
points, 2 questions, 1 thing
they like/are anticipating)
- Students should then pick
one question they still
have and put it on the
board. This will better
inform the whole-class
discussion.
- Students should
participate in the
Rationale
- Greeting students at the
door establishes a
precedent of the teacher
caring about relationships
with students.
- Having a seating chart on
the screen allows students
to find their place in the
classroom.
- A seating chart also
allows for the teacher to
minimize classroom
management issues at the
beginning of the year.
- Conducting attendance in
this way allows the
students to get to know
one another as well as for
the teacher to get to know
them.
- The multimedia
presentation allows the
teacher to introduce
himself in a way other
than lecturing. This
students also are engaged
in the introduction and get
social and physical
movement needs met in
this manner.
- The 3-2-1 reading
strategy asks students to
provide 3 important
lessons from the document,
2 questions the students
still have, and one aspect
of the document they
enjoy/are looking
forward to. By using this
with the syllabus, I can
stay consistent with my
philosophy of critical
thinking in social studies
 can provide
insight/answers to them.
- The teacher should also
remind students that at the
bottom of the syllabus,
parents/guardians need
to sign to prove they have
read it and the assisted
the students in the first
assignment.
discussion and make notes
on the syllabus about
answers to their questions.
They can also use their
peers to discuss possible
answers during discussion,
too.
- Students should then take
the syllabus home with
them to get a
parents/guardians
signature.
classes.
- Discussing the syllabus
allows students to be on
the same page as the
teacher moving forward
into the semester. With
major themes, activities,
and policies involved in
the discussion, students can
walk away with a solid
understanding of what is
to come in the next year.

- Pass out Parent Letter and - Giving the students the

instruct students to give
that to them and have
them sign the syllabus.
- Give the instructions for
8:45 (just before the end of
the first assignment:
class)
bring/print a picture of
yourself that can fit on a
standard index card to
next class, along with a
signed syllabus for the
first points of the semester.
- Pack up belongings and
put Parent Letter &
Syllabus where they will
be able to find them to
complete their first
assignment.
- Listen to instructions
before dismissal.
Parent Letter and Syllabus
allows them the
opportunity to
communicate pertinent
information about the
course with their children.
Per the prior discussion,
students will also be able
to clarify information to
parents/guardians on the
syllabus.

Daily Assessment Formative: Summative:

Level(s) of Higher Order Thinking Class discussion Test
CPS clickers Project
Addressed Today:
Email teacher Report
knowledge Entrance/Exit slip Presentation
comprehension Teacher Observe Final Exam
application Listened to conversations Other
analysis Quiz
synthesis Thumbs up, neutral, or down
evaluation Homework check
Video quiz
Voting
Whiteboard Check
Other

Preparation needed for this Lesson

Materials: Notebooks, pens/pencils, folder (may not be necessary for the first day, but are necessary for all days
after the first)

Technology: Multimedia introduction of teacher, Projection of seating chart

Copy: Syllabus, parent letter (30x/class)

Based on student assessment feedback, what is the instructional impact for tomorrows lesson:

Students will feel welcomed into the classroom and will have a clear understanding of the expectations of the course. Then,
keeping these understandings in mind, students will be able to meaningfully contribute to a discussion of classroom rules.
Lesson 2 (second day of class):

Objectives- SWBAT:
o Contribute their opinions to what the collective rules of the classroom should be.
o Create and project an expression of who they are.
o Continue to deepen their sense of belongingness in the classroom climate.
Activities:
o Classroom rules discussion (20 minutes)
The teacher and students should together discuss what the rules for the classroom should
be.
The teacher will guide the discussion to highlight good student ideas and suggest edits
which can have students arrive at the desired conclusions of the teacher.
o Baseball/trading cards (20-25 minutes)
Per instructions of their first assignment, students should use their index card-sized
picture to aid in creating a baseball/trading card about themselves.
If this is not done in class, students should finish it at home.
The teacher should ensure that all classroom-specific materials are utilized before
students leave, that way they are capable of completing the assignment at home.
Assessments:
o Check for completion: Students should show signed syllabus to the teacher. If it is not signed, it
may threaten their grade on the first test.
o Informal check for understanding: thumbs up/side/down in the rules discussion. The teacher
should take note of who is not participating and inform their leading of the discussion to better
incorporate participation from all students.
Lesson 3 (third day of class):

Objectives- SWBAT:
o Identify personal connections to other students in the class.
o Explain the differences between primary and secondary sources.
Activities:
o Presentation of trading cards to the class, pinning them on the cork board in back of the
classroom. (20 minutes)
This allows students an opportunity to practice whole-group presentation skills, as well as
to give all students in the classroom a better understanding of their classmates.
o Primary v secondary source module (20-25 minutes)
This module will have students up out of their seats, working in teams to identify primary
and secondary sources.
First, the teacher will provide a brief 2-minute direct instruction on the difference
between primary and secondary sources. Students will not take notes at this time.
Then, in 4 groups, students will have 8 minutes to sort a collection of popular
documents/artifacts from US history into 2 separate piles (primary source and secondary
source).
Lastly, the teacher will, one at a time, label each source as primary/secondary by taping
them onto one side of the board or the other. A discussion/clarification on why each
document belongs in the given piles will be had. (10-15 minutes)
Assessments:
o Presentation of baseball/trading cards
For participation points only (they presented: yes/no)
Feedback will be given on sticky notes to each student the next class on their trading
card, making a personal connection to the student in one sentence or less. Students should
retrieve this information from their card on the cork board at the beginning of next class.
o Exit ticket
On a scrap sheet of paper (provided by the teacher), students should write in 2 sentences
or less what the difference between primary and secondary sources is.
This allows the teacher to inform their next instruction, building upon the understanding
taught in this lesson, or re-teaching the understandings in different ways for the students.