Southern Utah University – Teacher Education

Integrated Core Applied Project (ICAP)

Explicit Integrated Lesson Plan (Updated: 2019)

Estimated Instruction
Name Kelsey Hagman Grade Level/Content Area: United States History 1 11th grade 1 hour
Time

Contextual Factors that will affect Several IEP and ESL students, Students with ADHD, and students with issues seeing from distances
instruction

Contextual Factors (Specific) Students with issues seeing will need to be placed closer to the board so they can see, Student with ADHD should be sat in a place where there are less distractions and closer to where teachers sit so
List for individual or groups of course students that he may be monitored. ESL students should be placed in an area where their progress can be monitored and teachers can easily check in with them.
who have varied learning needs.

Utah Core Standard(s): US II Standard 5.3:

Students will explain how economic and environmental conditions, including the Dust Bowl, affected daily life and demographic trends during the
Great Depression

Integrated Content Areas: Language Arts Reading of Grapes of Wrath by John Steinbeck

Learning Objective(s): SWBAT...

*Each content area listed needs to have a Detail and discuss examples of everyday life experienced by American Citizens from information gained from Primary Sources.
learning objective)

Essential Question(s): What effect did environmental and economic conditions have on people within the United States, and how did that vary based on where they lived?

Materials: Primary Source Documents and Photographs

*Complete the following sections of the lesson plan using: red or bold type – to script what teacher says, blue or regular type – to script what students will do, green or italic type - for what is to be written on the board or a chart.
 LESSON PLAN SHOULD INCLUDE ENOUGH DETAIL THAT SOMEONE ELSE WOULD BE ABLE TO TEACH IT.

BEGINNING
Time Lesson Components Action Steps: Instructional Learner Differences Recommendations to Action Steps Assessment Rationale
*Number Language/Teacher Script/Activities (Contextual Factors) meet learner differences How was the lesson modified for *Documentation *Thoroughly explain your reasons behind
of min. for the two focus students? *Outcomes your lesson choices.
each Scripted step by step for each lesson Examples: UDL Principles, *Pre and Post
component component. *Remember to add in List for individual or groups of Guidelines, Checkpoints *Formative/
essential questions when applicable. students Summative
Differentiation: List for individual *Rubric, Project
Indicate very specifically what actions *Observation
or groups of students who have
*Paper/Pencil
students will be performing. Note: varied learning needs. *Reteach concepts
“Listening” is not sufficient.
Indicate what you will look for, how
Teacher will… will you know when you see it, and
what you will use to measure the
Students will… level of mastery.

5-10 Anticipatory Set / Students will write a paragraph For ADHD student’s Principle: Representation The ADHD and ESL students The assignment is to make The goal of this is to establish
minutes Warm-up started that answers review teacher will lead the will have to have additional sure students understand the a baseline of information and
/Introduction help and have the teacher lesson that was taught review what we learned in
* How will I “hook” the
questions such as… discussion in front of Guideline: check in to keep them on task previously and summarize the previous lessons so that
students? What factors lead to the initial them and see if they Comprehension and ensure their information as we move students can use that to draw
Access/build on prior financial collapse? can prompt them to understanding. forward and build onto that. connections between what we
knowledge. What factors created the Dust answer any question. Checkpoint: Activate or For a student who has I will assess this by having have learned in the past and
Bowl? For IEP and ESL Supply Background difficulty speaking out in class them write down on paper. what we will learn todays
I will make sure that they are lesson.
Teacher will lead the class in a student’s teacher will Knowledge writing on their page so I can This is a short review to make
discussion aimed to refresh pay attention to how make sure that they sure that each student
students on what they have responsive they seem understand what we learned understands what they need to
previously learned about the great and double check their without any verbal in order to move forward.
depression by having students understanding confirmation.
For a student who has
answer these questions in a class privately once class difficulty not talking to others
discussion. transitions into their in the class I will stand closer
assignments. They will to act as a deterrent against off
also only have to task conversations
respond in 1 sentence
but and with a
sentence starter
ESL students will also
be given the essential
vocabulary for the rest
of the day’s lesson
Reflection:

Time Lesson Components Action Steps: Instructional
*Number Language/Teacher Script/Activities
of min. for
each Scripted step by step for each lesson
component component. *Remember to add in
essential questions when applicable.
Indicate very specifically what actions
students will be performing. Note:
“Listening” is not sufficient.
Teacher will…
Students will…
Modeling (I do it. Teacher will use an example of an
Show and tell. image and document displaying
Demonstrate,
describe, involve
different daily lives during the great
students.) depression and instruct the
students of the various things they
will be looking for helping them
figure out what sort of things they
should look for in their documents
as a group beforehand.
Students will follow along on their
own handouts and provide
feedback when asked
Students will break into groups and
Guided Practice discuss their own documents,
Reinforce / Reteach
(We do it. Teacher
identifying the different lifestyles
guides students and for people in different classes,
models instruction.) areas of the United States, and
*Practice together races.
*Small group The students will then summarize
*Whole group
*With teacher
their documents and write down
three things that can be
understood from the document.
And evidence for it in the graphic
organizer.
Learner Differences
(Contextual Factors)
List for individual or groups of
students
This portion is mostly
instructional, but for
ESL students I will
repeat instructions
and give them a
separate graphic
organizer with
different sentence
starters to aid them in
understanding.
The two ESL students
should be placed in a
group together with a
third student who has
Spanish experience.
They will get a
document that was
original in Spanish
and translated into
English. They will be
able to read the
Spanish version. They
will also get pictures
that will illustrate the
MIDDLE
Recommendations to
meet learner differences
Examples: UDL Principles,
Guidelines, Checkpoints
Differentiation: List for individual
or groups of students who have
varied learning needs.
Principle: Action and
Expression
Guideline: Executive
Functions
Checkpoint: Facilitate
managing information
and resources
Principle: Engaging
Guideline: Sustaining
effort and persistence
Checkpoint: Foster
collaboration and
communication
Action Steps
How was the lesson modified for
the two focus students?
A student who has problems
speaking out in class will not
have to provide feedback as
long as they are following
along with a lesson.
A student who has problems
keeping to themselves will
have to be monitored so that
they do not interrupt class
instruction
Students who have problems
speaking in class should be
placed with other students who
they are friendly with and who
are comfortable speaking.
The student who has trouble
being quiet actually works well
with his friends and working
with them does not normally
impede them from getting an
assignment done.
Assessment
*Documentation
*Outcomes
*Pre and Post
*Formative/
Summative
*Rubric, Project
*Observation
*Paper/Pencil
*Reteach concepts
Indicate what you will look for, how
will you know when you see it, and
what you will use to measure the
level of mastery.
I will try to make sure that
students will understand the
assignment instructions and
gage this understanding based
on the competency of the
filled-out practice organizer.
Students will be able to identify
and summarize the different
factors that afflicted people
during the great depression. I
will mark their understanding
based on how accurate their
understanding of the
document is.
Rationale
*Thoroughly explain your reasons behind
your lesson choices.
This is to give the students an
understanding of the
instructions of the
assignments as well as what to
look for within their primary
documents by having us all do
it as group beforehand.
After this they should have a
baseline idea of what they
should look for in their
documents.
Students will not only work on
collaborative thinking, but also
be able to help each other
notice different things in a
document that the other
students may not notice on
their own.
Writing down what is found will
help the students remember
what they found and identify
what that means for the people
of that demographic in the
great depression.
 environment their
document took place
in.
ADHD student will be
placed in a group of
boys that do not have
issues staying on task
and will have several
check-ins.
Student 30 will be
placed in a different
group of students who
are patient but also do
not have problems
staying on task and
working with others.
Independent Practice As students present their ESL students will be Principle: Representation Student who has problem Students will make sure to Students will be able to learn
Scaffolding: information those not presenting able to work through speaking out in class does not write down other students about different demographics
Unprompted have to be the student who understandings. From this they without spending too much
Practice:
will write 2 factors of the lives of this section using Guideline: presents the information to the will get a broader time analyzing the other
(You do it. Individual different demographics, they google translate to Comprehension class. understanding different documents.
student practice) learned from each group’s help answer the The student who has problems perspective on the topic that From this they will be able to
*Similar to guided presentation. sentence prompts on Checkpoint: maximize not talking should be remined are different from the ones explain they things that
practice activities their graphic transfer and to respect his fellow students they read. effected other demographics
*Done alone to while they are talking during the great depression.
show competency
organizer. generalization
ADHD student will be
moderated.
Student 30 will not
have to present.
Reflection:

END
Time Lesson Components Action Steps: Instructional Learner Differences Recommendations to Action Steps Assessment Rationale
*Number Language/Teacher Script/Activities (Contextual Factors) meet learner differences How was the lesson modified for *Documentation *Thoroughly explain your reasons behind
of min. for the two focus students? *Outcomes your lesson choices.
each
Scripted step by step for each lesson Examples: UDL Principles, *Pre and Post
component component. *Remember to add in List for individual or groups of Guidelines, Checkpoints *Formative/
essential questions when applicable. students Summative
Differentiation: List for individual *Rubric, Project
Indicate very specifically what actions *Observation
or groups of students who have
*Paper/Pencil
students will be performing. Note: varied learning needs. *Reteach concepts
 “Listening” is not sufficient.
Indicate what you will look for, how
will you know when you see it, and
Teacher will… what you will use to measure the
Students will… level of mastery.

END On the same page students wrote Teacher will discuss Principle: Representation The student who has problems This will be a final Students should be able to
their starters they should write a the essential speaking in class will probably understanding of their over all identify and summarize what
not need any adjustments. understanding of the they learned and why it is
Closure / Revisit / paragraph on the essential questions with ESL Guideline: Student who has problems implications of the assignment important in American history.
Exit Ticket question as an exit ticket. students and allow Comprehension
*Learning objectives being quiet may need to be they were given during the day. This is a marker to ensure that
*Did students answer
them to write only one reminded to stay on task. the class all understand what
essential questions? What effect did environmental and or two questions in Checkpoint: maximize they read and learned during
*How did students economic conditions have on people answer with a transfer and the day.
within the United States, and how did that
make a real life
vary based on where they lived?
sentence started. generalization
connection?
Overall Reflection:

Note: This reflection section is only for lessons that are actually taught.

Reflect:
*Were the learning objectives met in each content area
*How did the lesson answer essential questions
*What evidence do I have that students reach competency?
*How did I adjust lesson to meet the need of all types of learners?
*How was my timing and “withitness”?
*Did I enjoy teaching and did students enjoy learning?