Lesson Plan

Teacher: Aguilar
Subject & Grade: Math, 5th Grade

OBJECTIVE(S)/STANDARD(S) CONNECTION TO ACHIEVEMENT

What will your students be able to do? GOAL(S)
Reference Common Core or your state’s How does the objective connect to the
standards, as applicable. goal(s) you have for your students this
year?
Students will be able to understand the Students need to learn how to advocate for
meaning of voice by writing the importance of themselves and understand the importance
advocacy. of speaking out about their needs. In order for
CCSS.MATH.PRACTICE.MP1 Make sense of students to be able to understand the
problems and persevere in solving them. importance of their voice they will need to
CCSS.MATH.PRACTICE.MP3 Construct know the significance of it in their everyday
viable arguments and critique the reasoning of life, especially in math.
others.
PREREQUISITE SKILLS DIAGNOSTIC
What will your students need to know to master How will you assess students’ mastery of
the grade-level objective? these foundational skills?
Students will need to know the definition of They Do Now of the day will act as a
perseverance and reasoning. Students need to diagnostic for student assessment of
understand the importance of reasoning advocacy. Students will be asked to write
because it connects to voicing student down their thoughts about what advocate
opinions. means to them. Students will also be asked
what are the different ways that they ask for
help and how they can ask for help.
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and
when will you assess mastery?
Do Now- Students will answer questions about their thoughts of definition
(Teacher will circulate around the room, checking students and asking students to volunteer to
share their responses to the class)
Turn and Talk- Students will be asked to discuss their responses to their turn and talk partner
(Teacher will circulate around the room, checking students and asking students to volunteer to
share their responses to the class)
Ripple Protocol- Students will jot down their answers to advocacy, share with their side partner,
share with the group, then the table draws one main thought about advocacy and voice
Exit Ticket- What is your definition of voice? Why is voice important?
KEY POINTS
Key points are student-facing statements that include important content students needs
to know to be successful in the lesson. What three to five key points will you emphasize?
1. Students understand the importance of voice in the classroom
2. Students understand the importance of advocating for their needs
3. Students understand how to advocate for their needs

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OPENING/HOOK (5 min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Students complete their do now explaining what they think advocate Anchor chart
means and what they do to ask for help. Do now
Teacher and students discuss the importance of voice and advocacy in Worksheet
life and in the classroom. Smartboard
Teacher brings real world example of having a voice—going to the
doctor and telling the doctor your symptoms. I will connect this to small
groups and centers to help students with their needs in the different skills
in math that they need
INTRODUCTION OF NEW MATERIAL (8 min.) MATERIALS
What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
Teacher explains the definition of voice to the class and has an open Worksheet
definition (The Glossary of Education Reform, 2014). Smartboard
Teacher asks students to brainstorm in their web why think their voice or
having a voice is important. Teacher has students write the importance in
the protocol Chalkboard Splash (Students write down on a post it why
they think voice is important on a post it, when teacher reads their post it
the student will be able to jot down their idea on the board for the class to
read, this will continue for all students). This will have students engaged
in their activity. This will provide students with a graphic organizer to help
think about their voice and their goals for their voice (Mazzoni, 2014).

GUIDED PRACTICE (10 min.) MATERIALS

How will you ensure that all students have multiple opportunities to
practice?
How will you scaffold practice exercises from easy to hard?
Why will students be engaged/interested?
How will you monitor and correct student performance?
How will you clearly state and model behavioral expectations?
Students will have a whole class discussion about the importance of Anchor chart
voice and advocacy in life and in the classroom. Students understand Worksheet
that given the opportunity students should help advocate for those that Smartboard
are in most need. Teacher reviews The Green Movement with students
and what they are fighting for and the difference what they are doing to
make their voices heard.
Students will work in groups to build anchor charts about making a
difference, and additionally the groups come up with banks of ways to
ask for help in the classroom (Shapiro, 2011).

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Teacher will circulate around groups to ensure students understand all
the components of voice and advocacy.
Teacher has small samples of advocacy and voice to the Green
Movement and the different advocacy groups of the environment that
there are in the world/nation at the moment.
INDEPENDENT PRACTICE (8 min.) MATERIALS
In what ways will students attempt to demonstrate independent mastery
of the objective?
Why will students be engaged/interested?
How will you provide opportunities for extension?
How will you clearly state and model behavioral expectations?
Students will read an article about social responsibility and the important Anchor chart
of I statements in the community. Students breakdown their learning of Worksheet
their profile of social responsibility and social competency using British Smartboard
Colombia’s Social Responsibility Competency Profiles to ensure that
they reach the stages (BC’s new curriculum, n.d.).
CLOSING (10 min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they
learned?
How will you provide all students with opportunities to demonstrate
mastery of (or progress toward) the objective?
Why will students be engaged/interested?
Students will answer the exit ticket and understand the importance of Anchor chart
having students and young people in society by reviewing Fletcher Worksheet
Article of list of Roles for Young People throughout Society (2015). Smartboard

There is a whole-group discussion about voice and an anchor chart

about the different methods students can use to show their voice in the
classroom as well as different ways to advocate.
DIFFERENTIATION MATERIALS
How will you vary your approach to make information accessible to all
students?

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Students have word bank available to them to help them build their Sentence
vocabulary of advocacy, voices, and opinions. Strips
Scaffold
Students have sentence strips to help build their sentences about having worksheet
their voice in the classroom and building their anchor charts.

Teacher has different articles ready for students of different Lexile levels
as well as different interests that students have.

Teacher will have definitions pre-written for students on worksheets and

have different protocols for students working in smaller groups.

Teacher will have a small group during the guided instruction while also
circulating the group to help build scaffolds for students.

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 References
BC's new curriculum. (n.d.). Social Responsibility. Retrieved from
https://curriculum.gov.bc.ca/competencies/social-responsibility
Fletcher, A. (2015, December 11). New roles for young people throughout society
[Blog post]. Retrieved from http://treasure.over-blog.com/2015/12/new-roles-for-young-
people-throughout-society.html
Mazzoni, M. (2012, August 4). Teaching kids to plan and take action toward their
personal goals [Blog post].  Retrieved from http://lifeafterieps.com/teaching-kids-to-plan-
take-action-toward-their-personal-goals/
Gale, Cengage. (2017) What is environmental justice? Retrieved from
https://newsela.com/read/lib-environmental-justice/id/37607/
Shapiro, A. (2011, July 23). Teaching social responsibility. Retrieved from
http://www.morningsidecenter.org/teachable-moment/lessons/teaching-social-
responsibility
The Glossary of Education Reform. (2014, December 1). Voice. Retrieved
from https://www.edglossary.org/voice/

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