Lesson Plan Template

Author Apostolos Gatzas Date: 11/01/2020      Subject: Social Studies

School-Site Samuel Clemens      Course: World History      Grade Level: 7-10     
Supervisor:
School John F. Kennedy Middle School      

Preparation to Teach
Unit Theme Understanding the influences of explorers and mapmakers. (1500-1800)
(Where in the unit is
your lesson)
Content Standard(s): 7.11.3:​ Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a
market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations
on a world map; and the influence of explorers and map makers.
ELD Standards: CCSS.ELA-LITERACY.RH.6-8.4:​Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.5: ​Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-LITERACY.RH.6-8.6: ​Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
CCSS.ELA-LITERACY.RH.6-8.7: ​Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
Learning Goal(s) or Students will be able to explain the impact of maps on how the world was and is viewed by people.
Objective(s):
Materials: Students will need a KWL chart, paper, Muddiest Point handout, Writing utensils.
Instructor will need a computer, projector, and print out of the maps being analyzed.
Technology Teacher: Internet and projector.
Integration: Student: N/A

Class Background
List three things you have learned about your students that will assist you in planning and implementing this lesson.

What you learned: Many of the students learn differently and respond differently to the material being presented.

How it will influence your lesson: Knowing that students don’t all understand the same way I will add “Pause Procedure” and for
students to work in pairs/groups.
What you learned: Students have trouble retaining and recalling information learned.

How it will influence your lesson: Pause Procedure and KWL charts are used to help students remember the abstract ideas while
also having them refer back to and reorganize their notes a few times throughout the lesson.
What you learned: Students have lots of energy that can lead to distractions if seated for too long.

How it will influence your lesson: Students will rotate their groups to each set of maps at different points in the classroom, to
ensure engagement in the lesson.

Adaptations
​English Learner
Student Description Native Spanish speaker is able to communicate well verbally, but still struggles with writing more complex
sentences and lacks the confidence in their own English comprehension.
Instructional adaptation(s) based
on the strengths and needs of the
student
Rationale for adaptation(s)
Students will be working in pairs, have ​Pause Procedure​, and be allowed to take notes in bullet points to
help lower the affected filter while allowing students to express ideas and opinions on the topic.
This student will be able to practice expressing ideas, develop their BICS and CALPS while working in
small groups. Having them reflect on what they learned with others in the classroom will help with
confidence in English. If the student is able to check for understanding with peers it enables the student to
have a lower affected filter and allow them to focus on what is being taught.

Student who presents a different instructional challenge or from an underserved population

Student Description
Instructional adaptation(s) based
on the strengths and needs of the
student
Rationale for adaptation(s)
The student shows signs of being on the neurodiverse spectrum leaning toward ADHD with their activity
level in class. The student is constantly moving around in their seat, limited attention span, and often has
off topic conversations and questions. Has easier time staying on task with their preselected group panter.
Groups will be assigned to students, multiple group stations to be moved between, and ​Pause Procedure​.
Allowing the student to walk to each set of maps every five to eight minutes prevents them from being in
one place for too long and keeps their body moving around. The group selected for the student will help
keep them on task. The ​Pause Procedure​ allows for the student to redirect their focus periodically and have
them recall/reorganize what they have learned. All of these adaptations will help the student not have to
focus on one thing for an extended period of time.

Instructional Plan
Activating Background Knowledge

Instructional Strategies Students will follow the established routine of entering the classroom and writing the learning objectives from the board and answering
the warm up question in their class journal. The question “Where do maps come from?” is designed to activate background knowledge and
have students personally reflect. Using the classroom discussion section of “The Bill of ​Our R ​ ights” to discuss answers to the warm up
question together before starting the group activity. ​Pause Procedure​ will be used if students struggle at the beginning of the discussion
allowing for collaboration of ideas and understanding. Students will then follow the established routine of moving into groups and they
will make their way together to their groups starting point.
Informal Assessment The informal assessment will be the class discussion where the instructor will be listening and checking for understanding. This informal
assessment will act as an indicator of student engagement and understanding to help inform future lesson creation for the unit.     
Rationale for Decisions For the seventh grade students I want to construct a learning environment that allows for students of all levels and backgrounds to succeed.
By following established routines students have a structure in which to work, so they can focus on the learning objective, rather than on
how to start working together. Students writing down the learning objective in their class journal gives them a better understanding of
what is expected from them. The warm up question and class discussion afterward is designed to help students have an outlet to express
their opinions and listen to others who think about things differently. The instructor should lead students to wonder why they, and fellow
classmates, thought about the question. Relating the discussion back to the learning objective of being able to explain the impact of maps
on how the world was and is viewed by people. This way students can build their abstract thinking skills while also helping struggling
students understand the lessons purpose and goal by ensuring the class is all on the same page before moving on. Using data collected
from the class discussion the instructor can design further lessons - add or remove material based on their current understanding, and if
students did not achieve the objective, then the teacher can change or alter the format of the lesson with different strategies to try and
create a more effective lesson in the future.
Reflection (Completed
after the lesson)

Instructional Input

Instructional Strategies Using the social cognitive theory students will interact with both peers and discipline specific material, i.e. maps. Students will have five
to ten minutes at each map location, during which the instructor will be walking a figure eight around the class checking for understanding
and being class time keeper. The instructor can adjust the amount of time as needed for students to understand: while lowering the
affective filter and keeping students on task, by giving a one minute warning before moving to the next section and using the ​Pause
Procedure w ​ hen needed. At each section students will follow the established routine of group note taking. Each student will also be
given a list of questions or ​Historian Thinker​ guide to have when dissecting each map, which will be collected for homework if not
completed in class. Following constructivism the questions in the ​Historian Thinker​ guide will help organize student’s dissection and
scaffold, this discipline specific activity, for a more clear look into the thinking of an historian when they look at maps.  
Informal Assessment The informal assessment will be the instructor walking a figure eight, while checking for understanding. The instructor will write down a
few key notes as the lesson moves forward in order to better reflect at a later date.      
Rationale for Decisions Establishing the ability to work effectively in a group is key to future success and for seventh grade students I want to ensure a safe place
to work together, where they have a clear understanding of what’s expected from them. By establishing and sticking to routines the class
has the structure to enable students to focus on the learning rather than on getting everything started. These routines allow for students to
have more freedom in their thinking and move toward independence, by having an agreed upon set of class routines for activities such as
 this one. The ​Historian Thinker g​ uide is meant to model discipline specific thinking, scaffold the learning objective, and create a more
productive learning experience, while activating students’ higher order thinking, like abstract problem solving. By walking a figure eight
the instructor can be sure to speak with every group at least one time to check for understanding and clear up any misunderstandings. The
instructor will use the data collected from the informal assessment to inform future lesson design and make adjustments depending on the
needs of the students.
Reflection (Completed
after the lesson)
Closure
Instructional Strategies Students will follow the established routine and have a quick ​Debriefing​ on what each group discovered/found most interesting. After the
roughly five minute ​Debriefing​ students will fill out an exit ticket to personally reflect on the lesson and learning objective. Muddiest
Point exit ticket will ask students “What do you feel was the muddiest point of the activity for you?”  
Formal Assessment The formal assessment is the exit ticket, the muddiest point. The instructor will collect them as students leave the classroom at the end of
the lesson.
Rationale for Decisions The established routine of ​Debriefing w ​ ill allow students to recall in their own words what they learned and didn’t learn. This established
routine will also allow for students to personally reflect on their understanding and on their fellow classmates' understanding, by creating a
more unified and safe environment for students to express their different ways of thinking. The Muddiest Point formal assessment was
chosen because it allows for students to reflect on their learning and assess how well they understood the material and learning objective.
This leans on the Social Cognitive theory of setting goals (learning objective), gives students a chance to check on their outcome
expectations, and whether they met them or not. Constructivism's idea of guiding students to independence as well as Social Cognitive
Theory’s self-efficacy as a motivator also play a role in the rationale for this formal assessment. Allowing students to take charge of their
learning. The formal assessment will serve as data for the instructor to design future lessons - add or remove material based on their
current understanding, and if students did not feel like they achieve the objective, then the instructor can change or alter the format of the
lesson with different strategies to try and create a more effective lesson in the future.

Reflection (Completed
after the lesson)

1. What is the underlying
theoretical base for your
lesson decisions?
Rationale
The Social Cognitive Theory, Behaviorism, and Constructivism are the underlying theoretical
base for my lesson decisions. Having a defined and displayed learning objective, students can
both follow and track their learning. Continually having students reflect on what they understand
with the warm up question, ​Pause Procedure,​ instructor checking for understanding verbally, and
the Muddiest Point exit ticket, students are able to have more agency over their learning. The
creation and use of established routines, like transitions between areas and activities are based in
Behaviorism: by giving students structure in their activities and day they are better able to focus
on their learning objectives. The​ Historian Thinker​ guide is meant to model the thinking of a
historian and show students what is important to look at when dissecting maps so they can come
up with their own understanding of the material, linking it to both Social Cognitive theory and

2. Explain how the learning plan
connects to the social and
emotional needs of the
students.
3. Explain how your choice of
technology supported the
learning goals and student
engagement.
4. How are you going to know
that students are actively
engaged?
5. What procedures and routines
are needed for student
activities and materials?
6. Describe how the lesson
supported students’ academic
language.
7. Describe how the lesson
supported students’ content
knowledge.
Constructivism. Working in groups creates a meaningful interaction with others and materials,
which continues the Social Cognitive theory trend in the lessons decisions.
The learning plan connects to the social and emotional needs of the students by following the
Social Cognitive theory. Students are both vicariously observing others model discipline specific
thinking and by doing the work themselves in the group and presenting to their groups. The
interactions with each other and material (maps) are pertinent to the discipline of social studies.
The group work is just one part of the equation; the structure that is built into the lesson with
established routines will not only lighten the cognitive load of students, but also lowers students’
affected filter. The ​Historian Thinker​ guide and sentence frames will help both ELLs and ADHD
students content and understand the material.
N/A
I will know that students are actively engaged with the content covered in the class discussion
after the warm up question, the informal checking for understanding while the instructor is
walking a figure eight, the ​Debriefing​ after the group activity, and with the Muddiest Point exit
ticket.
Students will need to follow several established routines and procedures during the lesson,
starting with entering the classroom and taking out their class journal to write down the learning
objective and answer the days warm up question that will be projected for them to see as they
make their way into class. They will also need to follow the agreed upon class ​Bill of Our
Rights​, created together earlier in the school year, to have a class discussion about the warm up
question and the ​debriefing​ at the end of the lesson. They will also need to use a notetaking
routine while working in groups. This will be established earlier in the semester and will be
continually used by students when taking their notes. ​Pause Procedure ​will also be used during
the lesson. This will be used to have students stop and reflect with their group or partner on their
notes and clear up misunderstandings while also giving students the ability to assimilate and
retain the information being discussed. Moving into groups and changing lab areas during the
lesson will be an established routine developed earlier in the year.
The use of the ​Historian Thinker​ guide gives students a list of questions to be considered while
looking at the maps in order to both guide students through the lesson, but to also allow students
to be exposed to the discipline specific academic language. Each question has (a) sentence
frame(s) to help students navigate the proper usage of the discipline specific academic language
and to help them think like historians by scaffolding the material for them. This guide also helps
students discuss the topics using the academic language provided in the guide.
The lesson supports students’ content knowledge by lowering students’ affective filter, cognitive
load, providing plenty of flexibility to take longer if needed, provides scaffolding for students to
build their content knowledge at their individual pace and as a group with the activities, and the
structure provided with the established routines.