This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Stephanie Davenport Grade-Level: 5th Lesson Date:

10/6/2021

Title of Lesson: The Declaration of Cooperating Teacher: Elizabeth Rodriquez

Independence by Lori Mortensen

Core Components
Subject, Content Area, or Topic
Social Studies: Declaration of Independence
Student Population
Gifted:4; Biligual: 10; Gifted/Talented: 13; 504:2; ESL:4; Males 17; Females 22

Learning ELA Objectives

USI.6b; USI.6c

Virginia Standard(s) of Learning (SOL)

SS.5.1.1
SS.5.1.3

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
- The Declaration of Independence by Lori Mortensen
-Dry erase board
-dry erase pen and eraser.
-Concept Map
-paper
-pencil
-Whiteboard for Instruction
-Exit Tickets- Pre and Post assessment
-Achieve 300
-Index card
-IXL (4th grade LA): N1E, I1, B1
-Schoology for Exit ticket
-VA Indians Review (extra time- in Schoology SS)
-(Instruction for All Students by Paula Rutherford

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Identifying Similarities & Differences 45%

X Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
X Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety Considerations

Time
(min.) Process Components
*Anticipatory Set
To discuss the Declaration of Independence
We are beginning our discussion of the Declaration of Independence. The students will
begin learning about specific details of our Nation’s history, and how we became a nation.
There are many important facts that impacted becoming the United States. Our focus will
be on it’s beginnings: The 5 W’s
Here are the I CAN statements for the lesson:
I CAN Statements:
-I CAN clearly state Who, What, Where, When, and Why.
-I CAN state what led the Colonists to revolt and work towards freedom from England.

*State the Objectives (grade-level terms)

-I CAN Discuss Thomas Jefferson and his role in the Declaration of Independence.
-I CAN Identify the reasons why the colonists went to war with England.
-I CAN discuss who the power belongs to
-I CAN discuss what rights and freedoms would be made available to those in America.
*Instructional Input, Modeling, or Procedures
TTW: Give pre-assessment to determine what the students know about the Declaration of
Independence. Next, teacher will direct students to prepare dry erase board for note
taking.

TSW: divide their dry erase board into 4 sections (corners). Dividing with a line
horizontally and vertically, like a “t”. Top right: student will write WHAT; top left: WHO;
bottom left: WHERE/WHEN; bottom right: WHY.
Strategy: FIVE W’s CHART
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

TTW: Read and stop throughout story, so that we can complete the notes together. TTW
fill out the same notes chart as the students on the large Whiteboard, so that all students
are clear about proper information and knowledge.

TTW: Read The Declaration of Independence by Lori Mortensen. “Who can tell me
the author of the Declaration of Independence? Write your answer in the Who section of
your dry erase board. Raise your hand and show me your answer”.

TTW: Discuss with students who wrote the Declaration of Independence.

TSW: First, write answer in appropriate section of dry erase board. Next, TSW share their
answer and why they think that is the correct answer. TSW answer “Thomas Jefferson”

TTW: Continue reading the text out loud to students.

TTW: Discuss with students the next portion of the dry erase board: Where/ when

TSW: Answer Philadelphia and July 4, 1776

STRATEGY: SHOWDOWN

TTW: Discuss with the students that the Men who wrote the Declaration of Independence
with Thomas Jefferson, how it was so important to them to write this document. The
teacher will address the issue of working on the document in blazing hot summer, wearing
wool clothes, and fully clothed; no air conditioning or electricity. Imagine if you will,
wearing a ski suit in the middle of August, having no air conditioning, as well as no water
bottles to keep refreshed and hydrated like we can today.”

TTW: “What do you think life was like in those kinds of circumstances? How important do
you think this was to them to not only write, but complete?”
Do you think they put in a tremendous amount of hours to complete the Declaration of
Independence-especially if it was completed in 14 days?”

TSW: Write their answer in the where/when box on dry erase board after discussion as a
class
STRATEGY: SHOWDOWN

TTW: Discuss with students What the reason was for the Declaration of Independence
being created and written?

TTW: Will write on the white board their answer for the “What”…as we discuss as a class
what would be the answer.
STRATEGY: FIVE W’s CHART

TSW: Answer with hand raised “the colonists wanted freedom from the King of England’s
reign.” TSW also give reasoning for their answer

TTW: Discuss with the students “New political ideas led to a desire for independence and
a democratic government in the American colonies.”

TSW: Discuss what “new political ideas” meant to the colonists, and why?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

TTW: “What did the Declaration of Independence say/ mean to Thomas Jefferson and
others that worked to create the document?”

TSW: The Declaration of Independence meant/ resembled freedom. Life, Liberty, and
Pursuit of Happiness”. TSW also acknowledge that when Government is not doing it’s job
and fails to protect the rights of it’s people (as England had), then you have the right to
have someone else in charge if you are unhappy. The colonists were extremely unhappy
with the King of England and wanted freedom from his reign.

TTW: Discuss the freedoms that we now hold due to the long, devoted process and fight
that took place to create and hold firm the Declaration of Independence. Reading the final
section of the book, TTW talk about 3 people: Elizabeth Cady Stanton- women’s rights.
Abraham Lincoln incorporated some of the document in his Gettysburg Address, and
Martin Luther King’s I have a dream speech, referring to black rights

TSW: Write on a piece of paper what historical person they can think of that has
benefitted from the sacrifice of many. Or they can write something in response to one of
Thomas Jefferson, or the 3 figures I mentioned.

TSW: Share who they believe has benefitted from the Declaration of Independence, and
how.

TSW: Complete The Declaration of Independence Exit Ticket after the lesson.

TSW: Work in assigned pairs to complete Concept Map to show comprehension and
knowledge of the lesson.
STRATEGY: CONCEPT MAP

*Check for Understanding

TSW: complete a pre-assessment exit ticket to see where they are in knowledge of
content.

TTW: Have students complete Concept Map to explain the 5 W’s of the Declaration of
Independence

TSW Complete the concept map as a team, to help with missed information.
STRATEGY: CONCEPT MAP and FIVE W’s CHART

TSW: Students will complete final Exit ticket.

*Guided Practice

TSW- Follow along with the teacher in completing the FIVE W’s CHART while taking
notes on dry erase boards.

TSW- Complete the task with the teacher to help student prepare for future lessons, and
learning the importance of note taking and practicing active listening.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

*Independent Practice
TSW- Complete preassessment
TSW- Show clarity of Five W’s of The Declaration of Independence
TSW- Complete The Declaration of Independence Exit Ticket
TSW- Continue to work independently on Achieve 3000
TSW- work on IXL (4th grade LA) N1, I1, and B1
TSW- work on VA Indians Review (Schoology SS).

Assessment
TTW Give initial preassessment to determine knowledge.
TSW Complete The Declaration of Independence Exit Ticket
TTW formatively asses students as they complete Concept Map in groups of 2..
*Closure
TTW: Have students share their Concept Map with the class, and share one thing they
learned that they didn’t know before
TTW: Give a summary to the class with review questions of The Declaration of
Independence.
“What was the importance that was a big factor in the creation of The Declaration of
Independence?”
TSW: “The importance was the need to separate from the King of England, and
England’s rule, tax, etc.
TTW : “What are some events that took place to move the Colonists toward breaking
away from England?”
TSW: “ Tax on most things, unhappy with how the King ruled things, and He was in
England, not America.”

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

-ESL students will SCAFFOLD INSTRUCTION by using color to bring attention to important
information, key words, and directions. (Instruction for All Students by Paula Rutherford)

-Students in need, will be allowed to use Dictionary for translation.

-TTW provide template of Concept Map.

- One on one guidance will be available by the Teacher on case-by-case basis.

Classroom Management Strategies (To ensure a positive learning environment).
To ensure positive learning environment, TTW keep students engaged. Answering specific questions related to
the text and requiring response. Exit ticket allows teacher to gage comprehension, and participation. Students
will receive PBIS tickets to encourage good behavior, focus, and concentration.

Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021