by Rodolfo Rabonza

ELD/SDAIE Lesson Plan

Class Info

Topic

SOCIAL STUDIES -- Early Explorers

Subject

SOCIAL STUDIES

 

Duration of Lesson

45 Minutes

 

Grade Level

Grade 4

 

Demographics

Class Demographics

(ELL, IEP/ISP, 504, GATE, Gender, Ethnicity)

ELL Students:
Beginner --1
Early Intermediate -- 2
Intermediate -- 2

Gender:
Males -- 9
Females -- 16

Ethnicity:
Caucasian -- 1
Asian -- 4
Hispanic --20

Directions for Standards

Standards Directions

 

Academic Content Standards (CA)

Academic Content (CA) Standards

CA.SS.4.2.2
...Identify the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific (e.g., by Captain James Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of mountains, deserts, ocean currents, and wind patterns.
CA.SS.4.2.3
...Describe the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola)

ELD Standards (CA-ELD)

ELD Standards (CA-ELD)

CA-ELD.LS.1.5.3-5.3
Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing the communication of others.
CA-ELD.R.3.3.3-5.3
Read text and use detailed sentences to identify orally the main ideas and use them to make predictions and support them with details.
CA-ELD.W.1.3.3-5.4
Independently createcohesive paragraphsthat develop a centralidea with consistentuse of standard Englishgrammatical forms.(Some rules may notbe followed.)

TPE Standards (CA-TPE)

TPE Standards (CA-TPE)

CA-TPE.1A
TPE 1A: Area A: Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments
CA-TPE.1A.4
> Teaching History-Social Science in a Multiple Subject Assignment
CA-TPE.3.1
> Understand and use a variety of informal and formal, as well as formative and summative assessments, to determine studentsÂ’ progress and plan instruction. They know about and can appropriately implement the state-adopted student assessment program.
CA-TPE.4
TPE 4: Making Content Accessible Candidates for Teaching Credentials incorporate specific strategies, teaching/instructional activities, procedures and experiences that address state-adopted academic content standards for students in order to provide a balanced and comprehensive curriculum. They use instructional materials to reinforce state-adopted academic content standards for students and they prioritize and sequence essential skills and strategies in a logical, coherent manner relative to students' current level of achievement. They vary instructional strategies according to purpose and lesson content. To meet student academic learning needs, candidates explain content clearly and reinforce content in multiple ways, such as the use of written and oral presentation, manipulatives, physical models, visual and performing arts, diagrams, non-verbal communication, and computer technology. They provide opportunities and adequate time for students to practice and apply what they have learned. They distinguish between conversational and academic language, and develop student skills in using and understanding academic language. They teach students strategies to read and comprehend a variety of texts and a variety of information sources, in the subject(s) taught. They model active listening in the classroom. Candidates encourage student creativity and imagination. They motivate students and encourage student effort. When students do not understand content, they take additional steps to foster access and comprehension for all learners. Candidates balance instruction by adjusting lesson designs relative to students’ current level of achievement.
CA-TPE.5
TPE 5: Student Engagement Candidates for Teaching Credentials clearly communicate instructional objectives to students. They ensure the active and equitable participation of all students. They ensure that students understand what they are to do during instruction and monitor student progress toward academic goals. If students are struggling and off-task, candidates examine why and use strategies to re-engage them. Candidates encourage students to share and examine points of view during lessons. They use community resources, student experiences, and applied learning activities to make instruction relevant. They extend the intellectual quality of student thinking by asking stimulating questions and challenging student ideas. Candidates teach students to respond to and frame meaningful questions.

Goal

Unit Goal

Essential Question(s):  http://www1.chapman.edu/soe/faculty/piper/2042/essential.htm
This question(s) connects to the unit goal and links to the content standard(s) for this specific lesson
This question(s) illuminates the Social Justic component for the unit

* Who is Francis Drake?
* Who is Queen Elizabeth?
* Were their actions ethically acceptable?



Focus Question:
A specific question that pertains to this lesson plan only and links to the unit essential question

* What did Queen Elizabeth and Francis Drake do in relation to the Spanish colonization of California?

Lesson Objective

Objective

Content Objective:
The students will explain the English threat to Spain's claim to California.

Language Objectives:
* The students will verbalize their thoughts, perspectives, or opinions in the group discussion.
* The students will compose a paragraph to summarize the main idea of a text.
* The students will report orally their group's answer to a question.

Assessment

Type

Entry Level:
The objective will be posted by the teacher. The focus question will also be posted to help them anticipate the lesson and thereby prepare them to the upcoming activities akin to the question. An anticipation guide will be introduced to check what they already know about the subject matter as well as have them form hypotheses about the topic. 

Formative Level: 
Visuals and a text will be handed out to groups for discussion. The visuals will help them visualize the person that they will talk about. The text will be for group reading. A quickwrite will ensue afterwards to check if they understand the text. Semantic map will be done as a group after doing the quickwrite to help them organize their thoughts.

Summative Level:
Role-playing will be done before the end of the session. The presentation should help clarify the answer to the question the teacher posted in the beginning of the lesson

Method

The teacher will do both formal assessment such as the usage of a rubric and informal assessment such as the application of the Socratic Method of questioning; by informally going around during group work and facilitating how the groups are coming along; by activating their prior knowledge to see what they already know about the topic; by giving comments every now and then to lead the group in the right direction.

Connection

The students should be able to summarize the central idea to the answer to the focus question and they should be able to verbalize during the oral presentation. Role-playing is an extension activity that will help the teacher clarify if the students understand the lesson or not.

Rubric (if applicable)

Rubric (if applicable)
Target (3 pts) Acceptable (2 pts) Unacceptable (1 pt)
Element 1 (1.000, 100%) Response is detailed, specific, accurate, and connected to the lesson. Response is appropriate, accurate, clear, and connected to the lesson. Response is minimal, cursory, inconsistent, and/or ambiguous. Weakly connected to the lesson

Materials

Materials

OHP
Butcher paper
Marker pens
Texbook -- page 62

Resources -- if applicable (includes videos)

Web text about Queen Elizabeth I and Francis Drake (to be printed out by the teacher)

Vocabulary

Vocabulary

Threat
Colony/Colonize
Raid
Voyage
Queen Eliizabeth I
Francis Drake
"The Dragon"

Instructional Plan

Teacher Actions/Student Actions

Instructional Plan

Questions to Consider:
- How will you make transitions between activities?
- How much time will you allot for different parts of the lesson?
- What procedures will students need to know to complete lesson activities?
- What questioning strategies will you use?
- How will you make sure that all students participate in the lesson?

 Teacher Actions
Student Actions 
 - Describe how and why you will teach content, including:


1.  Motivation (INTO)

The teacher will post the objective/s on the board. The teacher will clarify some terms on the objectives that the students might not understand. The teacher will also post the focus question:  Why did Spain feel threatened by Francis Drake?  The teacher will tell the students that at the end of the lesson, they should be able to answer the question posted on the board.

The teacher will introduce the anticipation guide. The teacher will tell the students that they will agree or disagree to each statement and they will defend their answers. The teacher will tell the students that they will come back to this guide before the end of the lesson.


- Describe what students will be doing and how this supports mastery of the standard(s)
- Match student actions to teacher actions


1. (Into)

The students will make a mental note on the objectives and the focus question. They will ruminate on the focus question.

The students will read the statements silently and they will either agree or disagree  and they will defend their answers.  They will go back to this again before the end of the lesson.


 2. How will you preview, review, elaborate and present content in different ways (THROUGH)

The teacher will group the students into five. To Each group, the teacher will hand out pictures of Queen Elizabeth I. Also, the teacher will hand out text about Queen Elizabeth I to be read by the group. A quickwrite will ensue afterwards. The teacher will ask the students to make a semantic map about Elizabeth I. There will be a quick discussion about the group work.

The teacher will do an oral reading  of a text about Francis Drake. A picture of him will also be given out to be viewed by the students. The students will do a quickwrite afterwards and then discussion will follow. A semantic map may be done if time allows.

The teacher will then ask the question: How are these two related to each other? Why did we talk about these two personalities?

To answer these questions, the teacher will tell them to read page 62 of their textbook while doing a quickwrite. 

The teacher will also tell them to take note of the focus question.

Group discussion will follow. The teacher will ask delving questions to further their learning. The teacher will aks them if there are any questions. If none, the activity will go on to the next.



 2. (Through)

The students will go into groups and they will describe the picture given to them and they will read the text given to them. They will do a quickwrite. No discussion is allowed just yet. They will do a semantic map afterwards.

Then, the students will listen to the teacher as he reads a text based on the life of Francis Drake. They may also look at the picture of Francis Drake  to be familiar about him.  The students will do a quickwrite and they will also do a semantic map about him if time allows.

The students will try to figure out how these two are related. To know further about this, they will read page 62 of the textbook. While reading, they may do a quickwrite. 




 3.  How you close the lesson (BEYOND)

The teacher will go back again to the focus question. The teacher will ask the students based on what they read and learned today, what would be the answer to the question.

Role-play will follow. The teacher will allow 2 minutes of preparation. The rubric will be applied here.

The teacher will lead the class to the anticipation guide. The teacher will ask them what they would change to their previous answers based on what they learned today. Discussion will ensue.

To end, the teacher will ask them these question: What is the major thing that you learned today? What is the least thing that you learned today?

 3. (Beyond)

The students will answer the focus question based on what they learned today.

The students will go back to the anticipation guide to do some necessary changes.

To check for understanding, they will answer these questions: What is the major thing that they learned?  What is the least thing that they learned?



Planning Review

Differentiation

A grouping is done to accomodate those who are not comfortable in sharing in big groups. In grouping, they will also feel safe in verbalizing their opinions. 

The usage of an anticipation guide will help them activate their prior knowledge at the same time verbalize their perspectives on the topic at hand. They will also be able to form hypotheses about the topic to be talked about that will serve as a scaffold to their learning.

The chunking of the lesson by introducing the important personalities first  helps the students to build their knowledge in incremental level. So, before they answer the big question, they answer the smaller questions first.

The different level of questioning will try to accommodate all learners by taking all types of understanding into consideration.

The usage of the variety of strategies such as anticipation guide, visuals, groupings, role-playing will try to accommodate all types of learners by trying to ignite their intelligences on different levels.

The ELD objectives posted on this lesson cover the listening/speaking, reading , and writing aspects of learning. The application of the strategies above will help enable the ELLs understand the content of the lesson.

Adaptations


The implementation of graphic organizers; mapping; web text; pictures are visuals for them to make the lesson more comprehensible. This will also ignite their prior knowledge based on their culture, family background, age and the like.

The mini-lectures and the variety of instructional strategies will accommodate their attention span and will keep them interested in the lesson as well as making them more engaged.  

The usage of the mixture of speaking, listening, reading, and writing will cover all appropriate fields in oredr to maximize learning.

IEP or SST/504 Goals

-- Student(s) IEP goals or SST/504 accommodations have been reviewed and incorporated into instruction (identify within lesson by an asterisk/examples).

Self-Reflection

Worked

This is what worked:

  • to achieve the academic content standard goal

Didn't Work

This is what did not work:

  • to achieve the academic content standard goal

Changes

This is what I will change:

  • to achieve the academic content standard goal