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A little bit more of me learning what not to do than an exemplar of a great unit.

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Annotated GSC Universal Lesson Plan Template   	    Student Name: Jacques Ludman Lesson Number: 1/10 Subject:  Social Studies Grade Level: 1 Course: EDU702 Date Lesson was Taught: 2/16/18  Individual Lesson  Small Group Lesson  Whole Class Lesson X  1. Prior Information & Evid...

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3rd Grade: Me on the Map and Map Skills!

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3rd Grade: Me on the Map and Map Skills!

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Here is my overall unit for the Revolutionary War.  Hopefully you like it!

https://drive.google.com/drive/folders/1Yge4bUAbmXDxCpzRuYmyE-DvUE3N7kTk?usp=sharing

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My lesson was taught to a 5th/6th grade class. I incorporated a lot of hands on learning. Thanks for checking out my unit!

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Hello Everyone, For my unit I worked on Westward Expansion with my students. Some of the main points we looked at were life in the colonies, what it was like to move west, and the positives and negatives to moving. Below is my link to my Lessons!
https://docs.google.com/document/d/1FOugcKFcII-LLNkHsJWrrim7T3dq82P3vrQKx4fst-I/edit?usp=sharing

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My first try at planning/teaching a unit! This social studies unit contains 3 sub-units: NH Attractions (Historical), Famous Citizens of NH, and NH State Symbols. There's a heavy focus on Language Arts, specifically self-editing with the COPS checklist and beginning research skills.

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Hello! These are my lesson plans for Maps & the World as well as Traits & Jobs in the Community

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I did 5 Units in 3rd Grade and 5 in 1st.

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Copy of K. Keniston 612/702 Unit 3rd Grade

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6th Grade SS Unit Ancient Greece and Rome

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6th Grade SS Unit Ancient Greece and Rome

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4 Lesson Unit: Mapping
6 Lesson Unit: Long Ago and Now

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1st Grade: Social Studies Unit on Symbols

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1st Grade: Social Studies Unit on Symbols

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Copy of Unit #1 by Karen Porter in EDU 612702

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Copy of Unit #1 by Karen Porter in EDU 612702

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Alexander the Great from ancient Greece in all his glory!

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Copy of Unit #2 by Karen Porter in EDU 612702

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Copy of Unit #2 by Karen Porter in EDU 612702

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Ancient Olympics in Greece and in modern times. Let the games begin!

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First Grade Map Skills Unit

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First Grade Citizenship and Community Unit

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Cameron Cook (Black Plague, Renaissance Units)

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Cameron Cook (Black Plague, Renaissance Units)

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https://docs.google.com/document/d/1X9mc_v54L9C2JPwwA9pKDL2MmTEdoGOA_uIEPAWvI-k/edit?usp=sharing

https://docs.google.com/document/d/1Bjrw9YjJYBoW5bjw4WkZxpRDtmOC87TIPsmN3GtX_ck/edit?usp=sharing

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K- Self & Others Unit 1 -
Units on being a friend and school community helpers

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unit 2

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Amanda Riggie

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Amanda Riggie

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Hi everyone! I chose to teach both my units to one of my school's 2nd grade classrooms. Enjoy!
Unit # 1 - Geography (mapping)
Unit # 2 - Civics (Community helpers)

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Christi Stutz
Hi, Please see below for my lesson plans on understanding the past as well as geography maps and globes.
Unit 1: K Geography Maps
Unit 2: K Understanding the Past

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Unit #1 is a unit on the causes of the Civil War.

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Unit #2 is a unit on the Civil War itself with a focus on generals and battles.

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4th Grade New Hampshire Mills by Greg Lounsbury

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4th Grade New Hampshire Mills by Greg Lounsbury

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https://docs.google.com/document/d/1A2l_MkI7WZ7ebZ4gygEvtcS3vU8J6cY2TLA7dxuB10A/edit?usp=sharing

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2nd Grade SS Unit - Friendship - Sarah K.

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2nd Grade SS Unit - Friendship - Sarah K.

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My lesson was on Friendship. Day one I taught students about friendship and the importance of friendship. I tied this into countries having 'friendships' and why it is important. Day 2 covered trading; day 3 covered World Peace; Day 4 was natural disasters and disaster relief; day 5 was finishing up disaster relief projects, review of unit and final assessments.

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This 5-lesson unit centers on what makes a leader, how and why leaders get elected, and has first grade students choose a candidate (from the book Duck for President), campaign for their chosen candidate, and hold an election!

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This lesson starts with what is a Community, then progresses by teaching students about family communities, classroom communities, and then school communities. The final lesson is about community helpers such as police and firefighters.

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Copy of Thomas_Reigan_Unit 1_Wants vs.Needs

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Geography unit plan on how we use the environment. By Katrina Locke

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Geography unit plan on how we use the environment. By Katrina Locke

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Here is my unit lesson plan for how we use the natural environment and how the natural environment helps us. This lesson includes concepts like resources, renewable and non renewable resources as well has how resources are used in different ways. https://docs.google.com/document/d/1W76KxGUzJ9oAoM8M_Ew5FOpK9ueB4pK9E_b7Ek-XX3o/edit?usp=sharing

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This unit took place around the time of the 2020 election. It incorporates voting, the importance of diversity and equal representation to support equitable lawmaking.

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This was meant to be an overview of culture and Latin America.

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Grade 2: Economics-Producers and Consumers

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Grade 2: Economics-Producers and Consumers

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This unit focused on what a producer and consumer is and the relationship between them. It incorporates how goods/services are related. Students were given the opportunity to be producers by making a good and advertising their products to each other (consumer).

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This unit has exposed the students to cultures around the world, and defined some of the different elements of culture (food, language, clothing, celebrations, traditions, art & music, religion). The hope at the end of this unit is to create a more empathetic and compassionate group of young humans, who are tolerant of those who are different from them.

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Copy of *McBride_Emily*_Unit 1_*Culture, Culture, Culture*

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4th Grade Early Days of the Revolutionary War

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4th Grade Early Days of the Revolutionary War

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Boston Tea Party to the Battle of Bunker Hill

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Copy of  Miner_Jennifer_Unit 1_Early Days of the Revolutionary War

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Gr. 4 Women's History Unit by Brianna Sabourin

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Gr. 4 Women's History Unit by Brianna Sabourin

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A study of four different women in history and how they affect life in the United States. The women include Judy Blume, Christa McAuliffe, Malala Yousafzai, and Kamala Harris. https://docs.google.com/document/d/16t4Ie8bCfLUrOFgC3MQTwXD9jkHV1NpBIBFc9exKcec/edit?usp=sharing

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My students are being exposed to how economics work, and the different components that create our economics system in the United States

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Copy of  *Stevens_Gabby*_Unit 1_*Unit Topic*

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📹Social studies unit final 5th grade midwest region

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📹Social studies unit final 5th grade midwest region

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In this unit the students will learn about their place in the world. They will learn about significant places on a map including a their home, town, state, country, and continent. They will also learn about landmarks and the characteristics of a place. By the end of the unit students will be expected to know where these significant places are located and what they are called. They will also be expected to identify at least one characteristic of each place.

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C. Dubisz

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In this unit, students identified how Native Americans interacted with their environment, their use of land, and their culture and customs. Students distinguished the differences between how Native Americans in NH lived and how we live today.

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Copy of Gaddy_Elizabeth_Native Americans Unit Plan.docx

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This was the unit I taught to first graders about maps. This unit focused on introducing the concept of maps to the students, teaching them about map features, and then they made their own maps.

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Hello - this is the link to my lesson plans on ancient Rome:
1. Gladiators and Football Players
2. Circus Maximus and Chariots
3. Aqueducts
4. Mt. Vesuvius and Pompeii
5. Julius Caesar
Click on the red circle below and it will take you to the Google Doc links.

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First Grade Symbols and Rules and Laws unit- Josh Cota 

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First Grade Symbols and Rules and Laws unit- Josh Cota 

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Josh Cota- Symbols and rules vs laws lesson

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Josh Cota- Symbols and rules vs laws lesson

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Judith Moore - First grade US Symbols Unit

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Judith Moore - First grade US Symbols Unit

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This was the unit I taught to first grade about important US symbols and landmarks. This unit was an introduction to many of our important symbols. They learned key facts and by the end of the unit can state not only facts but also why these symbols are important.

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Copy of Moore_Judith_Civics and Government

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3rd Grade SS Unit History of Wolfeboro NH

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3rd Grade SS Unit History of Wolfeboro NH

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These are the five lesson plans I created to teach the history of Wolfeboro NH.  Some pages in the student book were not taught/completed as part of the SS unit.
Thanks,
Tim Fahey

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EDU702 Unit 5 Lesson Plan History of Wolfeboro

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Cheryl Goodman - First Grade Civics - Communities Unit

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Cheryl Goodman - First Grade Civics - Communities Unit

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This Social Studies Unit Communities I taught to a first grade remote only class. We focused on determining the communities they belong to; comparing and contrasting different types of communities (rural, suburban and urban); understanding how communities are formed and for what purpose; identifying places, community workers and helpers and their roles and responsibility in the community with the final project of planning and building a community diorama based on key concepts of the unit.

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Westward expansion

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-Bianca Bird EDU 702 Fall 2021

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Teaching Kindergarteners about their community.

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N.Coonrod.UbD - Universal Unit Plan_EDU702

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Here is my unit that I taught to a fourth-grade class about the geography of New Hampshire.

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This is a 5 lesson unit that is about the US/NH Symbols, American Flag, Bald Eagle, NH State Flag, Statue of Liberty and the Pledge of Allegiance. This unit provides a lot of activities including movement breaks, technology and the arts.

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https://docs.google.com/document/d/1d1TJDWrD2ewDWH3HS9NBnuSY6Igvn0Bw87TJwHDJxNI/edit?usp=sharing

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Final Unit F.Del Medico.UbD_EDU702 (1).docx

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Unit on NH Abenaki Culture for a 4th Grade Class by Rachel G. Winter 2022

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Unit on NH Abenaki Culture for a 4th Grade Class by Rachel G. Winter 2022

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I'd make a few tweaks for next time, but overall I think it went well. The kids learned and enjoyed the lesson.

https://docs.google.com/document/d/1el-2trPvvt1AxTYQ4l1UaKqXlZYWB_qjGXixWWvSgeA/edit?usp=sharing

School of Education- Granite State College

Understanding by Design Unit for Integrated Social Studies

Make a copy of this template and name it: firstInitial.LastName.UbD_EDU612 OR EDU702

GSC Teacher Candidate: | Rachel Gourvitz
Unit Title: | NH’s Abenaki Tribe
Grade Level: | 4th Grade

Time Frame for Unit (How many lessons across how many weeks/Length of each lesson): | 5 lessons across the span of five school days over a two week period for about one hour each. 2/17, 2/21, 2/22, 2/23 and 2/24

Brief Summary of the Unit (including curricular context and unit goals):

Over five lessons, students will learn about the life and culture of the Abenaki people. They were a group of Native American tribes who were/are indigenous to New Hampshire.

Stage 1 - Desired Results
CONTENT STANDARDS
Social Studies Standards Targeted:
SS:HI:2. Demonstrate an understanding of events, actions and our nation in relation to other peoples and governments over time
SS: HI:4 Demonstrate an understanding of the changings forms of production, distribution and consumption of goods and services over time
SS: HI:3 Demonstrate an understanding of concepts of reality, ideals and guidelines of behavior, and forms of expression

National Core Arts Standards Targeted:
“Synthesize and relate knowledge and personal experiences to make art”
“Convey meaning through the presentation of artwork”
https://www.nationalartsstandards.org/

ISTE Standards Targeted:
Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
Measurable Learning Objectives for EACH LESSON: (5 or 10)
By the end of lesson 1, 85% of students will be able to name the Native American tribe that lived in New Hampshire and three new words related vocabulary words
By the end of lesson 2, 100% of students will add and recognize at least three new vocabulary words and name at least two ways that the Abenaki used nature in their everyday lives. They will also draw a picture with a caption that shows at least one way that we currently use nature to help our lives, such as rubber on our car tires..
By the end of lesson 3, 90% of students will be able to list at least two types of foods that the Abenaki ate and a method by which they gathered that food. They will also create a Google Doc that shares at least one method of food gathering or special recipe that’s important to their family. The Google Doc will include a picture taken from the web and at least one caption sentence
By the end of lesson 4, 90% of students will be able to list at least two cultural aspects of the Abenaki’s way of life, such as games, storytelling etc and be introduced to at least three new vocabulary words. They will also work by tables and answer 100% of the questions on a related Crossword Puzzle
By the end of lesson 5, 90% of students will be able to list and draw, with detail, at least three main facts about the Abenakis and get at least 75% correct on a vocabulary list Kahoot game

Enduring Understanding(s)
Students will understand that… The Abenaki people were a group of Native Americans who lived in New Hampshire hundreds of years agoThey lived in connection with the Earth and natureTheir food, homes and modes of transportation shared some similarities and differences with ours todayStorytelling and games were important parts of their culture

Essential Question(s)What questions foster inquiry, understanding and transfer of learning?
What was life like for Native Americans in NH before the Europeans arrived?

Students will know: What key knowledge and skills will students acquire as a result of this unit?
Students will learn about the Abenaki Native Americans, specifically how they lived, modes of transportation, food and hunting, cultural and recreational aspects (storytelling and games) of their lives. They will also learn over 10 relevant content vocabulary words and/or terms

Students will be able to: What will students be able to do as a result of such knowledge and skill?
Students will be able to define new vocabulary terms related to this unit and communicate at least three points of correct information about the Abenaki tribe

Stage 2 – Assessment Evidence
Performance Tasks:Through what authentic performances will students demonstrate the desired understandings?
Lesson 1) Start a running vocabulary list that will be used through all five lessons. Work with their group to answer a question about prehistoric time periods until 400 years ago. Answer a two question exit ticket
Lesson 2) Continue running vocabulary list. Brainstorm and write a list of items we use from nature and draw corresponding pictures. Two question exit ticket
Lesson 3) Add content words to the running vocabulary list. Write about a food that’s important to their family and/or culture or provide the recipe to the best of their knowledge. Two question exit ticket
Lesson 4) Add to the running vocabulary list. Each table plays a game together with a crossword puzzle that they need to solve as a group. Two question exit ticket
Lesson 5) Kahoot game to review vocabulary. Class master venn diagram. Three section picture that shows details about the Abenaki’s life
Exit tickets are found in the students’ Google Classroom (don’t feel comfortable sharing the link since it’s through my school) and answers are recorded here:
https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing
Each lesson also has the details about each Exit Ticket, such as the questions that will be asked

Criteria: How will performance be evaluated?  By what measure/rubric?
Students will need to get 2/2 questions correct on each exit ticket
Students will need to show 3 pictures with at least one phrase per picture at the end of the lesson 5
Students will need to get at least 75% correct on the vocabulary Kahoot during lesson 5

Other Evidence: What other evidence will show student understanding?
There will be both class and group discussions. We will add to main lists as a class and share information together. I will walk around the class during these discussions and group work to answer questions and take notes

Stage 3- The Learning Plan
Summary of Key Learning Events and Instruction: Provide a skeleton of the learning activities that will occur in each lesson.  These are not full lesson plans. This is just an outline.
Lesson 1)
Read aloud as a class from the textbook (pages 56-60) and do group work to answer questions on page 58Each student will start a running vocabulary list that they will keep with them throughout the five lessonsShow a video from the Bennington Museum about the Abenaki culture in order to introduce the unitExit ticket and pre-lesson 2 assessment sheet
Lesson 2) Read aloud from the textbook (pages 61-67) and add to running vocabulary listBrainstorm a list of things in nature that we use in our lives and draw a picture of each of them about how they’re used, ex cotton for clothing or wood from houses and heating
Exit ticket and pre-lesson 3 assessment sheet
Lesson 3) Read an excerpt from the play Gluscabi and His Magic Game BagAsk for students to share about personal gardening, hunting or cooking experiences to the class. How is that similar or different from the way the Abenaki’s did it?Ask students to write about a food or recipe that’s important to their family or share the recipe to the best of their knowledge via Google Docs. They can show a picture they found tooExit ticket and pre-lesson 4 assessment
Lesson 4)
Read aloud from the textbook and add to running vocabulary listStudents will play a crossword puzzle game each their tablesTeacher will read a picture book/legend to the class from Abenaki tribe and ask related questions if timeExit ticket and pre-lesson 5 assessment
Lesson 5)
Class master Venn diagram on how we can compare and contrast our culture from the Abenaki  - “What’s the same and what’s different?”Draw three pictures with details about Abenaki’s food, culture, homes etc and while listening to traditional AbenakiKahoot game to review vocabulary

Differentiated Instruction: How will you differentiate (customize) your activities for students who need additional support during lessons?  What about for students who master the concept very quickly or who have already mastered the concept?
Some students struggle with handwriting, which is why I’m offering small handwritten lists, typing and/or pictures as a mode of communicating knowledge. Kahoots as well. I’ve seen a student, who struggles with reading, do very well with this game when the teacher reads the answer options to the classReading aloud as a class and asking for volunteers, as opposed to asking students to read and synthesize information on their own. One of the student’s IEPs mentions strength with group work, so incorporating that activityAdding “bonus” activities for students who finish early and want more

References in APA Format
What resources did you use to develop the content of this unit? “Teachers Pay Teachers” website: https://www.teacherspayteachers.com

Baker, Julie. New Hampshire, Our Home. Gibbs Smith Education. 2010 and related Teacher’s Guide
Crossword puzzle from https://moose.nhhistory.org/Moose/media/Default/Documents%20and%20PDFs/Unit-2-docs/U2-8_Activity_Crossword.pdf
Ortakales, Denise. The Legend of the Old Man of the Mountain Thomas Gale 2004
YouTube.com to play Abnaki music for the classhttps://www.youtube.com/watch?v=7DTTCYupRTw
Video from Bennington Museumhttps://www.youtube.com/watch?v=Z6HJC0TrYCY
Video on the creation of a wigwam from Strawberry Bankehttps://indigenousnh.com/2021/07/02/the-building-of-a-wigwam/
Google Slideshow and slides made for each lesson

Adapted from: Wiggins, Grant P. & McTighe, Jay, (2011) Understanding By Design Guide to Creating High-Quality Units, Alexandria, Va : ASCD.

5 Universal Lesson Plans Follow

GSC Universal Lesson Plan Template 1

Aligned with the TCAP Process and the GSC Lesson Observation Feedback Tool

You will need to make a copy of this google doc  before editing.

Lesson Plan Instructions: Teacher candidates will be scored on lesson plan items according to the level of the course being taken.  As candidates move from introductory level coursework to intermediate and advanced level coursework, the criteria & reflections are cumulative. When candidates reach advanced level courses, all lesson plan items are expected of the candidate.

*Note: Advanced certifications (AE, BVI, DHH, RWS, RWT, & DLS) require all lesson plan criteria at all course levels and must complete the entire form.

Teacher Candidate: Rachel Gourvitz | Certification Program: EE/GSE
Term: Winter 2022 | Location and Grade Level of Lesson: Abbot Downing School in Concord, 4th Grade
Course: Edu 702 | Course Level: Intermediate
Instructor: Darci Militello | FPF: Deborah Kolling
Individual Lesson |
| Small Group |
| Whole Group | x | Lesson # 1 (if part of a sequence):

INTRODUCTORY LEVEL COMPONENTS(items 1-4d)

1.  Measurable Goals/Objectives:

1a.  State the Common Core State Standard(s), Curricular Goal(s) or IEP Goal(s) (if lesson includes GSE students) that this lesson targets.

SS:HI:2. Demonstrate an understanding of events, actions and our nation in relation to other peoples and governments over time

If applicable, what are students’ related I.E.P. goals?

Some of the students in the class have IEPs that mention struggles with handwriting, attention and reading comprehension. That is why I plan to use various methods - such as a video, illustrations and group work - that will allow them to provide evidence of their learning without being hindered by frustration.

1b. Consider what you would like your students to know or be able to do by the end of this lesson.  Write this learning objective in specific and measurable terms.

By the end of the lesson, all of the students will be able to name the Native American tribe that were in NH before the Europeans arrived and quickly summarize the three ages that came before their time period.

1c. Essential Questions:   Consider the big idea/purpose of this lesson that can be transferred to other contexts.  What big understanding or essential question does this lesson target?

Who were NH’s indigenous people?

2. Prior Evidence & Baseline Data:

2a.  Preassessment Data:  Show the pretest data you have gathered as evidence that the learning objective selected for this lesson is appropriate.  If this lesson is part of a series, assessment data from the lesson prior may be used as pretest/baseline data.

Last week, the students completed and submitted a quick Google Form to pre-assess their knowledge about NH’s indigenous people - their name and details about their culture.
https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing
The answers showed me that 9 didn’t know at all, 8 had some understanding that Native Americans were here but didn’t know the name of the tribe and 3 had random answers that were incorrect. With Question 2, 3 students were on the right track with “hunting and gathering” type of answers but not a lot of detail. 17 students responded with “I don’t know.” ( I had told the class “I don’t know” was an acceptable answer for the purpose of this exercise.) Question 3 shows that 3 students had an idea that Native Americans lived differently than our modern day world, and enjoyed a different culture, but didn’t provide a lot of detail beyond that basic knowledge.

2b.  Analysis of Data:  What patterns, and/or concerns can you identify from your pretest and classroom data?  If this lesson is part of a sequence, be sure to analyze the data you gathered in the previous lesson.  How does this data influence this lesson plan?

This data shows that the class has a lot to learn! Before the Google Form, I divided my lessons into five sections with five essential questions and modeled my form based on those questions:
Who were New Hampshire’s first people?What types of homes and modes of transportation did the Abenaki people use?What did the Abenaki people eat and how did they dress?What were some of the cultural aspects of the Abenakis’ way of life?How can we compare and contrast our modern lives to that of the Abenakis?
The Google responses show that the first lesson will be well spent on introducing a timeline of different people’s arrival to New Hampshire, talking about the basics of the Abenaki people (how many tribes, how they were divided etc) and laying the foundational groundwork for more details about their culture in lesson 2-4. Lesson 5 will be a “wrap-up” type of lesson where will pull together everything we learned and contrast with our modern day culture.

2c  Professional Learning Network Input:  Bring the baseline data analysis and your lesson objective to your PLN.  Record what resources you have engaged (people, on-line, specialists, teachers, literature, etc.) in reference to this lesson and what they have contributed to your lesson planning.

The classroom teacher suggested this topic for the class and provided me with the textbook (New Hampshire, Our Home) and related teacher’s guide
The Google Form method was suggested by a GSC classmate in an online forum
Website: https://www.youtube.com/watch?v=Z6HJC0TrYCY (video from the Bennington Museum)

3. Formative & Summative Assessment s:

3a. How will you know if students have mastered the lesson objective?  Describe assessment (exit ticket or activity) you will use at the end of this lesson to determine students’ progress toward meeting the lesson objective.  This assessment must directly target the objective of this lesson. *Include a copy of any written formative or summative assessments you will use.

The students will complete a Google Form at the end of each lesson. The form will be twofold - a) it’ll have two or three brief short questions about the lesson which will serve an “exit ticket” and b) a two question “pre-assessment” about the lesson that will be coming the next day

3b.  How will you organize the data from your informal and formal assessments to identify patterns of student responses (errors, skills, understandings) in relation to the learning objective?  Show how you will record your informal data throughout the lesson (checklists, graph, anecdotal notes, etc.)

I will keep a spreadsheet of each student and record if they a) successfully completed their exit ticket questionnaire (2 out of 2 questions correctly) and b) oral participation during the class - either aloud or in their groups
Spreadsheet: https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing

4. Instruction and Activities:

4a. Aligned Resources :  Clearly and briefly describe the learning materials you will need to teach this lesson.  If applicable, outline what technology you will use in the lesson and for what purpose.  Cite using APA and/or include the URL if applicable.

Baker, Julie. New Hampshire, Our Home. Gibbs Smith Education. 2010
Video from the Bennington Museum about an exhibition on the Abenaki: https://www.youtube.com/watch?v=Z6HJC0TrYCY together with projector board in the classroom
Looseleaf paper and pencils to record answers and also begin vocabulary list
Chrome books for Google Form exit ticket and pre-assessment
Spreadsheet on clipboard to record student participation

4b. Systematic Introduction of Lesson (Anticipated Length______):

During this portion of the lesson you should communicate the objective of the lesson, target students’ interests, spark their prior knowledge, and/or otherwise engage the students in the lesson.  Include how you plan to communicate and display your lesson objective.

Less than ten minutes
Connect laptop with the Smart Board and start the Google Slideshow. I will introduce the “main question” and talk about our plan over the next five lessons. I will also review the plan for that day so the students know what to expect. I shared a picture of Abenaki culture and we talked about what we can infer from it. We also discussed a few pieces of Abeanki vocabulary, such as a Gluskabe and Ndakinna, in order to get curiosity and engagement going. Lastly, the definition of Abenaki will be written on the board and we will talk about what we can learn about the tribe from their name

4c. Systematic Body of Lesson (Anticipated Length______):  What opportunities will you facilitate to help students learn/practice the objective.  Consider using appropriate continuous teaching components such as modeling, guided practice, questioning, independent practice, monitoring and feedback, scaffolding, and differentiated instruction.  Intermediate and Advanced level candidates: be sure to incorporate higher order thinking and consider depth of knowledge.

Thirty minutes in length:
We will read pages 56-60 in the textbook aloud as a class, asking for volunteers to read each paragraph (skipping the paragraph on Passaconaway)
Students will start a handwritten glossary with vocabulary from the textbook that they will use over the next five lessons. Here’s a screenshot of one part of it. Students will keep the list in their SS folders

Students will then work in table groups to answer the questions on page 58 and then we will review them as a class
Show a five minute video on an exhibition on the Abenaki tribe from Bennington Museumhttps://www.youtube.com/watch?v=Z6HJC0TrYCY

4d. Systematic Closing of Lesson (Anticipated Length______): How will you pull the lesson together to conclude this segment?  What strategies/activities/approaches will you use?  Be sure to restate the objective and include time for your lesson assessment.

Who were New Hampshire’s first people?
Ten minutes or less. Students will log into their Chromebooks and complete a simple “Exit Ticket” that will have two or three short answer questions about the day’s lesson. There will also be two pre-assessment questions for the next day’s lesson
If there’s extra time, after the Exit Ticket, students can browse through a photo gallery that will further introduce the topic. I’ve uploaded this link to their Google classroom. https://moose.nhhistory.org/units/Abenaki/learning#photo-gallery-1

INTERMEDIATE LEVEL COMPONENTS(items 1-6a)

5. Academic Language:

5a.  Academic Language:  List the vocabulary clusters targeted in this lesson.  What words/phrases will your students need to be fluent with in order to be successful in this lesson?  Include both CONTENT and PROCESS words/phrases related to your lesson and consider dividing the terms into these two groups.

Content vocabulary: descendents, nomads, migrated, adapt
Process: infer

5b.  Scaffolding Academic Language:  Consider the needs of the students in this class.  Articulate how you will scaffold instruction of these vocabulary clusters to support special education and other students’ academic language proficiency.

We will read the vocabulary words aloud in the class, and write their meanings down in their personal glossaries. I will ask students to volunteer a sentence that could be used for each one. Hearing the word from a peer in a new sentence will help explain it to students who need help understanding it.

6.  Proactive Considerations:

6a.  Proactive Considerations: Considering the activities you have planned and what you know about your students, describe contingency points in the lesson where you might be flexible in your approach in response to student needs (insufficient/extra time, absences, disposition of students, general lack of understanding evident, technology malfunction).

If the video fails, I will bring a book with pictures about the Abenaki to show instead
Offering Google Forms and typing for students who struggle with handwriting but will bring a written copy of the “exit ticket” questionnaire if there’s an internet problem
The students will also get extra time the next morning during “Morning Work” if they need to finish their activities
I’m normally the classroom assistant/paraprofessional in the class, but the teacher and I switch roles during my lesson so that she can assist the students who need extra help
Also including group work because some students have IEPs that mention group work as a plus for them

REFLECT & GROW

Within 48 hours of teaching a lesson, complete this lesson reflection by answering the following questions.

Use formative and/or summative student data to support your claims.

INTRODUCTORY LEVEL REFLECTIONS

Reflection:

1.  Reflect on the execution of the lesson, considering the process, pacing, transitions, and classroom climate.  What might be a focus area in a future lesson?

Overall, the lesson was successful. The kids were interested and participated, even the kids who tend to be quieter during more “stressful” subjects like math or reading. It was exciting to see some of them open up and provide comments and/or helpful questions during the lesson
Like many teachers, I had a lot of material I wanted to cover in a “short” amount of time. (I know one hour is very generous for a student teacher.) Unfortunately I had to cut little “extras” that I wanted to add to the lesson (such as going over a map or a Google slide) because we were running out of time. However, the lesson itself involved a lot of different activities so the kids didn’t get restless. I felt like the time was structured well in order to avoid boredom and kids stayed engaged and on task.
That said, I need to rework the vocabulary list because it took the kids a lot longer to copy the definitions than I had planned and we needed to move on in the interest of time. The classroom teacher agreed it would be better to make the lists easier, so that’s an assignment for me before Lesson 2. I also need to rethink the exit tickets and make them shorter. I don’t want to spend too much of the lesson (10 minutes or more) working on them when we can be actively learning instead! Even the more academically advanced students needed a lot of time to finish the exit tickets. I want to get the information I need in a short amount of time, so that will be reworked for Lesson 2 as well.

Data Analysis:

2a. Does the data show that the instructional objectives of the lesson were met?  Explain.

13 of 16 students were able to define at least two new vocabulary words. Some others wrote “I don’t know” and I think they were confused by the other pre-assessment questions where I said that was an acceptable answer. I need to think about making the instructions clearer
12 of 16 students could name Abenaki and understand they are the indegenous Native American tribe of New Hampshire. Considering no one knew this on the pre-assessment, I’ll call it a win. I also want to add that some of these students were pulled during the class for services, such as OT and Title I reading support. They therefore missed a lot of the lesson and returned at the end for the assessment
All of the students participated in some way during the lesson, whether in the group work, reading the textbook aloud for the class, asking questions or providing comments. The students were engaged and enjoyed themselves!

2b. Show the data you have that demonstrates general patterns of student responses (errors, skills and understandings) from this lesson.

All of the data is kept on this spreadsheet:
https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing

INTERMEDIATE LEVEL REFLECTIONS

Data Analysis (cont):

2c. What evidence of subgroup or individual patterns in relation to the learning objective can be identified?

Most of the students took away some new vocabulary words and were introduced to the Abenaki tribe. I created this first lesson as an introduction and foundation for the upcoming three lessons, when will go into more details about the Abenaki, such as homes, hunting and culture. That said, I need to be wary of cramming too much information and too many activities into one lesson, because less might be more and I want to give time to let the students work thoroughly and digest all of the new information that is being given to them.

3. Lesson Adjustments: What is your plan for improving student understanding of the objective in the next lesson based on student generated work during this lesson?

I need to tweak our running vocabulary list and make it easier and more efficient to complete. I need to do the same for the Exit Ticket and Pre-Assessment Google Forms. In general, I also want to add less activities to the lesson so we have more time to talk about each one in greater depth.

GSC Universal Lesson Plan Template 2

Aligned with the TCAP Process and the GSC Lesson Observation Feedback Tool

You will need to make a copy of this google doc  before editing.

Lesson Plan Instructions: Teacher candidates will be scored on lesson plan items according to the level of the course being taken.  As candidates move from introductory level coursework to intermediate and advanced level coursework, the criteria & reflections are cumulative. When candidates reach advanced level courses, all lesson plan items are expected of the candidate.

*Note: Advanced certifications (AE, BVI, DHH, RWS, RWT, & DLS) require all lesson plan criteria at all course levels and must complete the entire form.

Teacher Candidate: Rachel Gourvitz | Certification Program: EE/GSE
Term: Winter 2022 | Location and Grade Level of Lesson: Abbot Downing in Concord, 4th Grade
Course: 702 | Course Level: Intermediate
Instructor: Darci Militello | FPF: Deborah Kolling
Individual Lesson |
| Small Group |
| Whole Group | x | Lesson # (if part of a sequence):  2

INTRODUCTORY LEVEL COMPONENTS(items 1-4d)

1.  Measurable Goals/Objectives:

1a.  State the Common Core State Standard(s), Curricular Goal(s) or IEP Goal(s) (if lesson includes GSE students) that this lesson targets.

SS: HI:4 Demonstrate an understanding of the changings forms of production, distribution and consumption of goods and services over time

If applicable, what are students’ related I.E.P. goals?

Some of the students in the class struggle with handwriting, attention and reading comprehension. That is why I plan to use various methods - such as a video, illustrations and group work - that will allow them to provide evidence of their learning without being hindered by frustration.

1b. Consider what you would like your students to know or be able to do by the end of this lesson.  Write this learning objective in specific and measurable terms.

By the end of the lesson, 100% students will correctly answer 2 questions about the Abenaki’s use of nature in their everyday lives (via the Exit Ticket Google Form) and illustrate at least two things that we use today that are created from nature.

1c. Essential Questions:   Consider the big idea/purpose of this lesson that can be transferred to other contexts.  What big understanding or essential question does this lesson target?

How did Native Americans use nature in their everyday lives?

2. Prior Evidence & Baseline Data:

2a.  Preassessment Data:  Show the pretest data you have gathered as evidence that the learning objective selected for this lesson is appropriate.  If this lesson is part of a series, assessment data from the lesson prior may be used as pretest/baseline data.

I will be asking the students to complete a Google Form during the previous lesson. That data will be compiled into a spreadsheet. The questions are:
Can you define wigwams, longhouses and saplings? Why do you think water and wood were important to the location of an Abenaki village? In the future, it will be “What are ways the Abenaki use nature in their everyday lives?”
Can you define “mortar and pestle” and moccasin?What are some types of foods that the Abenaki people ate?
The answers will be recorded in a spreadsheet:https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing

2b.  Analysis of Data:  What patterns, and/or concerns can you identify from your pretest and classroom data?  If this lesson is part of a sequence, be sure to analyze the data you gathered in the previous lesson.  How does this data influence this lesson plan?

7 of 16 students had a basic idea of why the Abenakis would choose to live near water, such as drinking water. However there are other reasons, such as fishing and travel, that they can learn
5 of 16 students shared some foods that the Abebaki might hunt to eat, such as deer or other animals. 1 wrote fish. We can focus on the growing and eating of seasonal vegetables

2c  Professional Learning Network Input:  Bring the baseline data analysis and your lesson objective to your PLN.  Record what resources you have engaged (people, on-line, specialists, teachers, literature, etc.) in reference to this lesson and what they have contributed to your lesson planning.

The textbook New Hampshire, Our Home
You Tube video: https://indigenousnh.com/2021/07/02/the-building-of-a-wigwam/
Speaking with the classroom teacher and other colleagues at the school where I work

3. Formative & Summative Assessment s:

3a. How will you know if students have mastered the lesson objective?  Describe assessment (exit ticket or activity) you will use at the end of this lesson to determine students’ progress toward meeting the lesson objective.  This assessment must directly target the objective of this lesson. *Include a copy of any written formative or summative assessments you will use.

I will keep a spreadsheet of each student and record if they a) successfully completed their exit ticket questionnaire (2 out of 2 questions correctly) b) oral participation during the class - either aloud or in their groups and/or c) completed the artistic activity during the lesson. The exit ticket questionnaire will be the same questions that the students completed during their lesson pre-assessment. That way, both the student and I can actively see what they learned.
https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing

3b.  How will you organize the data from your informal and formal assessments to identify patterns of student responses (errors, skills, understandings) in relation to the learning objective?  Show how you will record your informal data throughout the lesson (checklists, graph, anecdotal notes, etc.)

There will be spreadsheet created based on the observations taken during the lesson and their answers on their exit ticket and artistic activity
https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing

4. Instruction and Activities:

4a. Aligned Resources :  Clearly and briefly describe the learning materials you will need to teach this lesson.  If applicable, outline what technology you will use in the lesson and for what purpose.  Cite using APA and/or include the URL if applicable.

You Tube video on building wigwamshttps://indigenousnh.com/2021/07/02/the-building-of-a-wigwam/
Chrome book and white board to project video and Google slideshow
The vocabulary list they’ve been creating
Students will need pencils, paper and drawing materials such as markers or colored pencils. They will also need their chromebooks for the “exit ticket” portion of the lesson
Spreadsheet on clipboard to record student participation

4b. Systematic Introduction of Lesson (Anticipated Length______):

During this portion of the lesson you should communicate the objective of the lesson, target students’ interests, spark their prior knowledge, and/or otherwise engage the students in the lesson.  Include how you plan to communicate and display your lesson objective.

Connect laptop with the Smart Board and start the Google Slideshow. (Less than five minutes)
“Big Question” will be written on the board: How did the Abenakis use nature in their everyday lives?
I will ask students to think about why people choose to live in certain areas, such as New Hampshire or New York City? What is important to people about finding an area in which to settle? What do people look for in their communities and/or homes?

4c. Systematic Body of Lesson (Anticipated Length______):  What opportunities will you facilitate to help students learn/practice the objective.  Consider using appropriate continuous teaching components such as modeling, guided practice, questioning, independent practice, monitoring and feedback, scaffolding, and differentiated instruction.  Intermediate and Advanced level candidates: be sure to incorporate higher order thinking and consider depth of knowledge.

Forty minutes:
Review a Google Slideshow of main points from the textbook (taken from pages 62 -67) and discuss as a class: https://docs.google.com/presentation/d/1y2UX1m9A8RRhGtFFLdkNtO4cgxN2UbyKL4yGxt-HuT8/edit?usp=sharing
The whole class will brainstorm a list of natural materials we use today and then each student will think about how they use those personally - draw a picture of one item, such as their house that is made from wood or the rubber on their car tires and include a caption
If extra time, short video on building a wigwam:https://indigenousnh.com/2021/07/02/the-building-of-a-wigwam/

4d. Systematic Closing of Lesson (Anticipated Length______): How will you pull the lesson together to conclude this segment?  What strategies/activities/approaches will you use?  Be sure to restate the objective and include time for your lesson assessment.

How did Native Americans use nature in their everyday lives?
Less than ten minutes:
Students will complete their exit ticket assignment and pre-assessment Google Form for the next day. Exit ticket question: 1) Water, wood and other natural materials were important to the location of an Abenaki village. List at least two ways the Abenakis used these materials. 2) Tick off the words that were new to you today: wigwam, longhouse, sapling, breech cloth and moccasin

INTERMEDIATE LEVEL COMPONENTS(items 1-6a)

5. Academic Language:

5a.  Academic Language:  List the vocabulary clusters targeted in this lesson.  What words/phrases will your students need to be fluent with in order to be successful in this lesson?  Include both CONTENT and PROCESS words/phrases related to your lesson and consider dividing the terms into these two groups.

Content vocabulary:wigwams, longhouses, saplings , breech cloth and moccasin
No process words

5b.  Scaffolding Academic Language:  Consider the needs of the students in this class.  Articulate how you will scaffold instruction of these vocabulary clusters to support special education and other students’ academic language proficiency.

We will discuss new vocabulary in three ways: reading from the textbook, talking about each word as a class and then asking for a student to offer a new sentence with that word. This tri-fold approach should help students who struggle with reading comprehension and fluency. It’s also why we are reading the textbook aloud as a class, rather than asking each student to read the pages on their own and independently

6.  Proactive Considerations:

6a.  Proactive Considerations: Considering the activities you have planned and what you know about your students, describe contingency points in the lesson where you might be flexible in your approach in response to student needs (insufficient/extra time, absences, disposition of students, general lack of understanding evident, technology malfunction).

Group work and collective classroom brainstorming will help students who often feel “stuck” at the beginning and need a little push to get going
Offering Google Forms and typing for students who struggle with handwriting
The students will also get extra time the next morning during “Morning Work” if they need to finish their activities
I’m normally the classroom assistant/paraprofessional in the class, but the teacher and I switch roles during my lesson so that she can assist the students who need extra help
Bonus activity for students who want more work: Answer the “Creative Abernaki” question on page 67

REFLECT & GROW

Within 48 hours of teaching a lesson, complete this lesson reflection by answering the following questions.

Use formative and/or summative student data to support your claims.

INTRODUCTORY LEVEL REFLECTIONS

Reflection:

1.  Reflect on the execution of the lesson, considering the process, pacing, transitions, and classroom climate.  What might be a focus area in a future lesson?

The students enjoyed the lesson. They seemed engaged and participated. As could’ve been predicted, they especially enjoyed the video and drawing sections. All of the students, except for one, participated in some way during the lesson.
Technology worked against me, as my computer was having problems. Luckily, my classroom teacher let me borrow her computer. I will now print my Google Slide Show as a back-up for future lessons

Data Analysis:

2a. Does the data show that the instructional objectives of the lesson were met?  Explain.

Overall, yes. Every student, except for 1, received 2/2 on their exit ticket assessments. One student didn’t submit his exit ticket. I am unsure as to why and need to follow-up with him.
Every student met the expectations for the artistic activity and three even exceeded expectations. All of the students, except for 1, participated in the lesson either by reading from the slides, asking questions or making comments.

2b. Show the data you have that demonstrates general patterns of student responses (errors, skills and understandings) from this lesson.

https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing
I also kept a check-list during the lesson and noted when students participated. Here’s an example of one’s student’s artistic activity:

INTERMEDIATE LEVEL REFLECTIONS

Data Analysis (cont):

2c. What evidence of subgroup or individual patterns in relation to the learning objective can be identified?

Overall, the students learned from the lesson. They successfully completed their assignments based on my set standards and seemed engaged. I’m glad that I simplified the “exit ticket” form after Lesson 1 because it made it easier for them to understand and complete.

3. Lesson Adjustments: What is your plan for improving student understanding of the objective in the next lesson based on student generated work during this lesson?

If I had more time, I would ask students to draw something we use today from nature (such as rubber tires on cars) and something that Abenaki only used before the Europeans arrived (such as moose hide on wigwams). I think that compare/contrast activity would further reinforce how both of our cultures use nature but in different ways

GSC Universal Lesson Plan Template 3

Aligned with the TCAP Process and the GSC Lesson Observation Feedback Tool

You will need to make a copy of this google doc  before editing.

Lesson Plan Instructions: Teacher candidates will be scored on lesson plan items according to the level of the course being taken.  As candidates move from introductory level coursework to intermediate and advanced level coursework, the criteria & reflections are cumulative. When candidates reach advanced level courses, all lesson plan items are expected of the candidate.

*Note: Advanced certifications (AE, BVI, DHH, RWS, RWT, & DLS) require all lesson plan criteria at all course levels and must complete the entire form.

Teacher Candidate: Rachel Gourvitz | Certification Program: EE/GSE
Term: Winter 2022 | Location and Grade Level of Lesson: Abbot Downing, Concord. 4th Grade
Course: Edu 702 | Course Level: Intermediate
Instructor: Darci Militello | FPF: Deborah Kolling
Individual Lesson |
| Small Group |
| Whole Group | x | Lesson # (if part of a sequence):  3

INTRODUCTORY LEVEL COMPONENTS(items 1-4d)

1.  Measurable Goals/Objectives:

1a.  State the Common Core State Standard(s), Curricular Goal(s) or IEP Goal(s) (if lesson includes GSE students) that this lesson targets.

SS: HI:4 Demonstrate an understanding of the changings forms of production, distribution and consumption of goods and services over time

If applicable, what are students’ related I.E.P. goals?

1b. Consider what you would like your students to know or be able to do by the end of this lesson.  Write this learning objective in specific and measurable terms.

By the end of lesson 3, all students will list at least 2 types of foods that the Abenaki ate and a method by which they gathered food, with 100% accuracy as measured by an exit ticket.

1c. Essential Questions:   Consider the big idea/purpose of this lesson that can be transferred to other contexts.  What big understanding or essential question does this lesson target?

What was life like for NH’s Native Americans?

2. Prior Evidence & Baseline Data:

2a.  Preassessment Data:  Show the pretest data you have gathered as evidence that the learning objective selected for this lesson is appropriate.  If this lesson is part of a series, assessment data from the lesson prior may be used as pretest/baseline data.

The students will complete a Google Form two days before and answer the following questions:
What are some types of foods that the Abenaki people ate? How did they gather that food?
The answers will be compiled on a spreadsheet and used to inform the lesson

2b.  Analysis of Data:  What patterns, and/or concerns can you identify from your pretest and classroom data?  If this lesson is part of a sequence, be sure to analyze the data you gathered in the previous lesson.  How does this data influence this lesson plan?

It looks like 5 out of 16 students had an idea that the Abenaki ate animals and fish. None of them mentioned vegetables that could be gardened and harvested. This was good news for me because it meant we have a lot to learn!

2c  Professional Learning Network Input:  Bring the baseline data analysis and your lesson objective to your PLN.  Record what resources you have engaged (people, on-line, specialists, teachers, literature, etc.) in reference to this lesson and what they have contributed to your lesson planning.

I got the textbook New Hampshire, Our Home  from the classroom teacher
I found the play that we will read as a class from “Teachers Pay Teachers”:Gluscabi and His Magic Game Bag
I spoke to other 4th grade teachers at my school and they gave advice as well
The Google Form was suggested to me by a GSC colleague on the forum

3. Formative & Summative Assessment s:

3a. How will you know if students have mastered the lesson objective?  Describe assessment (exit ticket or activity) you will use at the end of this lesson to determine students’ progress toward meeting the lesson objective.  This assessment must directly target the objective of this lesson. *Include a copy of any written formative or summative assessments you will use.

The students will complete two activities:
The first will involve writing about a special food or food gathering (hunting, gardening) they do with their family or share a recipe that’s important to your family via Google Docs
The second wll be an “exit ticket” Google Form that includes the pre-assessment question from two lessons ago: What are two types of foods that the Abenaki people ate and at least one way they got them? Check off the vocabulary words that were new to you today

3b.  How will you organize the data from your informal and formal assessments to identify patterns of student responses (errors, skills, understandings) in relation to the learning objective?  Show how you will record your informal data throughout the lesson (checklists, graph, anecdotal notes, etc.)

I will keep a spreadsheet of each student and record if they a) successfully completed their exit ticket questionnaire (2 out of 2 questions correctly) b) oral participation during the class and/or c) completed the artistic activity during the lesson. The exit ticket questionnaire will be the same questions that the students completed during their lesson pre-assessment. That way, both the student and I can actively see what they learned.
https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing

4. Instruction and Activities:

4a. Aligned Resources :  Clearly and briefly describe the learning materials you will need to teach this lesson.  If applicable, outline what technology you will use in the lesson and for what purpose.  Cite using APA and/or include the URL if applicable.

Baker, Julie. New Hampshire, Our Home. Gibbs Smith Education. 2010
McCullough, LE. Gluscabi and His Magic Game Bag. Plays of America from American Folklore, Vol. 1. 1996
Students need their chromebooks and internet
Pencil and paper for their running vocabulary lists
Clipboard, pen and spreadsheet to keep notes while students work

4b. Systematic Introduction of Lesson (Anticipated Length______):

During this portion of the lesson you should communicate the objective of the lesson, target students’ interests, spark their prior knowledge, and/or otherwise engage the students in the lesson.  Include how you plan to communicate and display your lesson objective.

Less than five minutes and “hook”:
On the board: Aim: to learn about the foods the Abenaki people at and how they got it
Start by talking about different foods for different cultures, such as rice in Chinese culture or fish in Greek culture. Ask students for examples and talk about how the food you eat is tied to your geographic location, like lobsters in Maine. Show them the “mortar and pestle” from home

4c. Systematic Body of Lesson (Anticipated Length______):  What opportunities will you facilitate to help students learn/practice the objective.  Consider using appropriate continuous teaching components such as modeling, guided practice, questioning, independent practice, monitoring and feedback, scaffolding, and differentiated instruction.  Intermediate and Advanced level candidates: be sure to incorporate higher order thinking and consider depth of knowledge.

About forty minutes:
Review quick Google Classroom slideshttps://docs.google.com/presentation/d/1bmf3XitkrxANL5XKGXhQvUxTqFGqfAakL_yfekygLLE/edit?usp=sharing
Read a quick except from the play Gluscabi and His Magic Bag. Spend five minutes or less talking about what we can infer about hunting and nature and the Abenaki from the play. Questions that were asked:
How can we summarize the main points of this excerpt?Why should man limit the number of animals he hunts?What role does respect play between man and the hunting of animals?How can we relate the moral of this story to today’s climate change concerns? What lessons can use in our lives with respect to nature and the use of natural resources?
Give children assignments on their chrome books to create a Google Doc and share a way they have gathered food in their families - like hunting or gardening - or a recipe they cook as a family and is meaningful to them. They can include a photo image as well
Bonus activity for students who want more work: Answer the “snowshoe” question on page 64 and picture question on page 65 of the textbook

4d. Systematic Closing of Lesson (Anticipated Length______): How will you pull the lesson together to conclude this segment?  What strategies/activities/approaches will you use?  Be sure to restate the objective and include time for your lesson assessment.

What type of foods did the Abenakis eat and how did they get them?
Five minutes: Students complete their exit ticket and “pre-assessment” for the next lesson. Exit ticket question: What are some types of foods that the Abenaki people ate? List at least two new vocabulary words that you added to your list
Pre-Assessment: 1) Can you define shaman, traditions and/or morals? 2) How did the Abenaki have fun and socialize?

INTERMEDIATE LEVEL COMPONENTS(items 1-6a)

5. Academic Language:

5a.  Academic Language:  List the vocabulary clusters targeted in this lesson.  What words/phrases will your students need to be fluent with in order to be successful in this lesson?  Include both CONTENT and PROCESS words/phrases related to your lesson and consider dividing the terms into these two groups.

Content: “mortar and pestle” and weirs
Process: role playing

5b.  Scaffolding Academic Language:  Consider the needs of the students in this class.  Articulate how you will scaffold instruction of these vocabulary clusters to support special education and other students’ academic language proficiency.

We will discuss new vocabulary in three ways: reading from the textbook, talking about each word as a class and then asking for a student to offer a new sentence with that word. This tri-fold approach should help students who struggle with reading comprehension and fluency. It’s also why we are reading the textbook aloud as a class, rather than asking each student to read the pages on their own and independently

6.  Proactive Considerations:

6a.  Proactive Considerations: Considering the activities you have planned and what you know about your students, describe contingency points in the lesson where you might be flexible in your approach in response to student needs (insufficient/extra time, absences, disposition of students, general lack of understanding evident, technology malfunction).

Some of the students struggle with handwriting and reading comprehension, which is why all of the reading will be done aloud and assignments will be able to be answered by typing. However I will bring a print-out of the Exit Ticket questionnaire if there’s a technology problem
Group work helps some of the student comprehend material better, which is I am incorporating that into the lesson
The students will also get extra time the next morning during “Morning Work” if they need to finish their activities
I’m normally the classroom assistant/paraprofessional in the class, but the teacher and I switch roles during my lesson so that she can assist the students who need extra help
I will bring a typed version of the Exit Ticket if the internet is down

REFLECT & GROW

Within 48 hours of teaching a lesson, complete this lesson reflection by answering the following questions.

Use formative and/or summative student data to support your claims.

INTRODUCTORY LEVEL REFLECTIONS

Reflection:

1.  Reflect on the execution of the lesson, considering the process, pacing, transitions, and classroom climate.  What might be a focus area in a future lesson?

Similarly to the previous lessons, the children were engaged and enjoyed themselves. We mixed up the activities and they enjoyed watching their classmates in a play and working on their Google Docs about food and personal recipes. The kids got a bit chatty at the end so I wonder if we needed more than one “turn and talk” or opportunities to move. I decided to let them chat with their table towards the end if they got their Google Docs completed. They did!
I wish I had a little more time for the Exit Ticket because two students didn’t complete theirs. I wanted to give the students more time for their Google Docs. I need to think about how much time I can reasonably allot for each activity.

Data Analysis:

2a. Does the data show that the instructional objectives of the lesson were met?  Explain.

Only one student failed to meet the requirements of his Google Doc activity. I think he would’ve finished if he had more time. It took him a while to get going. If I was the normal classroom teacher, I’d encourage him to finish during Morning Work and will ask his teacher if he can.
17 out of 20 students got a 2/2 on their Exit Ticket Google Forms. I’m pleased with that score! One student had stepped out of the room to go with his reading teacher, and two didn’t submit because they ran out of time.

2b. Show the data you have that demonstrates general patterns of student responses (errors, skills and understandings) from this lesson.

https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing

INTERMEDIATE LEVEL REFLECTIONS

Data Analysis (cont):

2c. What evidence of subgroup or individual patterns in relation to the learning objective can be identified?

The students enjoy Social Studies, especially when they can relate the topic to their own lives and share about themselves. They learned some of the basic facts - new vocabulary words and facts about Abenaki hunting and eating - while also relating those facts to their own lives and customs.

3. Lesson Adjustments: What is your plan for improving student understanding of the objective in the next lesson based on student generated work during this lesson?

I could change the Google Doc assignment for kids who want more. They can talk about an Abenaki food custom and then how it compares and contrasts to one of their own.

GSC Universal Lesson Plan Template 4

Aligned with the TCAP Process and the GSC Lesson Observation Feedback Tool

You will need to make a copy of this google doc  before editing.

Lesson Plan Instructions: Teacher candidates will be scored on lesson plan items according to the level of the course being taken.  As candidates move from introductory level coursework to intermediate and advanced level coursework, the criteria & reflections are cumulative. When candidates reach advanced level courses, all lesson plan items are expected of the candidate.

*Note: Advanced certifications (AE, BVI, DHH, RWS, RWT, & DLS) require all lesson plan criteria at all course levels and must complete the entire form.

Teacher Candidate: Rachel Gourvitz | Certification Program: EE/GSE
Term: Winter 2022 | Location and Grade Level of Lesson:
Course: Edu 702 | Course Level: Intermediate
Instructor: Darci Militello | FPF: Deborah Kolling
Individual Lesson |
| Small Group |
| Whole Group | x | Lesson # (if part of a sequence):  4

INTRODUCTORY LEVEL COMPONENTS(items 1-4d)

1.  Measurable Goals/Objectives:

1a.  State the Common Core State Standard(s), Curricular Goal(s) or IEP Goal(s) (if lesson includes GSE students) that this lesson targets.

SS:HI:2. Demonstrate an understanding of events, actions and our nation in relation to other peoples and governments over time

If applicable, what are students’ related I.E.P. goals?

Some of the students in the class struggle with handwriting, attention and reading comprehension. That is why I plan to use various methods - such as a video, illustrations and group work - that will allow them to provide evidence of their learning without being hindered by frustration.

1b. Consider what you would like your students to know or be able to do by the end of this lesson.  Write this learning objective in specific and measurable terms.

By the end of this lesson, students will be able to list at least two cultural aspects of the Abenaki’s way of life, such as games, storytelling etc

1c. Essential Questions:   Consider the big idea/purpose of this lesson that can be transferred to other contexts.  What big understanding or essential question does this lesson target?

What was life like for Native Americans in NH?

2. Prior Evidence & Baseline Data:

2a.  Preassessment Data:  Show the pretest data you have gathered as evidence that the learning objective selected for this lesson is appropriate.  If this lesson is part of a series, assessment data from the lesson prior may be used as pretest/baseline data.

At the end of the previous lesson, students completed a pre-assessment on a Google Form. There were two questions:
Can you define shaman, ceremonies, traditions and morals?How did the Abenaki have fun and socialize?

2b.  Analysis of Data:  What patterns, and/or concerns can you identify from your pretest and classroom data?  If this lesson is part of a sequence, be sure to analyze the data you gathered in the previous lesson.  How does this data influence this lesson plan?

The class submitted a two question pre-assessment during lesson 3. Only 1 of 18 could define one of the vocabulary words I plan to teach. She knew moral, but couldn’t define shaman or traditions. 1 of 18 could tell me how the Abenaki enjoyed themselves and socialized and suggested music. I am happy with this data because it shows they have a lot to learn during tomorrow’s lesson!
https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing

2c  Professional Learning Network Input:  Bring the baseline data analysis and your lesson objective to your PLN.  Record what resources you have engaged (people, on-line, specialists, teachers, literature, etc.) in reference to this lesson and what they have contributed to your lesson planning.

I got the textbook New Hampshire, Our Home  from the classroom teacher
The book Thirteen Moons on Turtle’s Back was given to me by a school colleague
The story “How Gluskabe Changed Maple Syrup” was given to me by a school colleague
The Google Form was suggested to me by a GSC colleague on the forum
Crossword for the classroom game: https://moose.nhhistory.org/https://moose.nhhistory.org/Moose/media/Default/Documents%20and%20PDFs/Unit-2-docs/U2-8_Activity_Crossword.pdf

3. Formative & Summative Assessment s:

3a. How will you know if students have mastered the lesson objective?  Describe assessment (exit ticket or activity) you will use at the end of this lesson to determine students’ progress toward meeting the lesson objective.  This assessment must directly target the objective of this lesson. *Include a copy of any written formative or summative assessments you will use.

By the end of the lesson, all students will be able to define at least 1 new vocab word, and list at least 2 cultural aspects of the Abenaki tribe with 100% accuracy as measured by an exit ticket.  I will also keep a spreadsheet of each student and record if they a) successfully completed their exit ticket questionnaire (2 out of 2 questions correctly) b) oral participation during the class - either aloud or in their groups and/or c) completion of the crossword activity during the lesson with their group

3b.  How will you organize the data from your informal and formal assessments to identify patterns of student responses (errors, skills, understandings) in relation to the learning objective?  Show how you will record your informal data throughout the lesson (checklists, graph, anecdotal notes, etc.)

I will keep a spreadsheet of each student and record if they a) successfully completed their exit ticket questionnaire (2 out of 2 questions correctly) b) oral participation during the class - either aloud or in their groups and/or c) completed the artistic activity during the lesson. The exit ticket questionnaire will be the same questions that the students completed during their lesson pre-assessment. That way, both the student and I can actively see what they learned.
https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing

4. Instruction and Activities:

4a. Aligned Resources :  Clearly and briefly describe the learning materials you will need to teach this lesson.  If applicable, outline what technology you will use in the lesson and for what purpose.  Cite using APA and/or include the URL if applicable.

Baker, Julie. New Hampshire, Our Home. Gibbs Smith Education. 2010
Crossword from “Moose on the Loose” website and five sets of dicehttps://moose.nhhistory.org/Moose/media/Default/Documents%20and%20PDFs/Unit-2-docs/U2-8_Activity_Crossword.pdf
Students need their chromebooks to complete the exit activity
Writing tools for the crossword
Running glossary list and pencil to add to it
Spreadsheet on clipboard with pencil to add notes about students during the lesson
Book Thirteen Moons on Turtle’s Back to read aloud to the class
Story “How Gluskabe Changed Maple Syrup” to read aloud to the class

4b. Systematic Introduction of Lesson (Anticipated Length______):

During this portion of the lesson you should communicate the objective of the lesson, target students’ interests, spark their prior knowledge, and/or otherwise engage the students in the lesson.  Include how you plan to communicate and display your lesson objective.

Less than five minutes:
Have the main question on the board: “What were some of the cultural aspects of the Abernaki way of life?”  Ask the students to define culture and ask about some aspects and examples of American culture, such as hamburgers, “rock and roll,” and/or certain types of cars or games like football and the recent “Superbowl”

4c. Systematic Body of Lesson (Anticipated Length______):  What opportunities will you facilitate to help students learn/practice the objective.  Consider using appropriate continuous teaching components such as modeling, guided practice, questioning, independent practice, monitoring and feedback, scaffolding, and differentiated instruction.  Intermediate and Advanced level candidates: be sure to incorporate higher order thinking and consider depth of knowledge.

Ask students to take turns and read aloud from the Google Slides
https://docs.google.com/presentation/d/1f8TWFk2SxwLwgxpprrvEgBRgqzyFKenHJBXWRlNoLdE/edit?usp=sharing
Have each student add to their running list: shaman, traditions and morals
Read excerpts from Thirteen Moons on Turtle’s Back to the kids and ask the questions on yellow post-its in the book. Specifically, two poems and then the children are asked to guess which season is being defined by using clues and words from the poems.
Read the story “How Gluskabe Changed Maple Syrup” to the class and have the kids do a “turn and talk” to discuss the moral of the story. Then share opinions with the class.
Quick video on Abenaki New Year ceremony: https://www.mynbc5.com/article/abenaki-celebrate-traditional-new-year-ceremony/30340257
Play the “crossword game” as a class. Each table gets a set of dice. Each child at the table gets a number, like “three” and a copy of the crossword (https://moose.nhhistory.org/Moose/media/Default/Documents%20and%20PDFs/Unit-2-docs/U2-8_Activity_Crossword.pdf)  If “three” is rolled then the child with the corresponding number at the table gets a turn to answer the crossword question for the table. If the student doesn’t know the answer, or feels too pressured, they can pass. Have the table play the game until the sheet is completed. Should take around 10 minutes or so
If students finish early, they can read about “Vision Quest” on page 70 and think about who their “spirit animal” would be and why. They can draw a picture or write a few sentences to explain their choice

4d. Systematic Closing of Lesson (Anticipated Length______): How will you pull the lesson together to conclude this segment?  What strategies/activities/approaches will you use?  Be sure to restate the objective and include time for your lesson assessment.

What were some cultural aspects of the Abenaki way of life?
Students complete their “exit ticket” via a Google Form. The questions are:
Name two ways the Abenaki people had fun and socialized together. List and define at least one vocabulary word that you learned from this lesson.
This form will also have a pre-assessment question for the following day’s lesson:What are some similarities between our modern day culture and that of the Abenaki people?
Also make sure to tell them about the “Snow Snake” activities that are taking place at the Mt Kearsarge Museum on 2/26. Open to kids

INTERMEDIATE LEVEL COMPONENTS(items 1-6a)

5. Academic Language:

5a.  Academic Language:  List the vocabulary clusters targeted in this lesson.  What words/phrases will your students need to be fluent with in order to be successful in this lesson?  Include both CONTENT and PROCESS words/phrases related to your lesson and consider dividing the terms into these two groups.

Content: shaman, traditions and morals
Process: deduce

5b.  Scaffolding Academic Language:  Consider the needs of the students in this class.  Articulate how you will scaffold instruction of these vocabulary clusters to support special education and other students’ academic language proficiency.

We will discuss new vocabulary in three ways: reading from the textbook, talking about each word as a class and then asking for a student to offer a new sentence with that word. This tri-fold approach should help students who struggle with reading comprehension and fluency. It’s also why we are reading the textbook aloud as a class, rather than asking each student to read the pages on their own and independently

6.  Proactive Considerations:

6a.  Proactive Considerations: Considering the activities you have planned and what you know about your students, describe contingency points in the lesson where you might be flexible in your approach in response to student needs (insufficient/extra time, absences, disposition of students, general lack of understanding evident, technology malfunction).

Some of the students struggle with handwriting and reading comprehension, which is why all of the reading will be done aloud and assignments will be able to be answered by typing
Some of the students have more success doing group work, which is why that is built into the lesson
The students will also get extra time the next morning during “Morning Work” if they need to finish their activities
I’m normally the classroom assistant/paraprofessional in the class, but the teacher and I switch roles during my lesson so that she can assist the students who need extra help
I will bring a written copy of the “Exit Ticket” questionnaire if technology fails

REFLECT & GROW

Within 48 hours of teaching a lesson, complete this lesson reflection by answering the following questions.

Use formative and/or summative student data to support your claims.

INTRODUCTORY LEVEL REFLECTIONS

Reflection:

1.  Reflect on the execution of the lesson, considering the process, pacing, transitions, and classroom climate.  What might be a focus area in a future lesson?

The classroom climate was pretty bad because we had a student who had terrible behavior and we needed to evacuate. (She didn’t want to leave for her OT appt that was happening during my lesson.) Her regular classroom teacher couldn’t get her to calm down, nor could her SPED teacher, so I don’t think I can take responsibility for that issue. That said, we managed to get the kids into the hallway, keep them calm, engaged and I taught in the hallway for about ten minutes. Everyone participated and seemed to enjoy the lesson. That other student eventually returned, we re-entered the classroom and we all kept going pretty unphased, considering all that had happened.
The power went out for a few minutes during the lesson as well, but we managed to work through it.
Despite all of those struggles, I’d call the lesson a success. The classroom teacher said I remained very calm and professional during all of the chaos. I learned that you need to be prepared for every situation and that the “show must go on.”

Data Analysis:

2a. Does the data show that the instructional objectives of the lesson were met?  Explain.

Yes and no. I know that a lot of the students learned during the lesson but my Exit Ticket Goofle Form was difficult for them. Many of them were confused by the question and didn’t understand the word “aspect.” They therefore couldn’t answer the question and many didn’t think to ask. In the future, I will read the instructions aloud and see if we need clarification.
That said, everyone participated during the lesson and completed the crossword puzzle.

2b. Show the data you have that demonstrates general patterns of student responses (errors, skills and understandings) from this lesson.

https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing

INTERMEDIATE LEVEL REFLECTIONS

Data Analysis (cont):

2c. What evidence of subgroup or individual patterns in relation to the learning objective can be identified?

100% of the students learned new vocabulary words from the lesson
10 out of 18 got 2/2 in the Exit Ticket. Unfortunately I think that was due to the wording of the assessment versus what they actually learned. All of the students were engaged and participated during the lesson

3. Lesson Adjustments: What is your plan for improving student understanding of the objective in the next lesson based on student generated work during this lesson?

I need to keep working on my Exit Ticket assessments. Use simple vocabulary and make sure to review the directions aloud as a class
I also need to make sure the kids are familiar with the tasks I ask them to do. Most of the kids didn’t know how to complete a crossword puzzle so we decided to complete it together as a class, after I explained how a crossword puzzle works and gave them one example.

GSC Universal Lesson Plan Template 5

Aligned with the TCAP Process and the GSC Lesson Observation Feedback Tool

You will need to make a copy of this google doc  before editing.

Lesson Plan Instructions: Teacher candidates will be scored on lesson plan items according to the level of the course being taken.  As candidates move from introductory level coursework to intermediate and advanced level coursework, the criteria & reflections are cumulative. When candidates reach advanced level courses, all lesson plan items are expected of the candidate.

*Note: Advanced certifications (AE, BVI, DHH, RWS, RWT, & DLS) require all lesson plan criteria at all course levels and must complete the entire form.

Teacher Candidate: Rachel Gourvitz | Certification Program: EE/GSE
Term: Winter 2022 | Location and Grade Level of Lesson: Abbot Downing, Concord. 4th Grade
Course: EDU 702 | Course Level: Intermediate
Instructor: Darci Militello | FPF: Deborah Kolling
Individual Lesson |
| Small Group |
| Whole Group | x | Lesson # (if part of a sequence): 5

INTRODUCTORY LEVEL COMPONENTS(items 1-4d)

1.  Measurable Goals/Objectives:

1a.  State the Common Core State Standard(s), Curricular Goal(s) or IEP Goal(s) (if lesson includes GSE students) that this lesson targets.

SS:HI:2. Demonstrate an understanding of events, actions and our nation in relation to other peoples and governments over time

If applicable, what are students’ related I.E.P. goals?

1b. Consider what you would like your students to know or be able to do by the end of this lesson.  Write this learning objective in specific and measurable terms.

By the end of lesson 5, students will be able to list and draw, with detail, three main facts about the Abenakis and get at least 75% correct on a vocabulary list Kahoot game

1c. Essential Questions:   Consider the big idea/purpose of this lesson that can be transferred to other contexts.  What big understanding or essential question does this lesson target?

How can we summarize some main points of information about the Abenaki people?

2. Prior Evidence & Baseline Data:

2a.  Preassessment Data:  Show the pretest data you have gathered as evidence that the learning objective selected for this lesson is appropriate.  If this lesson is part of a series, assessment data from the lesson prior may be used as pretest/baseline data.

At the end of the previous lessons, students completed a pre-assessment on a Google Form. There were two questions :
What are some similarities between our modern day culture and that of the Abenaki people? What is a Venn diagram?

2b.  Analysis of Data:  What patterns, and/or concerns can you identify from your pretest and classroom data?  If this lesson is part of a sequence, be sure to analyze the data you gathered in the previous lesson.  How does this data influence this lesson plan?

1 out of 17 students had heard of a Venn diagrams
7 out of 18 could list one point about Abenakis that we share in common with them. I’ve decided to change the focus of Lesson 5 and work on summarizing information and methods of sharing and communicating what we’ve learned

2c  Professional Learning Network Input:  Bring the baseline data analysis and your lesson objective to your PLN.  Record what resources you have engaged (people, on-line, specialists, teachers, literature, etc.) in reference to this lesson and what they have contributed to your lesson planning.

I got the textbook New Hampshire, Our Home and corresponding Teacher’s Guide  from the classroom teacher
I spoke to other 4th grade teachers at my school and they gave advice as well, such as how to create the Kahoot and what types of activities have worked in the past for their students
The Google Form was suggested to me by a GSC colleague on the forum
Kahoot is a game this class has played before and enjoyed
Recent Concord Monitor article on the Abenaki https://www.concordmonitor.com/The-descendants-of-Louis-and-Katherine-Watso-are-repairing-an--unbroken-chain-of-Abenaki-history-45095205?fbclid=IwAR34EJ1qz7or5LamRPvFKdyf08P2nqSHDtucbsvX0-86tfvZ7ssBLpMOIfU

3. Formative & Summative Assessment s:

3a. How will you know if students have mastered the lesson objective?  Describe assessment (exit ticket or activity) you will use at the end of this lesson to determine students’ progress toward meeting the lesson objective.  This assessment must directly target the objective of this lesson. *Include a copy of any written formative or summative assessments you will use.

By the end of the lesson, students will be expected to achieve at least 7 out of 9 correct on the Kahoot vocabulary game
They will also need to produce a three section drawing that illustrates, with accurate detail, three aspects of the Abenaki tribe: hunting/gathering, transportation or dress and a cultural aspect of their lives

3b.  How will you organize the data from your informal and formal assessments to identify patterns of student responses (errors, skills, understandings) in relation to the learning objective?  Show how you will record your informal data throughout the lesson (checklists, graph, anecdotal notes, etc.)

I will keep a spreadsheet of each student and record if they a) successfully completed their Kahoot requirements b) oral participation during the class - either aloud or in their groups and/or c) completed their drawing with the required detail and accuracy
https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing

4. Instruction and Activities:

4a. Aligned Resources :  Clearly and briefly describe the learning materials you will need to teach this lesson.  If applicable, outline what technology you will use in the lesson and for what purpose.  Cite using APA and/or include the URL if applicable.

The textbook: Baker, Julie. New Hampshire, Our Home. Gibbs Smith Education. 2010
Student needs their chromebooks, glossary lists, paper, pencils and coloring tools
Kahoot.com and PIN number
Teacher needs computer to run Kahoot and classroom smart board to project it
Spreadsheet with clipboard and pencil to take notes on students’ participation
Concord Monitor article print out: https://www.concordmonitor.com/The-descendants-of-Louis-and-Katherine-Watso-are-repairing-an--unbroken-chain-of-Abenaki-history-45095205?fbclid=IwAR34EJ1qz7or5LamRPvFKdyf08P2nqSHDtucbsvX0-86tfvZ7ssBLpMOIfU

4b. Systematic Introduction of Lesson (Anticipated Length______):

During this portion of the lesson you should communicate the objective of the lesson, target students’ interests, spark their prior knowledge, and/or otherwise engage the students in the lesson.  Include how you plan to communicate and display your lesson objective.

About ten minutes:Aim: To compare and contrast our modern lives with the Abenakis’ and summarize what we learned over the past four lessons.
Introduce the concept of a venn diagram and complete the three sections: unique to our modern world, things in common, unique to the Abernakis

4c. Systematic Body of Lesson (Anticipated Length______):  What opportunities will you facilitate to help students learn/practice the objective.  Consider using appropriate continuous teaching components such as modeling, guided practice, questioning, independent practice, monitoring and feedback, scaffolding, and differentiated instruction.  Intermediate and Advanced level candidates: be sure to incorporate higher order thinking and consider depth of knowledge.

About thirty minutes:
Give the students a good amount of time to draw a three section picture - general Aberbaki information, hunting/gathering or clothing, transportation or housing, cultural aspects. Students need to draw one picture per section and include a caption sentence. Spend the last five minutes and ask a few students to share with the class at the front of the room
During their drawing time, play a song that has Abernaki music on it but don’t show the video: https://www.youtube.com/watch?v=7DTTCYupRTw
If extra time, students can take a copy of the Concord Monitor article that I will provide. This article talks about contemporary Abenaki people and their place in society

4d. Systematic Closing of Lesson (Anticipated Length______): How will you pull the lesson together to conclude this segment?  What strategies/activities/approaches will you use?  Be sure to restate the objective and include time for your lesson assessment.

How can we summarize some main points of information about the Abenaki people and compare them with our lives?
About 15 minutes: Students will open Chromebooks and play Kahoot as a class. (They love this game.) The Kahoot will be created for Abernaki vocabulary and help cover the words they learned over the past few lessons

INTERMEDIATE LEVEL COMPONENTS(items 1-6a)

5. Academic Language:

5a.  Academic Language:  List the vocabulary clusters targeted in this lesson.  What words/phrases will your students need to be fluent with in order to be successful in this lesson?  Include both CONTENT and PROCESS words/phrases related to your lesson and consider dividing the terms into these two groups.

Process: Venn diagram, compare and contrast

5b.  Scaffolding Academic Language:  Consider the needs of the students in this class.  Articulate how you will scaffold instruction of these vocabulary clusters to support special education and other students’ academic language proficiency.

I will explain the use of a venn diagram, show one on the board and then we will complete one together as a class

6.  Proactive Considerations:

6a.  Proactive Considerations: Considering the activities you have planned and what you know about your students, describe contingency points in the lesson where you might be flexible in your approach in response to student needs (insufficient/extra time, absences, disposition of students, general lack of understanding evident, technology malfunction).

Some of the students struggle with handwriting and reading comprehension, which is why I’m using pictures as a means by which to communicate comprehension
Some of the students have more success doing group work, which is why that is built into the lesson
The students will also get extra time the next morning during “Morning Work” if they need to finish their activities
I’m normally the classroom assistant/paraprofessional in the class, but the teacher and I switch roles during my lesson so that she can assist the students who need extra help

REFLECT & GROW

Within 48 hours of teaching a lesson, complete this lesson reflection by answering the following questions.

Use formative and/or summative student data to support your claims.

INTRODUCTORY LEVEL REFLECTIONS

Reflection:

1.  Reflect on the execution of the lesson, considering the process, pacing, transitions, and classroom climate.  What might be a focus area in a future lesson?

As per the other lessons, I wish I would’ve given the students more time during the artistic portion of the lesson. Not all of them finished, and I think they would’ve if given a bit more time. I would’ve also asked them to complete during the next day’s “morning work” time but I knew a snow day was going to be called.
That said, they did really well during the Venn Diagram and Kahoot portions of the lesson. We added over 5 points to each section of the Venn Diagram and the class collectively got 93% on Kahoot. I couldn’t get individual scores for each student, but since I wanted them to get over 75%, I’ll call it a success. More specific data is on the spreadsheet.

Data Analysis:

2a. Does the data show that the instructional objectives of the lesson were met?  Explain.

2b. Show the data you have that demonstrates general patterns of student responses (errors, skills and understandings) from this lesson.

https://docs.google.com/spreadsheets/d/1Gmlf9EEBdIPc9faPcvRyAkBnvxZi_MP-B0QDB_lZk5k/edit?usp=sharing

INTERMEDIATE LEVEL REFLECTIONS

Data Analysis (cont):

2c. What evidence of subgroup or individual patterns in relation to the learning objective can be identified?

The 93% class average on Kahoot was very exciting to see. There were 9 vocabulary questions and the kids knew them. I was happy to see that they learned their related vocabulary terms over the past five lessons.
Though not everyone finished their artistic activity, all of the work was done correctly in the sense that their provided information was correct. No one included wrong information (such as food that the Abenaki didn’t eat). The work showed they each took away main points from the lessons and I was pleased.

3. Lesson Adjustments: What is your plan for improving student understanding of the objective in the next lesson based on student generated work during this lesson?

More time! If they had more time for the artistic activity, everyone could’ve finished and shown their learning. Some of the students really picked-up on deeper aspects on the culture - such as paying respect to animals before hunting them - and I was excited that they remembered those points.

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Social Studies unit on Rainforests with Second Graders

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S.Morin Final Social Studies Unit EDU.702

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A 3rd/4th grade Civics unit centered around laws and branches of government. The goal was meaningful experiences paired with exploratory opportunities for learners with little prior knowledge on Laws!

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Here is my social studies unit on Economics. It is for 3rd grade. My students had so much fun. I hope everyone enjoys reading it

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Here is my social studies unit on Economics. It is for 3rd grade. My students had so much fun. I hope everyone enjoys reading it

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5th Grade Midwest/Great Plains Native Americans.

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5th Grade Midwest/Great Plains Native Americans.

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This was the biggest unit I have ever taught a whole class it was fascinating and eye opening.

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Plans Z. Wescott Rines.UbD_ EDU702 revised

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This unit explores how Vermont became a state. 

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Copy of  Unit.Plans L.Dionne Integrated Social Studies Unit

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This is the 5 lesson unit I taught to fourth grade on the 13 Colonies. The individual FPF lesson I taught introduced the names and locations of the 13 colonies. The lessons in the unit were: 1) why people immigrated to North America from England, 2) who founded the colony, when it was founded, and why it was founded, 3) physical geography of the colonies, 4) natural resources of the colonies, and 5) what children's lives were like.

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Taught students about the concepts of past/present/future and introduced timelines and their use/creation

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https://docs.google.com/document/d/1X9Ra7352dochXsqig99wHwzIJx9xxN2k6v9022aw6cs/edit?usp=sharing

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My lesson was taught to a great group of 3rd graders! They learned a ton of information, while I also learned about what to do better next time, what to completely cut out, and what was successful and can do again!

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This unit was on community and school helpers.

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Copy of J Conroy Universal Unit Plan Template for Integrated Social Studies Unit

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5th Grade Social Studies Unit American Citizenship

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5th Grade Social Studies Unit American Citizenship

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This unit focuses on the branches of government with a lesson dedicated to each one with an ending lesson showing how they work together by the use of a technology learning game.

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M.Grierson.UbD & Branches of Government Unit_EDU 702

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First Grade Social Studies Unit on American Symbols (specifically the Statue of Liberty, American flag, and bald eagle)

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First Grade Social Studies Unit on American Symbols (specifically the Statue of Liberty, American flag, and bald eagle)

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This unit was created by Hope Bibeault.

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4th Grade: SS Unit on the geography of the Northeast region of the United States.

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4th Grade: SS Unit on the geography of the Northeast region of the United States.

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3 Lesson unit on what makes a community, how we should behave in our communities and we can help in all of our communities.

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3 Lesson unit introducing maps to first grade. This covers simple map vocabulary and navigating using a compass. Students are able to use a map to find objects and name why map characteristics are important.

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I gained lots of respect for Ona Judge and Sarah Josepha Hale, 2 brave and independent woman who lived in NH.