iTeachAZ

Lesson Plan Template (Direct Instruction)

Teachers:

Selina Galvan

Subject:
Social Studies/Writing/Mexican American War

Common Core State Standards:

Social Studies:
Strand 1: American History
PO 4. Locate information using both primary and secondary sources.
PO 1. Describe the following events of 19th century presidencies of:
a. James Polk Mexican-American War; discovery of gold in California
ELA:
3. Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally.
Objective (Explicit):

SWBAT write a narrative piece in the perspective of a child living during the Mexican
American War.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

Students will use primary sources and knowledge of the Treaty of Guadalupe Hidalgo to
complete a draft of their narrative in the perspective of a child living in the Mexican
American War. (The student will choose to be American or Mexican) Students with a partner
do a peer review and then complete their final draft. Students will then share their
narrative piece with the class.
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT
-Describe a primary source
-Use facts/evidence from the Mexican-American War
-Write a narrative (poem, journal, letter, etc.)
-Put themselves in perspective of the Mexican-American time period.
Key vocabulary:

Mexican American War

Primary Source
Treaty of Guadalupe Hidalgo

Materials:

Paper, pen and colored pen (peer review)

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

This lesson will be part of a unit plan of the Mexican American War with a focus on the
Treaty of Guadalupe Hidalgo. Students should feel comfortable with the main events of the
war, what happened in the war and familiar with the treaty of Guadalupe Hidalgo. Students
will go through primary sources virtual treasure box
(https://www.tes.com/lessons/qkPpBnMcP2zm_g/treaty-of-guadalupe-hidaglo ) and answer DBQs in
order to get a feel for how the people felt during this time period. Teacher will introduce the
lesson by asking students how they think it may have felt to be a either a Mexican or
American during this time period at their own age. Teacher will ask students to think about
what it might to have been like to be a Mexican and how it would have been for your family
to make the decision to become citizens or move south to stay in Mexico? What it would be
like to have to move because your countrys border is changing? How must it have been to
be an American and a child of someone in the army? Or if your family was moving to now
present day California because the United States was being expanded? Teacher will then
introduce the objective and tell students that we will be writing narratives in perspectives
of either a Mexican or American during the given time period.
Teacher Will:

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How will you model/explain/demonstrate all

knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?

-will expose students to primary sources

-will hand out DBQs to answer about
primary sources.
-will have wrote a narrative from both a
Mexican side and an American side and
share it with the students.
-will read it to them so they can see an
example of what their narrative should
like.
-will display the narratives on the
projector so they can read them as well
and see them while they are working.

Student Will:
What will students be doing to actively capture and process
the new material?
How will students be engaged?

Will be engaged when looking

through DBQs
Will answer DBQs with peers in their
notebook.
will be engaged by listening when
teacher reads.
Ask questions if needed.

Co-Teaching Strategy
N/A

Differentiation Strategy

Teacher will provide copies for those students who need/want a hard copy. After
teacher reads their own if student does not understand teacher will read along with
students that need.

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Teacher Will:

Student Will:

How will you ensure that all students have multiple

opportunities to practice new content and skills?
What types of questions can you ask students as you
are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as they
practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could facilitate this practice?

How will students practice all knowledge/skills required of

the objective, with your support, such that they continue to
internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to
independent practice?

-will tell students they will be writing a

narrative in the perspective of a
Mexican or American in the given time
period.
-will tell students narrative can be a
journal entry, diary entry, letter etc.
-will tell students to refer to primary
sources in their narrative.
-will tell students narrative must be in 1st
person and refresh students on 1st
person using I, me, we.
-will tell students they must include
facts/evidence that they have learned
about the Mexican American War.
-will debrief students so they can begin
writing.

-will ask questions if needed.

-get out any notes they have on the
Mexican American War.
-use primary sources for evidence in their
writing.
-begin writing their narrative.

Co-Teaching Strategy
N/A

Differentiation Strategy

Teacher will have graphic organizers for those students who want to organize their
thoughts before writing. Teacher will sit by students who need help in their writing.
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Teacher Will:

How will you plan to coach and

correct during this practice?

How will you provide opportunities

for remediation and extension?

How will you clearly state and model

academic and behavioral expectations?

Did you provide enough detail so that

another person could facilitate the practice?

-tell students once they are finished

they can choose a partner to do a peer
review with.
-students will give feedback to student
on their narrative. (hand out will be
provided)
-students will take feedback and
complete their final draft.

Student Will:
How will students independently practice the knowledge
and skills required by the objective?
How will students be engaged?
How are students practicing in ways that align to
assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one
another?

-students will begin actively working, ask

questions if needed.
-students will find a partner to do a peer
review.
-students will complete a peer review
handout on their partners writing.
-students will use feedback to complete
their final draft.

-Students will share their final draft with

class.

-students will share their narrative class.

Co-Teaching Strategy
N/A

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Differentiation Strategy

For students who struggle with writing I will work with one on one. I will do editing and
the peer review with those specific students that struggle in writing. There will be no
length requirement so students dont feel pressured. If students is unable to write
(physically) student will be allowed to have a partner and tell their what they want to
say and partner will write the narrative for them.

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

Teacher will ask students why they think they were asked to write a narrative in the
perspective of a Mexican or American during the Mexican American War? Based off
students answers teacher will tell students then when studying history it is important to put
ourselves in perspective or in the shoes of of the given time period to really understand
and empathize with those who went through these events in history and what they may
have experienced.

Peer Review Sheet

Name:________________________
Author of Narrative:___________________________

Perspective Chosen: Mexican or American

Narrative has facts/evidence(Primary Sources)from Mexican

American War
yes or no

The authors perspective of either Mexican or American is clear

yes or no

Author had good word choice

yes or no

Author included feelings a Mexican or American child may have had

during the Mexican American War
yes or no

2 things I liked about this narrative is...

Something I would consider adding/changing