Common Core Aligned Lesson Plan Template

Subject(s): History/Social Science & ELA Grade: 5

Teacher(s): Marta Morrison (Master Teacher) Bekah Bryant (student teacher) School:
Santiago Elementary (SAUSD) Date:3/9/15
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:
5.6: Students understand the course and consequences of the American Revolution
1.) Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of
the American and British leaders, and the Indian leaders alliances on both sides.
CCSS.ELA-LITERACY.W.5.1.A

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support
the writer's purpose.

2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual
and Performing Arts):
Grade 5: Part B: Expanding; 11. Supporting opinions a. Support opinions by expressing appropriate/accurate reasons using textual evidence
(e.g., referring to text) or relevant background knowledge about content, with substantial support.

3. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

Students will be able to identify major parties in the Revolutionary War and create
a persuasive opinion about their chosen party using textual evidence and cited
resources with accuracy and influence.

STUDENT-FRIENDLY
TRANSLATION
I will know and understand the
two major parties in the
Revolutionary War and be able
to persuade my audience to join
my party.

4. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish

the goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)

Students will benefit from having substantial support throughout this lesson. Through very detailed modeling, and
guided practice students will be able to reach the goals of this lesson.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the

real world? Why are these outcomes essential for future learning?)

This lesson gives students an opportunity to work collaboratively with their peers
to research a topic, examine a time in history of our country, as well as articulate
arguments and build persuasive skills.

STUDENT-FRIENDLY
TRANSLATION
I will be able to work together
with my friends to learn more
about the history of my country
as well as know how to convince
an audience of my opinion.

6. Essential Questions:
Why is it important to be able to persuade others?

Part II STUDENTS INFORMATION

7. Class Information:
a Total number (Fifth Grade, Santa Ana Unified)
b EL/Special Needs 8 students are classified as ELs. One student has an IEP for dysgraphia (he struggles
with writing coherently.) Another student needs to be tested and reviewed for an IEP; however, his mom is
against this due to her beliefs. He is far below grade level in every subject, has poor social skills, and has
already been held back twice.
c Academic background in content area d Linguistic Most students in this classroom speak at least some Spanish and English. Most students
parents speak Spanish in the home. No students struggle speaking or communicating socially, but struggle
with academic vocabulary. 80% of the class is below grade level in reading due to lack of vocabulary.
e Cultural/Health The majority of students in this class are from lower and middle class families. 90% of

them are not native English speakers and only speak Spanish in the home. Parents are not very involved in
f

student education and are not in the classroom often. Projects are difficult for students due to this factor.
Physical Students at this age are mostly active, but have minimal P.E. time. A few are in sports, but due
to lack of funding and parent involvement many only play at recess. These students are very high energy

inside the classroom and out. Most of the girls are taller than the boys, with a few exceptions.
g Social Students at this age are very social, with obvious cliques among them. They all interact with each
each other. There are four boys who cause trouble and talk frequently and must be separated during
instruction. Girls are very talkative with each other. Students at this stage are beginning to show interest in
dating and there is more evident interaction with the opposite sex.
h Emotional Most students are emotionally stable as they are usually always in good moods and
encouraging each other or laughing. Students show excitement in reading, although they are behind grade
level. I have never observed students fight or argue with each other, some student show frustration in math
i

but are quick to ask for help.

Interests/Aspirations These students have high aspirations and goals. A few of them want to be
professional athletes, with soccer and basketball among the top sports of interest. The majority of boys in
this class are very into skating as well. Many of the students are into Justin Bieber.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

Overall, these students should have very little difficulty reaching the overall goal of the lesson as well as identifying
main details of the text. Difficulties are expected with new vocabulary they will and have been reading in this unit, as
many students are not familiar with some of the academic vocabulary used in the texts they will be using for
research. This is why I will provide websites for them that are simple to understand with vocabulary that is at their

level in order to enhance the text and assist them in understanding.

Part III - LESSON ADAPTATIONS

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

To assist students in their research, I will pick out appropriate sites beforehand that they can use to find important
information on their assigned parties. Students can pick and choose sites that interest them. For my student that
struggles with writing, I will allow him to record his research on a recorder.

10.

21st Century Skills Circle all that are applicable

Collaboration
Describe how the 21st century skill(s) you have circled will be observed during the lesson:
This skill will be portrayed among my students through their research and discussion. To begin the lesson, they
will collaboratively discuss what they can remember about the Loyalists and the Patriots. Next, they will have
to research with their partner about both parties and together come up with important information about both.
11.
Technology - How will you incorporate technology into your lesson?
Technology will be incorporated into this lesson in the research portion. Students will be able to use their
chrome books in order to research the two parties being discussed in the lesson.

12.

Part IV - ASSESSMENT OF STUDENT LEARNING

Assessment Criteria for Success: (How will you & your students know if they have successfully met the

outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative: First I will have students participate in a discussion about what they read about the Patriots and

the Loyalists previously with their partner, then have students raise their hands to provide information they
recall. I will take this information and create a chart on the board using a bubble map for both. This will be a
pre-assessment. For formative assessment, I will informally assess students by walking around and
providing feedback as they add to their bubble maps as they research their chosen party.

b. Summative (if applicable): After researching students will fill out their Opinion Writing graphic organizer.
This will be a way to assess students work, how well they have mastered the concept of creating a topic
sentence as well as the ability to use textual and resourceful evidence to support their opinion.

c. (Attach rubric here, if applicable):

13.

Part V - INSTRUCTIONAL PROCEDURE

Instructional Method: Circle one Direct Instruction

14.
Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Text Book, Chromebooks, Multiple Websites, 26 Opinion Writing Graphic Organizers, Poster Paper,
Recorder
http://www.ushistory.org/us/13c.asp
http://www.ducksters.com/history/american_revolution/patriots_and_loyalists.php
https://americanrevolutionforkids.wordpress.com/loyalists-vs-patriots/
https://www.youtube.com/watch?v=_2p21-soVuA (first two minutes of video)
http://www2.needham.k12.ma.us/eliot/technology/lessons/am_rev_bio/loy_pat_argue.pdf
5

15.
Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:

To start, I will ask students what they remember about the revolutionary war they had previously read about with Ms.
Morrison and to raise their hands to answer. Then I will ask them to discuss with a partner and write down anything
they remember about the Loyalists and the Patriots and their roles in the war. After a few minutes of discussion, I will
bring their attention back to the front of the class. I will ask students if they know what a bubble map is. I will then
model on the poster paper on the board with one poster having Patriots in the middle and the other with Loyalists. I
will give the first suggestions on both sides, then I will take students ideas from their discussions with their partners
and write them on the poster. I will also ask what similarities these parties had in common as well. This will give me a
snapshot of what my students remember about the war and the major campaigns we will be focusing on.

(five minutes)

BODY:
After assessing where students are at in recalling information, I will then tell students we are going to add to the
bubble maps but first we need to do more research. I will then direct students to work with their partners to find
information on these two parties. One partner will choose to research a loyalist and one a patriot. Students will
create their own bubble maps while doing so. I will instruct students to then take out their chromebooks and write
out the previously chosen websites for them on the board as well as refer them to the textbook passage on both
parties they had previously read. I will give students ten minutes to research and add to their own bubble maps. As
students are researching and working, I will walk around and give feedback on their research and assure students
are staying on task. After the allotted time, I will bring students attention back to the posters. I will have students
again raise hands to add information to the poster boards. I will explain to students that they will need to form an
opinion of what party they would want to be on if they had to make a choice between the two. I will ask students to
take a minute to discuss this with their partners. I will bring student attention back to me again and explain that
eventually, they will be doing a project with Ms. Morrison that involves creating a video and explaining why they
chose the party they did and why the audience watching should chose their party as well.

(15 minutes)

CLOSE:
I will tell students that to get us ready for this project, we will fill out a graphic organizer that helps us organize our
thoughts from the bubble map and including our opinions in them. I will hand out the organizer to students and
already have a copy on the poster board to model for them. I will model by filling out the first portion with them. I will
point to the topic section and write Revolutionary War. I will then point to purpose and ask students what they think. I
will then write, to persuade an audience why my party is the better party in the war. I will point to the opinion section
and write, The Loyalists OR the Patriots were the better party in the Revolutionary War for a number of reasons. I
will then point to the three boxes that ask for reasons. I will explain to students that they must use reasons that are
supported by evidence from their research and the text. Students will then have independent work time to fill out
their graphic organizers. After ten to fifteen minutes, I will collect their work. I will then ask students what they
enjoyed about this project as well as why they think it is important to be able to persuade people.

Part VI - REFLECTION
1. What instructional strategies did you use to help students achieve the lesson objective?
I the instructional strategy of the gradual release of responsibility model for this lesson. To start off, I lead instruction
and modeled the bubble map of our ideas and knowledge of the two parties of this war. I began by writing answers
first, then took student input, then had students create their own bubble map. During this time, I was able to use
guided instruction and verbal feedback as I walked around the room and observed student learning.

2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence.

The majority of students were successful in achieving the lesson objective, they were able to pick an
opinion and use language and evidence to persuade their reader to join their party. The three samples of high and
middle learners I chose to represent this lesson shows students ability to perform what was asked of them. The high
learners, Sophia, Rey, and Mariana were each able to create a solid opinion with three reasons using evidence from
their research to support their opinion stated. These students needed very little additional instruction or help during
the lesson. These students created detailed bubble maps, completed legitimate research, and created detailed
graphic organizers. For the middle learners, they were able to reach the goals of the lesson with 80% accuracy. Some
struggled providing evidence that was legitimate, or not detailed enough. Overall, most of these learners were able
to articulate their opinions clearly and use their research to support their opinions.

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
Some students were not able to achieve the lesson objective with full success. This was for a variety of
reasons. First of all, the modification I had verbally given to the student with an IEP for dysgraphia, was not followed
through while I was assisting other students. His partner was not very helpful and I had to spend a lot of one on on
time with him. During this time, he was able to verbalize his work and research to me. Although he was able to
articulate his thoughts, he still struggled with providing legitimate evidence and creating an influential opinion.
Another student, Wallid, was able to create a detailed bubble map with his partner but struggled with creating his
graphic organizer independently. His teacher believes he needs an IEP and all of his assessments report his
performance in the classroom is way below grade level. His work reflects this with spelling, incomplete sentences,
and writing that is hard to understand as well as incomplete. I walked around to assist him multiple times; however,
he had little progress. The last sample I chose to include was Damien. Damien is one of the four trouble makers of
the class. He is constantly interrupting, getting out of his seat, and rarely paying attention. I was able to keep him
engaged for most of the lesson, but when it came to independent work he slacked off continuously. I came around
multiple times to ask him prompting questions such as how can we support this piece of evidence? or what do you
mean by this? but he continued to slack off, distract his peers, and zone out. His work is evidence of this.

3. What would you change about the lesson and why?

I would change this lesson by first adding a more engaging anticipatory set. Although I included one with activating
student prior knowledge before diving into our activity, I could have gotten students more excited about the lesson
to come. In addition, I would create a different modification for Adam. I would bring in his aide and have him
verbalize to her so that I would not have to spend as much time with him. This way I could have spent longer time
with other students, providing additional feedback, and ensuring that all students were on task. Lastly, before
creating their opinion writing graphic organizer, I would want to review the difference between what valid reasons
and evidence looks like. Some students were giving opinions as reasons, or evidence that did not assist in supporting
their opinions. I would also wait until each student was ready and quiet before giving directions or speaking.
Although it may take up more time, it is a more efficient way to ensure that each student understands what is being
asked of them.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.