Edu 512 Unit Lesson Heroes Mendoza

Heroes Today and
In the Past
nd
2 Grade
Melissa Mendoza
EDU 512
Spring 2017
Dr. Rachel Timmons
California Baptist University
1
Topics Covered
Heroes Today and in the Past
Where did we come from?
Exploring Heroes Today and in the Past
Exploring Different Heroes
What do you know about heroes?
My Favorite Hero Book
2
Table of Contents
Objectives and Standards4
Introduction7
Student List8
Vocabulary10
Literature11
Poetry.12
Direct Instruction Lesson Plan13
Concept Attainment Lesson Plan... 28
Generalization Lesson Plan.39
Inquiry Lesson Plan50
Vocabulary Lesson Plan54
Listening/Talk Lesson Plan59
Writing Lesson Plan65
Unit Reflective Commentary.68
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Objectives and Standards
Direct Instruction Lesson

Objective: After the lesson on the facts of Heroes students in grade 2 will list 10 facts both
orally and in writing with accuracy.
Concept Attainment Lesson

Objective: After the lesson on the concept of Heroes students in grade 2 will be able to state
both orally and in writing the correct definition of a hero.
Generalization Lesson
Objective: After the lesson on using data to support generalizations, students in grade 2 will
apply this knowledge and develop generalizations concerning the topic of heroes with
accuracy.
Inquiry Lesson
Objective: After the mini lesson on Heroes students in grade 2 will be able to describe orally
and produce a poster, which depicts the characteristics of a hero with 95% accuracy.
ELA (Academic) Language Objective: Students in Grade 2 will extend their research skills
by referring to details and examples within text and online information. Students will have the
opportunity to explain and discuss the ideas presented within a historical text.
ELD (Academic) Language Objective: Students in Grade 2 will exchange information and
ideas through oral collaborative discussions. Students will interact with peers in English and
will become engage with various texts, print and multimedia.
Vocabulary Lesson
Objective: After the mini lesson on Heroes students in grade 2 will be able to define and
correctly engage the vocabulary in writing with 95% accuracy.
(Students will use primary and secondary resources to trace family history.)
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ELD Language Objective: Students in grade 2 will listen actively to spoken English within an
academic context. Students will present an informational text, which utilizes the lesson
vocabulary and writing.
ELD Content Objective: Students in grade 2 will acquire and use grade appropriate general
academic and domain specific words and phrases. Students will write about heroes correctly
using the domain-specific vocabulary content.
Listening/Talking Lesson
Objective: After the mini lesson on Heroes, students in grade 2 will be able to compare and
contrast families, which occur Childrens Book of Heroes and those from their
research/textbook, students will discuss and write a reflection paragraph with 95% accuracy.
ELD Language Objective: Students in grade 2 will exchange information and ideas through
oral collaborative discussion. Students will interact with peers in English and will engage with
the text. Students in grade 2 will listen actively to spoken English within the context of
Language Arts and History.
ELD Content Objective: Students in grade 2 will discuss and write about the hero they
studied throughout the text using domain-specific vocabulary content and compare and
contrast heroes from previous studies.
Writing Lesson
Objective: After the mini lesson on Heroes, students in grade 2 will be able to write their
personal short narrative about their family in an My Favorite Hero Book with 95% accuracy.
ELD Language Objective: Students in grade 2 will use precise and domain specific
vocabulary to write about their favorite hero. They will listen actively to spoken English within
the context and produce clear and coherent writing, which display development and
organization.
ELD Content Objective: Students in grade 2 will write about their hero using domain-specific
vocabulary content that conveys a short narrative book.
Standards
Social Studies Standard
2.5 Students understand the importance of individual action and character and explain how
heroes from long ago and the recent past have made a difference in others lives.
CCSS ELA Standard
RL.2.1 Ask and answer questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RL.2.1 Recount stories from diverse cultures, and determine their central message, lesson,
moral.
W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
W.2.3 Write narratives in which they recount a well- elaborated event or short sequence of
events, include details to describe actions, thoughts, and feelings, use temporal words to
signal event order, and provide a sense of closure.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
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W.2.8 Recall information from experiences or gather information from provided sources to
answer a question.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
L.2.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS ELD Standard

Collaborative
Exchanging information and ideas with others through oral collaborative conversations on a
range of social and academic topics.
Interpretive
5. Listening actively to spoken English in a range of social and academic contexts.
Productive
12. Selecting and applying varied and precise vocabulary and language structures to
effectively convey ideas.
College and Career Readiness Anchor Standard CCSS

Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Comprehension and Collaboration:
1.Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others ideas and expressing their own clearly and persuasively.
Conventions of Standard English:
1. Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
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Introduction to Unit
SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create effective learning
environments and develop meaningful learning experiences which have an emphasis on
developing a deep understanding of content knowledge.
Relevance:
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To fulfill the requirements of EDU 512, I created a second grade social studies unit, which
focuses on the Common Core State Standards topic of Heroes. In this unit, I designed lessons for a
specific topic, including writing and vocabulary, which draw on a variety of instructional approaches.
These lessons include direct instruction, concept attainment, generalization, inquiry, and several other
mini lesson models that benefit student learning. My creation of this unit enabled me to improve and
refine my lesson planning abilities. All of the lessons provided throughout this unit apply to the
Common Core State Standards (CCSS) and are differentiated to meet the needs of English Learners,
Struggling Students, and GATE Students.
Link to Theory:
The lessons included in this unit reflect three major learning theories: behavioral theory,
information processing theory, and constructivist theory. Teachers and students discover their learning
roles in each theory and work alongside one another to facilitate learning. For students who will need
additional support in these tasks, there are appropriate adaptations that have been included to
accommodate these specific needs. Overall, students benefit from literacy strategies, collaborative
learning and SDAIE strategies throughout the unit.
Professional Development:
This social studies unit has equipped me to prepare and plan lessons, which align with the new
Common Core State Standards (CCSS). The creation of effective linked objectives and aligned
assessments has provided me with essential knowledge, which I will carry into student teaching and
my educational career. I have been exposed to a variety of lesson models and learning strategies,
which will prepare me for organizing and teaching effective lessons that will help students engage
with their academic learning. The process of designing this unit has provided me with the opportunity
to include all necessary information within each lesson plan. Overall, I have been given the
opportunity to expand my content knowledge and further develop an understanding of education
preparation.
Student List with Three Focus Students
Use the chart below to describe the class you are observing. Submit this chart
with each Lesson Plan.
Describe the students in your observation class based on the typical class list
in a school where you are doing your fieldwork. Include public demographic
and economic status information likely provided on school web site.
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Specifically describe the following three types of students:
English language learner (at a lower ELD level)
Student presenting an instructional challenge
Student who is an advanced learner
Provide as much information on these three focus students and their special
needs as possible without violating issues of confidentiality.
Use descriptive writing skills and provide information from at least three
different perspectives (ex. cultural, academic levels of achievement,
background knowledge, classroom observation, teacher)
This information will be used to determine how to differentiate instruction for

these students throughout your unit.
Use no real names.
General Student List with Three Focus Students
Gender General SES General Ethnic Describe

Level Academic Population Student
Level Needs
___ Boys . 4 on free lunch 4 high average, 2 7 Hispanic, 3 1 special needs,

Provide a (info on www site) low average, 7 on Caucasian, 2 Asian, 12 average
general level 1 Indian
description in
the boxes to
the right.
___ Girls 6 on free lunch 7 high average, 4 Hispanic, 4 Average Students

Provide a 4 low,4 on level Caucasian, 2 1 special needs
general Indian, 2 Asian
description in
the boxes to
the right.
EL Focus Free lunch average 1 Hispanic Student is able
Student to read in
English
(emergent) but
when talked to
directly, has
difficultly
processing
what is being
said and how to
respond.
Special Needs No free lunch Low 1 Hispanic Auditory
Focus Student dyslexia. Place
student in the
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location most
appropriate for
him/her to hear
what is being
said,
demonstrate
how similar
sounds are
made ( how
mouth is
shaped),
encourage
student to
watch the lips
of the person
speaking to
him/her
Advanced No free lunch high 1 Hispanic
learner Focus
Student
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Vocabulary Page
Lesson 1: Direct Instruction:

Hero: a person noted for courageous acts or nobility of character:
Diversity: It means understanding that each individual is unique, and recognizing our
individual difference
Determination: Not giving up.
Courage: mental or moral strength to venture, persevere, and withstand danger, fear, or
difficulty.
Lesson 2: Concept Attainment:
Courageous: Very brave.
Character: Features that make up and distinguish a person.
Villain: A deliberate criminal.
Corrupt: To change from good to bad morals, characters or actions.
Coward: One who shows disgraceful fear.
Nobility: Arising from superiority of of mind or character or ideals or morals.
Segregation: Separation of race, class and ethnicity enforced.
Lesson 3: Generalization:
Nobel Peace Prize: prize for outstanding contributions to chemistry, physics, physiology or
medicine, literature, economics, and peace that may be awarded annually. I
Gettysburg Address: was a speech that President Lincoln gave at the dedication ceremony of
the National Cemetery of Gettysburg as a statement about the impact of the Civil War
Charity: an organization set up to provide help and raise money for those in need.
Emancipation Proclamation: s an executive order issued on January 1, 1863, by President
Lincoln freeing slaves in all portions of the United States not then under Union control (that is,
within the Confederacy).
Assassination: the murder of a prominent person, often a political leader or ruler
Lesson 4: Inquiry
difficulty.
Community : the people living in an area
Lesson 5: Vocabulary
Diversity: It means understanding that each individual is unique, and recognizing our individual
difference
Courage: mental or moral strength to venture, persevere, and withstand danger, fear, or difficulty.
Community: The people living in an area
Lesson6: Listen/Talk
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difficulty.
Lesson 7: Writing
difference
Courage: mental or moral strength to venture, persevere, and withstand danger, fear, or difficulty.
Literature Page
Who Was Marie Curie? By Megan Stine
The Barefoot Book of Heroic Children, by Rebecca Hazell
50 Great Americans Every Kid Should Know, by Jacqueline Ball
Dear Malala, We Stand with You
By: Rosemary McCarney
Do Something in Your City. Amanda Rondeau.
What Does a Doctor Do? Felicia Niven. Enslow, 2005.
What Does a Firefighter Do?. Erin Schmidt. Enslow, 2005.
The Childrens Book of Heroes by William J. Bennett
Young Martin Luther King, Jr. I Have a Dream by Joanne Mattern
Let's Meet Firefighter Cheryl: With Fire Safety Rules
by Matt Mitter
Firefighters Then and Now
Melissa A. Settle
Doctors Did What?! The Weird History of Medicine
by Richard Platt
I Want to Be a Doctor by Daniel Liebman
Let's Meet a Police Officer
Gina Bellisario
Jobs People Do: A Day in the
by Linda Hayward
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Poetry Page
HEROES by: Melissa Mendoza
Heroes are brave,
Heroes are strong.
They help their community all day long.
To be a hero you need to do your part,

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To make a difference with a caring
heart.
Lesson Plans
(Add a section divider to introduce your lesson plans.)
EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC

Behavioral Model
This rubric will be used to assess Direct Instruction lesson plans.
Heroes Today and In the Past
Direct Instruction Lesson Plan
Lesson Number - 1
Clarity and ease of locating each lesson component is expected. Please download this
form and fill it in for your lesson. Keep the headings and numbers for all sections as
they are on this form.
1. MATERIALS/PREPLANNING (5 points)
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Materials - List all of the materials you will need for teaching this lesson.
Social Studies journal
Photos of heroes
Videos
Power point, projector
KWL Chart
Vocabulary - List key vocabulary terms needed for this lesson

difference
Courage: mental or moral strength to venture, persevere, and withstand danger, fear, or difficulty .
Literature - List supporting literature or reading materials
Who Was Marie Curie? By Megan Stine
The Barefoot Book of Heroic Children, by Rebecca Hazell
50 Great Americans Every Kid Should Know, by Jacqueline Ball
What Does a Doctor Do? Felicia Niven. Enslow, 2005.
What Does a Firefighter Do?. Erin Schmidt. Enslow, 2005.
What Does a Veterinarian Do? Felicia Niven. Enslow, 2006.
What Does a Police Officer Do? Felicia Niven. Enslow, 2005.
2. OBJECTIVE (10 points) The social studies objective will state the learning that the students
will attain by the end of the lesson. Fill in the following objective for your grade level and unit
topic.
3. After the lesson on the importance of individual action and character of heroes from long ago and
the recent past, students in grade 2 will list 10 facts both orally and in writing with accuracy.
The Objective should be one complete sentence with the ABCD Components.
State the objective in behavioral terms, as follows:
A=Audience: 2nd grade
B=Behavior: Students should list ten facts about heroes and how they helped the past and
still help in present day.
C=Conditions, (how am I going to teach it?) Students should understand the important
facts they listed about the importance of individual actions about the person they chose to
study.
D=Degree of accuracy needed to achieve the objective. : Students should list ten
facts about heroes that are accurately stated both orally and in writing.
State the cognitive taxonomy level (Blooms ): Remember/Understand/apply
List the standards met by this objective. Highlight in color the specific words in the standard
that you are addressing.
2.5 Students understand the importance of individual action and character and explain how
heroes from long ago and the recent past have made a difference in others lives.
CCSS ELA Standard

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SL.2.6 Selecting and applying varied and precise vocabulary and language structures to
effectively convey ideas
L.2.5.a Demonstrate understanding of word relationships and nuances in word meanings.
Identify real-life connections between words and their use (e.g., describe foods that
are spicy or juicy)
CCSS ELD Standard

SL.2.1, 6; L.2.1, 3, 6 Offering and supporting opinions and negotiating with others in
communicative exchanges
W.2.4-5; SL.2.4,6; L.2.1,3,5-6 12. Selecting and applying varied and precise vocabulary
and language structures to effectively convey ideas
o Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others ideas and expressing their
own clearly and persuasively
edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and
handout provided in class.)
Lesson will be Composition since students will be gathering and organizing information for writing in regards to 10 facts
about their families. Word choice and using active voice to discuss facts are also essential
Language Demand Statement: edTPA p. 61

Students will use specific academic language (vocabulary, functions, discourse, syntax) while writing their
10 facts in order to participate in a learning task that demonstrates their disciplinary understanding.
Language Function Statement: edTPA p. 61

The content and language in this lesson will focus on the learning task of families represented by the
active vocabulary used. Therefore, students will identify main ideas and details. In addition, they will be
comparing ideas with others.
3. ASSESSMENT STRATEGY (10 points)

The key question to ask: Can this objective be assessed and what will the student be able to
think, say, or do when the objective is accomplished?
Describe clearly how you would assess student performance in this lesson.
Label your method of assessment as authentic, formal, or informal and the type of assessment
tool used.
Clearly state where/how this assessment will be kept (portfolio, grade book)
Include a copy of the rubric, checklist, or other tool that will be used to assess each objective.
At the completion of this lesson, students will be able to list ten facts about people who made an impact in
history. In their writing journals, students will demonstrate their background knowledge by sharing their
facts. In addition, this assessment will measure how well students understand the information they are
learning. Therefore, students new knowledge and understanding will be informally assessed as they list
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and explain their facts about heroes in their journals. Overall, the following rubric will be used to formally
assess their performance on the in-class activity and grades will be kept inside the students journals.
Proficient (5 pts) Basic (3 pts) Below Basic (1 pt)
Student illustrated 1 student illustrated 1 fact Student illustrated 1

fact student wrote 6-8 facts in fact.
Student wrote 9-10 complete sentences. Student wrote less
facts in complete Student wrote sentences than 5facts in complete
sentence with some description. sentences.
Student wrote strong Writing was legible but Student wrote very
and descriptive not organized in a neat vagu sentences with no
sentences fashion description.
Students wrote their Students were unable
facts neatly and to write legibly.
legibly
4. LESSON OPENING/PURPOSE (5 points)
Purpose: Clearly state how this lesson will benefit students. The purpose statement lets
students know WHY you are spending time with this lesson.
State the purpose of the objective to students in a way that students will know what they will
learn and WHY it is important.
Mention the types of students you have in your class. (ELL, IEP, GATE, etc.)
Today in class we will be learning different heroes and how they impacted our past and our present. You
will then learn 10 facts that pertain heroes and you will write and discuss different impacts and diversity
that exist in todays world. After you have learned the 10 facts, you will understand how the characteristics
of the heroes helped impact the world and more importantly, how they impacted our country.
5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)
Describe what you will do to increase motivation for learning. Begin by doing something to get
the students interest hooked into what you are about to teach. Ask leading questions.
Ideas: Describe related activities or experiences they have had before. Remind them of
previous learning that relates new leaning to prior knowledge.
Ideas: Use artifacts, hands-on activities, photographs, costumes, hats, sounds, music, videos,
books, etc.
Before the students enter the classroom, I will have a PowerPoint presentation set up that includes
different pictures of historical people who have impacted the world. There will be a photos of Abraham
Lincoln, Rosa Parks, Marie Curie and Jackie Robinson and local community heroes. I will explain to the class
why these four individuals are considered to be heroes because of their actions and character traits. Apart
from the presentation, I will have poster that represents what one of my heroes on the white board in
front of the classroom in order to share with my students what hero means to me. I will share examples
and artifacts that are meaningful to me and then ask students leading questions, such as:
What does a hero mean to you?
Why are heroes so different?
Who is able to become a hero?
After asking these questions, I will introduce a short video that is embedded in the presentation in order
share different heroes that exist around the world. Once students have finished watching the video I will
pass out a KWL Chart for each student and one will be on the white board.
https://www.youtube.com/watch?v=m51brIv6cs8
Provide Rationale for why you selected this strategy and link to this particular group
of students.
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This strategy is effective for engaging students because it allows them to share their background
knowledge on what it means to be a hero. In addition, it allows students to lead a discussion and
share differences when it comes to different types of heroes in society. Presenting students with
4 famous heroes will engage students to understand the importance of individual action and
having strong character. Also, by me sharing my own personal representation of what a hero
means to me, students will feel more inclined to share their ideas of what a hero is in their mind.
They will be able to discuss their opinions and values. In the end, the video will present more
information about heroes and how it can mean different things to different people.
LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND
KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED
PRACTICE
POST STANDARDS
Post Standards in front of room where students can easily see them.
Draw student attention to standards.
RESTATE OBJECTIVE IN STUDENT TERMS

After the lesson on people who make a difference you (students) will list ten facts about heroes with
accuracy (both orally and in writing).
CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

Provide a rationale for why it is important to check for background knowledge. Link
to your specific class/group of students and their learning needs and styles.
Providing prior knowledge will help students activate their background knowledge that is related
to the new information they will be learning. It will allow students to think about and organize
previous knowledge they have gained from previous experience. This strategy also invites
students to use self efficacy and participate throughout the lesson. Students who have personal
background knowledge on the topic will be able to share their experience with their peers.
Because of this, their peers may be able to relate or focus on the experiences being shared.
Overall, the class will benefit from this lesson since they will practice their reading, writing and
critical thinking skills.
Ask the students to brainstorm what they already know about People who make a difference. Place this
information in the K (or What We Know) column of the chart. Have them think about what they saw in
the video to help them get started if needed.
Ask the students what they would like to learn about in regards to this subject. Write these in the W
(What We Want to Learn) column.
Save the chart to be used at the end of the unit to when the students will report on what they have
learned in order to complete the L column.
Use KWL Chart from 50 Literacy Strategies (Tompkins)
Lesson Topic: People who make a Difference
Provide rationale for progress monitoring strategies you will use during each step of
this activity. Explain your strategy for calling upon students in an equitable manner.
Progress monitoring will occur throughout the lesson by observing students responses and
behaviors throughout the lesson. In order to ensure that they are on task, I will monitor their
understanding of the task from beginning to end by watching who is fully engaged and who is
distracted. I will make sure to call on those who are having a hard time following along and also
allow those who wish to share. Most importantly, I will use the concept Think-Pair-Share where
all students will have the opportunity to participate in a discussion and share with the entire
class. As a result, this will allow students to work together and teach one another important
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information when it comes to heroes.
K (What we know) W (What we want to learn) L (What we learned)

Heroes help people How do they know how to help
people?
They are strong Do they need to have big
muscles to be strong?
Heroes are brave How does a person become
brave?
Heroes can be a boy or a girl Do you have to be an adult to
be a hero?
Heroes have to work hard to Can you practice being a
help those around them hero?
They are very nice people Why are they to be nice to
people they dont know?
INPUT: Provide Comprehensible InputSDAIE-Modify use of text, use of technology
Provide a rationale for your selection of a strategy for providing comprehensible

input for this lesson for this particular group of students/class.
Direct instruction and a visual presentation allows students to become familiar with the lesson
that is being taught. For example, through direct instruction I have the opportunity to introduce
the topic that is being taught in class readings. In addition, showing a video and introducing
pictures help students become fully engaged with the new content they are learning. Because of
this, the class will have the opportunity to learn about different families that exist throughout the
world with the use of technology. The 10 facts we learn in class will also have accompanying
images on the PowerPoint presentation for visual learning and include the vocabulary words we
are studying.
Explain how your strategy incorporates EL students background.
(Ideasselect several of these or add your own ideas.)

Go over vocabulary words which will be in the reading. List the key vocabulary words:
Hero
Character
Brave
Culture
Diversity
Responsibility
Read page or view video clip (provide sources for getting the ten facts) Source Title:
Marie Curie: https://www.youtube.com/watch?v=ZEV4KJBJvEg
http://myhero.com
Put a picture up on Power Point of past and present heroes for the students to look at as we read
about them.
See attached list of facts. Ask the students to give the facts they remember about (topic)
Heroes
1. Help save people from natural disasters, sickness or bad people
2. Make a difference in their community
3. Are brave people
4. Can be a boy or a girl
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5. Risk their lives to help others
6. Are responsible and caring
7. Go above and beyond
8. Can be a rich or poor person
9. Always think about what other people could use help with
10. Bring joy to the people around them by being positive and courageous
Informally check for understanding: Discuss the facts on heroes

Be sure all students understand the facts by listening to responses, (using group pair share
strategy etc.) Explain here-
Students will review the 10 facts once or more in groups where they can discuss the facts
and share which ones are more interesting to them. In addition, I will ask several open-ended
questions that may lead them to further discussions. I will listen to their responses and provide
clarification if needed.

MODELING SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the
next lesson step for this class.
Modeling the organization and sentence structure of hero facts provides students with a clear
example of what their own work should look like; including the title and their illustrations.
Before they write in their journals, I will remind them to number their facts in order to keep
them organized and easy for me to see. Also, I will have students list their 10 facts on a right
page in the journal and draw an illustration on the page that follows the end of their facts of
what a hero looks like to them. I will model this requirement on the board by using my own
journal and projecting it onto the board. I may need to write and draw two more examples if
students do not understand the format I am asking from them. After modeling the format,
students will have the opportunity to write about their hero. This model allows me to teach
the students how to write and organize their facts while instructing further directions that will
help them complete the task.
Write the facts about People Who Make a Difference on the board as the students say them.
Tell the student they are going to write these facts into their journals.
They will illustrate at least one of the facts on_heroes_at the top of the page.
Then they will write the title, Facts about heroes today and In the past _ under the picture.
Next, they will write ten facts about heroes from the list created above.
Demonstrate each step by drawing/writing it on the white board as you describe it to them.
Review simple sentence structure.
Show the students a copy of what the page should look like.
An example of the how the finished product in the student journal should look will be available to
the students.
TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of
the lesson standard?
In the lesson, I use a PowerPoint presentation and a short video that is projected to the classrooms
blackboard in order to engage and guide students with the topic we are studying. They also give them the
opportunity to relate to some of the images that are presented in the presentation and video from precious
experiences. Because of this, EL students will benefit from this learning since they will be able to view
what is being taught through visual aid. Furthermore, when it comes to modeling, I will be able to
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demonstrate how the students should write in their journals and what important vocabulary words they
should include. Overall, every student will be able to view the facts we discussed in class since they will be
projected onto the board as I write them down and teach them the importance of proper sentence
structure and organization.
CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

Provide rationale for selecting a strategy for checking for understanding (Progress
Monitoring) and guided practice for this group of students/class.
Through informal observation, I will listen to students discuss their facts they have written and
illustrated with their shoulder partner. This will allow me to observe whether the students
mastered the lesson and assignment that was being asked for them to complete. Because of
this, students will benefit from collaborative learning and can aid their partner in organization of
facts and their writing if needed. Also, students will have the opportunity to ask questions
regarding the concepts that were taught and lead to further discussions that could benefit
others, such as struggling students. If needed, I will assist students who continue to struggle by
giving corrective feedback and guiding them with their facts.
Ask several of the students to repeat the instructions they have been given.
The students will first write a rough draft of their facts. Check on the students as they work.
Continue to check for understanding of the facts related to heroes through use of questioning
strategies both during and after the task is completed.
GUIDED PRACTICE STRATEGY
The teacher will check for accuracy while students are working on assignment and provide written and
oral feedback.
Students will share their facts with their shoulder partner and edit for capitals and punctuations.
Check each students work and edit as necessary before the students make their final copy.
Be sure to check for spelling, punctuation, capitalization and sentence structure.
Once their final edits have been made, the students will copy the final work into their journals.
7. CLOSURE EL/SDAIE: Questioning for review
Ask students to share what they wrote for their facts.

Ask them to show their pictures.
Go back to the KWL chart and ask the students what they have learned about patriotic symbols that we
studied today.
Fill in the L section of the chart.
Ask some specific questions about the symbols. (Example of questions might be how many star and stripes
on the flag and why, what did Benjamin Franklin want to have as the national bird, where can they find the
Great Seal).
Call on some of the students to define the vocabulary terms.
Learning facts about_People Who Make a Difference.

K (What we know) W (What we want L (What we Q (What new
to learn) learned) questions
emerged?)
Heroes help people How do they know They get to know their
how to help people? community so that
they can learn what
the people around
them need.
21
They are strong Do they need to have Strong doesnt only
big muscles to be mean big muscles.
strong? Strong can also mean
to be brave and never
give up.
Heroes are brave How does a person
become brave?
Heroes can be a boy Do you have to be an Any person any age
or a girl adult to be a hero? can become a hero to
someone.
Heroes have to work Can you practice
hard to help those being a hero?
around them
They are very nice Why are they nice to Heroes are nice to What if the stranger is
people strangers? strangers because mean?
they want to make
sure everyone around
them feels safe.
Are never sad Why dont heroes get
sad?
Ask the students if anyone has anything to add about where they have learned about heroes and individual
action.
Remind the students about key elements of the facts they have listed and what they now have learned.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have
assigned based on what you know about this class.
After students have completed their in-class assignment, I will assign them a take-home
assignment that will allow them to learn more about the hero of their choice. Therefore, they will
be assigned to writing 6 more facts about the hero of their choice home and bring a picture to
school the following day that will be placed on our classroom wall. These facts will be more in-
depth since their families can help them. In addition, students may learn new facts about they
hero that they never knew before. From guided practice in class, students should have a strong
understanding of the directions given since they have learned to write and organize a list of facts
in their journals. Overall, having students write more facts about the heros history will allow
them to gain more background knowledge that can be presented in the following class meeting.
Assign the students the project writing 5 more facts for their journal. They will also be asked to look for
more pictures to add to the journal.
Tell the students that the work they do at home is to be done as neatly as was done in class today. They
need to use good penmanship, correct spelling and sentences, and correct capitals and punctuation.
The homework will become part of their journal on patriotic symbols to be on their desks for parents to see
at open house.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed

description of three students and the adaptations for each student in the three areas in chart
below.
1. Complete the charts below to summarize required or needed supports, accommodations, or

modifications for your students that will affect your literacy instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the charts. Some rows have been
completed in italics as examples. Use as many rows as you need.
22
Consider the variety of learners in your class who may require different
strategies/supports or accommodations/modifications to instruction or assessment. For
example, students
With Individualized Education Programs (IEPs) or 504 plans

With specific language needs
Needing greater challenge or support
Who struggle with reading
Who are underperforming students or have gaps in academic knowledge
Students with IEP and 504 plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Visual processing 2 Close monitoring, large print text, window card to isolate
text
Auditory dyslexia 1 Place student in the location most appropriate for him/her
to hear what is being said, demonstrate how similar
sounds are made ( how mouth is shaped), encourage
student to watch the lips of the person speaking to
him/her
Omits, adds, substitutes 3 Use photos of similar sounding words, say each word and
sounds or words when have the student point to appropriate picture, underline
speaking targeted words and reinforce the student for correct
pronunciation.
Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
English language learners 2 Pre-teach key words and phrases through examples and
with only a few words of graphic organizers (e.g., word cluster, manipulatives,
English visuals)
Have students use pre-taught key words and graphic

organizers to complete sentence starters

23
Students who speak a variety 5 Make connections between the language students bring
of English other than that and the language used in the textbook
used in textbooks
Student is able to read in PRIM

English (emergent) but when
talked to directly, has - pg 98 Strategy #2: During conversation, repeat
difficultly processing what is phrases used by the student , revising the
being said and how to vocabulary to include additional words.
respond. - This will help be effective because the student will
be able to express what he wants to say with
assistance from myself.
- Pg 105 Strategy #40: Provide the student with a list
of sentences and encourage him to read these at a
slow rate
- This is helpful because the student is able to read,
so if given a list of commonly used sentences, he
will be able to become comfortable saying those
during a conversation and will eventually build from
them to expand his communication skills.
Pg 105 #33: Reduce the emphasis on competition.
Competitive actives may increase the students
anxiety and cause him to speak more dysfluently.
- this will help keep the student comfortable with
participating in class discussion. By having a fair
and non competitive class, he will be able to
practice his speech during questioning time about a
subject and not feel judged.
Student is Spanish speaking 2 99 More Ideas pg 81 Learn to Define the Word

but has English as first
- introduces students to vocabulary words in text and
language. However, the
helps them infer the words meanings using context
student confuses certain
clues.
words between the two
languages while writing - This is a good strategy to use because it helps the
assignments. student use the context clues from the readings to
figure out which words would be appropriate to use.
5o Literacy Strategies
pg 151 Word Sorts
- student examine and categorize words according to
their meanings, graphophonemic clues, similarities
or spelling patterns.
- This will be helpful because students will build skills
to understand how English differs from their native
language and they develop knowledge to kelp them
predict meaning through spelling.
24
Pg 71 Making Words
- students arrange letter cards to spell words
- This strategy will be useful because it can be used
with a small group of EL students to practice
spelling patterns and rules. By having a group of
student to work together, they will be able to assist
one another with the process of comprehension of
the words being discussed.
Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 5 Leveled text, targeted guided reading, ongoing reading
assessment (e.g., running records, miscue, conferencing)
Struggling Reader: Student A 5o Literacy Strategies

Home language: English Pg. 53 Interactive Read Alouds
Approximate level of language - The focus of interactive read aloud is on
proficiency: intermediate comprehension. I would introduce the book and
activate the students background knowledge
before we begin to read. While reading, I will
Learning style/ modality engage the students through brief discussion and
preferences: Auditory other activities
- This strategy will be helpful because it provides and
opportunity for students to listen to age
appropriate texts that they are unable to read on
their own, build essential background knowledge on
a topic and helps the student learn about literary
genres and structures.
Pg. 123 Shared Reading
- The focus of shared reading is to read authentic
literature stories, nonfiction books and poems,
with children who could not read those books
independently. I would read the book aloud and
model fluent reading. The students will then
reading the book again and again, over a period of
3-5 days.
- This strategy will be helpful because it offers the
student the opportunity to listen to a fluent English
speaker reading aloud while they follow along,
looking at the words. They are encouraged to join
in and read familiar words whenever they can
without feeling any pressure.
25
Pg. 109 Readers Theatre
- The focus of readers theatre is a dramatic
performance of a script by a group of students.
Students each take on a role and rehearse to
preform inform of the class.
- This strategy is effective because the student will
gain valuable oral reading practice in a relaxed,
small group setting. They practice to increase their
reading speed, learn how to phrase and chink
worked into sentences and also read with more
expression.
Struggling Reader: Student B 50 Literacy Strategies

Pg 25 Collaborative Books
Level of Language proficiency: - students work together in small groups to make
Beginning collaborative books. They each will contribute a
page and use the writing process as they draft,
revise and edit their pages.
Learning style preferences:
- This strategy is helpful because the student will be
Kinesthetic
able to work with their English speaking classmates
who provide assistance on choosing vocabulary,
phrasing and spelling. Because the students will
collaborate, student B will be able to pull ideas from
her fellow classmates.
Pg. 103 Quilts
- Students will make quilt square to extend their
comprehension and to celebrate a story that
theyve read. They will cut out construction paper
squares, draw pictures in one section and add
decorations in other sections to arrange the
squares to look like a quilt.
- This is a helpful strategy because it provides
Student B with a hands on activity that allows her
to express what they took and understood from the
reading while also collaborating with peers.
Pg 90. Process Drama
- This is an imaginative and spontaneous role play
activity in which students explore stories theyre
reading. I will create an unscripted dramatic
context about a story and the students assume
roles to experience and reflect on the event.
26
- This is a helpful strategy because it does not
require English proficiency. The emphasis is on
what the students are doing and thinking during
the role play activity. Student B can draw pictures
or create other visual products to share her
reflection.
10. ATTACHED STUDENT WORK:
11.THEORETICAL OVERVIEW: Provide an overview of the theoretical basis (SAMPLE BELOW- Add to
it and develop it in appropriate manner)
This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was utilized because the
students lack knowledge; therefore, the knowledge needs to be given to them in an explicit manner. Scaffolding was used
in writing facts on the board in order to guide the students in writing their facts using complete sentences. Scaffolding was
used in writing facts on the board in order to guide the students in writing their own facts about Heroes using complete
sentences. Therefore, direct instruction works well with reproduction of factual information. The change of behavior is that
students will be able to write 10 facts, following the lesson instruction. This provides students with a knowledge base for
building additional lessons regarding Heroes
Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.
Cognitive Rationale for using this Lesson Model in relationship to the

Level cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a
rationale for your thinking.
Creating
27
Evaluating
Analyzing
Students have the opportunity to apply background knowledge from their knowledge of
Appling heroes and experiences (if any)and share with their classmates. This will also guide further
learning throughout the lesson.
Understandin Students will comprehend 10 facts about family, which will provide a base for moving into
g additional lessons.
I used Direct Instruction for this lesson because it is a simple and systematic way to learn new
Remembering
information regarding Heroes.
Adjust the arrows in each lesson plan to fit the lesson. Remove these
directions when finished.
Instructional Preparation Reflection Checklist

Complete the following reflective check list for each lesson in your unit. You
can add or delete items in the check list. This is to help you become aware
with the components you have included in your lessons which will also help
you write your commentaries for the EdTPA tasks.
Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation Scaffolding Grouping Adaptation
o Adaptation of o Modeling o Whole group o Advanced
Content o Guided Practice o Small groups o EL
o Background o Independent Practice o Pairs o Other Lesson
Knowledge o Comprehensible o Works concentrated on each
o Links to past Input Facts and their Independently student (advanced, EL,
learning organization were o Mixed groups other) in order to teach
o Strategies Used modeled for students. o Flexible groups to their level.
o Resources Comprehensible input in o The entire class
Selected the form of readings participated in
o E-resources forming the first 2-3
provided students with
the 10 facts. Students facts. In small
Content was adapted groups or with
were guided through the
for EL, struggling and shoulder partner
first few facts and then
GATE students. students were able
were allowed to work
Background knowledge to review
independently.
was addressed at the grammar/punctuatio
lesson introduction. n and write the rest
of their facts.
Integration of Application Assessment Objective

Processes o Hands on o Rubric o Linked to Standard
o Reading o Meaningful o Group o Integrated with
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o Writing o Linked to objectives o Written Language Arts
o Speaking o Engaging o Oral o Age Appropriate
o Listening o Active Learning o Formative Lesson connected to
o Viewing Student product was o Summative standards, such as
Vocabulary Students based on meaningful o Test Social Studies and
read the material and o Checklist A rubric Language Arts. In
information and was
addition, it was age
were engaged in linked to learning was used to assess
appropriate (2nd grade).
listening, speaking, objectives for 2nd grade. the final product.
viewing of images as Following the lesson
well as content students were
vocabulary. assessed on written
o and oral accuracy of
their 10 facts.
Notes for next lesson:
o Strengths/Weaknesses of Lesson based on your data from students and the assignment results etc.
-Possibly provide more cooperative groups that will focus on specific areas and the groups can work
on the material with others to gain further understanding.
o Students needing more help
-Allow students to work in pairs
-Content adaptations will take place for IEP, and ELL students
o Reading skills
-Varies on the groups of students
o Vocabulary clarification
-will be taught, as it is needed for the academic subjects since some students may struggle.
Note: In order to receive all points all lesson components

must be submitted.
29
Place Divider Page Here
CONCEPT ATTAINMENT LESSON PLAN FORM

California Baptist University School of Education
What is a Hero?
Concept Attainment Lesson Plan
Lesson Number - 2
Note: Clarity and ease of locating each lesson is what is needed.
1. MATERIALS/PREPLANNING (5 points)
30
Materials must include examples and non examples of the concept being taught.
Vocabulary
Courageous: Very brave.
Character: Features that make up and distinguish a person.
Villain: A deliberate criminal.
Corrupt: To change from good to bad morals, characters or actions.
Coward: One who shows disgraceful fear.
Nobility: Arising from superiority of of mind or character or ideals or morals.
Segregation: Separation of race, class and ethnicity enforced.
Literature
Young Martin Luther King, Jr. I Have a Dream by Joanne Mattern
2. OBJECTIVE (10 points) Must contain the word concept You should be able to know this
lesson will be on developing a concept by reading the objective.
After the lesson on the concept of People Who Make a Difference, students in grade 2 will be able to state
both orally and in writing the correct definition of heroes.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
Lesson will be Composition since students will be gathering and organizing information for writing and understanding the
definition of hero. Word choice and using active voice to discuss definition is also essential.
2.5 Students understand the importance of individual action and character and explain how heroes
from long ago and the recent past have made a difference in others lives.
CCSS ELD Standard

W.2.4-5; SL.2.4,6; L.2.1,3,5-6 12. Selecting and applying varied and precise vocabulary and
language structures to effectively convey ideas
Hist. Social Science Standard

APPLY/ ANALYZE
CCSS ELA Standard
SL.2.6 Selecting and applying varied and precise vocabulary and language structures to effectively
convey ideas
Identify real-life connections between words and their use (e.g., describe foods that are spicy or
juicy)

Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and persuasively

ELD Standard(s)
31
Emerging: 9. SL.2.46; L.2.1, 3, 6 Write very short literary texts (e.g., story) and informational texts (e.g.,
a description of a volcano) using familiar vocabulary collaboratively with an adult
(e.g., joint construction of texts), with peers, and sometimes independently.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., plant life cycle), and text elements (e.g., main idea, characters, events)
based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial
support. 5. Listening actively
Demonstrate active listening to read- alouds and oral presentations by asking and answering basic
questions, with oral sentence frames and substantial prompting and support.
1. Exchanging information and ideas
Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and
responding using gestures, words, and learned phrases.
o
Expanding
10. Writing : Write short literary texts (e.g., a story) and informational texts (e.g., an explanatory text
explaining how a volcano erupts) collaboratively with an adult (e.g., joint construction of texts), with
peers, and with increasing independence.
6. Reading/viewing closely :Describe ideas, phenomena (e.g., how earthworms eat), and text elements
(e.g., setting, events) in greater detail based on understanding of a variety of grade-level texts and
viewing of multimedia, with moderate support. 5. Listening actively . Demonstrate active listening to read-
alouds and oral presentations by asking and answering detailed questions, with oral sentence frames and
occasional prompting and support.
1. Exchanging information and ideas
Contribute to class, group, and partner discussions, including sustained dialogue, by listening attentively,
following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
o
o Bridging
o 10. Writing
o Write longer literary texts (e.g., a story)

and informational texts (e.g., an explanatory text explaining how a volcano erupts) collaboratively
with an adult (e.g., joint construction), with peers and independently.
o 6. Reading/viewing closely
o Describe ideas, phenomena (e.g., erosion), and text elements (e.g., central message, character
traits) using key details based on understanding of a variety of grade-level texts and viewing of
multimedia, with light support.
32
o 5. Listening actively
o Demonstrate active listening to read-alouds and oral presentations by asking and answering
detailed questions, with minimal prompting and light support.
o 1. Exchanging information and ideas
o Contribute to class, group, and partner discussions, including sustained dialogue, by listening
attentively, following turn-taking rules, asking relevant questions, affirming others, adding pertinent
information, building on responses, and providing useful feedback.

Students will use specific academic language (vocabulary, functions, discourse, syntax) while writing their definition in
order to participate in a learning task that demonstrates their disciplinary understanding.

The content and language in this lesson will focus on the learning task of heroes represented by the active vocabulary
used. Therefore, students will identify main ideas and details that represent the concept. In addition, they will be
3. ASSESSMENT (10 points)

Note: A rubric would work well for this assessment
This lesson will be assessed by the written definition in the student journal. The definition must include
three descriptors and three examples of the term/concept hero.
Students will also be assessed informally by listening to their oral definitions of the concept of hero.
Proficient (3 points) Basic (2 points) Below Basic (1 point)
Student illustrated/provided 3 Student illustrated/provided 2 Student illustrated/provided 1

examples. examples. example.
Student wrote a definition including 3 Student wrote a definition including 2 Student wrote a definition with 1 or
descriptors. descriptors. less descriptors.
Student was able to provide an Student was able to provide an oral Student was unable to provide an oral
accurate oral definition. definition with some degree of definition.
accuracy.
33
4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate
for learning!
At the start of the school day, students will enter the class and will hear the Everyday Hero song
(https://www.youtube.com/watch?v=dGj70I4AnV4). Upon entering the class, I will give each student a high
five and thank them for their heroic attitude. Once every student has entered the room, I will ask the entire
class What is a hero? Let students brainstorm as a class about what they think a hero is. Write all of
their ideas on the board. Then read the definition of an hero, from the dictionary, to the students. Discuss
with the students that heroes are people who show courageous acts and nobility of character. Explain to
students that many of our heroes have made a difference in peoples lives from the past and present
Discuss how heroes can be an average person, like you and me. Then read the book The Childrens Book of
Heroes by William J. Bennett.
5. PURPOSE (5 points)
Boys and girls, today we will be learning about _heroes. It is important to understand heroes
because they have helped make the world a better place in the past and even today. By
learning about heroes, you will be able to understand how important individual action and
character are to making a difference.
LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
This lesson model will help build student knowledge based on the concept of ancestor. I will
model the concept by demonstrating examples with the use of materials to help students gain a
greater in-depth understanding. Furthermore, students will have the opportunity to discuss the
different examples presented and evaluate whether people in their lives are their heroes. Also,
they will be able to comprehend the definition of this history concept and apply it to their own
real-life experiences.
Prior to starting the lesson body do the following:

Restate the Objective in Kid terms
After our lesson today, you will be able to define what a hero is and how to identify if you have any
heroes in your life.
Mark SDAIE in bold type where it applies.
(SDAIE-Use visuals to show examples and non-examples)
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
Step One- Definition:
The teacher must introduce the concept by name and define it.
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of heroes.
According to the dictionary heroes means: a person noted for courageous acts or
nobility of character:.
Step Two - Examples:
Bullet each example and leave space between each new example.
The teacher must present (5 6 ) examples of the new concept.
This is Martin Luther King Jr.. He is a hero because he was an activist for equal rights, ended
segregation and did not use violence as a weapon. He showed courageous acts and nobility of
34
character.
This is Mother Teresa. She is a hero because she devoted her life to serving the poor, sacrificed a lot to
help sick children and tried to make world peace. She showed courageous acts and nobility of
character.
This is Marie Curie. She is a hero because she was one of the first female scientists , the radioactive
compounds she worked with were later discovered to be very harmful to human health, but this was
not known at the time and she won two Nobel Peace Prizes. She showed courageous acts and nobility
of character.
This is a doctor. Doctors are heroes because they help cure peoples illnesses, perform life saving
surgeries and prescribe medicines to help keep people healthy. They are heroes because they show
courageous acts and nobility of character.
This is a police officer. Police Officers are heroes because they try to keep their community safe, arrest
people who hurt others and want to save people who are in danger. They show courageous acts and
nobility of character.
Step Three - Non-examples:
Bullet each non-example and leave space between each new example.
Give, 5 or so, non-examples with reasons why they are not examples of the concept.
This is a bully.
A bully is not a hero because they do not treat others nicely, they are mean and hurt peoples feelings.
A bully does not show courageous acts and nobility of character.
This is a thief.
A thief is not a hero because they steal, scare people and break the law. A bully does not show
This is a corrupt person.

A corrupt person is not a hero because they lie, cheat and lack character. A corrupt person does not
show courageous acts and nobility of character.
This is a coward.
A coward is not a hero because they do not have courage, do not help others and are afraid to face
danger. A coward does not show courageous acts and nobility of character.
This is a villain.
A villain is not a hero because they do bad things, are wicked and harm others. A villain does not show
Give 5 more examples of what is not an example of the concept and the reasons why it is not.
It is very important to go over each item and compare and contrast them so students can
clearly understand the concept.
Step Four - Mixed Examples:
Bullet each mixed example and leave space between each new
Here is a firefighter. Is this an example of a hero? Yes, a firefighter is a hero because they save pets
and people from burning buildings and cars. Firefighters show courageous acts and nobility of
character.
35
Here is a burglar? Is this an example of a hero? No, because a burglar robs people and takes what is
not theirs. Burglars do not show courageous acts and nobility of character.
Here is a picture of a soldier. Is this an example of a hero? Yes because a soldier fights for his/her
country to protect its citizens. Soldiers show courageous acts and nobility of character.
Here is a picture of a veterinarian. Is this an example of a hero? Yes because veterinarians help sick
animals. A veterinarian shows courageous acts and nobility of character.
Here is a picture of a selfish person. Is this an example of a hero? No, because a selfish person does
not help others, only cares about themselves and focuses on what will help them and not others.
Selfish people do not show courageous acts and nobility of character.
Vocabulary. This is where students have a chance to develop the correct

terms/vocabulary and really own the terminology.
Step Five - Redefine Concept:
The teacher must ask students to define the concept in their own words. You should have
given several clear attributes of the concept that students can easily repeat and write in their
journals. Now it is their task to write the new term with the meaning and description in their
journal under the vocabulary for this unit.
They could also illustrate the term and give various examples and non examples. Let them be
creative in how they enter the vocabulary terms. This will help them remember the vocabulary
and make it useful for them.
You could say: (Word this part according to the group you are addressing)
Boys and girls, turn to your partners and say the definition of heroes in your own words.
This is your chance to practice saying (rehearsing) this new term. Be sure you both state
the definition and give several good examples and state why they are good examples.
Fully script 2 or 3 student responses.

Student: A hero is someone who courageous acts and nobility of character .
Student: A hero helps people who are scared and wants to make the world a better place.
Now, have them write the definition in their own words in their journal.
Next, please take out your journals and enter this term heroes.
Also write the definition in your own words and give several examples. Explain how heroes
is used and who can become one.
Lesson Step Six - Student Examples:
The teacher must ask the students to find or suggest additional examples of the concept to
show their understanding.
36
Students, now it is your turn to own this concept. You are the experts so your task is to find
more examples. You could look in the books I have gathered in our classroom library or on
the internet. You could look in your text book or school library_.
You might find more examples at home by asking your family if they know heroes or by
taking a trip to a museum ( Give them several places to find more examples of this concept.
The more they see where it belongs the better they will come to understand and be able to
use the vocabulary.)
Step Seven Response to Learning the Concept:
Using the EL/ELA Standards State the expected response in the four language arts areas to
learning based on the EL/ELA objectives and the Social Studies content of the lesson body.
ELD Level Emerging Response to learning:
Listening: Having students watch and listen as I display photos of the heroes selected for the lesson will
help them connect the descriptions to the specific individual.
Speaking : Total Physical Response of having each ELD student come up and point to the photos of each
of the heroes on the board.
Reading: By having the students read the definition of hero with me will help them associate the spoken
word to the words written.
Writing: Writing the definition of hero in their journal will help students work on their penmanship and
letter recognition.
ELD Expanding Response to learning:
Listening Contribute to class, group, and partner discussions by listening attentively, following turntaking rules, and
asking and answering questions about heroes.
Speaking Use a growing number of general academic and domainspecific words in order to add detail or to create
shades of meaning about heroes while speaking and composing.
Reading Describe ideas, phenomena, and text elements in greater detail based on understanding of a variety of grade
level texts and viewing of multimedia with moderate support about heroes.
Writing Collaborate with the teacher and peers on joint composing projects of informational and literary texts that include
some writing (e.g., short sentences), using technology where appropriate for publishing, graphics, etc. about heroes.
ELD Bridging Response to learning:
Listening Contribute to class, group, and partner discussions by listening attentively, following turntaking rules, and
asking and answering questions about heroes
Speaking Use a wide variety of general academic and domainspecific words, synonyms, antonyms, and nonliteral
language to create an effect or to create shades of meaning about ancestors while speaking and composing.
37
Reading Describe ideas, phenomena and text elements using key details based on understanding of a variety of grade
level texts and viewing of multimedia with light support about heroes.
Writing Collaborate with the teacher and peers on joint composing projects of informational and literary texts that include
a greater amount of writing (e.g., a very short story), using technology where appropriate for publishing, graphics, etc.
about heroes.
7.CLOSURE (5 points)
Gather students at the discussion table or on the rug. It is now the end of the day and
students are prepared to go home. Wrap up the learning with a chance for students to
practice key learning once again. In this case it will be the new concept you have
introduced.
Provide something like the following dialogue:

Boys and girls please come to our talking circle. We have much to discuss.
Today we studied the concept of heroes. Now it is your turn to own this information. Lets practice saying
what we have learned about heroes. Who would like to begin?
Continue this dialogue until students have rehearsed their learning several times.
End with each student stating the learning to the person next to him/her.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale/justification for your choices.

Asking students to find three examples of their own heroes at home provides independent practice because it
is consistent with what students have learned in class. In addition, it requires them to think independently and
use resources outside of those used in the classroom. This lesson represents training in the area of applying
and classifying information, so a mild form of independent research is an ideal task for learning outside the
classroom. Independent practice will often create a dialogue at home and will allow students to share what
they learned or get help from their family (parent/guardian) in finding additional examples. In researching and
reading about heroes, students will discover new information, which will benefit them as we move forward on
the topic of People Who Make a Difference.
The teacher assigns the students the task of finding additional examples of the concept on
their own. For example, students can look in books, library or computer for additional
examples.
The teacher clarifies what the students are to do with the additional examples of the
concept that they identify. EX. Add to word wall, write on a 3x5 card and add to the file,
enter them in the social studies journal on this theme and draw the picture and write a
paragraph defending your choice.
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)

Provide text pages and a short description of the strategy. Explain how strategy is helpful to
your focus students and rationale for selection.
Provide feedback for each of the 3 focus students on the work sample. (See
edTPA for directions on feedback)
ELL Learner Student is a Spanish speaking.
W/Few Words She is shy, and self conscious Interactive Read Alouds pg. 53-55 50 Literacy
38
Strategies
This will provide an opportunity for students to listen to texts that they are not able
to read on their own. It will also help them build background knowledge along with
new vocabulary words.
Student with low Shared Reading pg. 123 50 Literacy Strategies

reading ability Student will be partnered up with a buddy to help them listen to a fluent reader
read as they follow along. They will be encouraged to join in and read familiar
words when they are able to.
Student with Authors Chair pg. 10-11 50 Literacy Strategies 50 Literacy Strategies
advanced literacy Will allow student to showcase their reading and writing skills to the class.
skills/other
Fill in chart below with additional strategies to support the learning or extend
lesson
Wright Text Description of strategy How strategy is Rationale for

helpful selecting & links to
student/standards
1. Sentence Helps the student learn This will help EL students
repeat When the student commits a the word hero because it continues the
reading error (e.g., correctly. repetition strategy
substitution, omission, 5- implement ted
second hesitation), throughout the lesson.
immediately pronounce the
correct word for the student
and have the student repeat
the word correctly.
2. Click or Clunk This helps students Choosing this will help

Students periodically check check their process of students with their
their understanding of understanding by having writing and listening
sentences, paragraphs, and quick check points. If skills. By making sure
pages of text as they read. there is a point of they fully understand
When students encounter confusion, the student the definition of hero
problems with vocabulary or will be able to ask for correctly and be able to
comprehension, they use a help to correct their use their writing skills to
checklist to apply simple misunderstanding. express it.
strategies to solve those
reading difficulties.
50 Literacy
Strategies
1. Gallery Walks Teacher will post photos of Provides an immediate Students use writing to
heroes and non heroes. audience for students express and revise their
Students will walk around writing. It also allows work. This also allows fo
and use post it notes to students to provide students to show
write which photo is a hero feedback to one another. appropriate English
and which is not. They will conventions.
take their post it and attach
it to the photos posted n the
39
wall.
2. Prereading Plan Introduce a key concept Builds students This will help students
discussed in reading background knowledge integrate information
assignment and ask and allows the teacher presented visually using
students to brainstorm to estimate the student printed text. They also
related words. Teacher then s knowledge of the topic. will be able to clarify
discusses with the class the meaning of vocabulary.
concepts they came up with
and have the students write
a quick write to explore it.
50 Social Studies
Strategies
1. Graphic Students will fill in a Venn This strategy is helpful This strategy will help
Organizer diagram with characteristics because it allows students practice their
of what a hero has and what students to see the writing skills by taking
a hero does not have. differences between the what we say as a class,
definition of hero and and writing it down.
the opposite of it.
2. Community Students will go around the Helps promote sense of Using a leadership bingo
building class and fill in a Leadership classroom community. sheet will help students
Bingo Sheet using their communicate and get to
classmates names. They know one another. This
need to find classmates that can help EL students by
will fit in the category. interacting verbally.
Technology YouTube videos
Resources
10.(10 points)
THEORETICAL OVERVIEW: Provide an overview of the theoretical basis for this lesson
model and a rationale for why you have selected this content for this lesson model. Link your
rationale to the specific lesson objective/standard cognitive level and corresponding descriptive
words (i.e., analyze, compare).
This lesson is taught by using information processing theory to attain the concepts. Add more here

40
Evaluation
Synthesis
Analysis
Application
Comprehensi Example: I used a Direct Instruction lesson for this standard because..
on
Knowledge
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you
were a student in your class. Use the appropriate paper, print, and line size suitable for the
developmental level of the class.

Content Introduction of examples, o Small groups o EL
o Background non-examples and mixed o Pairs o Other
Knowledge examples o Works Lesson concentrated on
o Links to past Independently each student
learning o Guided Practice o Mixed groups (advanced, EL, other) in
Draws on Direct Copy definition into Social o Flexible groups order to teach to his or
Instruction lesson Studies journal The entire class her level.
introduction to participated in
Heroes Today and in o Independent Practice discussing the new
the Past Find 3 additional examples concept. In small
o Strategies Used and create an illustration groups or with
Concept attainment, o Comprehensible Input shoulder partner
concrete examples, students were able to
SDAIE, review examples of
Working in pairs heroes that were
introduced.
o Resources Selected
o E-resources

o Listening o Active Learning o Formative Lesson connected to
o Viewing Student product was based o Summative standards, such as
o Vocabulary on meaningful information o Test Social Studies. In
Students read the and was linked to learning o Checklist addition, it was age
material and were objectives for 2nd grade. A rubric was used to appropriate (2nd grade).
engaged in listening, assess the final
41
speaking, viewing of product. Following the
images as well as the lesson students were
concept vocabulary. assessed on written
and oral accuracy
identifying the concept
of hero.
Notes for next lesson:
o Strengths/Weaknesses of Lesson
o Lesson contained engaging intro/story, strong examples/non-examples; good visuals.
It may be necessary to pull out level group to review main characteristics of a hero.
o Content adaptations
Allow students to study various images and descriptions of a hero in advance so they are prepared to discuss
concept.
o Reading skills
May vary depending on the lesson
It is important to possibly review key vocabulary terms days prior to the lesson, especially for the focus students in
the classroom.

GENERALIZATION LESSON PLAN AND RUBRIC
Revised by Dr. R. Timmons
California Baptist University School of Education
Exploring Heroes
Generalization Lesson Plan
Lesson Number 3
1. MATERIALS (5 points)
42
Youtube video
Social Studies journal
Pencils
Markers, colored pencils, crayons
Photo of Mother Teresa and Abraham Lincoln
Chart paper
Vocabulary
Assassination: the murder of a prominent person, often a political leader or ruler
Nobel Peace Prize: prize for outstanding contributions to chemistry, physics,
physiology or medicine, literature, economics, and peace that may be awarded
annually. I
Gettysburg Address: was a speech that President Lincoln gave at the dedication
ceremony of the National Cemetery of Gettysburg as a statement about the impact of
the Civil War
Charity: an organization set up to provide help and raise money for those in need.
Emancipation Proclamation: s an executive order issued on January 1, 1863, by
President Lincoln freeing slaves in all portions of the United States not then under
Union control (that is, within the Confederacy).
2. OBJECTIVE (10 points)
The objective will state the learning that the students will attain by the end of the
lesson.
State the objective in behavioral terms, as follows:
1. A=Audience, 2nd grade
2. B=Behavior, Apply knowledge and develop generalization concerning the topic of
heroes.
3. C=Conditions, Students should understand the generalizations they have made
about heroes.
4. D=Degree of accuracy needed to achieve the objective. : Students should
gain knowledge and develop generalizations about heroes with accuracy.
The key question to ask: Can this objective be assessed and what will the student be
able to think, say, or do when the objective is accomplished?
Note: In this lesson plan, the objective will include the following words: finding
generalizations that are supported by data.
OBJECTIVE: After the lesson on using data to support generalizations, students in grade
2 will apply this knowledge and develop generalizations concerning the topic of heroes
with accuracy.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

Lesson will be Composition since students will be gathering and organizing information on a graphic
organizer in order to gain knowledge and develop generalization of heroes from the today and the past.
Word choice and using active voice to discuss generalizations and vocabulary is essential.
43
Hist. Social Science Standard2.5 Students understand the importance of individual action and
character and explain how heroes from long ago and the recent past have made a difference in others
lives.
CCSS ELD Standard

W.2.4-5; SL.2.4,6; L.2.1,3,5-6 12. Selecting and applying varied and precise vocabulary and
language structures to effectively convey ideas
Hist. Social Science Standard

APPLY/ ANALYZE
CCSS ELA Standard
SL.2.6 Selecting and applying varied and precise vocabulary and language structures to effectively
convey ideas
Identify real-life connections between words and their use (e.g., describe foods that are spicy or
juicy)

Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and persuasively

Students will use specific academic language (vocabulary, functions, discourse, syntax) while writing their definition in
order to participate in a learning task that demonstrates their disciplinary understanding.

The content and language in this lesson will focus on the learning task of families/ancestor represented by the active
vocabulary used. Therefore, students will identify main ideas and details that represent the concept. In addition, they will
be comparing ideas with others.
3. ASSESSMENT (10 points)
Describe clearly how you would assess student performance in this lesson.
Label your method of assessment as authentic, formal, or informal.
Clearly state where/how this assessment will be kept (portfolio, grade book)
Include rubric, checklist, or other tool that will be used to assess each
objective.
How will this assessment be used? (part of final grade, to adjust teaching
44
strategies, as part of a portfolio, etc.?)
Proficient (10 points) Basic (7points) Below Basic (5point)
-Student -Student -Student
provided/compared 4-5 provided/compared 2-3 provided/compared at
points Abraham Lincoln points between least one point between
and Mother Teresa from Abraham Lincoln and Abraham Lincoln and
what we studied in Mother Teresa from Mother Teresa from what
class. what we studied in we studied in class.
- Included all necessary class. -Included all necessary
components and did so -Included all necessary components and did so
in presentation format. components and did so in presentation format.
- Wrote neatly and in presentation format. -Wrote illegibly and was
legibly -Wrote legibly but unorganized
- Student illustrated a lacked on how neatly - Did not illustrate
photo for both Mother the information was Mother Teresa or
Teresa and Abraham organized. Abraham Lincoln
Lincoln -Illustrated one of the
two: Abraham Lincoln or
Mother Teresa
4. PURPOSE (5 points)
Have a clear definition in your own mind of the reason (the WHY) for teaching this
lesson. Where does this fit into the overall curriculum?
Fully script, in words you will use with the children, why it is important for each
student to learn this lesson. How does this affect a students lifelong learning? Why
will the student benefit from this learning?
The main purpose of this lesson is for students to come up with generalizations
regarding heroes today and in the past. They must demonstrate background
knowledge from previous lessons and connect it to new information in order to create
generalizations.
Good morning friends! For the past few days, we have been studying about heroes.
Can some of you share with me some of the thing we learned about heroes? [Give
students time to think of an answer and to volunteer their response].
Today we are going to use all of that information that we have learned and studied
and are going to connect it to how Abraham Lincoln and Mother Teresa helped the past
and present. You should have some information on how different heroes from the past
have helped the future because of our previous lesson. Because of this, it is very
important to understand how heroes have helped the past and resent in different ways.
In addition, we will learn how Abraham Lincoln and Mother Teresa each helped their
community and world during their time. Therefore, todays lesson will provide us with
new information about these two heroes and how us their similarities an differences.
Most importantly, how heroes of the past have influenced those today.
5. ANTICIPATORY SET/Motivation for Learning (5 points)
You begin by doing something to get the students interest hooked into what you are
about to teach. Ask leading questions. Describe related activities or experiences
they have had before. Remind them of previous learning. Use artifacts, hands-on
45
math or science activities, photographs, costumes, hats, sounds, music, videos,
books, etc.
I will introduce the students to Abraham Lincoln and Mother Teresa through photos
posted on the front board of the class.
Then I will ask students questions about these two heroes to see if they have any
background knowledge of them. (ex) Do you know who this is? What did he/she do?)
Next, I will share one fact about why each of these individuals are heroes.
I will then ask students to watch a short video on Abraham Lincoln and Mother Teresa.
https://www.youtube.com/watch?v=mzH13X88kbM
https://www.youtube.com/watch?v=t-8puoM45YM
6. LESSON BODY (25 points)
Justify for your choice of strategies.

Students will apply their background knowledge on the topics about heroes to consider how the
past has influenced heroes today. In addition, students will use prior knowledge or their own
experiences to consider present day examples of heroes, which influence on another.
Note: The inducing-a-generalization technique helps pupils arrive at an

explanatory generalization by applying their own logical thinking skills. The
teacher begins by selecting a well-validated generalization and finding specific
examples that support its truth. The learners are presented only with this
evidence. They are challenged to develop an explanatory generalization that
is consistent with the evidence. These steps are typically followed:
Step 1. Pupils look at evidence the teacher has made available such as
lists, data charts, artifacts, videos and science demonstration
activities.
Class, we have learned about heroes in our previous lessons. We have
discovered many facts about heroes, such as their special qualities and
differences. Today, we are going to look deeper into two specific heroes,
Abraham Lincoln and Mother Teresa. I am dividing our classroom into two
groups. I want the first group to list facts about Abraham Lincoln and the second
group to list facts about Mother Teresa on our classroom white board (the chart
will already be posted on the board). When your group has finished listing facts,
I would like for you to quietly sit on the floor with your group so we can see with
what we came up with. (Students are allowed to use recourses, texts, and
pictures to assist them in finding information regarding families they have been
assigned to complete).
Class, what do you see about the things or the data we have in front
of us? (script their answers)
ST 1: There are some things that they both did that helped the world.
ST2: They are a bunch of things that are different about them, like
them living in different countries.
How do you think we might organize this information? (Student
46
answers)
ST1: We can put together the things that they share the same
ST2: We can also put together the things that make them different
ST3: We can use a chart like the one you have Ms. Mendoza!
Abraham Lincoln Mother Teresa

Was the 16th President of the Was a nun in Calcutta
United States of America Symbol of Charitable, selfless
Ended slavery with the work
Emancipation Proclamations Devoted her life to serving the
He was a lawyer before he poor
became president Found an International Charity
He was assassinated called Missionaries of Charity
He wrote the Gettysburg Address She is a known Catholic Saint
to help heal and rebuild the She won a Nobel Peace Prize
United States of America after the
civil war.
Step 2. Pupils compare or contrast data, discuss and note relationships and
general trends. Script the discussion.
Some ideas are as follows. If necessary use Mind Talk (where teacher speaks
out loud so students can follow the thinking) here to help them get started:
Lets see, what do we notice about the information we have? Give

student answers.
ST1: They are alike because they both started their life with not a lot
of money
ST2: They both worked hard to help their countries
ST3: I see that Lincoln was assassinated and Mother Teresa died of old
age
ST4: Mother Teresa was religious and Abraham Lincoln was political
What can we say, in general about this information? (Ex. looking at data
about clay boats, tin foil boats and plastic boatsI notice that the results
for each type of boat are significantly different. What are some
explanations for this?
ST1: I see that Abraham Lincoln and Mother Teresa are a little different
ST2: I see that they also share some similarities
ST3: Mother Teresa started a charity group that helped around the
world and Abraham Lincoln freed slaves in the United States of
America.
47
Step 3. Finally, ask students to develop generalizations based on the
Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.
Class, how do you think we could explain the relationships and

general trends we see? Can anyone think of a way to say it? Script
(Ex. What have they learned about building boats, floating objects,
etc?) Add several student responses and script the discussion.
ST1: I learned that heroes from the past share with present heroes
ST2: Abraham Lincoln and Mother Teresa were both great heroes because
they helped people in need.
ST3: Abraham Lincoln helped slaves in the United States of America.
ST4: Mother Teresa helped the poor and sick children all over the world.
Is there anything we could say about how this could apply in a

similar situation or in another place? (Ex. .What kinds of boats are
used to transport oil, coal, wheat, etc in our country or in the
world).
ST1: Heroes share the same qualities

ST2: Abraham Lincoln and Mother Teresa changed the world for the better.
ST3: Because of them, people feel more comfortable and happy with where
they live.
Write the students generalizations on the board or on an overhead

transparency as they think of them. Accept all that are suggested. In your
lesson plan, be sure to script possible responses from your students.
Add the list here.
Bullet responses:
ST1: Abraham Lincoln was the 16th president of the United States
ST2: Mother Teresa was a nun from Calcutta.
ST3: They both helped people who were in need
ST4: Mother Teresa won a Nobel Peace Prize
ST5: Abraham Lincoln ended slavery in the United States of America.
Have students consider each of the proposed generalizations. Is each

generalization supported by the data? Script this discussion.
Facts on the chart are the things that we studied
I remember the pictures we saw the past couple of days studying heroes
All heroes do different things for their community and for the world
The videos and songs we watched helped me to remember why a hero helps
the world.
7. CLOSURE (5 points)
Ask the students to state here, in their own words, what they learned about the use of
data to form generalizations. It is here that you pull them back together as a class for a
48
moment.
Ask:
What did you learn from the data today concerning heroes?
What have we learned about using facts/data/evidence to solve problems
(generate new ideas, form conclusions, etc.)
The issue here is to help students learn the PROCESS as well as to develop the
PRODUCT. They should be able to express in their own words the learning they
acquired.
Ask them if they have any other comments. Script possible responses.
ST1: Do you think heroes will change again later? Maybe, if someone does
something important for the world
ST2: How are these heroes similar to the ones we studied in the past couple
days? They all are brave and courageous!
Teacher should restate the learning one last time in another way.
Fully script what you will say as well as possible student responses.
Class, today we used our knowledge about heroes today and in the past
to discover they have influenced each other. We also used the
information we studied to make generalizations between the two, such as
their similarities and differences. As you can see heroes have existed
forever and they tend to make the world what it is today . In addition,
heroes down through the ages are similar and will likely continue to be
similar. You to one day will have a chance of your own to influence the
new generations to .
S1: I love my helping others and its like what Mother Teresa did for the
children
S2: Helping your community or country is a great thing to do because it
makes those around you happy.
S3: Heroes are different and they were like that in the past to.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale. Asking students to evaluate Abraham Lincoln and Mother Teresa and
discuss their new information with their classmates and teacher will provide them with
independent practice since it is consistent with what students have learned in class. In addition,
it requires them to think independently. This lesson represents training in the area of applying
and classifying information, so a mild form of independent research is an ideal task for learning
outside the classroom. Independent practice will often create a dialogue at home and will allow
students to share what they learned or get help from their family (parent/guardian) in finding
additional examples. In researching and reading about heroes, students will discover new
information, which will benefit them as we move forward on the topic of Heroes .
Student will be assigned to create a Venn diagram in their journal where they write a
brief statement to compare and contrast Abraham Lincoln and Mother Teresa.
This will give students the opportunity to make further generalizations with the
information learned in todays lesson
They will be able to take home their journal to ask their family members to help them
find new information about Abraham Lincoln or Mother Teresa.
49
They will also be asked to draw a picture of both Abraham Lincoln and Mother Teresa
and provide it with the Venn diagram they have created.
The assignment will be assessed by using a rubric:
Proficient (10 points) Basic (7points) Below Basic (5point)
-Student -Student -Student
provided/compared 4-5 provided/compared 2-3 provided/compared at
points Abraham Lincoln points between least one point between
and Mother Teresa from Abraham Lincoln and Abraham Lincoln and
what we studied in Mother Teresa from Mother Teresa from what
class. what we studied in we studied in class.
- Included all necessary class. -Included all necessary
components and did so -Included all necessary components and did so
in presentation format. components and did so in presentation format.
- Wrote neatly and in presentation format. -Wrote illegibly and was
legibly -Wrote legibly but unorganized
- Student illustrated a lacked on how neatly - Did not illustrate
photo for both Mother the information was Mother Teresa or
Teresa and Abraham organized. Abraham Lincoln
Lincoln -Illustrated one of the
two: Abraham Lincoln or
After Mother Teresa several
sessions of this type of lesson, students should be able to analyze another set
of data and formulate generalizations on their own.
Some other possibilities could include a journal entry regarding the process
as well as the focus generalization developed, a reflection on the
generalization itself, further research to support the generalization, forming
additional questions of interest for further research.
9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the class? Provide specific
strategies that might be used for each type of learner.
Provide feedback for each of the 3 focus students on the work sample. (See edTPA for
directions on feedback)
ELL Learner W/Few For my ELL learner, I will incorporate videos and visuals to help this student
Words understand the material being covered about Abraham Lincoln and Mother Teresa.
In addition, I will provide small group interaction to give that student a more
comfortable environment to participate in.
Student with low For my student with low reading ability, I will also provide technological resources
reading ability such as the videos on Mother Teresa and Abraham Lincoln. I will also check for the
students understanding of the vocabulary being discussed. By checking for
understanding, I will be able to help the student structure her response in her
journal entry.
Student with To help my student with advanced literacy skills, I will have her use her venn
advanced literacy diagram to write out a short essay on the two heroes we discussed. She will then
skills/other present this paper to the class when its completed. This will help to keep her
challenged using the information that the entire class is knowledgeable of. It will
also help her use the venn diagram to structure the essay she will write.
Strategies to extend the lesson- Fill in chart below:
50
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to
student/standards
1. Efferent Listening Students listen to This is helpful because I chose this strategy
pg 92 understand messages. while students are because it will help
watching the videos on students focus on the
Abraham Lincoln and important information
Mother Teresa, they will that is provided about
determine the speakers Abraham Lincoln and
purpose, identify the big Mother Teresa.
ideas and organize
information to remember
it.
2. Editing Checklist This list will help students This is helpful because it I chose this strategy
pg 137 keep track of the information helps students make because the checklist
they write in their Venn sure they use all of the will guide the students
diagrams based off the chart information they to use the correct
created In class. learned. That way their information in their Venn
Venn diagram is filled Diagram journal entry. If
with correct descriptions. they did not use the
checklist, they face the
possibility of leaving
vital information out of
their assignment.
50 Literacy
Strategies
1. Data Charts pg 31 Grids that students make This is helpful for CCSS2.W.8 Recall
and use as a tool for organizing information information from
organizing information about that will go into the experiences or gather
a topic. students Venn diagram. information from
provided sources to
answer a question.
2. Venn Diagrams Students use Venn diagrams This is going to be their I chose this strategy
to compare and contrast journal entry assignment because it fits perfectly
topics. with comparing and with their journal entry
contrasting the assignment. Using the
information they learned two heroes (Abraham
about Abraham Lincoln Lincoln and Mother
and Mother Teresa. Teresa) students will use
the information learned
to compare and contrast
the two.
50 Social Studies
Strategies
1. Historical Students will choose either This is helpful because it I chose this strategy
Characters pg 121 Abraham Lincoln or Mother allows students to utilize because I felt as though
Teresa to dress up as and their creative side to it would provide the
imitate to the class. show what they have students with a fun way
learned about these to express their
heroes. knowledge of Mother
Teresa and Abraham
Lincoln. They will be able
to dress up, use a
different voice and act in
front of the class to
display the knowledge
they have of their hero.
2. Maps and Globes The teacher and students Enhances students I chose this strategy
Using Google Earth use Google maps and globes experience and will give because I feel as though
51
to as a virtual technology them a visual of the providing a visual map of
tool to target geographical different areas Mother the areas both Abraham
locations. Teresa and Abraham Lincoln and Mother
Lincoln impacted. Teresa impacted can
help the students better
understand how great
their impact truly was on
the world.
Technology YouTube videos Help keep students I chose this strategy
Resources engaged and provide because the videos
alternative resource for selected are educational,
students. but are also cartoon.
This will help keep
students engaged to the
information being
presented while keeping
them entertained.
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the

theoretical basis for this lesson model and a rationale for why you have selected
this content for this lesson model. Link your rationale to the specific lesson
objective/standard cognitive level and corresponding descriptive words (i.e.,
evaluate, generalize).
This generalization lesson model is based on the constructivist and information

processing theories. This lesson allows students to finding relationships and
conjectures from a particular sent of topics to make generalization between, such as
heroes. Students will have the ability to apply these generalizations and apply them
to new situations or other areas of learning; especially those pertained to social
studies. Overall, students are able to compile the information they learned about
Heroes and apply it to make generalizations describing other instances of heroes
and their influences. Most importantly, understand how heroes from the past are
similar to those today and will continue to be similar in the new ages to come.
(10 points)
52
Generalization instruction plan is based on helping students evaluate the
difference between heroes from the past and today. This lesson plan also allows
Evaluation
students to apply their previous background knowledge abbot heroes to the new
information gathered throughout this lesson
Generalization instruction Plan allows students to construct a list of facts
Synthesis regarding heroes today and in the past by synthesizing their similarities and
differences.
Analysis
Application
Comprehensi Example: I used a Direct Instruction lesson for this standard because..
on
Knowledge
11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment
just as if you were a student in your class. Use the appropriate paper, print, and line size suitable
for the developmental level of the class.

Content o Guided Practice o Small groups o EL
o Background o Independent Practice o Pairs o Other
Knowledge o Comprehensible Input o Works o Lesson concentrated
o Links to past Independently on each student
learning Make generalizations o Mixed groups (advanced, EL, other)
o Strategies Used with heroes studied in o Flexible groups in order to teach to
53
o Resources Selected class his or her level.
o E-resources The entire class
participated in
discussing the
Resources Selected different
Reading book, generalizations
website, made. In small
groups or with
shoulder partner
students were able
to discuss their
generalizations
when broken into
two groups.
o Listening o Active Learning o Formative
o Viewing Student product was o Summative
o Vocabulary based on meaningful o Test Lesson connected to
information and was o Checklist standards, such as Social
Students read the linked to learning o Rubric was used to Studies. In addition, it
material and were objectives for 2nd grade. assess the final was age appropriate (2nd
engaged in product. Following grade).
listening, speaking, the lesson students
viewing of images were assessed on
as well as the written and oral
generalizations accuracy
made. introducing new
generalizations from
the material they
gathered.
Notes for next lesson based on lesson results:
o Strengths/Weaknesses of student learning

- Lesson contained engaging videos and facts on the heroes discussed.
o Many good generalizations were made.
o - Would benefit some students to be pulled into a small group to discuss the generalizations that
were shared.
o Content adaptations
- Provide students with photos, videos and books to have different visuals of the individual heroes we
studied.
o Reading skills
o Varies depending on the lesson
-important to review vocabulary from two previous lessons to help students stay on track with what
needs to be learned.
54
INQUIRY - MINI LESSON PLAN
EDU 512
Exploring Heroes
Inquiry Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: Exploring Heroes
Name: Melissa Mendoza Date: February 28, 2017

Grade Level: 2nd
Social Studies Content Learning Objective(s): Grade Level Content Standards: 2.5 Students
understand the importance of individual action and
After the mini lesson on Heroes , students in grade 2 will be character and explain how heroes from long ago and the
able to describe orally and produce a poster, which depicts recent past have made a d difference in others lives.
the lifestyle of hero in their community with 95% accuracy.
ELA Language Standards for Grade Level :
RL.2.1 Ask and answer questions as who, what, where,
ELA (Academic) Language Objective: when, why, and how to demonstrate understanding of key
Students in Grade 2 will extend their research skills by details in a text.
referring to details and examples within text and online RL.2.1 Recount stories from diverse cultures, and determine
information. Students will have the opportunity to explain their central message, lesson, moral.
and discuss the ideas presented within a historical text. W.2.2 Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
ELD (Academic) Language Objective: Students in Grade
2 will exchange information and ideas through oral
collaborative discussions. Students will interact with peers
in English and will become engage with various texts, print ELD Standards (2014) for Grade Level:
and multimedia. 1. Exchanging information and ideas with others through
oral collaborative conversations on a range of social and
academic topics.
Cog. Taxonomy/DOK Levels: Level 3: Strategic Thinking: Interpretive
Investigate, Cite Evidence, Differentiate 5. Listening actively to spoken English in a range of social
Level 2: Skill/Concept: Classify, Collect, Display, and academic contexts.
Summarize, Organize Productive
Level 1: Recall: Define, Identify, Illustrate, Who, What , 12. Selecting and applying varied and precise vocabulary
When, Where, Why and language structures to effectively convey ideas.
Central Focus Statement:

To find out- go to TPA glossary is essential to use!!
Students will gather and organize information relating to the lifestyle of a community heroes (Doctor, Police Officer,
Firefighter) through the use of investigation.
55
Language Demand Statement: edTPA
TPA GLOSSARY!! EX) organizing vocabulary, comparing and contrasting, reading lists and writing genralizations,
listening, speak and think pair share
Students will use specific academic language (vocabulary, functions, discourse, syntax) while sharing their information
about a specific hero in order to participate in a learning task that demonstrates their disciplinary understanding.
Language Function Statement: edTPA

TPA GLOSSARY!!! Idenitfying main idea, analyzing and interpreting data, arguing a position or point of view,
evaluating or interpreting the data
The content and language in this lesson will focus on the learning task of heroes represented by the active vocabulary
used. Therefore, students will identify main ideas and details that represent their investigation. In addition, they will be
Materials Key Academic Vocabulary Research Based Learning

Hero: a person noted for Strategies (provide text
Poster Paper courageous acts or nobility of chapters/reference)
Crayons, Markers, Colored Pencils character: Coming from textbooks!!!
Computer/Internet Access Diversity: It means understanding
Social Studies Journal that each individual is unique, and K-W-L Chart: Activate Background
recognizing our individual Knowledge, Scaffolding (Tompkins)
Books about heroes
Let's Meet Firefighter Cheryl: With Fire difference Student to Student Interaction
Safety Rules Determination: Not giving up. (SDAIE)
by Matt Mitter Courage: mental or moral strength Tapping into Prior Knowledge
Firefighters Then and Now to venture, persevere, and (SDAIE)
Melissa A. Settle withstand danger, fear, or Use of Technology (SDAIE)
Doctors Did What?! The Weird History difficulty. Think-Pair-Share (McEwan-Adkins)
of Medicine Community : the people living Visualize-Organize (McEwan-
by Richard Platt in an area Adkins)
I Want to Be a Doctor by Daniel
Liebman
Let's Meet a Police Officer
Gina Bellisario
Jobs People Do: A Day in the
by Linda Hayward
Pre-Assessment: How will you Motivation Strategy: How will you Real World Connection: How are
determine prior knowledge? catch attention of students and focus learning goals relevant to students
their minds on the learning goals? lives?
With the use of K-W-L Chart, students
will participate in class discussion in
order to determine what they already Students, you have been asked to Students will have the opportunity to
know about heroes. In addition, what become investigators of your become engaged with this lesson since
questions do they still have about community. We are looking for it allows them to share their
heroes? What predictions or inferences different types of heroes that live in background knowledge in regards to
can students make based on what our community and and studying the heroes they are studying. In
they already know? How do different important aspects about them (what addition, it allows students to lead a
heroes help the community? they do, where they came from, how discussion and share differences when
they help, dress, , etc.). This will help it comes to different heroes that help
us expand our knowledge and learn the community. This lesson also allows
about different heroes that exist. After students to compare their own
doing research, you are asked to opinions of who is a hero in their
create a poster that depicts your community to those they are
findings. Be creative!2 investigating and write additional
notes in their Social Studies Journal for
56
this unit.
They will also have the option of
writing a letter to a local community
hero.
All strategies will be research based and from one of Students: Practice and Application
the texts. Please provide reference for each. Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Teacher: Presentation/ Learning Activities (Strategy
Steps)
(includes language and content objectives, comprehensible 1. The teacher and students will discuss important facts
input, strategies , interaction, feedback. Use bullet points in they have studied about heroes.
each of the three areas below. 2. Students will share background knowledge or what they
1. Teacher will discuss important things studied in class have already learned for the K-W-L chart.
about heroes (Anticipatory Set) 3. Students will examine different images of heroes families
2. K-W-L Chart will be introduced on the board. Present presented in class. Using background knowledge or
question for inquiry: What makes heroes different from one evidence from the images, students will compare/contrast
another? things they notice within these images and share with the
3. Examine images/videos depicting different heroes. class.
Ask students to share with their group what they 4. Students will be introduced to the Motivation Strategy,
notice in the pictures, and then share as a class. which they are asked to create a poster using images,
What inferences can students make about these drawings, and captions in order to demonstrate their
heroes they studies? understanding of different heroes that exist in their
What evidence do they use to support their community.
inference? 5. Students will be divided into mixed groups and will
4. Teacher will present Motivation Strategy research the hero they have chose in order to demonstrate
an understanding of their lifestyle. Student will then
Students will create a poster including images and
present their final project with their classmates.
information gathered depicting a specific hero they
have investigated.
Students will present their finished product to the
Collaborative (engagement with others)
class.
Students think, pair, share; discuss background
5. Students will begin researching the inquiry question.
knowledge.
Groups of 5 will be assigned
As a class, students will examine images; discuss
Each group will focus on a different hero
inferences and evidence of different heroes and their
Students will pick a hero from a hat. lives.
Each group member will provide 1 fact (sentence) they In mixed groups students will conduct research to
have researched about the hero they are studying and create a poster depicting a different family they have
provide an illustration. One full paragraph for each poster. been asked to investigate.
Collaborative (engagement with others) Interpretative (comprehension and analysis of
Students will demonstrate think-pair-share written and
Students will work in mixed groups spoken texts)
Students will interpret the images, which depict the
different traits, job descriptions, characteristics . of
Interpretative (comprehension and analysis of different heroes.
written and spoken texts) Students will work together to comprehend and analyze
Students will analyze images, which depict the different written texts, which provide information regarding the
traditions, customs, etc. of different families different lifestyles of these heroes.
Students will comprehend, analyze and organize grade
appropriate texts, which provide information and facts Productive (creation of oral presentations and
relating to the lives of different families that exist written texts)
around the world Students will work collaboratively to create a poster.
Students will collectively present their poster to the
class.
Productive (creation of oral presentations and Students will produce a written metacognitive paragraph
written texts) which addresses what the students learned from the
Students work to create a poster depicting the inquiry process, what strategies they used and how their learning
questions. about families was expanded
Students will present their finished project as a group.
Students will produce a written metacognitive
paragraph as a group summarizing what they learned
during their inquiry approach.
57
Review and Assessment: What specific assessment tools Student Reflection: How will you provide for student
are being used? reflection on learning?
Students will write their own paragraph (5-6 sentences) in
Students will produce a finished poster, which depicts and their Social Studies Journal on what they have learned
provides information relating to a specific hero they have during their research. Also, what they found interesting
studied. Students will include illustrations, images, and about the family they studied and any other comments
captions to present this new information. A rubric will be about their project. Then, students will share their
used to assess the final product as a group. paragraphs with their groups.
Teacher Reflection
What do you anticipate to be a problem for specific students in completing either objective?
Whats going to be hard? Getting them into groups, having them work collaboratively
ELD Objective
EL and struggling students may struggle to identify useful information from within the texts. Also, students may
struggle to explain and discuss the information they came across in historical texts because od their language
barrier. Furthermore, students may struggle with the vocabulary introduced during their research since there
may be differences between their native language and English.
Content Objective
Students may struggle with picking the most relevant information for their project. Also, working in mixed
groups may result in a few students (ELs) to not participate.
What would likely go well? Why?

Students will benefit from working cooperatively to research important information regarding their hero of choice
they were assigned to investigate. In addition, students will be able to ask questions of one another and share new
findings. Their final project will most likely go well since it will include written and visual aspects that tend to appeal
the students while learning.
In what area(s) would you like to develop more proficiency?
In order to develop more proficiency during this lesson, students would benefit from direct instruction when it
comes to using resources in order to find new information, such as text or online resources. Therefore, appropriate
methods for evaluating resources should be introduced.
What theory or theorists would most strongly support use of this strategy?
The theory that would most strongly support this strategy would be, Constructivist Learning by Dewey, Piaget, and
Vygotsky. This theory explains how people acquire and learn through direct application of educations. Therefore,
students tend to construct knowledge and meaning from their experiences. Furthermore, Knowledge Discovery
allows students to investigate, use creative thinking, and infer/generalize new information, which students practice
throughout this lesson.
Attach copy of student work

Group posters will be hung in the classroom wall after sharing and comparing/contrasting their findings with their
classmates. They will also include their Students Reflection paragraph in their Social Studies Journals. Both of
these activities will be displayed for back to school nigh where families have the opportunity to explore the unit the
students have been learning about.
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to
student/standards
1. Paired Reading Student reads aloud in tandem This strategy is helpful This will help EL students
with an accomplished reader. because it assists EL because it offers the
students with practicing student assistance with a
their reading skills with a strong English reader. It will
58
partner to help them better also help prepare the
understand their reading students with speaking in
material. front of the class for their
presentation.
2. Oral Recitation Builds student motivation and This will be helpful This links to
Lesson interest by having them because it helps students student/standards because
participate along with the practice reading aloud in it creates an environment
teacher in repeated public front of their peers. that allows students to
readings of a story. work together to become
comfortable presenting in
front of their peers.
50 Literacy
Strategies
1. KWL Chart Students use talk to explore Helpful because it helps Links to students prior
ideas as they complete each students organize their knowledge on heroes and
column (what do they KNOW? prior knowledge. their impact on the
What do they WANT to know? community.
And what have they LEARNED?)
2. Rubrics Scoring guides that teachers Helpful because it gives Having a rubric will help
use to assess students students a guide of how students be aware of what
achievement on writing and they will be graded. they need to focus on to
other projects. attain a proper and
sufficient grade.
50 Social Studies
Strategies
1. Mini Society Creating an environment where This can be helpful because This activity will help
students determine what the students can use the 3 students exercise their
services to help their classroom community heroes being skills of classroom
run smoothly. Students will be researched to create a city management, prior
able to apply for the positions in the class and help them knowledge and current
and then work to meet the implement their knowledge knowledge of how each
needs of their community. of each profession. profession impacts the
community.
2. Guest Speakers Eyewitness to historical & I would have a guest Guest speakers will hook
current events that encourage firefighter, police officer, students on the unit of
students to obtain data from a and /or doctor come to study or part of culminating
primary source. speak to the class to event that ties the unit
discuss their impact as a together.
hero.
Technology Youtube videos on heroes Gives students a different
Resources visual and auditory tool for
learning about heroes.
Social Studies Vocabulary and Handwriting

MINI LESSON PLAN
What do you know about Heroes?

Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: What do you know about heroes?
Name: Melissa Mendoza Date: March 14, 2017

Grade Level: 2
59
ELD Objectives: After the mini lesson on Heroes, ELA Language Standards for Grade Level
students in grade 2 will be able to define and 2.5 Students understand the importance of individual
correctly engage the vocabulary in writing wit 95% action and character and explain how heroes from
accuracy. long ago and the recent past have made a d
ELD Language Objective: Students in grade 2 will difference in others lives.
listen actively to spoken English within an academic
context. Students will present an informational text,
which utilizes the lesson vocabulary and writing.
ELA Content Standards for Grade Level
ELD Content Objective: Students in grade 2 will RL.2.1 Ask and answer questions as who, what,
acquire and use grade appropriate general academic where, when, why, and how to demonstrate
and domain specific words and phrases. Students will understanding of key details in a text.
write about heroes correctly using the domain W.2.2 Write informative/explanatory texts in which
specific vocabulary content. they introduce a topic, use facts and definitions to
develop points, and provide a concluding statement
Cog. Taxonomy/DOK Levels: Define, organize, or section.
distinguish, explain, contrast, compare
ELD Standards (2014) that apply
Collaborative
1. Exchanging information and ideas with others
through oral collaborative conversations on a range
of social and academic topics.
Interpretive
5. Listening actively to spoken English in a range of
social and academic contexts.
Productive
12. Selecting and applying varied and precise
vocabulary and language structures to effectively
convey ideas.

Students will receive direct instruction relating to 5 domain specific academic vocabulary words. Following
the instructions students will be able to correctly utilize the importance of family and its significance.

Students will use specific academic language (vocabulary, functions, discourse, syntax) while sharing their
vocabulary words about heroes in order to participate in a learning task that demonstrates their
disciplinary understanding.

The content and language in this lesson will focus on the learning task of heroes represented by the active
vocabulary used. Students will also provide examples and details that represent their vocabulary words. In
addition, they will be comparing ideas with others.

Hero: a person noted Strategies (provide text
-List of 5 vocabulary words for courageous acts or chapters/reference)
Pencils nobility of character: Tapping into Prior
Crayons, Markers, Colored Pencils Diversity: It means Knowledge (SDAIE)
6 sheets of white copy paper for each group understanding that Contextualize the
https://www.youtube.com/watch? each individual is Lesson Group
v=tgF1Enrgo2g&t=31s unique, and Discussion, Hands on
recognizing our Activities (SDAIE)
60
Social Studies Journals individual difference Activate Background
Books about Heroes: Determination: Not Knowledge, Scaffolding
The Childrens Book of Heroes by William J. giving up. (Tompkins)
Bennett Courage: mental or Student to Student
Young Martin Luther King, Jr. I Have a Dream moral strength to Interaction (SDAIE)
by Joanne Mattern venture, persevere, Think-Pair-Share
The Barefoot Book of Heroic Children, by and withstand danger, (McEwan-Adkins)
Rebecca Hazell fear, or difficulty. Visualize-Organize
50 Great Americans Every Kid Should Know, by Community: The (McEwan-Adkins)
Jacqueline Ball people living in an Collaborative Books
area (Tompkins)
What Does a Doctor Do? Felicia Niven. Enslow,
2005.
What Does a Firefighter Do?. Erin Schmidt.
Enslow, 2005.
What Does a Veterinarian Do? Felicia Niven.
Enslow, 2006.
What Does a Police Officer Do? Felicia Niven.
Enslow, 2005.
Pre-Assessment: How will you determine prior Motivation Strategy: Real World Connection:
knowledge? How will you catch How are learning goals
attention of students and relevant to students
Students will think, pair, share with a partner what focus their minds on the lives?
they already know about heroes. The class will then learning goals?
come together to share their discussions as the Students will have the
teacher writes them on the classroom whiteboard in There will be the Hero opportunity to become
order to inspire them with their vocabulary/writing song (video) playing in engaged with this lesson
activity. the background while the since it allows them to
students are working. share their background
Students will have the knowledge in regards to
opportunity to earn a heroes they are studying.
point towards a class In addition, it allows
party as long as all groups students to lead a
stay on task. I will be discussion about heroes
walking around and while using vocabulary
monitoring the groups words they have studied
throughout the lesson. throughout the unit. This
lesson also allows
students to compare their
ideas with others about
heroes and write
additional notes in their
Social Studies Journal in
order to expand further
knowledge throughout this
unit.
61
All strategies will be research based and from Students: Practice and Application
one of the texts. Please provide reference for Note meaningful activities, interaction, strategies,
each. practice and application, feedback in each of the
three areas below.
Teacher: Presentation/ Learning Activities
(Strategy Steps) 1. Students will think, pair, share their prior
(includes language and content objectives, knowledge they have relating to heroes. Students will
comprehensible input, strategies , interaction, participate in a classroom discussion addressing
feedback. Use bullet points in each of the three areas topics such as, character, bravery, honor,etc.
below. 2. Students will have the opportunity to share
1. Teacher will discuss what students already know personal, cultural, and community assets with their
about heroes. learning.
2. Students will have the opportunity to share 3. Students will examine different images of heroes
personal, cultural, and community assets that presented in class. Using background knowledge or
connect to this topic. evidence from the images, students will
3. Students will examine images/videos depicting compare/contrast things they notice within these
heroes if needed in order to review prior knowledge. images and share with the class.
4. Teacher will introduce the 5 vocabulary words and 4. Students will listen for vocabulary words and
definitions. Teacher will read these aloud from the examples provided from the teacher in order to gain
board or from the overhead. Ask students if greater understanding.
clarification is needed on any of the definitions. 5. Students will be introduced to the Instructional
5. Teacher will present Instructional Strategy Strategy, which they are asked to create a
Students will create a collaborative book including collaborative book using drawings and information
drawings and information gathered depicting facts gathered in order to demonstrate their understanding
about heroes about heroes.
Students will present their finished books to the 6. Students will be able see the teacher model the
class essential strategy in order to help support them as
6. Model Instructional Strategy they practice and apply the strategy in a meaning-
Students will be given topic, Heroes based context.
7. Students will be divided into mixed groups of 5.
Teacher will introduce the page or sections design
Each student will be assigned one of his or her
for the book
vocabulary words and will create a one-page that
Teacher will model the procedure by writing one
describes their vocabulary word and draw a picture.
page of the book together as a class before This will demonstrate their understanding about
students begin working on their own pages. heroes and present their final project to their class
7. Students will begin their collaborative books after their rough draft has been approved.
Groups of 5 will be assigned
Each group member will be assigned one
vocabulary word Academic Language Development: (How will this
Each group member will write a page with one happen in the following three areas?)
fact about their vocabulary word and draw a
picture related to the fact at the top of the page. Collaborative (engagement with others)
Students will make a rough draft 1. Students will think, pair, and share in order to
Teacher will compile the pages to complete each activate prior knowledge.
groups book 2. Students will take part in a class discussion relating
to heroes and work in mixed groups to create an
Academic Language Development: (How will this informational book about heroes.
happen in the following three areas?)
Collaborative (engagement with others) Interpretative (comprehension and analysis of

1. Students will discuss with a partner the prior written and spoken texts)
knowledge they have relating to heroes. 1. Students will comprehend and analyze images that
2. Students within the mixed groups will work depict heroes and their special qualities.
together to create an informational book about 2. Students will read and comprehend the facts
heroes while connecting their vocabulary words relating to heroes.
studied in class.
Productive (creation of oral presentations and
Interpretative (comprehension and analysis of written texts)
written and spoken texts) 1. Students will create a collaborative informational
1. Students will analyze images, which depict book relating to their domain specific vocabulary
62
different heroes. words.
2. Students will comprehend, analyze, and organize 2. Students will create a one-page illustration and
grade appropriate texts, which provide information write a fact about their assigned word that will be
and facts relating to heroes that exist throughout combined with their other group members work.
their community.
Productive (creation of oral presentations and

written texts)
1. Students will create a collaborative informational
book that includes their 5 domain specific vocabulary
words.
2. Students will create a one-page illustration and
write a fact about their assigned word that will be
combined with their other group members.
Proficient (3 points) Basic (2 points) Below Basic (1 point)
Student illustrated/ definition. Student described the Student wrote the definition but did not explain.
definition with no illustration.
Student wrote a definition Student wrote a definition Student wrote a definition with 1 or less descriptors.
including 3 descriptors. including 2 descriptors.
Student was able to provide Student was able to provide Student was unable to provide an oral definition.
an accurate oral definition. an oral definition with some
degree of accuracy.
Review and Assessment: What specific Student Reflection: How will you provide for
assessment tools are being used? student reflection on learning?
Whole-Group Assessment:
Students will produce a finished collaborative book, Students will write a paragraph (5-6 sentences) in
which depicts and provides information relating to their Social Studies Journal on what they have
the 5 domain vocabulary words about families. learned during this activity. Also, what they found
Students will include illustrations and facts to interesting about families and any other comments
present this new information. A rubric will be used about their collaborative book. Then, students will
to assess the final product as a group. share their paragraphs with their classmates and
have the teacher review it for participation points.
Individual Assessment:
Each student in the group will produce a one-page
illustration and write a fact about their assigned
vocabulary word that introduces an important
aspect about families. In addition, this will identify
what they learned during their previous lessons,
what strategies helped them, and how their
learning was extended. Also, a rubric will be used
to evaluate individual participation performance.

student/standards
1. Paired Reading Student reads aloud in This strategy is helpful This will help EL students
tandem with an because it assists EL because it offers the
accomplished reader. students with practicing student assistance with
their reading skills with a a strong English reader.
63
partner to help them It will also help prepare
better understand their the students with
reading material. speaking in front of the
class for their
presentation.
Students periodically check check their process of students with their
their understanding of understanding by having writing and listening
sentences, paragraphs, and quick check points. If skills. By making sure
pages of text as they read. there is a point of they fully understand
When students encounter confusion, the student the definition of hero
problems with vocabulary or will be able to ask for correctly and be able to
comprehension, they use a help to correct their use their writing skills to
checklist to apply simple misunderstanding. express it.
50 Literacy
Strategies
1. Word ladders Games where students It offers students a fun Can use this to reinforce
change one word into way to practice phonics phonics concepts and
another through a series of and spelling skills spelling patterns
steps, altering a single letter theyre learning while students are learning.
at each step. also having them think
about the meanings of
words.
2. Word Sorts Students will categorize and This strategy is helpful This will be great
examine words according to because it requires because we can
their meanings, students to focus on categorize words based
graphophonemic clues, conceptual and off of the hero types ,
similarities or spelling phonological features of time frame and
patterns. words and identify characteristics.
recurring patterns.
50 Social Studies
Strategies
1. Historical Students will choose either This is helpful because it I chose this strategy
Characters pg 121 Abraham Lincoln or Mother allows students to utilize because I felt as though
Teresa to dress up as and their creative side to it would provide the
imitate to the class. show what they have students with a fun way
learned about these to express their
heroes. knowledge of Mother
Teresa and Abraham
Lincoln. They will be able
to dress up, use a
different voice and act in
front of the class to
they have of their hero.
2. Maps and Globes The teacher and students Enhances students I chose this strategy
Using Google Earth use Google maps and globes experience and will give because I feel as though
to as a virtual technology them a visual of the providing a visual map of
tool to target geographical different areas Mother the areas both Abraham
locations. Teresa and Abraham Lincoln and Mother
Lincoln impacted. Teresa impacted can
help the students better
understand how great
their impact truly was on
the world.
64
Technology Youtube videos on heroes Gives students a
Resources different visual and
auditory tool for learning
about heroes.
Listening /Talk (Social Studies Topic)

MINI LESSON PLAN
Heroes Help Forever

Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title:_Heroes Help Forever
Name: Melissa Mendoza Date: March 28, 2017

Grade Level: 2
ELD Objectives: After the mini lesson on ELA Language Standards for Grade Level EL
Heroes students in grade 2 will be able to 2.5 Students understand the importance of be
compare and contrast heroes, which occur in individual action and character and explain how ac
The Childrens Book of Heroes by William J. heroes from long ago and the recent past have Ob
Bennett and those from their research/textbook, made a d difference in others lives. EL
students will discuss and write a reflection
paragraph with 95% accuracy. EL
ELD Language Objective: Students in grade 2 ELA Content Standards for Grade Level Co
will listen actively to spoken English within an RL.2.1 Ask and answer questions as who, what, Le
academic context. Students will present an where, when, why, and how to demonstrate Le
informational text, which utilizes the lesson understanding of key details in a text. Ob
vocabulary and writing. W.2.2 Write informative/explanatory texts in Le
which they introduce a topic, use facts and Le
ELD Content Objective: Students in grade 2 definitions to develop points, and provide a
will acquire and use grade appropriate general concluding statement or section.
academic and domain specific words and
phrases. Students will write about heroes ELD Standards (2014) that apply
correctly using the domain specific vocabulary Collaborative
content. 1. Exchanging information and ideas with others
65
through oral collaborative conversations on a
Cog. Taxonomy/DOK Levels range of social and academic topics.
Level 1: Recall Interpretive
Level 2: Compare, Distinguish, Make 5. Listening actively to spoken English in a range
Observations, Use Context Clues of social and academic contexts.
Level 3: Assess, Differentiate Productive
Level 4: Connect 12. Selecting and applying varied and precise
vocabulary and language structures to
effectively convey ideas.

Students will engage in discussion, comparing and contrasting the fictional novel, The Childrens
Book of Heroes with the factual information collected in previous lessons and presented in the
textbook about Heroes.

Students will use specific academic language (vocabulary, functions, discourse, syntax) while
participating in discussions about the heroes illustrated in the book read in order to participate in
a learning task that demonstrates their disciplinary understanding.

The content and language in this lesson will focus on the learning task of the hero represented in
the novel by the active vocabulary used. Students will also provide examples and details that
represent their vocabulary words. In addition, they will be comparing and contrasting ideas with
others.

The Childrens Book of Heroes Hero: a person noted for Strategies (provide text
by William J. Bennett courageous acts or nobility chapters/reference)
History Textbook of character: Tapping into Prior Knowledge
Paper Diversity: It means (SDAIE)
Pencil understanding that each Contextualize the Lesson
Venn Diagram individual is unique, and Group Discussion, Hands on
Classroom Whiteboard recognizing our individual Activities (SDAIE)
Whiteboard Markers difference KWL Chart-Activate
Determination: Not giving Background Knowledge
up. Activate Background
Courage: mental or moral Knowledge, Scaffolding
strength to venture, (Tompkins)
persevere, and withstand Student to Student
danger, fear, or difficulty. Interaction (SDAIE)
Community: The people Think-Pair-Share (McEwan-
living in an area Adkins)
Visualize-Organize (McEwan-
Adkins)
66
Grand Conversations-
Promote Discussion,
Exploration of Big Ideas
(Tompkins)
Pre-Assessment: How will you Motivation Real World Connection: How

determine prior knowledge? Strategy/Positive Mindset: are learning goals relevant to
With the use of K-W-L Chart, How will you catch attention of students lives?
students will participate in class students and focus their minds
discussion in order to on the learning goals? Students will compare fictional
determine what they already and other historical heroes to
know about families based on Using our thinking brains, and those that theyve learned
their interactions with their the information weve learned about in class. They will l be
textbook and research they about heroes, what can we able to assess historical
have done from previous imply from the chapters we just similarities and differences that
lessons. read? Were these heroes similar are presented throughout the
or different than the ones weve chapters read,
discussed in class?
Central Focus of lesson: A Academic Language
statement that summarizes Development: Describe
the overarching learning
outcomes beyond facts & Students will practice their
skills academic language orally while
participating in classroom
Students will continue learning discussions and in writing while
about families and family reflecting on their learning from
structures. the lesson.
All strategies will be research based and Students: Practice and Application
from one of the texts. Please provide Note meaningful activities, interaction,
reference for each. strategies, practice and application, feedback in
each of the three areas below.
Teacher: Presentation/ Learning Activities
(Strategy Steps)
(includes language and content objectives, 1. Students will consider the question and answer
comprehensible input, strategies , interaction, to the following: How would you feel if you were
feedback. Use bullet points in each of the three a hero in your neighborhood?
areas below.
2. K-W-L Chart: Students will share what they
. Think-Pair-Share: How would you feel if you already know about heroes that theyve studied.
were a hero in your neighborhood? 3. Students will come together to the front of the
2. K-W-L Chart: Based on previous lessons and classroom in order to listen and engage with the
research, what do we already know about novel.
heroes (traits, character, duties etc.)? 4. Students will participate in a grand
3. Gather students to the front of the classroom conversation. Students will engage with different
and read 6-8 chapters from , The Childrens recourses already studied Heroes.
Book of Heroes by William J. Bennett. Students will also engage with domain specific
4. After reading the novel, ask students to vocabulary.
gather in small groups of 4 and prompt 5. Students will make observations, connections,
discussion questions that reflect on the novel. and will cite evidence regarding the similarities
What similarities/differences did you notice and differences between the novel read and the
67
about the heroes read in the story? other recourses previously studied. These
5. Teacher will guide discussion and fill in a Venn observations and connections will be included in
Diagram as students make observations, the Venn Diagram that is presented on the board.
connections, and cite evidence from the novel 6. If needed, students will have the opportunity
and previous research the students have done. to have student-led discussions with their peers if
6. Students will have the opportunity to have further clarification is necessary
student-led discussions if further clarification is 7. Students will return to their desks and will
necessary. construct a metacognition paragraph about their
7. Students will then return to their desks and learning process and the contentions that were
will construct a metacognition paragraph about made in the novel and recourses previously
their learning process and the connections studied.
made between the recourse theyve studied. Academic Language Development: (What will
________________________________________________ students do to develop academic language?)
_____________ Collaborative (engagement with others)
1. Students think, pair, share; discuss
Academic Language Development: (How will background knowledge.
this happen in the following three areas?) 2. As a class students will discuss background
knowledge and will scaffold knowledge with
the use of the KWL chart.
Collaborative (engagement with others) 3. In groups students will engage in a
1. Think-Pair-Share collaborative discussion and will utilize
2. K-W-L Chart domain specific vocabulary.
3. Collaborative Discussion in Class 4. Students will elaborate on their
4. Venn Diagram compare/contrast discussions and share them
on the Venn Diagram.
Interpretative (comprehension and
analysis of written and spoken texts) Interpretative (comprehension and
analysis of written and spoken texts)
1. Analyze Previous Research Studied in 1. Students analyze previous research studied
Class in class.
2. Analyze The Childrens Book of Heroes by 2. Students analyze The Childrens Book of
William J. Bennett Hereos by William J. Bennett.
3. Compare and Contrast Recourses and the 3. Students will work together to make
Novel connections about both texts (compare and
contrast recourses and the novel read)
Productive (creation of oral Productive (creation of oral

presentations and written texts) presentations and written texts)
1. Students will orally present and share 1. Students will work collaboratively to
their findings. complete the Venn diagram
2. Students will create a metacognition 2. Students produce a written metacognitive
paragraph paragraph, which addresses what the
students learned from the process, what
strategies they used, and how their learning
was extended.
Review and Assessment: What specific Student Reflection: How will you provide for
assessment tools are being used? student reflection on learning?
Whole-Group Assessment (Informal):

Teacher will observe discussions being held in Students will reflect on their connections or
class and which students participate in the observations within group discussions. Following
68
teacher-led and student-led discussions and to discussions, students will write a 4-5 sentences
what extent. reflection paragraph. Students can reflect on
their learning process, new insights they gained
Individual Assessment (Formal): or their personal feelings in regards to the topic
Students will produce a paragraph (4-5 studied in the lesson. They will also reflect on
sentences) identifying what they learned during the following question throughout their
their discussion, what strategies helped them, reflection:
and how their learning was extended.
How did this lesson help me extend my learning?
How did this lesson help me develop more of a

Growth Mindset toward my own learning?
What strategy helped me the most? Why?
Teacher Reflection
Impact: (Analysis of Student Achievement from this lesson)
How many students met performance criteria for objectives? How many did not meet the
performance criteria for objectives?
95% of the students met performance criteria for objectives. About 5% of students did not meet the
performance criteria for objectives, such as ELL students.
Next Steps: How will you change the lesson to increase student achievement?
1. What did your analysis tell you about how your students learn?
My analysis told me that my students learned effectively through the use of the K-W-L Chart
and review what they already knew about heroes and relate it to the novel read. Compare
the different recourses also proved to be even more effective for student learning since it was
easier for students to do than contrast. Students also benefited from collaborative
discussions, which allow them to consider opinions/thoughts/insights of their other
classmates.
2. What did your analysis tell you about the success of the strategies you used?
All of the strategies incorporated into the lesson were effective. Based on the analysis, the
data/evidence that students used allowed them to acquire higher taxonomies by extending
their learning over the course of future lessons. Students had the opportunity to think
creatively and critically by participating, having purpose, questioning, and applying the
effective strategies introduced to share responses.
3. How useful were the assessments in terms of student learning?
The assessments were very effective since they concentrated on the individual and group.
Most importantly, students were assessed orally and written.
4. What resources and/or personnel might assist you in improving student achievement?
69
Appropriate methods for discussion should be developed since some students demonstrated
confusion during the first discussion and needed additional guidance to become more
involved with the other students.
5. How will you differentiate instruction so that all students achieve?
I will use evidence found in student work samples and the whole class summary to analyze
the patterns of learning for the whole class and differences for groups or individual learners
relative to the essential literacy strategy and requisite skills. In addition, I will use more
visualizing and verbalizing techniques. Use key words to remember throughout the lesson
and give ample time for responses or preparation during discussions. Most importantly, I will
write notes on each students reflections in order to meet future differentiate instruction
needed.
6, How will you differentiate instruction for students who easily achieved the performance criteria
and need to move forward?
For students who easily achieved the performance criteria and need to move forward, I will
differentiate instruction by continuous classroom progress monitoring in order to identify
those learners who need more depth and complexity in daily work. Because of this, these
students may be expected to do further research on the novel that was read to them in class
and possibly research the author, etc.

student/standards
1. Paired Student reads aloud in This strategy is helpful This will help EL
Reading tandem with an because it assists EL students because it
accomplished reader. students with offers the student
practicing their assistance with a
reading skills with a strong English reader.
partner to help them It will also help
better understand prepare the students
their reading material. with speaking in front
of the class for their
presentation.
Students periodically check their process of students with their
check their understanding understanding by writing and listening
of sentences, paragraphs, having quick check skills. By making sure
and pages of text as they points. If there is a they fully understand
read. When students point of confusion, the the definition of hero
encounter student will be able to correctly and be able
problems with vocabulary ask for help to correct to use their writing
or comprehension, they their skills to express it.
70
misunderstanding.
use a
checklist to apply simple
50 Literacy
Strategies
1. Word ladders Games where students It offers students a fun Can use this to
change one word into way to practice reinforce phonics
another through a series phonics and spelling concepts and spelling
of steps, altering a single skills theyre learning patterns students are
letter at each step. while also having learning.
them think about the
meanings of words.
2. Word Sorts Students will categorize This strategy is This will be great
and examine words helpful because it because we can
according to their requires students to categorize words
meanings, focus on conceptual based off of the hero
graphophonemic clues, and phonological types , time frame and
similarities or spelling features of words and characteristics.
patterns. identify recurring
patterns.
50 Social Studies
Strategies
1. Historical Students will choose This is helpful because I chose this strategy
Characters pg 121 either Abraham Lincoln or it allows students to because I felt as
Mother Teresa to dress up utilize their creative though it would
as and imitate to the side to show what provide the students
class. they have learned with a fun way to
about these heroes. express their
knowledge of Mother
Teresa and Abraham
Lincoln. They will be
able to dress up, use a
different voice and act
in front of the class to
they have of their
hero.
2. Maps and The teacher and students Enhances students I chose this strategy
Globes Using use Google maps and experience and will because I feel as
Google Earth globes to as a virtual give them a visual of though providing a
technology tool to target the different areas visual map of the
geographical locations. Mother Teresa and areas both Abraham
Abraham Lincoln Lincoln and Mother
impacted. Teresa impacted can
help the students
better understand how
great their impact
truly was on the
world.
71
Technology Youtube videos on heroes Gives students a
Resources different visual and
auditory tool for
learning about heroes.
Writing for Information in Social Studies

MINI LESSON PLAN
My Favorite Hero Book
Candidate
Grade Date: April 4,
Name: Melissa
:2 2017
Mendoza
Central Focus of this Lesson

A statement that summarizes the overarching learning outcomes beyond facts & skills
Students will create a clear and coherent short narrative book, which accurately describes their favorite hero and use
specific domain vocabulary in order to create a well-developed writing piece.
Common Core Standards and/or Illinois Learning Standards

Provide # of standard, actual text, & highlight relevant sections
ELA Language Standards for Grade Level
W.2.3 Write narratives in which they recount a well- elaborated event or short sequence of events, include details to
describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising
and editing.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other
media.
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
ELD Standards (2014) for Grade Level

Collaborative
1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and
academic topics.
Interpretive
5. Listening actively to spoken English in a range of social and academic contexts.
Productive
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas.
Student Learning Objectives associated with the standards
Objectives to be achieved by the end of the lesson or end of multi-lesson learning segment
Social Studies Content Learning Objective(s):
After the mini lesson on Heroes, students in grade 2 will be able to write their personal short narrative about their
favorite hero in an My Favorite Hero Book with 95% accuracy.
ELD Language Objective:

Students in grade 2 will use precise and domain specific vocabulary to write about their favorite hero. Students in
grade 2 will listen actively to spoken English within the context and produce clear and coherent writing, which display
development and organization.
ELD Content Objective:

Students in grade 2 will write about their favorite hero using domain-specific vocabulary content that conveys a short
narrative book.
72
Central Focus Statement: After studying about Families Today and in the Past, what are some
important things that you would like to share with others about your family?
Students will engage in discussion, comparing and contrasting the fictional novel, The Childrens
Book of Heroes with the factual information collected in previous lessons and presented in the
textbook about Heroes.

Students will use specific academic language (vocabulary, functions, discourse, syntax) while
participating in discussions about the heroes illustrated in the book read in order to participate in
a learning task that demonstrates their disciplinary understanding.

The content and language in this lesson will focus on the learning task of the hero represented in
the novel by the active vocabulary used. Students will also provide examples and details that
represent their vocabulary words. In addition, they will be comparing and contrasting ideas with
others.
Academic Language Development

Description of how lesson supports students subject matter development as well as general academic
language development
1. Students will comprehend different writing skills when it comes to writing.

Subject 2. Students will interpret different resources they have studied and connect it to their own
Matter: writings.
. Students will create rough drafts and final drafts of their short narrative books about their favorite
hero.
Diversity: It means understanding that each individual is unique, and
General recognizing our individual difference
Terms: Determination: Not giving up.
Courage: mental or moral strength to venture, persevere, and withstand
danger, fear, or difficulty.
List Instructional Materials and Resources Assessment formal and informal
Pencils Students will produce a well-developed final draft short

Crayons, Markers, Colored Pencils narrative book about their favorite hero that will be
Sheets of Wide-Rule Line Paper graded on organization, punctuation, and content.
Students will be assessed on their ability to gather and
Social Studies Journals
organize ideas for writing a short narrative. In addition,
The Childrens Book of Heroes by: William J. Bennett
students will be provided with a rubric for their final
product.
73
Instructional Strategies
Provide sufficient detail that a knowledgeable substitute teacher could easily deliver lesson.
You may require more instructional steps than shown.
1. Assign students in small groups and have them discuss what they already know about heroes.
2. Have students review their Social Studies Journals for additional recourses and share a few facts about their favorite
hero they wrote about in a previous lesson.
3. Gather students to the front of the classroom and read,
4. After reading the novel, ask students to gather in small groups and share what they read. In addition, share any
personal experiences that may relate to the novel about a hero.
5. The teacher will introduce the writing activity, My Favorite Hero, which connects to the thematic unit the class is
studying.
6. Model Instructional Strategy
Students will be given topic, My Favorite Hero
Teacher will introduce the page or sections design for the book
Teacher will model the procedure by writing one page of the book together as a class before students begin
working on their own pages.
7. Have students gather and organize ideas for writing where they brainstorm possible ideas for what they will write
about on each page of their individual books and include illustrations.
8. Students will be asked to conference with the teacher and reread what they have written, revise, and edit changes
that are necessary.
9. After student writings have been edited, students will be allowed to write their final draft, which will be written in a
book that is well-developed and organized.
10. Students will then share their completed books with the class.
Students sit in the authors chair to read their completed books to classmates.
Students will be able to offer congratulatory comments and ask questions.
Differential Instruction
Based on differing abilities of specific students in your classroom, how will you differentiate instruction?
Student Feedback
How will you provide immediate (within 24 hours.) feedback to struggling students?
The rubric will contain a description of each point value and the appropriate box will be marked with a brief explanation of
the assigned grade. Additional notes will be provided, if needed.
Student Engagement
How will you ensure that all students are continually engaged (not idle)?
1. Students will gather into small groups and share what they know about heroes
2. In small groups, students will revisit their Social Studies Journals for further information and share facts they wrote
about their favorite hero in a previous lesson that was taught.
3. Students will come together to the front of the classroom in order to listen and engage with the novel.
4. Students will participate in small group conversations. Students will engage with domain specific vocabulary while
discussing what they have read and compare it to their favorite hero.
5. Students will be introduced to the instructional strategy, which is to write a short narrative story about their hero.
6. Students will be able see the teacher model the essential strategy in order to help support them as they practice
and apply the strategy in a meaning-based context.
7. Students will gather and organize ideas for writing their book. They will brainstorm possible ideas that they would
like to write about on each page of their book.
8. Students will conference with the teacher and make revisions to their narrative writings, if needed.
9. Students will write their final draft in their books once their writings have been edited.
10. Students will share their completed books, MY Favorite Hero with their classmates.
74
After delivering this lesson, it is recommended that you promptly reflect on it.
Personal Reflection
What evidence of learning came as a result of your lesson?
Students had the opportunity to apply background knowledge in regards to hero and expand their academic learning by applying their
own favorite hero in a short narrative book. Students also had the opportunity to engage in discussions and write ideas that pertain to
their idea of a hero in order to share with their classmates during authors chair.
How will you help students who did not learn the lesson?
In order to help students who did not learn the lesson, I will use evidence found in student work samples and differences for groups or
individual learners relative to the essential literacy strategy and requisite skills. In addition, I will use more visualizing and verbalizing
techniques. Use key words in order for students to remember throughout the lesson and give ample time for responses or preparation
during discussions. Most importantly, I will write notes on each students reflections in order to meet future differentiate instruction
needed.
How did the novel technique help motivate students? Improve Learning?
The novel technique helped motivate students by allowing them to visualize a first person account about their favorite hero. In
addition, it allowed students to prepare their own short narrative book about their favorit hero would expand greater learning
throughout the thematic unit.
How did this lesson promote critical thinking?
The lesson promoted critical thinking during group discussions where students had the opportunity to apply background knowledge
and apply it to the new information that was being presented. Students also had the opportunity to use critical thinking when they
gathered and organized ideas for writing.
Additional Learning strategies from your texts and technology from web
research:

student/standards
1.
2.
50 Literacy
Strategies
1.
2.
50 Social Studies
Strategies
1.
2.
Technology
Resources
75
Professional Reflection
Provide a thorough answer for each question.
1.
Select one
Social Studies
Strategy from
Home Living Centers
your text and Most primary classrooms have a center that includes child sized home
explain how it living equipment. This allows students the opportunity to explore and
can be used to: play in a structured area based off of the thematic unit. When young
children play In social environments, they learn content and emotional
Extend
competencies ( Fiorelli and Russ, 2012)
social
studies
knowledge,
Extend
literacy
learning
Engage
students at a
deeper level
of learning
2. KWL CHART
Select one This will activate students background knowledge about a topic and to
Literacy
Strategy from
scaffold them as they ask questions to organize the information theyre
your text and learning. They K stands for What we Know, the W is What do we Want
explain how it to know? and the L is What have we Learned?.
can be used to: It helps students to combine new information with background
knowledge and develop technical vocabulary related to a thematic unit.
Extend
As students create a KWL chart, they become curious and more engaged
social
studies in the learning process and teachers are given the opportunity to
knowledge, introduce complex ideas and technical vocabulary in a chart.
76
Extend
literacy
learning
Engage
students at a
deeper level
of learning.
3. Rubric:
Feedback: Students new knowledge and understanding will be informally assessed
Select 2
strategies for
as they list and explain their facts about their families in their journals.
providing Overall, the following rubric will be used to formally assess their
immediate performance on the in-class activity and grades will be kept inside the
feedback on students journals. The rubric provides students with a brief scale and
learning from explanation of what is expected from them for the assignment they are
any of your
texts. Provide asked to complete. Parents/Guardians will have access to the assessment
evidence that it results in order to help their child identify any areas of improvement, if
is research needed.
based.
77

Edu 512 Unit Lesson Heroes Mendoza

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Heroes Today and

Heroes Today and in the Past

Where did we come from?

Exploring Heroes Today and in the Past

Exploring Different Heroes

What do you know about heroes?

My Favorite Hero Book

Objectives and Standards4

Direct Instruction Lesson Plan13

Concept Attainment Lesson Plan... 28

Generalization Lesson Plan.39

Inquiry Lesson Plan50

Vocabulary Lesson Plan54

Listening/Talk Lesson Plan59

Writing Lesson Plan65

Unit Reflective Commentary.68

Direct Instruction Lesson

Concept Attainment Lesson

CCSS ELA Standard

CCSS ELD Standard

College and Career Readiness Anchor Standard CCSS

Student List with Three Focus Students

This information will be used to determine how to differentiate instruction for

Use no real names.

General Student List with Three Focus Students

Gender General SES General Ethnic Describe

___ Boys . 4 on free lunch 4 high average, 2 7 Hispanic, 3 1 special needs,

___ Girls 6 on free lunch 7 high average, 4 Hispanic, 4 Average Students

Lesson 1: Direct Instruction:

HEROES by: Melissa Mendoza

Heroes are brave,

Heroes are strong.

They help their community all day long.

To be a hero you need to do your part,

EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC

Vocabulary - List key vocabulary terms needed for this lesson

CCSS ELA Standard

CCSS ELD Standard

o Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and

Language Demand Statement: edTPA p. 61

Language Function Statement: edTPA p. 61

3. ASSESSMENT STRATEGY (10 points)

Proficient (5 pts) Basic (3 pts) Below Basic (1 pt)

Student illustrated 1 student illustrated 1 fact Student illustrated 1

4. LESSON OPENING/PURPOSE (5 points)

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)

RESTATE OBJECTIVE IN STUDENT TERMS

CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

K (What we know) W (What we want to learn) L (What we learned)

INPUT: Provide Comprehensible InputSDAIE-Modify use of text, use of technology

Provide a rationale for your selection of a strategy for providing comprehensible

Explain how your strategy incorporates EL students background.

(Ideasselect several of these or add your own ideas.)

Informally check for understanding: Discuss the facts on heroes

MODELING SDAIE: Demonstrations and modeling

CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

7. CLOSURE EL/SDAIE: Questioning for review

Ask students to share what they wrote for their facts.

Learning facts about_People Who Make a Difference.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed

1. Complete the charts below to summarize required or needed supports, accommodations, or

With Individualized Education Programs (IEPs) or 504 plans