UA Lesson Plan Format for Social Studies Hannah Vanausdall

Title: Who Knew! Alexander Hamilton

Subject/Grade Level/ Date(s): Social Studies 5th Grade 11/9/2017

Time Requirements: 10 min. to view the video + 10 min. to discuss and answer questions & create Word it Out page

Materials List: computer, Promethian board, handout, and a pencil, Word it Out website, video found at:
https://www.youtube.com/watch?v=0wboCdgzLHg

Type of Lesson: whole group for viewing, and individual for completing the handout, whole group for creating doc

Connection to Standards:

Social Studies:

Strand 1: American History

Concept 10: Contemporary United States PO 1. Describe current events using information from class discussions
and various resources (e.g., newspapers, magazines, television, Internet, books, maps). PO 2. Discuss the
connections between current and historical events and issues from content studied in Strand 1 using information
from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

Strand 3: Civics/Government

Concept 1: Foundations of Government PO 1. Identify the democratic principles and ideals associated with the
following documents: a. Mayflower Compact b. Declaration of Independence c. Articles of Confederation d. United
States Constitution e. Bill of Rights Connect with: Strand 1 Concept 3 PO 2. Recognize the contributions and
roles of the following individuals in creating the American government: a. John Adams b. Benjamin Franklin c.
Alexander Hamilton d. Thomas Jefferson e. James Madison f. John Marshall g. George Washington Connect with:
Strand 1 Concept 4 PO 3. Describe the struggle between the Federalists and the Antifederalists over the ratification
of the Constitution and the creation of the Bill of Rights. Connect with: Strand 1 Concept 4

English Language Arts:

Integration of Knowledge and Ideas

5.RL.7 Analyze how visual and multimedia elements contribute to the purpose, meaning, or tone of the text (e.g.,
graphic novel, multimedia presentation of fiction, folktale, myth, and poem).

5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches
to similar themes and topics

Speaking and Listening Standards

Comprehension and Collaboration

5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
5.SL.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Instructional Objective: When the lesson is complete:

-Students will be able to share something they learned about Alexander Hamilton
-Students will be able to share something about what makes this Broadway musical different
-Students will be able to list 3 characteristics of a good audience member and share 1 of them to create a
class Word It Out Page to hang up
Active Instructional Plan: How will you teach your lesson step by step? What will you expect the students to be
doing? What will you/the teacher be doing? Consider including each of the following within your instructional plan:

 Anticipatory Set:
Background information: Students will have been working on a Social Studies WebQuest about the
American Revolution to achieve the objective of writing their own skits using the historical characters and
what they have learned.
1. Students will be asked if they have ever seen a play or musical in a theater, and couple students may be
called on to share.
2. Students will be asked to be quiet and attentive during the video.
3. Students will watch the video.
4. Following the video, teacher will pass out the handouts and ask students to independently answer the 3
questions.
5. Once most students are finished, the teacher will pull up the Word it Out! Website and ask for each
student to share one of the 3 characteristics they wrote in the last fill in blank question, and teacher will
type them all (some may be repeated, and that’s ok).
6. The teacher will click create to create the word wall, and print it out and hang it on the wall.
7. Then the teacher will ask the students if there are any other situations where these characteristics could
be important.
8. Teacher will refer back to the document they created before they perform their own skits for the class.
(This might even be the next week)
 Questions: Once the class has watched the video, and they begin on the handout, I will walk around and ask
them questions about why they wrote a specific answer, or what they meant by a certain answer.
 Modeling: I will most certainly be quiet and respectful to model good audience behavior while the class
views the video, and I will also be attentive while they speak to the class. I may also point out other students
who are being good “audience members” during our class discussion, without calling them that, I might just
say, “so and so is being very quiet and respectful.”
 Guided Practice: If they ask to watch a certain part again to be able to pause it to write down their
thoughts, this may guide them.
 Independent Practice: The independent practice comes in when the students take in what they have learned
from the video to answer the questions on their own, a time for discussion will follow and they can tell each
other what they learned. It should also be practiced independently while they are the audience for their
classmates’ skits.
 Closure: To close, I will ask students if there are other times that they think their 3 characteristics would be
useful, not just during a Broadway musical. They might come up with all kinds of things; in a movie theater,
in class, etc.
Assessment/Evaluation: My assessment lies within the handout, whether it is complete with the 2 written response
items, and 3 fill in the blank items, and if they have a word to contribute to the Word It Out! Document.

Modifications/Differentiation: I think modifications might be needed for some students, like those who might need
to watch the video more than once, or preview the questions before they watch the video. Some students may need
to draw pictures to answer the questions if they are not confident writing in English. Some students might need to
have the questions read to them. Others might need help with spelling.