EDUC 474 LESSON PLAN

Class Description:

The learners are in a 4th grade class at iLEAD Antelope Valley Charter School. The charter has
a focus on social emotional development, therefore many of the learners have social emotional
needs that require extra support. Most learners in the class are at least one grade level below
in all academic subjects. One focus learner is a learner with Autism. He performs at grade level
in academic subjects. The second focus learner is a learner with Auditory Processing Disorder.
He is one grade level below in academic subjects, and obtains academic support from our
Educational Support Staff who help with students who have Individual Educational Plans (IEPs).
This lesson focuses on real life stories of the California Missions and social injustices from then
and now. The learners will have greater understanding of what a social injustice is and how
there are similarities from that time and today, although there are clear differences.

Candidate Name: Rhonna Horney Date: 5/21/18

Lesson Title: California Mission and Social Injustices Grade Level: 4th
Type of Lesson: Inquiry

Content Area(s): Social Studies

Subject Matter: California from the pre-Columbian societies to the Spanish

mission and Mexican rancho periods

Content Standard: 4.2- 5. Describe the daily lives of the people, native and nonnative, who
occupied the presidios, missions, ranchos, and pueblos.

ELD Standard: Grade 4-Bridging -10. Writing a. Write longer and more detailed literary
and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g.,
joint construction of texts with an adult or with peers) and independently using appropriate text
organization and growing understanding of register.

Lesson Objective(s): Students will be able to describe what the daily life was like at the
missions through research and presenting it visually and orally. Students will also be able to
write a letter about social injustices, understanding the meaning and able to describe examples
from mission time and today.

Driving Question: As time travelers fighting social injustice, how can we improve California
Mission Life of the past?
Assessment (formative & summative):
Formative: Teacher will guide and observe students doing research using books and the internet

Summative: Students will write research information in final draft form to be presented visually
and orally during a presentation of learning (P.O.L.). Students will also write a letter based on
social injustices from then and now.

Assessment Modifications (2 focus students):

Autism: During Summative assessment, this learner will be able to have preferred space during
the presentation of learning. This will allow the student to choose the most comfortable space
for him, farthest away from all noise.

Auditory Processing Disorder: For the formative assessment learners will have access to a
specific list of sites relevant to their research. For the summative assessment, this learner will be
permitted to use note cards to recall information more easily.
INTO (tapping prior knowledge, hooking students’ interest, sharing driving question)
• Teacher will ask students what kind of chores and responsibilities they have. After we
discuss the responsibilities of the students, we will move on to their parents. Their
thoughts will be recorded on the board.
• Teacher will then share some background information on the California Missions. What
kind of people lived there. Where they’re each located. How to pronounce each one.
And state how life was different at each one.
• Teacher shares driving question: “As time travelers fighting social injustice, how can we
improve California Mission Life of the past? “
• Once the driving question is presented and read, we will dissect it as a class to fully
understand it. At this point, teacher will explain that right now we are focusing on
understanding life at the mission through research so we can best understand how to
improve it.
• Students will be assigned individual Missions.

THROUGH (cycle of inquiry, student research and discussion, formative assessment)

• Students will be shown best practices on how to complete research. What sites to use.
How to read a reword. How to organize the information they are learning through
research.
• After students receive their role/assignment, they will individually research the daily life,
types of people who lived there (missionaries, Native Americans, and soldiers), how
their mission came to an end, the mission’s current status, and significant events that
took place at the mission.
• Students will take notes on their mission during project time using their research packet
which includes bubble maps and paragraph writing graphic organizers which will serve as
their rough drafts.
• During project time, teacher will be observing research tactics by students and assist
them as necessary.
• As rough drafts are completed, students will get editing and complete final drafts. (see
final draft papers below)

BEYOND (application of new learning, lesson closure, summative assessment)

• After research is concluded, class will have a roundtable discussion allowing students
to share the information they learned during their research, focusing on the
hardships of mission life.
• Teacher will then introduce the phrase “social injustices” from the driving question.
Teacher will ask if anyone knows what an injustice is. Discussion will continue until
we cohesively construct the proper definition/understanding.
• Teacher will then ask if they can think of social injustices that happened during
mission time that is still occurring today.
• From there the teacher will guide the students into making a template to writing a
letter as a time traveler about social injustices.
• Final drafts of letters will be produced on special brown paper made to look old.
• Students will present both pieces during a Presentation of Learning to family, friends,
students and staff.