SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Irving Marquez 800455255 Social Science
Class Title Lesson Title Unit Title Grade Levels Total Minutes
U.S. History Urban Problems Urbanization 11 52
CLASS DESCRIPTION (including specific special needs and language proficiencies)
Total students – 22. ELL students, 6, ranging in the ELPAC level 4. Special needs students with an IEP or 504 plan, 7, include specific learning
disabilities in reading and writing.
STANDARDS, OBJECTIVES, & ACCOMODATIONS
Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
California Content Standard
11.2 Students analyze the relationship among the rise of
industrialization, large-scale rural-to-urban migration, and massive
Goal - Students will learn and
immigration from Southern and Eastern Europe.
understand the effects of rapid
urbanization in the U.S. during the
CCSS.ELA-Literacy.RH.11.2 Determine the central ideas or information
early 20th century and today. Teacher modeling and analysis of
of a primary or secondary source; provide an accurate summary that
images, videos, and written text to
makes clear the relationships among the key details and ideas.
Objective – Students will, develop knowledge in the content
individually, use evidence from area.
CCSS.ELA-Literacy.RH.11.7 Integrate and evaluate multiple sources of
three primary or secondary
information presented in diverse formats and media (e.g., visually,
sources to support a half page
quantitatively, as well as in words) in order to address a question or
written analysis.
solve a problem.

Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

Causes & Effects, Research, Evidence, & Analysis Urbanization, Industrialization, & Immigration
Disciplinary Language SDAIE Strategies for developing
English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English
Interacting in meaningful ways:
students will explain ideas and
ELD.P1.11.6.Ex Reading/viewing closely
relationships within and across
Explain ideas, phenomena, processes, and relationships within and
texts based on close reading of a
across texts (e.g., compare/contrast, cause/effect, themes, evidence-
variety of grade-appropriate texts, Use of visuals, group work,
based argument) based on close reading of a variety of grade-
presented in various print and discussion, & teacher modeling
appropriate texts, presented in various print and multimedia formats,
multimedia formats, using
using increasingly detailed sentences, and a range of general academic
increasingly detailed sentences,
and domain-specific words.
and a range of general academic
and domain-specific words.
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs Specific Accommodations
Students with behavioral or attention issues sit in front of class, close to
Limited reading and writing during lesson, sentence starters, use of
teacher, as specified in the IEP. Extra time to complete assignments is
visuals, technology, and teacher modeling.
also allowed.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Purpose: To review
Students will share results
sources/evidence and access Assessment: Informal, group
within their group and as a Informs teacher of student
prior knowledge. This will help oriented, in-class, & oral.
class. comprehension of the previous
the teacher prepare students
lesson and their readiness to
EL to make connections to the A teacher-led Think-Pair-Share
The teacher will confirm the bridge new material. Re-
current lesson and the on the definition of
validity of their results and teaching of some content may
summative assessment. Urbanization and its causes.
take note of their participation. be needed.
Objective: Students will,
Weekly group participation
individually, use evidence from
 three primary or secondary equals 5 points towards their
sources to support a half page grade (1 point daily).
written analysis.
Students will submit their
assessment through Google
Classroom. There are three
sources they must research
based on the modern urban
Purpose: Students will gather problem of their choice. Informs teacher of student
Assessment: Formal,
more sources/evidence they Source 1 must be a website, progress and effectiveness of
individual, in class, digital, &
can use for their summative Source 2 an image or teaching strategies. Some
performance based.
assessment and the teacher photograph, and Source 3 a students may experience
will monitor their learning and Video/Chart/Political Cartoon. difficulty with individual
Teacher will model how to
PM understanding. Next, they must paste the research or the use of a laptop.
complete an online inquiry
Objective: Students will, source in one column and list The assessment data will help
based activity and have
individually, use evidence from two facts they learned from me determine if I should re-
students complete three more
three primary or secondary each source in the adjacent teach and perhaps, use a
similar activities for
sources to support a half page column. different strategy to teach
assessment.
written analysis. and/or assess.
This assessment is worth 6
points and scores will be
posted on Aeries (online) for
immediate student and parent
viewing.
Purpose: To evaluate,
measure, and document the
Informs teacher of students
academic readiness, learning
Assessment: Summative, meeting the learning objective
progress, as well as skill and Teacher will review written
individual, in class, paper & and the effectiveness of the
knowledge acquisition of responses and give students
pen, & performance based. lesson plan. Also, it informs
students over the course of the written feedback according to
the teacher of the effectiveness
unit. Students will their evidence and analysis.
Students will be presented of the assessment in measuring
demonstrate if they have Scores will also be posted on
S with the essential question of student learning because it is a
achieved the learning Aeries as soon as possible. The
the lesson and must write their written assessment. Some
objective. assessment is worth 15 points
response on a piece of paper students may still prefer an
Objective: Students will, and scored according to the
provided by the teacher that alternative form of assessment
individually, use evidence from scoring criteria provided to
includes sentence starters for even though I provided
three primary or secondary students.
each of the two paragraphs sentence starters to guide their
sources to support a half page
writing for each paragraph.
written analysis

INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
The teacher will have students take out their booklets from the
Students will take out their booklets titled “Urbanization,” and
previous lesson for review. Students will be instructed to Think-
10-15 work with their group members to complete the Think-Pair-Share
Pair-Share on the definition of Urbanization and its causes and
min activity. They will speak, listen, discuss, and share their thoughts
effects.
on the activity.
Lesson Body
Time Teacher Does Student Does
Students will open the activity in their Google Classroom and
The teacher will instruct students to open up the activity titled follow their teacher’s instructions. As the teacher models how to
“Urban Problems” in their Google Classroom. This activity complete the Google Doc on the projector screen, students will
requires the students to choose a current topic/urban problem, interact with a website for the first source, analyze an infographic
20-30
and find three online sources as evidence. The teacher will model in the second source, and watch a video for the third source. For
min
how to complete one topic, pollution, using the Google Doc and each source, students must list two things they learned.
review the three sources found as evidence. Afterwards, students will choose their own topic (traffic, disease,
fire, crime, etc.) and complete another Google Doc in their Google
Classroom.
Lesson Closure
Time Teacher Does Student Does
The teacher will present students with the essential question for Students will write half a page in response to the essential
10 min
the lesson. Students will be instructed to use evidence from the question, “How are these problems similar to those of the early
 sources to compare urban problems from the early 20th century 20th century?” Two sentence starters have been provided by the
and today for their constructed response. teacher (one for each paragraph).
Instructional Materials, Equipment, and Multimedia
Booklet notes, laptops, projector screen, Google Slides presentation, and a desktop computer.
Co-Teaching Strategies
☒One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES