Eproject Final

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LANDFORM FOCUS UNIT
Lisett Romero
EDU512
Spring 2019
DR. Rachel Timmons
California Baptist University
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Table of Contents
Objectives and Standards …………………………………………………………….3

Introduction…………………………………………………………………………...8
Student List…………………………………………………………………………...9
Vocabulary…………………………………………………………………………...12
Literature…………………………………………………………………………….15
Poetry………………………………………………………………………………..16
Direct Instructional Plan…………………………………………………………….19
Concept Attainment Lesson Plan……………………………………………………36
Generalization Lesson Plan………………………………………………………….53
Inquiry Lesson Plan………………………………………………………………….72
Vocabulary Lesson Plan……………………………………………………………...83
Listening/Talk Lesson Plan………………………………………………………….99
Writing Lesson Plan ………………………………………………………………...112
Professional Reflection……………………………………………………………..124
Objectives and Standards

Direct Instructional Lesson Plan:
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Objective-
After the lesson on the facts of geography, students in grade 3 will list 10 facts both orally and in writing with accuracy.
● Social Studies Standard
3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize
information about people, places, and environments in a spatial content.
3.3.1 Identify geographical features in their local region (e.g. deserts, mountains, valleys, hills, coastal areas, oceans, lakes.)
3.3.2 trace the ways in which people have used the resources of the local region and modified the physical environment (e.g. a dam
constructed upstream changed a river or coastline)
● CCSS ELA Standard
RI.3.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the
text (e.g., where , when, why, and how key events occur)
● CCSS ELD Standard
A. Collaborative:
1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic
topics.
B. Interpretive:
6. Reading closely literacy and informational texts and viewing multimedia to determine how meanings conveyed explicitly and
implicitly through language.
C. Productive
9. Expressing information and ideas in formal oral presentations on academic topics.
● College and Career Readiness Anchor Standard CCSS
S.L. 5 Presentation of knowledge and ideas:
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
Concept attainment Lesson Plan:
Objective-
After the lesson on the concept of landforms, students in grade 3 will be able to state both orally and in writing the correct definition
of landforms.
Hist. Social Science Standard
● State Bloom’s Level on the Taxonomy in Bold Type
● Hist. Social Science Standard
3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize
3.3.1 Identify geographical features in their local region (e.g. deserts, mountains, valleys, hills, coastal areas, oceans, lakes.)
3.3.2 trace the ways in which people have used the resources of the local region and modified the physical environment (e.g. a dam
constructed upstream changed a river or coastline)
RI.3.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the
text (e.g., where , when, why, and how key events occur)

presentations.
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● ELD Standard(s)
A. Collaborative:
topics.
B. Interpretive:
C. Productive
Generalization Lesson Plan:
Objective:
-After the lesson on using data to support generalization, students in grade 3 will apply this knowledge and develop
generalization concerning the topic of landforms with accuracy.

● 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize
● 3.3.1 Identify geographical features in their local region (e.g. deserts, mountains, valleys, hills, coastal areas, oceans, lakes.)
● 3.3.2 trace the ways in which people have used the resources of the local region and modified the physical environment (e.g.
a dam constructed upstream changed a river or coastline)
(State Bloom’s Level on the Taxonomy in Bold Type) Analyzing and Evaluating.
CCSS ELA Standard

● RI.3.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where , when, why, and how key events occur)
● Collaborative:
topics.
B. Interpretive:
C. Productive

● S.L. 5 Presentation of knowledge and ideas:
● 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
Inquiry Lesson Plan :

Objective- Students in grade 3 will use information from illustrations and research to demonstrate
understanding of landforms.
ELA Content Standard:RI.3.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a
text to demonstrate understanding of the text (e.g., where , when, why, and how key events occur)
Content Standard:
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3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to
organize information about people, places, and environments in a spatial content.
3.3.1 Identify geographical features in their local region (e.g. deserts, mountains, valleys, hills, coastal areas, oceans,
lakes.)
3.3.2 trace the ways in which people have used the resources of the local region and modified the physical environment
(e.g. a dam constructed upstream changed a river or coastline)
ELD Standards:
Collaborative:
1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and
academic topics.
B. Interpretive:
6. Reading closely literacy and informational texts and viewing multimedia to determine how meanings conveyed
explicitly and implicitly through language.
C. Productive
Vocabulary Lesson Plan:

Objective- At the end of the lesson, students in grade 3 will be able to recall the definitions and write a writing sample
utilizing vocabulary terms with 95% accuracy. Students will be required to write in cursive.
ELA Content Standard:RI.3.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a
text to demonstrate understanding of the text (e.g., where , when, why, and how key events occur)
Content Standard:
lakes.)
ELD Standards:
Collaborative:
academic topics.
B. Interpretive:
C. Productive
Listening and Talk Lesson Plan:
Objective:Students in grade 3 will be able to listen to directions and audiobooks attentively, as well speak
academic language about landforms with peers.
ELA Content Standard:

CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
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CCSS.ELA-LITERACY.SL.3.6
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
CCSS.ELA-LITERACY.SL.3.1.C
Ask questions to check understanding of information presented, stay on topic, and link their comments to the
remarks of others.
CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts under discussion).
Content Standard: 3.1 Students describe the physical and human geography and use maps, tables, graphs,
photographs, and charts to organize information about people, places, and environments in a spatial content.
3.3.1 Identify geographical features in their local region (e.g. deserts, mountains, valleys, hills, coastal areas,
oceans, lakes.)
3.3.2 trace the ways in which people have used the resources of the local region and modified the physical
environment (e.g. a dam constructed upstream changed a river or coastline)
ELD Standards:
A. Collaborative:
1. Exchanging information and ideas with others through oral collaborative discussions on a range of social
and academic topics.
B. Interpretive:
6. Reading closely literacy and informational texts and viewing multimedia to determine how meanings
conveyed explicitly and implicitly through language.
C. Productive
Writing Lesson Plan:

Objective-Students in grade 3 will produce writing and take a position about the impact of building the
Panama canal.
LA Content Standard:
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped
to support the writer's purpose.
CCSS.ELA-LITERACY.W.5.9.B
Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to
support particular points in a text, identifying which reasons and evidence support which point[s]"").
Content Standard:
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Introduction to Unit Page
I created a social studies unit on Landforms and Geography for third graders. The unit includes many
lessons that align with the California Common Core State Standards (CCSS) and has different types of instruction:
Direct instruction, concept attainment, generalization,inquiry, and mini lesson plans for vocabulary/handwriting,
listening/talking, and writing. All these lesson include concise objectives that are aligned with standards. Each
lesson includes formative and informative assessments to measure students understanding of a lesson. I provide
students with a rubric for feedback to ensure deeper learning.
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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.
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)
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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 Level General Academic Ethnic Population Describe Student
Level Needs
_14__ Boys Unknown 2 high average 10 hispanics, 2 1 IEP students who

Provide a general student African American, has a 1:1
description in the (unidentified), 2 Caucasian. instructional aid.
boxes to the right. 3 low average Teacher modifies
students assignments and
(unidentified), 9 at allows extra time to
grade level. complete
assessments. 1 ELL
student who works
with a bilingual
instructional aid
and is part of a
small group for
reading support
with teacher. 12
average students
who comprehend
grade level content.
__13_ Girls Unknown 3 high average 8 hispanics, 3 No IEP students; 1

Provide a general students. African American, ELL student, 12
description in the (unidentified), 8 at 1 Caucasian. Average students
boxes to the right. grade level who do not need
(unidentified), 2 modification or
low average extra support.
students.
(unidentified)
EL Focus Student Unknown Student is at grade 1 hispanic Student needs to be
level and identified presented with
CELDT level 2. many visuals and
repetition to
comprehend written
material. She
benefits from
student-to-student
interactions since
she gets help from
her peers. She can
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get distracted if she
works alone for an
extended amount of
time.
Special Needs Unknown This student has an 1 caucasian The student needs
Focus Student IEP for autism. to be stimulated
Student is at below with kinesthetic
average level but lessons where he
has improved a lot can learn by hands-
with his 1:1 on.
instructional aid. He tends to become
unfocused if he does
not get breaks in
between lessons and
enjoys flexible
seating.
The student needs
modified assignments
and needs extra time
to complete work
during class.
Advanced learner Unknown High average 1 Hispanic The student
Focus Student student performs above
grade level and
exceeds grade level
standards. She
engages in higher
levels of thinking
during think-pair-
share and class
discussions. Student
exceeds expectation
in classwork and
homework. She
turns in very
detailed written
work.
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Vocabulary Page
Direct Instructional Lesson Plan
Deserts- is a landscape form or region that receives very little precipitation.

Mountains- a mountain is a large landform that rises above the surrounding land in a limited area, usually in the
form of a peak
Valleys- A valley is a low area between hills or mountains often with a river running through it
Hills- A hill is a landform that extends above the surrounding terrain
Coast- The coast is the land along a sea
Lakes- a large body of water surrounded by land.
Modified-A modification is a change or alteration, usually to make something work better
Resources- A resource is any physical material constituting part of Earth that people need and value.
Concept Attainment Lesson Plan

form of a peak
Generalization Lesson Plan

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form of a peak
Plateaus- a land area having a relatively level surface considerably raised above adjoining land on at least one
side, and often cut by deep canyons.
River-a large natural stream of water flowing in a channel to the sea, a lake, or another such stream.
Inquiry Lesson Plan

form of a peak
Handwriting, grammar, spelling

form of a peak
Listening/ Talk Lesson Plan

form of a peak
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Vocabulary Lesson Plan

Mountains- a mountain is a large landform that rises above the surrounding land in a limited area, usually in the form of a
peak
Plateaus- a land area having a relatively level surface considerably raised above adjoining land on at least one side,
and often cut by deep canyons.
Writing Lesson Plan

peak
Plateaus- a land area having a relatively level surface considerably raised above adjoining land on at least one side,
and often cut by deep canyons.
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Literature Page
Brooker, Rose (2005). A Landforms Adventure. Leveled book RazKids.
Perritano, John. (2004). The Panama Canal. Leveled Books RazKids.
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Poetry Page
Landforms are physical features on earth’s surface.

Appalachian Mountains are the oldest mountain chains in the United States
Nile River, the longest river on Earth.
Delta, where a river meets the ocean.
Forces create landforms on Earth’s surface
O ceans are the biggest landforms on Earth.
R iver, a natural stream of water that flows into the ocean or lake .
Mountains are the highest landforms.

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LESSON PLANS
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FYI: Use this information for each lesson.
edTPA LANGUAGE FUNCTIONS & DEMANDS
Language Functions: The content and language focus of the learning task represented by the active verbs
within the learning outcomes. Language functions are what students DO.
Language Demands: Specific ways that academic language (vocabulary, discourse, syntax) is used by
students to participate in learning task through reading, writing, listening, and/or speaking to
demonstrate their understanding.
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Three Language Demand areas:
Vocabulary: Includes words and phrases that are used within disciplines including:
1. Words and phrases with subject-specific meanings that differ from meanings used in everyday life
(e.g., table)
2. General academic vocabulary used across disciplines (e.g., compare, analyze, evaluate)
3. Subject-specific words defined for use in the discipline.
Discourse: includes the structures of written and oral language, as well as how members of the
discipline talk, write, and participate in knowledge construction.
Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text
structures) that provide useful ways for the content to be communicated.
Syntax: The set of conventions for organizing symbols, words, and phrases together into structures
(e.g., sentences, graphs, tables)
EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC

Behavioral Model - 100 Points
This rubric will be used to assess Direct Instruction lesson plans.
Lesson Title - size 18
Lesson Type - size 14
Lesson Number - size 12
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)
● Materials - List all of the materials you will need for teaching this lesson.
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● YouTube video about landforms (introduction to lesson) https://youtu.be/qM4goU44w6A
● Social studies journal
● books
● KWL Chart
● Poster paper
● Pictures of different geography
● Vocabulary - List key vocabulary terms needed for this lesson
● Deserts- is a landscape form or region that receives very little precipitation.
● Mountains- a mountain is a large landform that rises above the surrounding land in a limited area, usually in
the form of a peak
● Valleys- A valley is a low area between hills or mountains often with a river running through it
● Hills- A hill is a landform that extends above the surrounding terrain
● Coast- The coast is the land along a sea
● Lakes- a large body of water surrounded by land.
● Modified-A modification is a change or alteration, usually to make something work better
● Resources- A resource is any physical material constituting part of Earth that people need and value.
● Literature - List supporting literature or reading materials
● Landforms, By William B. Rice
● The Hoover Dam (Lightning Bolt Books) By Jefferey Zuehike
● Coastlines, By Michael Kerrigan
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.
After the lesson on the facts of geography, students in grade 3 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, 3rd grade.
● B=Behavior, students will be able to list 10 facts about Geography.
● C=Conditions, students should understand how to identify geographical features and how people use the resources
of the local regions.
● D=Degree of accuracy needed to achieve the objective.
Students should be able to list 10 facts about geography accurately in writing and orally.
● State the cognitive taxonomy level (Bloom’s )
-Knowledge and comprehension.
● State the cognitive taxonomy level (Bloom’s )
● List the standards met by this objective. Highlight in color the specific words in the standard that you are addressing.
● Social Studies Standard
lakes.)
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RI.3.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate
B. Collaborative:
academic topics.
B. Interpretive:
C. Productive
presentations.
edTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout provided in class.)
Students will summarize information by listing ten facts about (topic of study).
Essential literacy strategy: Summarizing (Summarizing strategy must be taught)
Students will summarize information about the topic studied by listing ten facts and using the appropriate academic
vocabulary (for the topic) both orally and in writing.
Related skills for the essential literacy strategy:

● Listening to information presented.
● Reading related documents/stories on the topic being studied.
● Learning the academic vocabulary terms.
● Students will write ten facts using correct writing conventions to demonstrate their learning about the topic of
___________.
Language Function Statement: edTPA - The content and language focus of the learning task is represented by the active verbs
within the learning outcomes.
Ask yourself: What main communication language function do students need to use to communicate their understanding of this
content?
Use - Student uses language to: (see Toolkit samples -ex. Summarize their learning about______. )
Language Demand: The Language Function can have language Demands in each of the 3 areas below:
Academic vocabulary/symbols: ex. List/use vocabulary in sentence
Syntax: (Use language frames in Language of … section in Toolkit)

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Discourse: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this content)
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.
After completing the lesson, the third grade students will be assessed on their ability to list 10 facts about geography in
their social studies journal. Students will be asked to list facts about the various types of geographical features, explain
why we modify physical environments, and recognize physical features in the local region. When students finish this task
they will be able to teach their knowledge to partners and recognize the difference between physical and human
geography. A rubric will be used to formally evaluate the students performance. Students will be graded with a point
system which will be submitted to the gradebook.
Proficient 5 (pts.) Basic (3 points) Below basic (1 point)
● Student wrote 9-10 facts in ● Student wrote 6-8 facts in ● Student wrote sentences with
complete sentences. complete sentences 5 or less facts in complete
● Students wrote strong and ● Student wrote sentences with sentences.
descriptive sentences. some description. ● Student wrote very vague
● Students wrote grammatically ● Student wrote grammatically sentences with no description.
correct sentences with little to correct sentences with ● Student sentences contained
no errors. minimal errors. many grammatical errors.
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.)
In today’s class, we will be learning about the different types of physical and human geography that surrounds us like
valleys, mountains, oceans, lakes, coastal areas, dams, desserts etc. You will understand why humans have modified the
physical environment, how key events occur, and use illustrations to demonstrate understanding of a text. This lesson is
important because we have to understand why people settle in certain locations and how we organize in a spatial area.
Also, you will be asked to transfer your knowledge with your partners and list 10 facts about geography.
● Mention the types of students you have in your class. (ELL, IEP, GATE, etc.)
4ELL, 1IEP, 3GATE
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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 come into class, I will display different types of geographical pictures on the whiteboard labeled
with the proper name of the landforms. To increase students motivation, I will ask students to share a story of a time
when they went camping or went to the beach with their table. I will ask them to describe how the area looked like
and what natural features did they see. When the students finish discussing I will give them about 5 minutes to walk
around and look at the pictures on the board so they can familiarize with the lesson. Also, I will encourage students to
start categorizing the geographies whether they believe the landforms are natural or have been modified. Finally I
will play a short video that talks about the different types of physical and human geography. Playing the short clip
will get the students excited about the lesson since they will make connections with the places that are illustrated, like
the beach.
Provide Rationale for why you selected this strategy and link to this particular group of students.
I selected this strategy to engage the students since most of them have experienced a memorable memory in
the outdoors. By relating the lesson to their personal lives they will be more inclined to participate in
discussion and think of the topic deeply. I decided to include visuals of the different types geographical
features so that all types of learners like (ELL,IEP,GATE) can understand what the lesson is about in case the
students can’t effectively communicate in english. Additionally, I included a short video that discusses the
various vocabulary terms that pertain to geography so that students can hear the new knowledge and visualize
it as well. This is vital for english learners since they can grasp the academic language quicker. IEP and GATE
benefit from short videos since it varies the instruction versus just lecturing everyday.
● 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.
● I will post the standards on the whiteboard for the students to see. Also, I will bring attention to the standards by
explaining to the students what they will learn today and why they are learning the material.
● RESTATE OBJECTIVE IN STUDENT TERMS

● After the lesson on geography, you (students) will list ten facts about physical and human geography 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.
It is vital for students to recall prior knowledge and apply it to new knowledge in order for learning to take
place. When students apply previous knowledge to new information learned, students are more likely to
remember the new knowledge and apply it. Similarly, when students activate prior knowledge they are more
confident to learn new material since they are somewhat familiar to the new knowledge. In the anticipatory set,
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students will share their experiences in the physical and human geographies which will help them recall
background knowledge and motivate them to learn new information. This activity will motivate ELL and all
other students to collaborate with classmates and practice how to use information from illustrations. Lastly, the
use of visual aids and the video summarizing the various types of geography will aid different learners such as
students that are IEP’s/ELL/GATE. Furthermore, It is important to check for background knowledge in order
to see where the students are at and to help them interpret information.
● Ask the students to brainstorm what they already know about__________. 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)
●
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.
Monitoring students learning at the beginning of a lesson is essential in order to not lose the students interest in
the lesson. Furthermore, it is easier to address confused students earlier so they can grasp deeper knowledge
later. To achieve a successful learning environment I will observe students during the KWL chart activity to
see how students are responding to the activity. First, I will make sure that students are on task and that they
understood the directions. Second, I will ask students to engage in “ peer instruction” where they teach their
next door partner what they just learned and compare answers. Lastly, I will ask each table to share to the
whole class what they learned from the lesson.
K (What we know) W (What we want to learn) L (What we learned)

Physical geography is natural. What is physical geography ?
There are various types of How do we modify geography?

geographical features
The ocean and continents are Are some features man made?
part of geography
Nature can change Are lakes natural?
● INPUT: Provide Comprehensible Input SDAIE-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.
The lesson about physical and human geography will include direct instruction as well as visual presentations.
Having these two instructional elements will help students familiarize with the topic and make the lesson more
meaningful. For example, through direct instruction I can cover information from the readings and highlight
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vocabulary terms relating the lesson. Direct instruction is important in order to help students master the
content standards since students are exposed to english. Similarly, visual aids such as the clip about the
various types of geography and the books with illustrations make the lesson comprehensible to all learners
since they understand the lesson by viewing it. In some cases, students do not understand a lesson when it is
taught in lecture format because of the language barrier.
Explain how your strategy incorporates EL student’s background.
The strategy incorporates EL students background since the pictures and video are visuals. Having various
types of visuals helps EL students learn from looking at the content versus hearing a lecture. EL students may
feel overwhelmed listening to a language they don’t fully understand but if pictures are presented they can
learn by looking. Also, the video is helpful since students can hear the vocabulary terms and they can match
the term with the pictures provided in the video.
● Go over vocabulary words which will be in the reading. List the key vocabulary words:

form of a peak
● Read page or view video clip… (provide sources for getting the ten facts) Source Title:
Watch the short video mentioned in the anticipatory set. This short video clip will go over the various types of
human and physical geography as well as vocabulary terms.
- https://youtu.be/qM4goU44w6A
● Read sections from the book entitled: Landforms, By William B. Rice
● Page: 1-5, We’re going to take extra time to emphasize the vocabulary terms as we read and make distinctions
between all the different types of images of geographical features.
● Put a picture up on Power Point of each of geographical feature 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 physical and human geography.
● Informally check for understanding: I will ask the students to think-pair-share with their partner next to them.
Discuss the facts on geography.
● Be sure all students understand the facts by listening to responses, (using group pair – share strategy etc.)
During pair share time I will walk around to make sure students are sharing at least one fact about the lesson.
● 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.
Modelling a lesson is important because students learn by seeing their teacher do an activity not just by
hearing vocal instructions. Teachers have to be clear with their expectations and remind students of what
they are expected to accomplish after the lesson. Furthermore, it is vital that teachers scaffold students
along the way in order for them to feel confident about the task.Modeling the assignment is helpful for
ELL students especially since they learn better through the use of visual aids and visual instruction. For
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the next lesson, I will ask the students to list 10 facts about physical and human geography on their
journal. I will show the students how to complete the task by first writing two facts in my journal using
complete sentences. I will use a projector to display my journal and write facts about physical and human
geography. Also, I will remind the students of my expectations for the assignment. Next, I will write a fact
that shows my understanding of the topic using descriptive words. After I explain the activity, I will ask
the students to write two facts. If I notice a student is confused I will give them feedback about their
mistakes and guide them to the right direction.
Teach summarizing strategy: (select how you wish to teach this strategy. Ideas below. No need to use all.)
● Write the facts about physical and human geography 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 geography at the top of the page.
● 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 this lesson I use a computer and a screen to play a video about the different types of geography. As well, I use a
projector to display my journal so that students can “visualize” my expectations for the assignment. The short video
displays various types of geography pictures and labels each landform picture with the proper vocabulary term. This is
helpful for ELL learners since they are able to visualize what they are learning and match the words with the pictures
which aligns with the RI.3.7. standard. Lastly, when students see illustrations they can acquire new vocabulary faster by
making connections with the pictures and words.
● 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.
Checking for understanding after a lesson is vital in order to see if students need clarification and so they don’t
lose interest in the lesson. Furthermore, when I check for understanding I get to see if I have to improve on my
communication skills with the students. In order to make sure students understand the lesson, I will informally
check students by walking around the class and listen to the students discuss their facts. Also, I will check that
ELL students are drawing their pictures which lets me know that they understand the directions and my
expectations for them. Furthermore, engaging in collaboration helps students learn quicker since they are
sharing ideas and scaffolding each other along the way. If students are having difficulty with writing 2 facts I
will repeat the instructions and direct them to my sample displayed on the projector. Similarly, I will give them
feedback on their mistakes and guide them.
● Ask several of the students to repeat the instructions they have been given.
● The students will first write a rough draft of their facts. As the students work on writing the rough draft facts I will
walk around to make sure they understand the assignment.Check on the students as they work.
● Continue to check for understanding of the facts related to physical and human geography through use of questioning
strategies both during and after the task is completed.
● GUIDED PRACTICE STRATEGY
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● 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 student’s 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.
● Ask the students if anyone has anything to add about where they have learned about ____________.
● Remind the students about key elements of the facts they have listed and what they now have learned.
Learning facts about Physical and human geography.

K (What we W (What we want L (What we Q (What new
know) to learn) learned) questions
emerged?)
Physical geography What is physical We learned Is space part of
is natural . geography? physical geography physical
is concerned with geography?
natural features
such as landforms
and climate.
There are various How do we modify We modify Does modifying
types of geography? geography by physical geography
geographical building dams to affect the
features. prevent flooding environment?
and reserve water.
The ocean and Are some features Dams and some
continents are part man made? lakes are man made
of geography in order to reserve
water.
Nature can change Are lakes natural? Lakes are natural
and reservoirs are
not.
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● Ask the students if anyone has anything to add about where they have learned about Physical and human
geography?
● Remind the students about key elements of the facts they have listed and what they now have learned.
At the end of the activity I will remind students of the key elements about geography. For example, I will discuss how
humans have to change the geography at times in order to survive and adapt to certain environments. This concept is
known as human geography because people modify the land and use its resources.Furthermore, I will remind the students
that physical geography involves various landforms such as mountains, hills, deserts, valleys and explain to them how
these lands are a natural occurrence.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on what you
know about this class.
After the students have mastered writing two facts about physical and human geography in class with complete
sentences, I will assign homework. In this assignment students will be asked to write 5 more facts in order to
reinforce what they learned in class. Also, students will get a chance to work independently and think for
themselves versus collaborating with partners. Completing the independent practice successfully will show me
that students understood the lesson and remembered the facts about geography outside the class. Lastly, if EL
students can complete the homework it shows me they understood the directions and I can move on to the next
lesson or if I should spend more time on the unit.
● 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.
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
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Students with IEP and 504 plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: ADHD 1 Close monitoring, large print text, window card to isolate text
In each section do the following: ● List and Describe 3 strategies from your texts that will aid each
Describe Student & include: student’s learning.
● Provide page numbers and title of texts and/or attach a copy of
Strengths: the strategies to your lesson plan submission.
The student is very inquisitive Provide a rationale as to why you believe each strategy will be
and is curious to learn new helpful for each student listed.
things.
● Student-to-student interaction:To aid students learning
Present levels of performance: needs, I will allow him to work in groups. (TPE 4.5, P10) I
The student is performing will allow the student to sit where he feels comfortable
average and completed tasks so he can share notes and exchange knowledge. This
when reminded. strategy is helpful because group work promotes deeper
levels of thinking and holds the student accountable to
produce work.
Weakness that you will support: ● I Will check for understanding when the student is
I will provide picture books for working on guided practice/k-w-l charts by asking the
students questions about a topic. I will listen for accuracy
the student since he does not
like books with a lot of words. I and relevant facts about geography. (Teaching Literacy,
will allow the student to work p.65) Checking for understanding is an effective strategy
since the student will know I care for his learning and
with other students to motivate
him to discuss and exchange trust me to ask questions when he is confused.
knowledge. ● To engage and support this student I will monitor and
adjust instruction. I will monitor learning since it is
important so that the student meets his IEP goals. I will
sit student near my desk to monitor him and redirect him
if he is unfocused. (TPE 1.8, P6)
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,

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

complete sentence starters
●
Example: Students who speak a Make connections between the language students bring and the language
variety of English other than that used used in the textbook
in textbooks
In each section do the following:

Describe Student & include:
Strengths:
Students think critically and
exchange above average ideas
when they work in collaboration.
Present levels of performance:

Students perform at grade level.
Weakness that you will support:

I will support vocabulary
acquisition by providing visuals
and realia of new words.
● List and Describe 3 strategies from your texts that will

aid each student’s learning.
● Provide page numbers and title of texts and/or attach a
copy of the strategies to your lesson plan submission.
● Provide a rationale as to why you believe each strategy
will be helpful for each student listed.
● For this lesson, I incorporated support by creating
context. (SDAIE #3) through the use of visuals for my ELL
students.When students come into the classroom they will
have visuals supporting written information related to the
lesson of the day.I will label vocabulary cards and each
term will have an illustration describing the term.This
support is important since students can become
unmotivated if they see a lot of writing.
● I will connect lessons to students lives so that they are
engaged and make learning meaningful. For example, I
will ask students to discuss in groups of a time when they
experienced nature and describe the setting. By
connecting the lesson to their daily lives they are more
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likely to recall facts and definitions regarding the
lesson.(SDAIE 4)
● I will relate lessons to student learning so they are more
inclined to pay attention and want to learn. Relevancy is
important since students need teachers to state the
objectives and the importance of a lesson. For example,
when i teach my lesson about landforms, I will tell
students it is vital to understand how land affects
weather. That way we know if we have to wear a coat in
case it rains when we go to school or work. (Teaching
Literacy: Relevance p,56)
Students with Other Learning Needs
Other Learning Needs Number of Supports, Accommodations,

Students Modifications
Example: GATE student 1 Leveled text, targeted guided reading, ongoing reading assessment (e.g.,
running records, miscue, conferencing)
In each section do the following: ● List and Describe 3 strategies from your texts that will aid each
Describe Student & include: student’s learning.
● Provide page numbers and title of texts and/or attach a copy of
the strategies to your lesson plan submission.
Strengths: Provide a rationale as to why you believe each strategy will be
Enjoys working with groups and helpful for each student listed.
exchanges deeper level of
thinking with students.
Present levels of performance:

The student exceeds the grade ● To aid my gifted student I will ask him a series of focus
level standards. questions during group time to probe his thinking. Focus
questions allow teachers to explore students thinking. I
want to make sure my student is being challenged and I
Weakness that you will support: get to see how far he can elaborate on his ideas. When I
The student tends to become ask the student a question, I will encourage him to
unfocused if he does not provide textual evidence to back up his thoughts and cite
participate in collaboration evidence. This benefits the student since he will learn
work. how to produce elaborate and accurate answers.
(Teaching Literacy, p.66)
● Another strategy I will use to challenge my advance
students is I will assign extra independent work. Extra
independent work will help the student become
independent thinkers and be accountable for the work
her produces. For example, I will assign to the student a
short reflection that he will share orally to a family
member or guardian. This activity will help the learning
be more meaningful and the student will retain the
knowledge better.
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● I will contact students parents to maintain
communication and to let them know how much his son
has progressed.When parents are involved in students
education, the student tends to thrive and be more
motivated to learn. (TPE 1.2, P.6)
10. ATTACHED STUDENT WORK:

11. Students will write 10 facts in their social studies journal and complete a k-w-l chart. For independent work, they will be
asked to complete 5 more facts and draw one illustration. GATE students will be asked to write a short reflection to
challenge them.
12. THEORETICAL OVERVIEW:

The 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. I taught the
lesson using direct instruction method because it helped me guide the students through their acquisition of new
knowledge. Using the different strategies like modeling and guided practice ensures students will retain information
about a certain topic. This is vital because students will be able to transfer the new information into a new concept.
Scaffolding was used when i helped the students write 2 facts in class. I wrote 1 fact using complete sentences and
described a fact about geography in the projector. After implementing direct instruction, third grade students should
be able to list 10 facts about geography orally and in writing using complete sentences.
Structure of Knowledge
Note: Please Use the new version of cognitive taxonomy.
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Creating
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Evaluating
Analyzing
Appling
The student can explain his reasoning and ideas to other students. Student can express
Understanding
knowledge about facts accurately.
The student recalls definitions and can list basic concepts. The student discussed facts orally
Remembering
with students during student-to-student collaboration.
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.
o o o
o o o
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
● Adaptation of ● Modeling ● Whole group ● Advanced

Content ● EL
- -I model how -During closing, the
● Background independent work entire class engages -I present realia and
Knowledge should look like in discussion to share visuals to teach written
and make facts about landforms. information to not
-Students fill out expectations clear. overwhelm english
a k-w-l chart to I write 5 facts ● Small groups learners. Students listen to
assess about landforms an ebook that reads to
background with students on -Student work in small them the short text. This
knowledge the hovercam. groups to exchange way students acquire the
during knowledge and learn language quicker and gain
anticipatory set. ● Guided Practice from one another. understanding of how
Small groups helps all certain words are
● Links to past Student work in students acquire the pronounced.
learning collaboration to language and learn
write three facts new words. ● Other
-During the about landforms in
anticipatory set, their social studies ● Pairs
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student discuss journal. Students ● Works Independently
and experience illustrate one
they’ve had in vocabulary term. Student work
the outdoors to During this time I independently at home
connect to prior circulate the class when writing 10 facts
learning about to look for in their social studies
environments. accuracy and journal. Student are to
understanding of illustrate at least one
● Strategies Used topic. term.
● Resources
Selected ● Independent ● Mixed groups
● E-resources Practice ● Flexible groups
● Comprehensible
Input
Integration of Application Assessment Objective

Processes
● Hands on ● Rubric ● Linked to
● Reading ● Meaningful - The student get a Standard
● Linked to rubric for each
-Students read objectives assignment they -At the end of the lesson
text closely to ● Engaging complete to get third grade students will be
find definitions ● Active Learning feedback. The able to list 10 facts about
about landforms. students have an geography in writing and
opportunity to fix any orally accurately.
● Writing errors or improve
work. ● Integrated with
Students are ● Group Language Arts
assigned the ● Written
task to write 10 ● Oral Students watch
accurate facts ● -Students share facts media materials to
about landforms orally about landforms learn information
using proper during guided practice about landforms.
grammar and . Students write
punctuation. facts they learned
about landforms
● Speaking and write questions
they have.
-The students
collaborate with ● Age Appropriate
students to find
facts about
landforms during
guided practice
and share
knowledge
orally.
● Listening
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Students listen to
their shoulder
partners facts
about landforms
and listen to
ideas.
● Viewing
● Vocabulary
- The students
learn vocabulary
terms about
geography and
landforms
through images
and written
information.
Notes for next lesson:
● Strengths/Weaknesses of Lesson based on your data from students and the assignment results
etc.
● - I need to give students more time to complete the k-w-l chart.
● Students needing more help

- My 2 ELL students need more examples on how to write accurate facts.
● Content adaptations
- I will give students extra time to look at pictures of the different landforms.
● Reading skills
- Pull my 2 ELL students and go over a picture walk before using the to acquire knowledge about
geography.
● Vocabulary clarification
-If time allows, the next day I will go over the vocabulary terms again and show the anchor chart on the
projector.
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CONCEPT ATTAINMENT LESSON PLAN FORM

California Baptist University School of Education
Lesson Title - size 18

(Title should catch reader’s attention- Be creative ! )
Lesson Type - size 14
Lesson Number - size 12
Note: Clarity and ease of locating each lesson is what is needed.
1. MATERIALS/PREPLANNING (5 points)
● Materials must include examples and non examples of the concept being taught.
● -Social studies journal
● -Pictures of landforms (for anticipation set)
● - Pictures of landforms for the whiteboard
● -Markers
● -Poster paper for groups
● -My sample poster
●
● Vocabulary – List key vocabulary terms
● Mountains- a mountain is a large landform that rises above the surrounding land in a limited area, usually in the form
of a peak
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●
● Literature – List supporting literature or reading materials
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 landforms, students in grade 3 will be able to state both orally and in writing the correct
definition of landforms.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
The focus for this lesson will be “composition”. Students will be gathering and organizing information for writing and
understanding the definition of “landforms”. Word choice and using active voice will be important while students discuss
the definition.

● State Bloom’s Level on the Taxonomy in Bold Type
lakes.)
● State Bloom’s Level on the Taxonomy in Bold Type: Application, comprehension, and knowledge.
RI.3.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate

presentations.
● ELD Standard(s)
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B. Collaborative:
academic topics.
B. Interpretive:
C. Productive
● Emerging, Students in this level are able to exchange yes or no answers and discuss basic ideas during group
work. Students contribute to conversations by expressing their ideas and asking who, what, when, where, why
questions. This group of learners also use writing to collaborate with peers with substantial support from teacher.
● Expanding, Students in this level contribute to class by having partner discussion and asking relevant questions.
At this level, the student actively listens to read-alouds and oral presentation. The students in this stage are
instrumental in affirming other classmates opinions. Furthermore, students collaborate with peers and write longer
information and use literary texts. A students from this level can offer counter arguments and negotiate
conversations.Pupils in this level only need occasional support when answering in depth questions.
● Bridging, Students at this level contribute to class by sustaining dialogue with groups and partners. The student
affirms others as well contributes relevant information to peers opinions. Most importantly, students provide
helpful feedback to classmates. Pupils at this level offer opinions and negotiate with students during
conversations. For example, students can negotiate a discussion by saying (“That’s a good idea , but….”) . Also,
students can adapt to different language choices depending the purpose like persuading or entertaining. Students
need minimal support in this level.
Language Function Statement: edTPA

What main communication language function do students need to use to communicate their understanding of this
content?
The language that will be used in the class will be academic language. Students will use academic vocabulary to describe
the definition of a landform. The use of academic vocabulary is useful since it helps students understand the concept of
landforms better. During discussion, students will engage in dialogue to express their opinions, acknowledge ideas, and
offer suggestions. For example, students may have counter-arguments about an opinion and say “ I don’t agree with you
because...” This type of engagement is essential for english learners because they practice english. Lastly, Students will be
expected to write complete sentences and correct grammar.
Use: Student uses language to: (see Toolkit samples)
Essential Literacy Strategy: I will add an academic language objective on the board. I will restate the objective in
students terms so they understand what language they have to use (academic language).
Additional Language Demands in each area:
Academic vocabulary/symbols: List vocabulary

Landform-a natural feature on Earth’s surface.
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peak

Students will be required to write sentences using correct grammar, punctuation, and verb tenses in their assignment.
During student interaction, I will walk around the class to make sure students are using academic language.
Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for this
content)
I will assign a word quilt tool chart so students can practice their writing and speaking skills in english.Graphic organizers
are useful for english learners because they visualize what they are learning and they illustrate the concept. By repeating
the term in different ways students will memorize and understand the vocabulary term quicker. A word quilt is composed
of 4 boxes and students have the opportunity to practice syntax and vocabulary. First, students will be required to write
the vocabulary term in the first box. Secondly, students will translate the term to a second language. Third, students will
be asked to write the definition or illustrate the definition. Lastly, the students will be required to use the term in a
sentence. When students complete the chart, I will collect the work as an exit ticket for recess.
3. ASSESSMENT (10 points)

Note: A rubric would work well for this assessment
Proficient (3 points) Basic (2 points) Below Basic (1point)
Student illustrated and provided 3 Student illustrated and provided 2 Student illustrated and provided 1
examples. examples. example.
Student wrote definition and included Students wrote definition and Student wrote definition and included
3 descriptors. included 2 descriptors. 1 descriptors.
Student was able to provide an Student was able to provide an Student was able to provide an
accurate oral definition. accurate oral definition. accurate oral definition.
Formal Assessment:
The students will be formally assesed. I will check that students write the accurate definition of landform and provide an
oral definition. The definition must include three descriptors and three examples of the term/concept Landforms.
Informal Assessment:
Students will also be assessed informally by listening to their oral definitions of the concept of Landforms. At the end of
the day, I will collect an exit ticket where partners write 2 definitions about landforms.
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4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for learning!
As students come inside the class, I will hand them out some pictures of the different types of lands on Earth. I will start
the discussion by telling students interesting facts about Earth. For example, I will tell students that the land makes up ¼
of Earth. Also, I will tell students that the land looks different in different parts of Earth. After I finish telling the students
the facts, I will ask if they can share a fact of what they learned the prior day about geography. Then, I will say: “boys and
girls, today we are learning about landforms. Students please turn to your shoulder partner and discuss what you think a
landform is”.
5. PURPOSE (5 points)
Boys and girls, today we will be learning about landforms. It is important to understand landforms because landforms
influence where people live and build cities. Also, we have to consider landforms when we decide where we want to build
roads or railroads.
● LESSON BODY (35 points)

Provide a rationale (justify reason) for using this lesson model.
Provide a rationale (justify reason) for using this lesson model.
The lesson model I will use will help students learn the concept of Landforms more in depth. The concept
attainment model is useful since it teaches important definitions regarding the unit of study. For example, I
will use examples and non-examples. Non- examples are important since it builds a foundation for the students
and it directs them to focus only on the crucial points. Furthermore, this lesson model will allow students to
discuss and teach their knowledge to peers. After the lesson, students will understand why learning about
landforms is important and how landforms influence the community.
Prior to starting the lesson body do the following:
● Restate the Objective in Kid terms

● After the lesson today, you will be able to write and talk about landforms accurately.
● Mark SDAIE in bold type where it applies.
● My lesson will include various types of visuals and charts so ELL students can comprehend the lesson. I will
target vocabulary by displaying the different definitions on the whiteboard during the lesson. This way, students
can reference the vocabulary the entire day when needed. Most importantly, I will create context by discussing
examples and non-examples.
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
Step One- Definition:

According the dictionary, a Landform is a feature on the Earth’s surface that is part of the terrain. Mountains, hills,
plateaus, and plains.
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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 Landforms.
According the dictionary, a Landform is a physical feature on the Earth’s surface that is part of the terrain like
Mountains, hills, plateaus, and plains.
means: This means that in order for something to be considered a landform, it has to be a natural feature on Earth’s
surface.
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 a landform. It is a Landform because it is part of a terrain and it is on earth’s surface
■ This is also a Landform, because it is on a stretch of land , and it is a natural feature of the earth’s surface.
■ This Mountain is a Landform located in San Bernardino. It is a Landform because it is a natural physical feature
and sits on Earth.
■ This is a Landform. It is a Landform because it is on Earth’s surface and a physical feature.
■ This hill is a Landform in Moreno Valley. It is a Landform because it extends above the terrain and it’s on
Earth’s surface.
■ This is also a Landform since it is a physical feature on Earth, and it occured naturally.
Continue this format for 5-6 examples. Fully script each statement. The repetition is the key to teaching this
lesson well.
However, Do not just copy and paste for each example.
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 Reservoir is not a Landform. It is not a Landform because it is not a natural occurrence on the surface of
Earth, and it is man made.
■ This is not a Landform because it does not sit on Earth’s surface even though it is a natural occurrence.
■ This not a Landform. It is not located on the surface of Earth and it is not a physical feature.
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■ This is not a landform. It is located on Earth’s surface but it is not a natural physical feature.
■ This is not a Landform. It is a physical feature but it is not on Earth’s surface.
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
example. Present them and ask students to distinguish between them. Give 5 mixed examples with clear responses
of why and why not.
■ Here is a Mountain . Is this an example of a Landform? It is a landform because it is a natural feature of the
Earth’s surface.
■ Is this a landform ? It is not a landform because it is not on Earth’s surface and it is not a natural feature.
■ Is this a landform? It is not a landform because this reservoir was man made and it is not a natural physical
feature on Earth’s surface.
■ Here is a Valley. It is a Landform because it is a natural physical feature and it is on Earth’s surface.
■ This is a HIll. It is a landform because it is a physical feature and it is on Earth’s surface.
Continue through several more mixed examples…be sure to include the correct
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.
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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 Landforms 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: Landforms are natural features on the Earth surface.
Student: A Landform is a natural physical feature on Earth's surface.
Now, have them write the definition in their own words in their journal.
Next, please take out your journals and enter this term Landform.
Also write the definition in your own words and give several examples. Explain how a Landform looks like and where
is it located.
Lesson Step Six - Student Examples:
The teacher must ask the students to find or suggest additional examples of the concept to show their
understanding.
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 textbook or in
the Landform ebook I provided for you guys. The ebook has many types of Landforms and includes definitions that will
help you learn new Landforms.
You might find more examples at the school library or on YouTube. ( 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: In this level student listens to read alouds and answers basic questions about landforms. Student listens to
classmates during vocabulary discussion and asks basic questions about Landforms.
Speaking:Students contributes to conversations and expresses ideas about Landforms by asking and answering yes-no
and wh- questions and responding using short phrases.
Reading: Students understand text in their reading level with substantial support from instructor. Students understand
text elements like main idea, characters, and setting.
Writing: Students write short informational text with peers. At times, students are able to write Landform definitions with
teacher support.
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ELD Expanding Response to learning:
Listening: Student actively listen to read alouds and oral presentations about the different types of Landforms. Students
demonstrate active listening by asking questions and participates in answering questions. Students at this level only need
occasional support.
Speaking:Students in this level plan and deliver short presentations about various topics like Landforms.
Reading: Students in the expanding level are able to describe ideas like how things occur in order. Furthermore, students
understand text elements like main idea, characters, and events in greater detail. At this level , students only need
moderate support when they read about Landforms.
Writing: Students can write long literary and informational text collaboratively. Students from the expanding level can
paraphrase text and recount experiences using complete sentences and key words.
ELD Bridging Response to learning:
Listening: Students demonstrate active listening to read alouds and oral presentations. Students ask and answer detailed
questions with light support.
Speaking: Students in this level present longer oral presentations about numerous topics. They can retell a story and
express processes such as explaining a historical event.
Reading: Students at this level can describe ideas, phenomena, and text elements. For example, they understand the
central message of a story as well understand character traits and major events. Students use key details based on
understanding from a variety of grade level texts and view multimedia.
Writing: At this level, students can write longer and detailed literary text collaboratively . Students can write
independently using appropriate text organization and understand register. Also, students can paraphrase text about
landforms and recount experiences with more detail.
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 Landforms. Now it is your turn to own this information. Let's practice saying what we
have learned about Landforms. Today we learned more in depth information about landforms. We learned how to
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describe the various landforms, we learned where some landforms are located, and we learned how landforms affect
people. More importantly, we learned the definition of landform.
Teacher: “Okay students, by the raise of hands who can help me define landform?”
Student: “A Landform is a natural physical feature on Earth’s surface that it is a terrain like mountains, hills, plateaus,
and plains.”
Teacher: “Thank you Jimmy, that was a fabulous answer. Your definition tells us that a landform is on Earth’s surface
and you listed the various types of landforms. Now boys and girls, who can share with the class a landform that is located
in our local region?”
Student: In our local region we have hills that are raised above the surrounding area. Hills are not as high as mountains.
A hill is a landform because it is a physical feature on Earth’s surface.
Teacher: “Thank you Emily. That was a very descriptive answer. I like how you specified that hills are not as high as
mountains. Now, I’m going to ask you guys to share two things you learned about landforms with a partner and write
your definitions on a paper”
(At this time, students are discussing the information they learned about landforms with a partner. The paper with the
definitions will be their ticket to go home. The students answers will help me see if students grasped the concept or if I
should spend more time tomorrow)
● 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.
● I will ask students to look for a partner and tell their partner what they learned today. After, students will write
two definitions about landforms.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale/justification for your choices.

Independent work is key in order for students to extend their learning about landforms. For example, when
students use various sources to find additional examples, students find more information and gain deeper
knowledge about a concept. Most importantly, students learn how to select reliable sources and discard
untrustworthy sources. Furthermore, assigning additional research gives students the chance to practice what
they learned at school and become responsible for their own learning at home. It is vital that students manage
their own learning outside class so they can be more metacognitively aware. By doing independent work at
home, students have the opportunity to analyze their learning strategies and decide if those strategies are
useful. Thinking about their thinking helps students become more independent learners and become resilient.
● 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.
● I will ask the students to find 3 more examples about landforms and write the new examples on their social studies
journal. Students will be asked to use various sources like books, magazines, and internet to find more examples.
Then, the students will write a paragraph explaining why the examples they chose are good examples. I will require
the students to draw a picture about the topic so the theme of landforms can “stick with them”.
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points)
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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. Feedback must be written using
the assessment strategy and in 24 hours of instruction for 3 students. (See edTPA for directions on
feedback)
ELL Learner – W/Few Describe specific feedback type to help learn the essential literacy strategy
Words For this student, I will provide visuals of the definitions we are learning in class. The
definitions and pictures will be posted on the whiteboard so the student has access to them
throughout the entire lesson. It is important these learners have visuals to match the written
information so that they can acquire english quicker. Furthermore, during the lesson I will use a
lot of repetition and check for understanding. I will ask this student basic questions about the
concept. If he still has questions, I will clarify and elaborate the definitions. Most importantly, I
will provide a supportive environment for the ELL learners by scaffolding them along the way
especially during vocabulary acquisition.
Student with low This student struggles with fluency and comprehension. Thus, I will make sure he has a lot of
reading ability student-to-student interaction. Having student interaction will help him practice his reading
skills and he can ask questions to his partners during the lesson. When a student works with
groups it helps him/her engage in deeper thinking and holds the student accountable for his
learning.
Student with advanced This student enjoys working independently and knows a wide range of vocabulary. Thus, I will
literacy skills/other ask this student more challenging questions during the closing activity and assign him
additional independent work. Furthermore, I will give the student many opportunities to work
in groups and exchange knowledge. This will benefit the student because he can learn new
ideas from different perspectives and maybe challenge his thinking. This student will write 5
definitions for independent work versus 3. Also, I will ask the student to write an additional
paragraph about what he learned about landforms and city infrastructure . He will have to do
additional research in order to answer this question.
Fill in chart below with additional strategies to support the learning or extend lesson
Wright Text Description of strategy How strategy is helpful Rationale for selecting & links
to student/standards
1. Activating the In this strategy students This strategy is helpful since I decided to use this strategy to
‘known’ link new facts to prior students already possess motivate english learners to
knowledge. knowledge that they can build engage in the content. By using
upon. Also, this strategy is helpful the ‘known’ strategy, students feel
for ELL learners because it supported because teachers allow
improves their comprehension them to use the knowledge they
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since they are making connections already possess. This strategy
to their own life. links to standards since students
use illustrations to make meaning
with what they already know.
2. Memorizing In this strategy students The keyword strategy is useful This strategy links to the
facts:The highlight important since it helps students select the standards because students
keyword facts or ideas. Students important information. Therefore analyze and read informational
strategy summarize the main students only have to memorize texts closely. I selected this
idea and select a the vital information about a topic. strategy because students get the
keyword that will help The student learns efficiently using opportunity to summarize key
them memorize a this strategy because they do a lot details about a concept and learn
concept. Also, students of summaries and create mental techniques like creating mental
can create mental pictures to recall the concept. pictures to recall definitions.
pictures in order to
remember definitions.
50 Literacy
Strategies
1. K-W-L chart K-W-L charts activate This strategy is helpful since it This strategy links to the
students background motivates students to become more standards because students can
knowledge and students engaged in the lesson. Similarly, organize the new information
can come up with students start to become curious learned in a chart. Furthermore, I
questions they have about things they don’t know selected this strategy so I can
about a topic. Students about a topic. Teachers also benefit check students understanding
are able to develop new from this chart since they can see about the topic.
vocabulary using this where the students are at in terms
strategy. of background knowledge.
2.
50 Social Studies
Strategies
1.
2.
Technology I use the projector to Using the projector to display the This strategy links to the students
Resources display pictures of all pictures is helpful for students and standards since I use visual
the different landforms. because they can learn information displays to express information
and enhance the understanding of
about a concept by looking at a
presentations.
picture versus reading the
information. This is especially
helpful for english learners so they
can acquire english quicker.
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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 concept about Landforms. Throughout the
lesson, students will use repetition to help retain the new information. The lesson includes various types of landform
pictures with definitions so all types of learners can learn the definition of landform. Also, I will present examples and
non-examples about landforms to students. Showing students various types of non examples will help them focus on the
important information. The concept attainment model makes learning vocabulary easier for students since there’s a lot of
repetition and partner work.
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Evaluation
Synthesis
Analysis
In this lesson, students will apply the information they learned by writing the definition of
Landform in their social studies journal. After, students will draw an illustration of the
definition. By drawing the definition it shows me that they can apply the learned information
Application in a different way versus just writing the definition. Furthermore, students will be required to
look for extra definitions during independent work so they can reinforce what they learned.
Students will apply what they learned since they now understand that they have to look for
new definitions that have similar characteristics as the landforms they studied.
I used a concept attainment lesson for this standard because it gave students the tools to
Comprehension understand the definition of landform.Students at this cognitive level can summarize and
demonstrate concepts about the various types of landforms. Furthermore, during closure,
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students will be able to discuss definitions with partners and exchange knowledge. When
students can share definitions, it shows me that they understand facts about the concept.
Students reach this level of critical thinking because they understand what is a landform, how
landforms affect communities, and can define various types of terrains. Most importantly, this
Knowledge
lesson model helps students identify, define, and tell about landforms because students learned
the lesson through the use of examples and non- examples.
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.
-
- Exit pass group work (closing activity)
- Independent work

● Adaptation of ● Modeling ● Whole ● Advanced

Content group ● EL
● I printed pictures During the lesson I
of various types will model examples As a whole group I incorporated the use
of landforms and and non-examples of we learned about the of visuals and written
the definitions so landforms. Modeling various types of definitions on the
ELL students can the different landforms using whiteboard so all
learn visual examples will teach examples and non types of learners can
information students to focus examples. Also, I learn information
versus written only on the taught the definition quicker. Often times,
knowledge. Thus, information needed to the entire group. ELL students learn
students acquire to write the better by learning
english quicker. definitions. Also, I ● Pairs information from
will model how to pictures and looking
write definitions on During closure, at written directions
the social studies students will be versus just listening
● Background journal so that all asked to tell a to them.
Knowledge learners like ELL partner what they
● Students use k-w- understand the learned today about
l chart to organize assignment. landforms. Sharing
knowledge they knowledge is
already know to ● Guided important so
link it to the new Practice students can
knowledge. remember the new
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● After the lesson, information better
● Links to past students will practice as they are reciting
learning writing the definition it. When students
of landform. As they share what they
Students will be able to are writing the learned they engage
use their native language definition, I will walk in comprehension.
during the word quilt around and listen for
chart. oral communication
to see that students
understand the
concept.
● E-resources
● Independent
I provided the class with
Practice
an ebook to use as a
second resource to find For independent
more definitions. practice students will
be asked to write 3
definitions and
illustrate a definition.
Advance students
will be asked to write
2 extra definitions
that they research on
the internet or
magazines.
● Comprehens
ible Input
Integration of Processes Application Assessment Objective
● Hands on ● Rubric ● Linked to

● Meaningful Standard
● Writing I will use a rubric to
Students will learn assess the students Students will be able
During independent work, why it is important to understanding of the to describe/ identify
students will write 3 learn about landforms definition of landforms accurately
definitions in their social since they affect landforms. Student in writing and orally.
studies journal about the where people settle. will receive 3 points
various landforms. Landforms also affect if they meet all the ● Integrated
weather conditions so criteria and 1 point with
● Speaking it’s important to if the student did not Language
know how different put any effort at all. Arts
During closure students
terrains impact
will tell each other what ● Written
weather.
they learned in the lesson
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today. Students will ● Linked to At the end of the Students will write
discuss definitions and objectives lesson the students definitions using
describe how a landform will be asked to complete sentences.
looks like. Students will be able write 2 definitions
to apply the learned as their ticket to go
● Listening information in their to recess. Through
social studies journal this activity, I will
Emergent learners will by writing know if students
listen to the lesson definitions. They will grasped the lesson.
actively and ask basic also draw an
questions about illustration of the ● Oral
landforms. definitions. This
shows me that they During guided
● Vocabulary understand what a practice I will walk
landform is. around to listen to
Students will learn new students speak about
vocabulary terms ● Engaging landforms. I will
regarding the various informally make
types of landforms. Before I start the assumptions of
lesson, students will where students
be engaged by need more
looking at the various scaffolding to grasp
types of landform the concept.
pictures. When the
students look at the
familiar landforms
they will be
motivated to learn
facts about earth. By
telling students facts
about earth they will
be intrigued to learn
more about the
different kinds of
terrains.
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Notes for next lesson:
● Strengths/Weaknesses of Lesson
The lesson was effective since I had a variety of examples and non examples.
I will work with ELL students in small groups to help them write the definitions.
● Offer more resources like auditory e-books about landforms for ELL learners.
● Reading skills
● I will do guided reading with struggling readers.
● During closure I will clarify vocabulary terms to reinforce the lesson.
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GENERALIZATION LESSON PLAN AND RUBRIC – 100 Points
Revised by Dr. R. Timmons
California Baptist University School of Education
1. MATERIALS (5 points)
Pictures of the various landforms

Social studies journal
Classroom whiteboard
Physical map of Africa and the United States
Youtube video (landforms in Africa)
● List in bullet form, all of the materials you will need to accomplish this lesson.
● Copyrighted materials must be credited according to APA standards.
● Vocabulary and definitions to be listed on the classroom whiteboard.
● Mountains- a mountain is a large landform that rises above the surrounding land in a limited area, usually in the
form of a peak
● Plateaus- a land area having a relatively level surface considerably raised above adjoining land on at least one
● River-a large natural stream of water flowing in a channel to the sea, a lake, or another such stream.
1. OBJECTIVE (10 points)
-After the lesson on using data to support generalization, students in grade 3 will apply this knowledge and
develop generalization concerning the topic of landforms with accuracy.
● The objective will state the learning that the students will attain by the end of the lesson.
1. A=Audience, 3rd grade students
2. B=Behavior, Students will apply knowledge and develop generalizations concerning the topic of landforms.
3. C=Conditions, students should comprehend generalizations they made about landforms.
4. D=Degree of accuracy needed to achieve the objective. Students should gain knowledge and develop
generalizations about families 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.
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SAMPLE OBJECTIVE: After the lesson on using data to support generalizations, students in grade 3 will apply this
knowledge and develop generalizations concerning the topic of landforms with accuracy.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)

In this lesson, students will focus on comprehension. At this point, students comprehend information about
landforms since they know many vocabulary terms concerning landforms and can add new knowledge to
make generalizations. Students will compare and contrast information about local landforms and landforms in
Africa.

● 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to
● 3.3.1 Identify geographical features in their local region (e.g. deserts, mountains, valleys, hills, coastal areas,
oceans, lakes.)
● 3.3.2 trace the ways in which people have used the resources of the local region and modified the physical
environment (e.g. a dam constructed upstream changed a river or coastline)
(State Bloom’s Level on the Taxonomy in Bold Type) Analyzing and Evaluating.
CCSS ELA Standard

● RI.3.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate
● Collaborative:
academic topics.
B. Interpretive:
C. Productive

● S.L. 5 Presentation of knowledge and ideas:
● 5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
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Language Function Statement: edTPA
What main communication language function do students need to use to communicate their understanding of
this content?
Use: Student uses language to: (see Toolkit samples)
-Students use function 3 from the academic language toolkit samples. Students are able to compare and contrast
the various types of landforms in their local region and landforms in Africa. When students describe similarities
and differences between landforms they may use cue words like however, contarty, likewise, etc. Students can
use venn diagrams or compare/contrast matrix to list similarities or differences in landforms.
Essential Literacy Strategy:

For ELL students I will give verbal and visual clarification about the differences and similarities between
landforms. I will do so by displaying a chart listing the similarities and differences between the local landforms
and Africa landforms.
Additional Language Demands in each area:
Academic vocabulary/symbols: List vocabulary

-Students will write grammatically correct sentences with structure. For example, students may write: “one
similarity/difference between valleys in California and valleys in Africa is….” or students may also write:
“African lakes and California lakes are similar because they both…”. This language is known as the language of
comparing and contrasting according to the Toolkit handbook.
Discourse Tools: (Use Graphic Organizers in Toolkit to help students learn to speak and write language for
this content)
1. ASSESSMENT (10 points)
● Describe clearly how you would assess student performance in this lesson.
- I will assess student performance by using a rubric which clearly states the expectations for the
assignment. Having a rubric for the student is vital so they can become self-directed learners and be on
the right track. Teachers must guide students in terms of what they expect students to accomplish.
Proficient (3 points) Basic (2 points) Below Basic (1 point)

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● The student compared and ● The student compared and ● The student compared and
contrast 3-5 points about local contrast 2 points about local contrast 1 point between local
landforms and landforms in landforms and landforms in landforms and Africa
Africa. Student included Africa. Student included one landforms. Student did not
pictures in presentation picture in presentation format. include any pictures.
format.
● Label your method of assessment as authentic, formal, or informal.

- Students will be informally assessed while they interact with classmates and share generalizations about
landforms.
- I will formally assess students by grading their social studies journal section about the various types of
landforms in the local region, and in Africa regions. Students should be able to compare and contrast the
various landforms from both regions after the lesson in generalizations.
● Clearly state where/how this assessment will be kept (portfolio, grade book)
- This assessment will be kept in the gradebook as well as in a portfolio. The journal will be displayed on
Back to School Night so parents can see what the students have learned so far.
● How will this assessment be used? (part of final grade, to adjust teaching strategies, as part of a portfolio, etc.?)
- The assessment will be used as part of a final quarter grade to close the unit of study.
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?
- The main purpose of this lesson is for students to have the opportunity to demonstrate the vocabulary and
facts (background knowledge ) they learned in the prior lessons about landforms. This new lesson will
allow students to connect new information to prior knowledge. Thus the lesson will culminate all the
knowledge students have gained to this point about landforms.
- Knowing generalizations is important because it helps students become independent learners and students
apply the knowledge they learned. The student will benefit from this learning because he/she will
understand landforms and how they impact people.
● 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 student’s lifelong learning? Why will the student benefit from this learning?
● “Hello boys and girls! This week we have been learning about the various landforms we have in our local region.
Can I have a student share a few facts about landforms to the class? (At this time I will ask 3 students to share
their knowledge.) Thank you class for all your fabulous answers! Today we will continue to learn about
landforms but from a different region--Africa. Africa has landforms too and they are similar yet different to the
landforms we have here. It is important to know about landforms in different regions so we understand how
landforms impact people around the globe. We learned landforms can impact where we live and affect the
weather. Today’s lesson will provide us with many examples of the similarities and differences between our local
landforms and landforms in Africa. You will benefit from this lesson because you will learn new landforms and
how they impact people”
5. ANTICIPATORY SET/Motivation for Learning (5 points)
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● 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 math or science activities, photographs, costumes, hats, sounds, music, videos, books, etc.
● To get the students hooked in the lesson, I will ask students if they have watched the movie Lion King which took
place in Hell’s National park in Nairobi, Kenya.(I will have a physical map of Africa and point out where Kenya
is located). I will ask the students if they know where the movie took place and ask them to describe the setting in
the movie.
● After,I will give the students about 3 minutes to look at the pictures on the whiteboard of the landforms in Africa
and the landforms in our local region. The students will be asked to start thinking about the similarities and
differences.
● Next, I will play a short video that shows the various landforms in Africa so students become interested in the
lesson.
● Then, I will tell the students they will be learning about landforms in Africa like the landscapes they saw in the
movie Lion King. Also, I will remind the students about the lesson we had the previous days and ask them to
share knowledge about landforms with their partners (student-to-student interaction).
6. LESSON BODY (25 points)
Justify for your choice of strategies. Link to students in your class. Include their interests and
abilities.
The students will use their background knowledge about landforms and add new information about
landforms in Africa. Students will make generalizations about landforms and will be able to
understand the similarities and differences between our local landforms and landforms in Africa. I
decided to reference the movie The Lion King in order to engage the students in the lesson. Making
connections to the students lives is the best way for new knowledge to “stick” since it is relatable.
Also, I included images of the various landforms so english learners can observe the pictures and
learn information. Each picture will have the definitions so students can match the illustration with
the definitions.
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:
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Local Landforms Landforms in Africa
● Local mountains are tall and are on the surface of ● Mountains in Africa are tall and on earth’s
earth. surface.
● Valleys have water flowing between known as ● Valleys have rivers in between.
river. ● Deserts experience high temperature and little
● Deserts have high temperatures and little rain. rain.
● Natural occurring lakes ● Lakes are natural occuring and on earth’s surface.
● Mississippi river ● Suez canal
● Hills are less taller than mountains and no peaks. ● Hills are low and have no peaks
● Forests ● rainforests
Step 1. Pupils look at evidence the teacher has made available such as
lists, data charts, artifacts, videos and science demonstration
activities.
The focus generalization is not stated. Just ask students to look at the evidence and think of information
related to the generalization.
● Do not tell the students what ways the information might be organized. This is their chance to reflect and to
think!
● Model ways to get started, as needed. For example:
Class, what do you see about the things or the data we have in front of us? (script their answers)
● S1: “I see that Africa has valleys with rivers in between them like we do.”
S2: “I see some differences between our landforms and africa landforms because we do not have rainforests in
our region.”
How do you think we might organize this information? (Student answers)

S1: “I think we can categorize landforms that share the same characteristics.”
S2:” We can place together the landforms that are different from each other on one side”
S3:” I think it would be a good idea to create a chart and on one side we put the similarities and on the other side
we put the differences.”
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends. Script the discussion.
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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:
■ Let’s see, what do we notice about the information we have? Give student answers.
S1: “I noticed that valleys in Africa are low areas between mountains and have a river in the middle like that valleys
here”
S2: “It seems like Africa’s forests experience a lot of rain. Our forests don’t experience a lot of rain.”
S3: “Mountains in Africa have high peaks and are tall like the mountains in California”.
S4: “The Suez canal is used to transport people and things just like the Mississippi river is used to transport people as
well as things”
● What can we say, in general about this information? (Ex. looking at data about clay boats, tin foil boats and
plastic boats…I notice that the results for each type of boat are significantly different. What are some
explanations for this?
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.
S1: “I think Africa landforms are similar to landforms here because they are influenced by weather like our
landforms”
S2: “People need to find ways to transport themselves and things around the world so they have to make canals
in rivers like the Suez canal and the Mississippi river.”
S3: “I learned that lakes occur naturally here in our local region and in Africa.”
S4: “ HIlls are shorter than mountains in Africa and here in the United States.”
S5: “Forests in Africa experience rain, our forest do not experience a lot of rain”
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● 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).
S1: All the continents have landforms since all countries experience weather. Weather and erosion created
landforms millions of years ago.”
S2: “Countries around the world have mountains that have high peaks and are on earth’s surface.”
S3: “Most valleys on earth have streams or rivers that pass between the mountains”
Write the student’s 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:
● Landforms in Africa happen naturally and are also on earth’s surface like the landforms we have here in
California.
● Forests in California do not have much rain like rainforests in Africa.
● People in Africa use rivers to transport people and things like the Mississippi river.
● Valleys in Africa have rivers in between like the Valleys in the Grand canyon.
● Plateaus in Africa have high ground like the Plateaus in the Grand Canyon.
Have students consider each of the proposed generalizations. Is each generalization supported by the data?
Script this discussion.
● Landforms are naturally occurring here in California and in Africa. --Yes teacher, that is right.
● There are landforms in every continent of the world.-- Yes, since landforms occur naturally.
● People modify the physical environment to transport things and people.-- Yes teacher, because it is quicker to
move things through a river.
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 moment.
Ask:
● What did you learn from the data today concerning landforms?
● Students: “We learned from the chart that there are landforms in every continent.”
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● “ We learned from the chart that Africa has valleys and mountains just like California”
● “We learned that some landforms in other continents are different than the landforms we have here”
● “ We learned Africa has deserts like California has the Mojave desert”
● 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.
● Teacher: “Okay boys and girls, do any of you have any questions or want to comment about the topic of
landforms?”
● Students: Yes teacher. I think it is interesting how Africa is mainly composed of Plateaus and we have Plateaus
here too.
● Teacher: Yes, indeed. Great observation Johnny. I see you can make generalizations about landforms.”
● Teacher should restate the learning one last time in another way.
●
● Fully script what you will say as well as possible student responses.
●
“Students, today we used our knowledge about landforms to make generalizations. We studied the differences and
similarities between landforms in our local region and landforms in the African continent. Now, we understand
landforms exist in every continent and have existed for many years. Also, we now understand landforms are a
natural occurrence and are on the surface of earth.
● S1: Some landforms in California differ from landforms in Africa.

● S2: There are landforms in Africa similar to landforms in California. Africa has valleys with rivers running in
between like california valleys.
● S3: Landforms have always been on the surface of earth and occur naturally around the world.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale.
I will assign a Compare/contrast matrix so students can specify the similarities and differences
between landforms in our local region and landforms in the continent of Africa. This chart is useful
for students since it helps them remember the key points about landforms. During this activity
students will think about their thinking and apply prior knowledge to new knowledge. Furthermore,
allowing students to compare and contrast independently gives them the opportunity to practice how
to be self-directed learners and advance their learning about landforms.
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● Assign work that is to be done without your help,. (Ex. Now students can write in their journals about the ideas
discussed. This can be an open ended writing that allows for further thinking.
- For homework I will assign a compare and contrast matrix where students are to list differences and similarities
between landforms in our local region and landforms in Africa.
- Students will be asked to write 3 differences and 3 similarities between the landforms in the 2 continents. Then,
students will come up with 3 generalizations. Students will write the generalizations on the back of the chart.
- The students should use proper syntax and be descriptive when listing similarities or differences.
● The list of generalizations will still be visible on the board or a chart and students can also list them in the journal.
Some will need the reference and others won’t need it at all but you have taken care of a diverse range of writers
and thinkers.
- I will post a copy of the generalizations chart on google classroom so students can reference them at
home.
● Assignment must be valuable and further support the learning stated in the objective.
● How will this assignment be assessed? Is the assessment tool/rubric included in the overall assessment plan?
- The students will be assessed with a rubric and they will receive points for every complete aspect of
the task.
Proficient (3 points) Average (2 points) (Below average 1)
● Student demonstrates ● Student uses average ● Student uses poor syntax

proper syntax when syntax in his/her in his/her sentences.
writing generalizations. sentences. ● Student lists 1 difference
● Student lists 3 ● Student lists 2 and 1 similarity.
differences and 3 differences and 2
similarities. similarities.
● Where will the product/ homework assignment be placed? Will it be part of a journal, a portfolio, on display on
the bulletin board, etc.? You must have a plan.
The charts will be displayed in the Social Studies wall so that parents can see their children’s work during back to
school night. Students will have the opportunity to teach their parents about landforms in our local region and
landforms in Africa.
After several sessions of this type of lesson, students should be able to analyze another set of data and formulate
generalizations on their own.
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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. Feedback must be written
and provided in person within 24 hours of the lesson. (See edTPA for directions on feedback)
ELL Learner – Describe specific feedback type to help learn the essential literacy strategy
W/Few Words For these learners I will check for understanding during the lesson of
generalizations. I will make sure I use a lot of repetition when coming up with
generalizations. When I finish the lesson on generalizations, I will pull students to
the back table and re-teach the lesson. I will draw a venn diagram since it is easier to
understand, and tape pictures of landforms. For example, on the side of “local region
landforms” I will tape a picture of a valley. Then, on the side of “African landforms”
I will also tape a picture of a valley. After, I will make a generalization about
valley’s and write it down. Since the students will be able to see the information
displayed, they will understand the lesson more effectively. Lastly, I will ask the
students to help me tape new landforms in the venn diagram so they have practice. If
students are still having trouble understanding the lesson I will use technology to
reinforce the lesson. I will ask the students to watch a video about our local
landforms and then watch a video about landforms in Africa. After students watch
the video, I will ask them what similarities or differences did they noticed about the
landforms. When ELL students watch videos they are more likely to grasp the lesson
quicker because they hear the information and see the concept.
Student with low These students have difficulty comprehending reading material thus I will pair
reading ability students with english native speakers. I will encourage student-to-student
interaction so that the students practice speaking english and acquire vocabulary
quicker. I will encourage group discussions so that students have an opportunity to
share generalizations and ask questions to their partners if they do not understand the
lesson. Furthermore, I will model and scaffold students when they come up with
generalizations. I will draw a compare and contrast chart at the beginning of the
lesson and sort the landforms. Then, as I list the landforms I will ask the students if
they see similarities between landforms in our local region and landforms in Africa.
When I ask students about landforms, I will be checking for comprehension of the
lesson simultaneously. Lastly, I will display the chart on the board during the entire
activity so students can reference the chart and see the pictures.
Student with For these students I will assign extra homework that will be meaningful. It is
advanced important to organize subject matter for student learning as addressed by TPE 3.
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literacy For example, I will ask the student to write a short quick write where he compares
skills/other and contrasts landforms from our local region and landforms from Africa. This
assignment will require the student to think deeper about the topic and analyze the
components of landforms.
Strategies to extend the lesson- Fill in chart below:
50 Literacy Description of strategy How strategy is helpful Rationale for selecting &
strategies. links to student/standards
1. Quick write In a quick write, students This strategy is helpful This activity links to the
have the opportunity to because it allows students to standards since students
explore a topic or respond think about the knowledge apply grade-appropriate
a question. The students they just learned and make vocabulary. Students also
main focus is to come up connections to new ideas. express information about
with new ideas and During a quick write students ideas and speak orally
develop writing. can summarize the about them.
information they learned and
use content vocabulary. This
strategy is helpful because
students review what they just
learned and they can apply the
knowledge.
2. Venn Venn diagrams show This strategy is helpful This strategy links to the
Diagrams relationships between two because students get the standards since students
things. The similarities chance to view the will interpret visual
are listed in the middle, information in a graphic information gained from
while differences are representation. When students illustrations. Furthermore,
listed on the outside see information in a chart they students will engage in
sections. are more likely to think description of landforms
analytically. Similarly, ELL and use diagrams to
learners can learn organize informations about
generalizations since they can environments in a spatial
organize the information more content.
easily and notice relationships
between landforms.
Wright
text.
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1. Prior Teachers ask students This strategy is helpful since This strategy links to the
knowledge questions to help activate students are encouraged to standards since students
:Activating the their prior knowledge. link new facts to prior read literary texts closely
known Then, teacher tell students knowledge. Also, this strategy and informational texts.
to make connections from helps students increase
their lives to better comprehension. Students learn
understand the topic they that in any assignment they
are studying. Lastly, can now apply their live
teacher uses think-alouds experiences to make tasks
to explain her thinking so easier.
students can engage in a
similar thought process.
2.Assisted A struggling reader reads This strategy is useful for This strategy aligns with
reading aloud to a more advanced struggling readers since they the standards since students
practice page reader. The advance practice comprehension and read informational texts
40. reader follows along improve their fluency.Also, closely and determine
silently and corrects errors students have the opportunity meanings.
the struggling reader to interact with other students
makes. and they acquire new
vocabulary through
communication. Most
importantly, students are being
scaffolded and feel like they
can trust teachers and peers
when they need help.
50 Social
Studies
Strategies
1.Interactive In interactive read This is a good strategy since This strategy aligns with
read aloud aloud,teachers read a ELL students benefit from the standards since students
book to the students and read alouds. This strategy read text closely and make
stops occasionally to teaches students that they inferences.
summarize what they should engage in analyzing the
have read. Teacher goes text like the teacher is doing.
over vocabulary, students Thus students become self
make predictions, and directors of their learning and
teacher checks for are metacognitively aware.
comprehension.
2.
Technology ELL students read an This strategy is helpful for This strategy aligns with
Resources ebook about landforms in students because students can the content standards since
our local region and acquire vocabulary by students view multimedia to
landforms in Africa. The listening to information about determine how meanings
ebook reads a story to the landforms. Also, students can are conveyed explicitly and
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student and student match the visuals with the text implicitly through
follows along. which facilitates students to language.
learn english.
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 derived from the constructivist and information processing theory. The generalization
lesson is effective in helping students find relationships about certain topics like landforms. After the lesson, students will be
able to compare and contrast landforms and make generalization statements. This lesson will help students understand that
there are landforms in every continent and students will learn that other countries have similar landforms like the ones in their
region. Furthermore, students will be able to apply the concept of generalizations in other subjects.
-
(10 points)
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale
for your thinking.
In this stage, students are capable of evaluating landforms and conclude that there are
landforms around the world not just in their local region. They support the idea that
Evaluation landforms are naturally occuring and are on earth’s surface. Therefore, the generalization
lesson model is essential for students to evaluate information and apply the knowledge
they have learned.
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Through the generalization model, students learn how to use various components about a
Synthesis
topic and put together new information. Students can compose logical statements.
The generalization lesson model is useful to help students draw connections among ideas.
Students in this stage are able to compare and contrast landforms in their local region and
Analysis
landforms in Africa. At this level, students sort concepts into parts and they distinguish
landforms. Students understand what is a fact and what is an inference.
The student is able to use previous knowledge in new scenarios like comparing and
contrasting landforms in Africa with landforms in the local region. The student has
Application background knowledge about landforms so he/she understands how to make
generalizations. Thus students are capable of applying facts and ideas about landforms to
come up with generalizations.
Students are able to compare prior information about landforms and apply it to new
Comprehension information. Students can identify what is similar and what is different about landforms
in our local region and landforms in Africa.
Students are able to recall and identify knowledge about landforms. Students need to use
Knowledge
previous knowledge to learn new information.
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.
- Compare and contrast chart
- Students homework (compare and contrast chart + generalizations)

● Adaptation of ● Modeling ● Whole group ● Advanced

Content
During the lesson I We worked as a whole The advanced students were
I incorporated visuals and modeled how to write a group when we were engaged in meaningful
videos in the lesson so ELL generalization. Also, writing in the chart the conversations during the lesson.
students can learn during groups I modeled various landforms in our I assigned these students 2 more
information visually. Written how to categorize local region and generalizations.
information can be landforms in a venn landforms in Africa.
diagram so ELL students ● EL
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overwhelming for english understand how to make ● Small groups ● Throughout the lesson I
learners. generalizations. displayed various
The ELL learners worked pictures of landforms in
● Background ● Guided Practice with me in small groups our local region and
Knowledge to go over generalizations. landforms in Africa.
As a class, I asked We practiced how to use Also, I have a map of
I asked the students to students to share charts to classify the continent of Africa
discuss facts about landforms generalizations they came landforms. so the students have an
. This is important so I know up with and I directed idea where the
they recall facts about them to the right ● Pairs continent is located.
landforms and can make direction. Also, during Having visuals is useful
generalizations. groups I walked around to The struggling readers for these learners since
make sure ELL students worked in pairs so they they learn quicker by
● Strategies Used were writing/discussing can have support from looking at new
generalizations. peers and acquire knowledge.
I assigned a compare and vocabulary quicker.
contrast chart so students can ● Independent
visualize and organize Practice ● Works
information about landforms. Independently
During this activity students I assigned a compare and
have the opportunity to contrast chart for Students are to work
analyze their thinking and homework. I ask students independently at home
are self directed learners. to categorize landforms in since I assigned a chart
a chart. Then, I am for homework. At home,
● E-resources requiring them to write 3 students will have to be
generalizations about self directed learners and
I assign an ebook to english landforms. decide whether their
learners so they can hear the generalizations are
information about landforms ● Comprehensible accurate. Students will
and view the new Input have time to reflect on
knowledge. their learning and think
I guided the students about their thinking.
throughout the lesson and
checked for
understanding. I used a lot
of repetition to make sure
students can come up with
their own generalizations.
Integration of Processes Application Assessment Objective
● Reading ● Hands on ● Rubric ● Linked to Standard
ELL students are asked to Students have the A rubric is used to assess This lesson is linked to third
read an ebook in order to opportunity to walk the students on making grade social studies standard.
reinforce their understanding around and look at the generalizations. After the lesson students should
about landforms. various pictures of be able to make generalizations
landforms on the about landforms by reading texts
● Writing whiteboard. closely. Students should be able
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Students write ● Meaningful to list information about
generalizations for landforms in charts or tables.
homework and are required I require students to
to use proper sentence engage in more complex ● Integrated with
structure and correct thinking by analyzing Language Arts
grammar. landforms from different
regions. Students are expected to write
● Speaking sentences with proper structure
● Linked to and correct grammar.
Students have the objectives
opportunity to interact with ● Age Appropriate
students during the lesson to The lesson is linked to the
help each other and discuss objective since students in The lesson is relevant to the
ideas. grade 3 can write students age. I talk about the
generalizations using movie Lion King so students can
● Listening proper syntax. visualize how the terrain looks
in Kenya.
Students will be required to ● Engaging
listen to the lesson and
directions. Generalizations The lesson is engaging
require vast knowledge about since students can relate
a topic thus students have to their lives to the lesson.
listen to the lesson especially
during reviewing.
● Viewing
The generalizations chart

will be displayed in class
throughout the lesson and
will be posted on google
classroom in case students
need it to complete their
homework.
● Vocabulary
The vocabulary will be

posted on the whiteboard so
ELL students can acquire the
words quicker.
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Notes for next lesson based on lesson results:
● Strengths/Weaknesses of student learning

● The lesson was engaging since I included a movie students are familiar with. However, I need to include more
videos so ELL students can view landforms in different locations.
● ELL students need to spend more time developing generalizations.
● I included ebooks for english learners so they can listen to information about landforms in our local region and
landforms in Africa.
● Reading skills
● Emphasize characteristics of landforms to ELL students.
● I will review vocabulary once again before the lesson to review it with the class.
o o o
o o o
o
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Inquiry Lesson
Mini Lesson Format
Name: Lisett Romero Grade Level 3
ELA Content Standard:RI.3.7 Use information gained ELD Standards:

from illustrations (e.g. maps, photographs) and the words in a Collaborative:
text to demonstrate understanding of the text (e.g., where , 3. Exchanging information and ideas with others
when, why, and how key events occur) through oral collaborative discussions on a range of
social and academic topics.
B. Interpretive:
Content Standard:
6. Reading closely literacy and informational texts and
3.1 Students describe the physical and human geography and viewing multimedia to determine how meanings conveyed
use maps, tables, graphs, photographs, and charts to organize explicitly and implicitly through language.
information about people, places, and environments in a C. Productive
spatial content. 9. Expressing information and ideas in formal oral
3.3.1 Identify geographical features in their local region (e.g. presentations on academic topics.
deserts, mountains, valleys, hills, coastal areas, oceans,
lakes.)
3.3.2 trace the ways in which people have used the resources
of the local region and modified the physical environment
(e.g. a dam constructed upstream changed a river or
coastline)
ELA Language Objective: Students will use information ELD Language Objective for Grade Level
gained from illustrations and research in text to demonstrate Students in grade 3 will share information and ideas
understanding of why, when, where, and how key events through oral collaboration. Students will read informational
occur. text and view multimedia to determine meaning.
ELA Content Objective:
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Students in grade 3 will use information from illustrations
and research to demonstrate understanding of landforms.
Cog. Taxonomy/DOK Levels

● Remembering: The students will recall information
about landforms and how they differ in different
continents.
● Understanding:Students will interact with groups and
discuss knowledge they know. Then, students will
research and discover new information.
● Apply: Students will apply the new information by
explaining the research, illustrating information, and
reporting it.
● Evaluate: Students will examine their research and
judge it to see if it is related to landforms. Students
will examine natural things to judge if they are
landforms and if they should be included in their
projects. For example, students should evaluate that
a flower is not a landform. However, a valley is a
landform.
● Create: Students will create a powerpoint
presentation where they investigate landforms in
different continents. Students will have to plan out
how they will present their information.
● DOK LEVELS:
● Level 1: Students in this level can define, calculate,
draw, identify, and recognize
● Level 2: Students in this level categorize, compare
and contrast, apply skills and concepts, interpret etc.
● Level 3: In this level, students think strategically.
Students can cite evidence, differentiate, construct,
and think deeper about a concept.
● Level 4: This level requires students to engage in
extended thinking. Students apply concepts, analyze,
connect, and make real world applications.
Learning Focus
Central Focus Statement: What is the big idea or focus question of the lesson?
Students will gather and organize information about landforms from different continents. Students will investigate the
different terrains.
Supporting Literacy Development through Language – Plan ahead!

Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.
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Language Function Statement:

What main communication language function do students need to use to communicate their understanding of this content?
- The main communication language function students use to communicate their understanding is inquiry and
seeking information. Students use who, what, when, where, and how to gather information about a concept.
Teachers can assign think pair share activities so students can engage in language of inquiry. Students may ask
their buddies questions like: “I wonder why”, “Am I correct in assuming that.” Quick writes are also good
activities for students to record their observations and summarize what they are learning.
- K-W-L charts help students form their questions and inquire.
● How does student use language (see Toolkit samples for use of language)
● Students use language to seek information and ask questions about a topic. For example, students may say phrases
like: “could you be more specific with that”, “something else i’d like to know..”, or” i’d like to ask you about”. Also,
students use language to express opinions based on their experience. Students may say phrases like “I think/believe
that” and “in my opinion” to formulate answers about the information they researched.
● Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:
● Student’s will be asked to inquire about landforms and find extra information to elaborate on. For example, students
will be asked to find names of different lakes, mountains, and valleys around the world. Students will be required to
investigate how landforms are created and present their investigations.
Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.
- I will allow students to interact with classmates so they can help each other. Student interaction is linked to
standards since students engage in oral collaboration. ELL students will benefit from student interaction since
they will acquire vocabulary and practice the language.Furthermore, before students start the learning task I will
review what is a landform one more time. I will review target vocabulary and have visuals with the definitions on
the whiteboard. For second language learners I will repeat directions and clarify any questions they have. As
students work on the activity, I will walk around to scaffold english learners and the rest of the students so they
feel comfortable asking questions.
Additional Language Demands in vocabulary, syntax and discourse:
Academic vocabulary/symbols: List vocabulary and explain how it will be used and learned
form of a peak
Resources- A resource is any physical material constituting part of Earth that people need and value.
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Students will be expected to use proper grammar, punctuation, and transition words. Sentences should flow smoothly with
minor errors.
Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
● Worksheet meet strengths/weakness of students so that all (provide text chapters/reference)
● Hat
students meet the targeted outcome. ● During guided practice I will
- I will pair a strong student with monitor student learning and
● Strips with landforms written
a student who needs support for adjust instruction if needed.
in them
the groups. This meets students This is important so students
● Posters
weaknesses since they will remain motivated and
● Markers
acquire language quicker and engaged in the lesson.
● tape
they will have a student they
can trust to ask for help.
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
- Prior knowledge will be and attention on the learning goals? learning these standards with these
assessed using a K-W-L chart - Before I start the lesson I will students?
state and post the learning goals What assets will be utilized to support
to see if I should review
on the whiteboard. I will make learning these standards with these
landforms. Before teaching the
sure the objective is written in students?
new lesson I will ask students
student friendly terms so - The night before we meet in
to share 2 facts about landforms
students understand what they class, students will be required
with their partners. When
are expected to accomplish at to ask their parents what
students are discussing , I will
the end of the project. Also, I landforms they have visited.
walk around to hear if students
will remind the students why Students will write a short
are stating accurate information
knowing about landforms is description about the landform
about landforms. This will
important. I will tell students their parents saw. This activity
show me that they are ready to
we need to know deeper will help students review
investigate new knowledge.
knowledge about landforms so landforms and start
- Post Assessment:
they understand how the planet investigating. Furthermore,
- I will formally assess students
works. We need to understand this activity is meaningful
by assigning a graphic
landforms because they affect since family is involved in
organizer and requiring students
vegetation, life, and resources. their learning and will activate
to present the information
students inquiry skills.
accurately. Students will
present their chart to the whole
class and should be able to
recall information about
landforms and have appropriate
research. I will use a rubric to
assess students and give
students feedback.
-
Misconceptions: Identify common
misconceptions regarding concepts addressed in
this lesson
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- Some students believe
landforms only exist in the
land. However, bodies of water
like lakes, rivers, and ocean
ridges, trenches are considered
landforms as well.
- Students will watch a short
video that discusses water
landforms so they reinforce the
concept. Then a group will
present about water landforms
at the end of the investigations.
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Learning Learning Strategies and Activities

Stages
Lesson Activate and build on background knowledge -Strategies/steps
Introduction:
● State objective/provide purpose for learning
Before ● Students in grade 3 will be able to differentiate and gather information about landforms. Students should
Teaching -
Setting the understand how to find research to inquire about landforms and express information accurately via
stage. presentation.
- “Boys and girls, today we will further our knowledge about landforms by inquiring and
researching. Today we will be curious investigators and hunt new information. It is
important that we learn how to research topics to deepen our knowledge and go beyond the
facts. When we conduct research we discover new knowledge and we become independent
learners”.
● Check for background knowledge
- I will ask the students to fill out a K-W-L chart to see if students retained the previous
knowledge about landforms or if I have to review landforms again. Similarly, I will ask
students to share a couple facts about landforms before I start the lesson.
● Motivate for learning
- “Hello boys and girls. Today we will put on our investigator caps on to conduct research
about landforms. We have become experts in landforms and now it is time to find new
information. Today we will have fun because we will get to work in groups and pick a
random landform from the magic hat. Also, we will use markers and glitter to make our
posters look fun. At the end, we will present our research in front of the class.”
Lesson Body: Explain Strategies/Lesson steps:
During/active
engagement ● Engage students in active meaning making of key concepts
in learning
● Model strategy/skill by using examples or demonstrations
● Guided practice
● Independent practice: students use the strategy or skill independently
● Planned supports for whole class. Individuals, special needs
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Input Lesson Steps:
1. First, I will engage students to continue to make meaning of the key concepts.I will ask students to
share with their partner 2 facts about landforms and say the definition of a landform. Then, each
student will grab a paper strip from a magic hat that will have a landform written in it. When the
entire class has picked a landform they will go to a designated corner in the class. One group will
work on table one and investigate information about valleys. Another group will investigate
mountains etc.(students will investigate during guided practice not during this time) This will engage
the class since it will build suspense since they don’t know what landforms they will get and magic
hats are always fun.
2. I will model the projects expectations by using the hovercam to display the worksheet they will
complete. I will write some examples and show them in the projector where to find research about
landforms.Also, I will share a google doc that has various helpful links where they can find research
about specific landforms. However, students will have to research how landforms are created on their
own. This will help students practice how to be self directed learners. Lastly, previous year projects
will be posted on the whiteboard the entire day so they can have an example to reference.
3.Guided practice: Then, I will pass out the worksheets they will fill out . Each student will fill out a
sheet so everyone is collaborating. Students will help each other at this time in their groups. The worksheet
requires students to research their landform definition, characteristics, examples, and other information. At
this time I will walk around and help students find information as well help students gather information. ELA
students will be paired with academically strong students so they have extra support and guidance.
4. For independent practice students will create a poster with four boxes where they include their landforms
characteristics, examples, definition, and other information. The information they wrote on their worksheet
will be transferred to the poster. Each student will present the information to the entire class independently.
Students will be expected to present accurate information about their landform orally. At the end of
presentations I will ask students to reflect on their learning.
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
● How you will restate key point of learning objective

- “Boys and girls. Today we inquired about landforms and learned so much. We learned where
landforms are located, we learned how landforms are formed, we learned what landforms are
composed of, and we learned how they affect people. I am so proud of your projects and how
you guys used illustrations to express knowledge. Now, we are on our way to becoming self
directors of our learning and ready to do more research.”
-
● How students share learning
- Students shared knowledge by presenting elaborated research about landforms to the whole
class. At the end of the presentation students will have the chance to ask questions or ask for
clarifications.
● How you will check for understanding
- I will check for understanding by having students write a quick write up about what they
learned today. The brief paragraph will be their exit ticket to lunch. Also, I will ask students
to share what they learned from the projects with their neighbor. At this time I will walk
around and verify that all students are sharing knowledge.
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Monitoring Student Learning - Review and Assessment: Monitoring Student Learning - Student Voice: How will
What specific assessment tools are being used for at least two you provide for student voice during instruction on their
types of assessment? learning (strategies, skills, knowledge) relative to learning
target?
Informal: I required students to write a quick write up of - I will monitor student learning by adjusting or
what they learned about landforms. This is informal since the modifying instruction. I will teach struggling students
responses will not be graded. The write ups just show me if where to find reliable sources and how to cite them.
students grasped the content standards.
Similarly, during closure, students will be asked to share with
their neighbor what they learned from the projects. I will
walk around at this time to make sure students discuss
accurate facts.
Formal: Students will receive points if they included all the

components of the project and presented accurate oral
information. The points will be entered in the grade book.
Feedback: Explain how you will provide feedback to 2

students needing intervention. It must be in writing and using
assessment tool (i.e., list, rubric/ other) and within 24 hours
of instruction.
-I will provide feedback to students by attaching a rubric to
students projects. I will list the projects strengths and the
weaknesses. I will address specific issues and how they can
fix them next time.For example I can say: “Jimmy I liked
how you used grammatically correct sentences. However,
you did not use the reliable sources I provided you with. Next
time, make sure you use the tools I provide you with. But
don’t worry, using many sources at once can be tricky. We
will practice more using various sources.
edTPA Lesson Plan Reflection and Commentary Section

Be sure to follow your edTPA instructions for all parts of your work. This is only a brief format to get you started on your
commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for
instruction to impact student learning:
For the whole class:

I will promote students critical thinking by assigning activities that promote inquiry, problem solving, and framing
meaningful questions.
For the three focus students and other individuals/groups with specific needs.
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ELL,GATE,WHOLE GROUP
1. I will incorporate more student-to-student interaction so strong students can engage in deeper analyzing since they will
have more input.
2., For ELL students I will frame questions that are meaningful and connect to their lives. This way they will be more
engaged and motivated to learn.
3. For the whole group I will assign more group projects. Students thrive in collaborative environments since they share
ideas and problem solve.
What theory or theorists would most strongly support use of this strategy?
-The theory that applies to this strategy is the information processing theory. Students will save this information about
landforms and use it later. Students may add more information about landforms in the future and build upon it.
Strategies for your next lessons based on data and assessment results
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research based strategies from the course resources.
5o Literacy strategies Describe strategy and provide Explain how strategy is helpful Rationale for selecting & links to
research base. for whole group or specific student/standards
student(s).
1. quick write In a quick write, students have This strategy is helpful This activity links to the
the opportunity to explore a because it allows students to standards since students
topic or respond a question. The think about the knowledge apply grade-appropriate
students main focus is to come they just learned and make vocabulary. Students also
up with new ideas and develop connections to new ideas. express information about
writing. During a quick write ideas and speak orally about
students can summarize the them.
information they learned
and use content vocabulary.
This strategy is helpful
because students review
what they just learned and
they can apply the
knowledge.
2.K-W-L Chart K-W-L charts activate students This strategy is helpful since This strategy links to the
background knowledge and it motivates students to standards because students
students can come up with become more engaged in the can organize the new
questions they have about a lesson. Similarly, students information learned in a
topic. Students are able to start to become curious chart. Furthermore, I
develop new vocabulary using about things they don’t selected this strategy so I
this strategy. know about a topic. can check students
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Teachers also benefit from understanding about the
this chart since they can see topic.
where the students are at in
terms of background
knowledge.
Wright text
1. Prior Knowledge - Teachers ask students questions This strategy is helpful since This strategy links to the
Activating the known
to help activate their prior students are encouraged to standards since students
knowledge. Then, teacher tell link new facts to prior read literary texts closely
students to make connections knowledge. Also, this and informational texts.
from their lives to better strategy helps students
understand the topic they are increase comprehension.
studying. Lastly, teacher uses Students learn that in any
think-alouds to explain her assignment they can now
thinking so students can engage apply their live experiences
in a similar thought process. to make tasks easier.
2.Technology Resource I used a hovercam and projector This is helpful because This links to the standards
to model the lesson. students know what they are since students view
expected to do and have a multimedia to learn
reference to look at. information.
50 Social Studies Strategies
1.
2.
Technology Resources
Language Function
Toolkit/other
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning
goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or
informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which
Describe assessment strategy here. objective(s) is it assessing?
Formal Assessment: - This assessment is aligned to my stated objective since students
will gather information and conduct research about
- Students will create a project they will landforms.Students will be able to answer how, when, what,
present to the whole class. Students where questions about landforms. The assessment will test
will receive points that will be entered students ability to gather information and present accurate oral
in the gradebook. information about landforms.
Evidence of Student Understanding:

Describe how this assessment strategy provides evidence of student
understanding of the concepts being taught.
-This assessment provides evidence that student understand the concept
because students engage in deeper learning by gathering information.
Students are able to discuss and examine findings to explain how
landforms occur.
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Describe how you will provide feedback to students on this assessment.
-I will provide feedback by using a rubric. I will specify the students
strengths and weaknesses. I will tell students what they accomplished
successfully and how to fix their errors. My feedback will help students
learn from their errors and they will not make them again in future
projects.
objective(s) is it assessing?
- This assessment is aligned with the objectives since students will
Describe assessment strategy here. use information gained from illustrations and research in text to
demonstrate understanding of why, when, where, and how key
Informal assessment: events occur.
- The students quick write up will show me that they are able to
- At the end of the presentations, summarize main concepts and it will assess whether students
students will do a quick write up can describe some facts about how landforms occur, where they
discussing what they learned about are located, and why they impact people.
landforms from their research. No Evidence of Student Understanding:
points will be given for this activity. Describe how this assessment strategy provides evidence of student
- This assessment strategy provides evidence of students
understanding since students will write accurate facts about the
research they conducted.
Student Feedback:
The next day, I will review the learning if students did not provide me
with an accurate summary. I will review what we have learned thus far
one last time and clarify any questions students have about the major
lesson. I will ask students to write a reflective paragraph about what they
have learned.
Note: Add more assessment strategy boxes here if needed. Also, add rubric or assessment tool.
Landform Inquiry Presentation Rubric
Advance (4) Proficient (3) Average (2) Below basic(1)
Graphic Graphic organizer contains Graphic organizer Graphic organizer graphic organizer has
organizer excellent research notes. contains good contains some notes. very little notes/ no
Notes are organized and are research notes. Notes Notes could be organizer presented.
titled. are organized. organized better.
Quality of Oral presentation is Oral presentation Some oral Oral presentation not
presentation articulated clearly, with mostly articulated presentation is presented clearly.
proper posture, and clear clearly. Student articulated clearly. Visual work is not
speaking. Visual maintained posture Some visuals are presented or not
presentation is informative most of the time. presented clearly and informative.
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and clear. Visual presentation is is a little informative.
informative and
mostly clear.
Quality of Excellent information that Good information Some information Little information
research answers questions about that answers given. given/hard to
landforms. questions about understand research.
landforms.
Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
- Students practiced their prior knowledge when sharing facts about landforms with their class neighbor. Students
inquire their parents/guardians about landforms they have seen. Students were required to know the definition of
landform in order to do this activity. Thus my plan links to students prior academic learning.
Grouping Strategies:
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).
- ELL students were grouped in ability groups so they can receive more support and can be scaffolded during the
part of gathering information. I grouped 2 strong students with 2 english learners so that the ELL students can
acquire the language quicker. Also, students will feel supported and comfortable to ask classmates for help.
- The rest of the students were grouped randomly.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to
successfully meet lesson objectives. This can include possible accommodations and differentiation strategies.
- For ELL students I provided them with visual representations of the projects they are to complete. For example, I
posted previous year projects on the board so students understand what they are expected to complete. Also, the
projects were posted the entire day on the whiteboard so students can reference them whenever they need it.
- For my advance learners, I allowed them to have more student-to-student interaction. Student interaction benefits
GATE students since they engage in complex academic language and analyze information with partners. Students
are more willing to engage in deeper thinking if they have the input of other students.
Social Studies/LA – Academic Vocabulary, Handwriting, Grammar and Spelling

Multi Tiered System of Supports (MTSS) LESSON PLAN
Name:Lisett Romero Grade Level 3
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ELA Content Standard in all four language arts areas ELD Standards:
above : Academic vocabulary
L.6. Acquire and use accurately grade-appropriate L.6. Acquire and use accurately grade-appropriate
conversational general academic and domain specific words conversational general academic and domain specific
and phrases including those that signal spatial and temporal words and phrases including those that signal spatial and
relationships (e.g., after dinner that night we went to looking temporal relationships (e.g., after dinner that night we went
for them). to looking for them).
Social Studies Standard: Handwriting
3.1 Students describe the physical and human geography and L.1.J. Write legibly in cursive or joint italics allowing
use maps, tables, graphs, photographs, and charts to organize margins and correct spacing between letters in a word and
information about people, places, and environments in a words in a sentence.
spatial content.
L.1.H. Write fluidly and legibly in cursive or joined italics.
3.3.1 Identify geographical features in their local region (e.g.
deserts, mountains, valleys, hills, coastal areas, oceans, Grammar
lakes.) standard english grammar and usage when writing or
3.3.2 trace the ways in which people have used the resources speaking.
of the local region and modified the physical environment L.1.I. Produce simple, compound, and complex sentences.
(e.g. a dam constructed upstream changed a river or Spelling
coastline) L.2.G. Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings.
A. Collaborative:
Content Standards: 1. Exchanging information and ideas with others
Academic vocabulary: through oral collaborative discussions on a range of
L.6. Acquire and use accurately grade-appropriate social and academic topics.
conversational general academic and domain specific words B. Interpretive:
and phrases including those that signal spatial and temporal 6. Reading closely literacy and informational texts and
relationships (e.g., after dinner that night we went to looking viewing multimedia to determine how meanings conveyed
for them).
C. Productive
9. Expressing information and ideas in formal oral
Handwriting: presentations on academic topics.
L.1.J. Write legibly in cursive or joint italics allowing ● College and Career Readiness Anchor Standard
margins and correct spacing between letters in a word and CCSS
words in a sentence. S.L. 5 Presentation of knowledge and ideas:
5. Make strategic use of digital media and visual
L.1.H. Write fluidly and legibly in cursive or joined italics.
displays of data to express information and enhance
Grammar: understanding of presentations.
L.1. Demonstrate command of the conventions of standard
english grammar and usage when writing or speaking.
L.1.I. Produce simple, compound, and complex sentences.
Spelling:
L.2.G. Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings.
ELA Language Objective: At the end of the lesson, students ELD Language Objective for Grade Level
in grade 3 will be able to recall the definitions and write a Academic vocabulary
writing sample utilizing vocabulary terms with 95% accuracy. Handwriting
Grammar
Students will be required to write in cursive. Spelling
ELA Content Objective: Students in grade 3 will accurately

use vocabulary terms in their writing about landforms.
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Students will use proper syntax in their writing to
communicate information about landforms.
Cognitive Taxonomy:
Remembering: Student is able to remember relevant
knowledge. The student can recall and recognize knowledge
about the topic. For example, students can define terms about
a certain topic, list information, and memorize.
Understanding: Student understands meaning from oral
presentations or written text. Student can interpret information
and summarize knowledge about a topic. He/she can compare
and contrast topics as well.
Applying: The student is able to use information in various
scenarios. Student can demonstrate, illustrate, or discuss about
a concept.
Analyzing: In this stage, students can tell apart various topics
and how ideas are connected. In other words, the student is
able to differentiate, compare, classify, and question
information.
Evaluating: Students in this stage can judge and justify their
thoughts. They do so by arguing a point and supporting their
thoughts.
Creating: Student can create and gather various components
to form a thought or project. The student develops, organizes,
and generate new views.
DOK LEVELS:
1: Student defines, identify, and illustrate facts. The student is
able to recall background information and learn new
information.
2: This level deals with skill and concept. The student is able
to categorize, compare, and classify information. The student
focuses on applying skills and explaining how or why
something occurred.
3:In this level students think strategically. The student cites,
constructs, and hypothesize information. The student is able to
defend his thoughts and thinks in a more complex level.
4:This stage is related to extended thinking and complex
reasoning. Student is able to apply his learning in real world
scenarios. Student can make connections between concepts
and analyze topics.
Learning Focus
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students will be able to use vocabulary words connected to landforms and write a descriptive paragraph.

Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or
Analyze characters or information in content areas). You must teach this strategy in your lessons.
- Students will compose a letter/postcard where they discuss about landforms and will be required to include
vocabulary terms.

content?
- Students will use Discipline-specific language where they write beyond the vocabulary term. Students will write a
letter where they use symbols, and phrases to communicate knowledge.
● -The student uses the language to describe and contrast the various types of landforms on earth’s surface. Each
vocabulary term serves as a language function that describes, analyzes, interprets,contrast, and sequence.
● Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified
language function:
● - Students will be asked to write a letter and postcard where they describe landforms. Students will use descriptive
words regarding landforms, contrast landforms, and signal landforms.
Language Supports: Describe instructional supports during and prior to your learning task that help your students
understand and successfully use the language function, vocabulary and discourse demands. Be specific and link to
standards and students.
- Before students learn the new task, I will provide visuals and a word wall for the whole class. I will review the
vocabulary terms definitions and display the definitions on the board so students can reference words during the
writing activity. This activity will help students meet the standard since they will improve on understanding
definitions accurately. Then, I will model how to write a descriptive sentence using vocabulary and correct
grammar. Previous students letters will be displayed on the board so students can reference the activity. After I
review the vocabulary, I will check for understanding during the activity. I will circulate the class while students
begin writing their letters and postcards to make sure students are using the vocabulary accurately. If I notice
students are struggling with a certain word, I will ask the whole class to look at the word wall and go over the
definition.
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- . Deserts- is a landscape form or region that receives very little precipitation.

- Mountains- a mountain is a large landform that rises above the surrounding land in a limited area, usually
in the form of a peak
- Valleys- A valley is a low area between hills or mountains often with a river running through it
- Hills- A hill is a landform that extends above the surrounding terrain
- Coast- The coast is the land along a sea
- Lakes- a large body of water surrounded by land.
- Modified-A modification is a change or alteration, usually to make something work better
- Resources- A resource is any physical material constituting part of Earth that people need and value.

- Students will be required to write a paragraph about landforms using correct syntax. Students will be graded on
sentence structure, transition words, and verb tense. The student will write sentences using the vocabulary,
function, and discourse.
I will assign a graphic organizer so that students have the chance to practice the academic language on landforms. Then,
students will communicate their knowledge through writing. Through, think-pair-share students will have another
opportunity to practice speaking their knowledge orally to partners. This activity is extra helpful for english learners since
they will practice the language.
Materials Planned Supports: Explain how strategies Research Based Learning Strategies:
- Copy of paper postcards meet strengths/weakness of students so that all (provide text chapters/reference)
- Scissors
students meet the targeted outcome. ● K-W-L, Activate background
- Pencils knowledge (Tompkins)
- Chart paper with vocab terms ● Tapping into prior knowledge
● I will support the whole class
- Pictures of landforms (SDAIE)
and ELD students by posting
- Bingo game ● Think-pair-share (McEwan-
vocabulary definition and
Adkins)
pictures on the whiteboard
● Visuals (McEwan-Adkins)
during the entire lesson. That
way students can reference the
words and definitions to check
for accuracy.
● I will target vocabulary by
allowing the students to play
landform bingo. Before we start
playing bingo I will define the
key terms and keep them posted
on the whiteboard so students
can access them.
● I will state the standards and
discuss how learning about
landforms connects to their
lives and why writing is
important. Students will write a
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letter because sooner or later
they will have to write a letter.
● During guided practice,
students will be able to
interact with each other and
help each other write structured
sentences.
Pre-Assessment: How will you determine Motivation Strategy: How will you catch Personal/Cultural/Community Assets:
prior knowledge? attention of students and focus their minds What assets will be utilized to support
and attention on the learning goals? learning these standards with these
- I will ask the students to think students?
- Students, we have worked very - Students will teach and share
pair share with their shoulder
hard these past days learning their knowledge with family
partner and discuss what they
about landforms. That’s why, and friends. The activity will
have learned about landforms.
today we will be writing a fun help students learn landforms
Students will also be discussing
narrative letter and postcard to a more deeply since students
how landforms impact humans.
family member. This activity acquire knowledge through
After students have discussed
will be fun because we will experience.
about landforms for about 5
minutes, I will pick a random pick a landform from the magic
popsicle stick with a students hat. This activity will help us
name. The student I randomly practice the vocabulary terms
picked will share a fact about and will give us the opportunity
landforms. This activity will to teach our knowledge to a
serve as a review for the whole friend/family member.
class.

misconceptions regarding concepts addressed in
this lesson

Stages
Introduction:
● State objective/provide purpose for learning
Before
Teaching - - “Hello boys and girls. Today we will write a letter and postcard to a friend or family member.
Setting the We will incorporate writing in this activity so I can see that you guys can recall definitions as
stage. well use vocabulary terms accurately. It is important you recall and use terms accurately so
you can use them in future writing assignments. We will all one day write a letter/postcard to
a friend, to let them know how much we miss them and care for them. So today we will
practice writing letters”
- I will use popsicle sticks to call on a random student to share a fact about landforms to the
whole class. I will pick about 4-5 students to share their knowledge with the class. Then, I will
ask each table to answer a question about landforms . They can collaborate and help each other
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to find the answer. The answer will be submitted on google classroom and students will
receive participation points.
- Students will each pick a paper strip from the “magic hat” with a landform written it it. This
will build suspense since students do not know in which landform they will “live” in order to
write a postcard/letter. I will introduce this activity by telling the students: “ Hello boys and
girls. Today we will use the magic hat once again to decide in which landform we will travel
to.”
Lesson Body:
During/active ● Engage students in active meaning making of key concepts

engagement
in learning - 1. I will make active meaning of key concepts by asking the students to play vocabulary
bingo. First, I will give each student a card with different vocabulary words listed on them.
Second, students will draw a star or circle the word if they have it on their card.
- First, I will say the definition of a word and students will determine if they have that
vocabulary term on their card. Once they fill out one line they will be the winners and receive
a candy. This will engage the students since they are learning through a game and they are
hearing the definitions multiple times.
- 2. After the bingo game, I will reinforce students comprehension by going over the terms on
the projector. I will display pictures with definitions and talk in a slow and loud manner. This
strategy will help students who are struggling with the terms like english learners
Vocabulary terms:
- . Deserts- is a landscape form or region that receives very little precipitation.

- Mountains- a mountain is a large landform that rises above the surrounding land in a limited
area, usually in the form of a peak
- Valleys- A valley is a low area between hills or mountains often with a river running through
it
- Hills- A hill is a landform that extends above the surrounding terrain
- Coast- The coast is the land along a sea
- Lakes- a large body of water surrounded by land.
- Modified-A modification is a change or alteration, usually to make something work better
- Resources- A resource is any physical material constituting part of Earth that people need and
value.
3. Then, I will present the instructional strategy.

- The students will write a letter and a postcard to a family or friend. Students will
have to pretend they are in an imaginary island or whatever landform they got from
the magic hat.
- During this lesson, students will be required to know definitions of landforms and use
them accurately in their writing.
● I will model how to write a letter and postcard by writing an example of my own and displaying
previous work from students.
● 1. First I will display the chart where we brainstormed about the specific landform I picked in the
projector. Next, I will read out loud and slowly the details I wrote about the landform as well
emphasize on the specific domain vocabulary.
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2. Second, I will write about three sentences where I specify where my landforms is located, how the
weather is like, and special features about the landform. I will write in a letter format and address the
letter to a friend.
3. Third, I will use a highlighter to highlight the vocabulary I used and underline where it shows I
used the term accurately. Highlighting the terms and the sentence accuracy will remind the students
they have to use the terms accurately as well.
4. Lastly, I will display work from my prior students. Students will also be required to draw a picture
so I will show them sample pictures.
● Guided practice
● - Before students begin writing the letter,we will brainstorm our ideas in a chart together. I will
display a chart with 4 boxes in the projector. In one box they will specify the location of the landform.
In the second box they will describe special features about the landform. In the third box students will
describe the weather in their landform. Lastly, in the fourth box students will write the definition of
the landform. Next, I will ask students to write a short sentence about their landform including
specific details. As the students write I will circulate the class to see if the students are using proper
sentence structure and using the vocabulary accurately.
● Planned supports for whole class, ELD or special needs
● I will support the whole class and ELD students by posting vocabulary definition and pictures on the
whiteboard during the entire lesson. That way students can reference the words and definitions to
check for accuracy.
● I will target vocabulary by allowing the students to play landform bingo. Before we start playing
bingo I will define the key terms and keep them posted on the whiteboard so students can access them.
● I will state the standards and discuss how learning about landforms connects to their lives and why
writing is important. Students will write a letter because sooner or later they will have to write a
letter at some point in their lives.
● During guided practice, students will be about to interact with each other and help each other write
structured sentences.
Explain your mini lesson targeted intervention steps in each of the following areas:
Provide a rationale for selecting this intervention strategy.
Academic vocabulary: Use 3-tier chart to determine your vocabulary strategies. Strategies also in Ppt. presented
in class and texts.
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Academic vocabulary: Use chart to determine your vocabulary strategies. Strategies also in Ppt.
presented in class and texts.
1. First, I will use the (word building strategy) to review the vocabulary terms about landforms. I will
display visuals along with the definitions on the projector. I will ask the whole class to read the
definitions of the vocabulary and read the important details slowly. While we read the definitions I
will highlight important details that describe the landform. This will show the students what
information they should focus on more.
2. To help students build academic and domain specific vocabulary, students will play Bingo
(vocabulary game). First, I will read one definition slowly and loud from the landform vocabulary
wall. Then, students will check their board to see if they have the vocabulary term. If a student fills
out a line he will be rewarded with a candy. This game allows students to practice the landform words
and remember the definitions in a deeper level.
3. After we finish playing the bingo game, students will (write sentences) using the the vocabulary terms
in groups. Each student from a table will write 3 sentences. Students will be able to collaborate with
their table partners so they can help each other.
4. When we finish reviewing the vocabulary terms and students use the terms accurately, we will start
brainstorming for the writing activity. Students will use a chart with four boxes. In each box students
will write information about the landform they picked randomly. During this activity students will
practice using their tier 1 and tier 2 words . This chart will help students decide what they must
include in their letters.
5. Lastly, students will write a letter and a postcard to a family member where they describe how the
place where they live looks like. Students will describe the landform where they live in, how the
weather is like, and location. Students will draw a picture of their landform after they are finished
writing the letter. Students will write in cursive for both assignments.
Handwriting:
Include a writing chart and directions on how to use it based on a writing program like D’Nealian
Handwriting: must include a writing chart and directions on how to use it based on a writing program
like D’Nealian/other. (Read article in BB on research for handwriting instruction.)
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1. Students will first practice letters and numbers in order. They will complete 28 handwriting
worksheets. Each worksheet starts with tracing a letter with directional arrows. In the second line,
students will trace the letter on their own. On the third line, students will write the letter without the
tracing marks. Each day students start a new letter and they will practice the letter they practice the
prior day as well.
2. First students will practice the short lower case letters and then move on to tall letters. Later, students
will practice the more complicated letters that have tails like q and f.
3. Every morning students will take out their dry erase marker and will practice tracing cursive on their
laminated charts.
Provide a rationale for selecting this intervention strategy.
Grammar:
Explain the error you notice and how you will work to help the student correct the usage error.
Grammar
Must include usage error correction for ESL students (Tompkins P. 324)
Select what you think fits your ESL students level of writing.
1. Before we begin the writing project, we will practice as a class how to write grammatically correct
sentences. Students will produce simple, compound, and complex sentences using vocabulary.
2. First, I will model how to write a correct sentence using proper verb tense and adjectives. I will write
about three sentences on the board. One sentence will not have correct grammar so I can correct the
sentence. I will think aloud and discuss why the sentence is not correct.
3. Next, students will write 2 sentences on their own. At this time I will walk around and make sure
students are using correct grammatical sentences.
4. We will go over some students examples and make corrections on the projector.
5. I will collect students work and use it as a informative assessment.
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Spelling:
Base selection of strategies on the Spelling/Word Ana
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:Address following areas:
Academic vocabulary
Handwriting
Grammar
Spelling
● How you will restate key point of learning objectives

- I will ask the students to meet me at the carpet and I will restate the learning objective. I will
say: “Boys and girls, we have finished writing our letters and postcards in cursive and you
guys have showed me how much you know about landforms. I see in your writing you guys
use accurate definitions and use correct grammar and spelling.
● How students share learning to develop student voice
- I will ask students to share with their neighbor partners what they learned in the lesson. Then,
one person from the group will tell me what they all learned about the lesson in writing. I will
tell them how proud I am of their writing and remind them that it is okay if they need more
practice.
- At the end of the meeting at the carpet students will go back to their seats and they will write
and exit ticket. In the exit ticket students will be asked to write one sentence in cursive
describing a landform of their choice. They will be asked to use correct grammar and spelling
in their sentences in order to get participation points.
● How will students gain independence in LA skills?
- Students will gain independence in their language arts skills because they now know they can
use the dictionary to check if they are using vocabulary terms accurately versus asking me.
Students are self directed learners and analyze their writing.
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Monitoring Student Learning - Review and Assessment: Monitoring Student Learning - Student Voice: How will
What specific assessment tools are being used for at least two you provide for student voice during instruction on their
types of assessment? learning (strategies, skills, knowledge) relative to learning
target?
Informal: After the lesson on writing, students will be asked
to write a sentence about landforms in handwriting using ● Students will collaborate during think pair and
correct grammar and spelling. This will be their exit ticket to share. Students will have an opportunity to share
go to recess. This informal assessment will let me know if I what they have learned about landforms thus far with
have to go over handwriting or vocabulary again. classmates.
● Students will engage in student-to-student
Formal: Students will be asked to write a letter and postcard interaction during vocabulary instruction and bingo.
to a friend/family member where they use the vocabulary Students will be allowed to give each other cues in
terms with 95% accuracy, correct grammar, and spelling. order to figure out if they have the definition
Students will receive 4 points if they meet all the criteria:
spelling, grammar, descriptive, hand-writing. The points will
be added on the gradebook.

students needing intervention. It must be in writing and using
assessment tool (i.e., list, rubric/ other) and within 24 hours
of instruction.
- I will write my feedback on the rubric I give the
students. For the first student I will give him
comments on how he needs to practice handwriting
more.
- (1st student)“ Jimmy, after reading your letter I
noticed you used the vocabulary terms with 95%
accuracy, and you used correct grammar and
spelling. However, I was having trouble reading
some of your handwriting. You can come during
recess or after class so we can practice your
handwriting. You are welcome to take the chart
home so you can practice handwriting. We will
spend more time practicing during class as well.
- (2nd student) “Brooke, I see you have mastered
writing handwriting and grammar. However, you
need to practice how to spell some words like
“modified” and “landscapes”. I can help you with
your spelling during reading groups tomorrow. Keep
up the good work!”
Spelling/Word Analysis Chart.

Emergent Letter-Name Within -Word Syllables and affixes Derivational Relations
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Data Analysis Conclusions

commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to impact
student learning: Use the chart above to analyze and provide data on spelling for your Three focus students.
1.
2.,
3.
Attach photos or copy of student work and teaching tools.
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer and
select research based strategies from the course resources.
Wright Text Describe strategy and provide Explain how strategy is helpful Rationale for selecting & links to
research base. for whole group or specific student/standards
student(s).
1. click or clunk This strategy helps students track This strategy is helpful for I selected this strategy
their understanding of reading individual students since because it helps students
material or vocabulary. Students they start to be more develop fluency and
first read a paragraph or metacognitive aware of improve on their
vocabulary term and decide if what they know and what vocabulary. This strategy
they comprehend what they just they don’t know. Similarly, links to the standards since
read. When students do not students become self students work on developing
comprehend the vocabulary or directed learners and know accurate meanings of
reading they say “Clunk”. when to ask for help. definitnitions.
Teachers can assist students or
students can think pair share
with their neighbor partner.
2.
50 Literacy Strategies
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1. quick write In a quick write, students have This strategy is helpful This strategy applies to the
the opportunity to explore a because it allows students to standards since students can
topic or respond a question. The think about the knowledge practice vocabulary to
students main focus is to come they just learned and make improve on their accuracy.
up with new ideas and develop connections to new ideas.
writing. During a quick write
students can summarize the
2.
50 Social Studies Strategies
1.
2.
Language Function In this strategy students compare This strategy is helpful This strategy aligns with the
Toolkit/other
and contrast objects or ideas. because students can standard since students will
Students can use a venn diagram organize their information show they can compare and
to organize their thoughts. and visualize differences contrast the various types of
and similarities. Venn landforms.
diagrams are useful since
they are a great way to
brainstorm and facilitate
pre-writing
technology resources
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward your learning
goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe and justify at least 2 formal or
informal assessment strategies that occur in your detailed plan above.
Alignment with Objectives:
Assessment Strategy #1: Describe how this assessment is aligned to your stated objectives. Which
- This assessment is assessing students ability to recall
Informal strategy vocabulary terms with 95% accuracy. This assessment
will also assess the ELD standard. Students will
collaborate during this time and should be able to use
some vocabulary orally.
Describe assessment strategy here.
- Students will think-pair-share before we start Describe how this assessment strategy provides evidence of student
the writing lesson. I will ask students to think understanding of the concepts being taught.
about two descriptive facts about landforms. - This assessment will show me students understanding
Then, students will share their knowledge with since they are able to transfer knowledge to other
groups. As students discuss I will circulate the students. The assessment will show me that students
class and listen for accuracy. This assessment recall definitions if they are able to discuss them
will let me know if students need more reviewing orally.
or if they are ready to move on.
Student Feedback:
- I will tell students what they need to improve on and
tell them their strengths as well . For example, if a
students is discussing inaccurate definitions , I will
join the conversation and correct the error as soon as
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I discover it. Similarly, I will acknowledge their
strengths. I will address the entire class and tell them
how well they describe vocabulary terms accurately

- This assessment assessessess the learning objective
Describe assessment strategy here.
since students will be required to use vocabulary
- Students will write a letter and postcard where
terms with 95% accuracy and use correct
they will prove they know definitions accurately
grammar/spelling.
and use correct grammar/spelling..
- Students will show their mastery of handwriting. The
postcard should be written in handwriting only.

Describe how this assessment strategy provides evidence of student
- This assessment strategy provides evidence of student
understanding since they will be graded on how
descriptive they discuss landform vocabulary.
Students will be asked to write a letter where they
describe the landform they live at with 95%
accuracy. Students will be required to write sentences
with correct spelling and grammar.
Student Feedback:
-When the assignment is graded students will get their work
back with corrections. Students will have the chance to
correct their spelling and grammar errors in order for them to
not make the same mistakes again in future writing
assignments. I will tell students their strengths and their
weaknesses.

Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning
- When the students are finished writing the postcard they will send it to a friend or family member. When the
friend or family member receives the letter, students will visit them and read the letter to them. This will make the
learning meaningful since students will link to prior academic learning and build on cultural assets.
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social purposes, etc.).
- Students who struggle with vocabulary (ELL) will be grouped with strong students so they can receive support.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all students to successfully meet lesson
objectives. This can include possible accommodations and differentiation strategies.
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● I will post visuals of the vocabulary terms and post definitions on board so english learners can continue to
familiarize with the vocabulary. The more students see vocabulary everyday , the more the information will stick
with them. During the writing activity, ELL students will revisit the definitions they have studied in the past.
● ELL students will be paired with strong students and have more student-to- student interaction so that they
practice their speaking skills and acquire the language.
● The whole class will be supported by their classmates during think-pair-share. Before we begin the writing
lesson, students will share knowledge about landforms with classmates. This activity will give students the
opportunity to learn new knowledge and support each other.
Listening /Talk (Use Social Studies Topic)

MINI LESSON PLAN
Name:Lisett Romero Grade Level 3
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ELA Content Standard: ELD Standards:
CCSS.ELA-LITERACY.SL.3.1 B. Collaborative:
Engage effectively in a range of collaborative 2. Exchanging information and ideas with others
discussions (one-on-one, in groups, and teacher-led) through oral collaborative discussions on a
with diverse partners on grade 3 topics and texts, range of social and academic topics.
building on others' ideas and expressing their own B. Interpretive:
clearly. 6. Reading closely literacy and informational
CCSS.ELA-LITERACY.SL.3.6 texts and viewing multimedia to determine how
Speak in complete sentences when appropriate to task meanings conveyed explicitly and implicitly through
and situation in order to provide requested detail or language.
clarification. C. Productive
CCSS.ELA-LITERACY.SL.3.1.C 9. Expressing information and ideas in formal oral
Ask questions to check understanding of information presentations on academic topics.
presented, stay on topic, and link their comments to the
remarks of others.
CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining
the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts
under discussion).
Content Standard: 3.1 Students describe the physical
and human geography and use maps, tables, graphs,
photographs, and charts to organize information about
people, places, and environments in a spatial content.
3.3.1 Identify geographical features in their local region
(e.g. deserts, mountains, valleys, hills, coastal areas,
oceans, lakes.)
3.3.2 trace the ways in which people have used the
resources of the local region and modified the physical
environment (e.g. a dam constructed upstream changed
a river or coastline)
ELA Language Objective: Students in grade 3 will be ELD Language Objective for Grade Level :
able to listen to directions and audiobooks attentively, ● Students in grade 3 will be able to exchange
as well speak academic language about landforms with information and ideas with peers about
peers. landforms and listen to directions attentively.

● Students in grade 3 will express and discuss
ideas orally related to landform texts as well
listen to peers ideas.

● Remembering: The students will recall
information about landforms and how they differ
in different continents.
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● Understanding:Students will interact with groups
and discuss knowledge they know. Then,
students will research and discover new
information.
● Apply: Students will apply the new information
by explaining the research, illustrating
information, and reporting it.
● Evaluate: Students will examine their research
and judge it to see if it is related to landforms.
Students will examine natural things to judge if
they are landforms and if they should be
included in their projects. For example, students
should evaluate that a flower is not a landform.
However, a valley is a landform.
different continents. Students will have to plan
out how they will present their information.
● DOK LEVELS:
● Level 1: Students in this level can define,
calculate, draw, identify, and recognize
● Level 2: Students in this level categorize,
compare and contrast, apply skills and concepts,
interpret etc.
● Level 3: In this level, students think
strategically. Students can cite evidence,
differentiate, construct, and think deeper about a
concept.
extended thinking. Students apply concepts,
analyze, connect, and make real world
applications.
Learning Focus
The idea of the lesson is for students in grade 3 to recall background knowledge about landforms, speak academic
language about landforms with peers, and listen to audiobook attentively.

Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or
Analyze characters or information in content areas). You must teach this strategy in your lessons.
● Students in grade three will compose a book report about landforms and share the report orally with a small
group. Students must listen to their peers recite their book reports and exchange ideas/discussion orally.
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content?
● The students use language to orally present their book reports about landforms. The students will be required to
engage in oral discourse and speak in academic language.
● After the students are finished writing their book reports, they will share their report orally to a small group of
students. Then, the audience (students) will add ideas orally, exchange information, or add additional knowledge to
the presenters report orally.
● Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified
language function:
● A key learning task students will practice is engaging in academic language. When students read their book report
out loud, they will be required to use complete sentences as they speak and use vocabulary words orally.
Language Supports: Describe instructional supports during and prior to your learning task that help your students
understand and successfully use the language function, vocabulary and discourse demands. Be specific and link to
standards and students.
Materials Planned Supports: Explain how Research Based Learning Strategies:

● Book report worksheets (28 strategies meet strengths/weakness of (provide text chapters/reference)
copies) students so that all students meet the ● 3-2-1-GO (Teaching Oracy
● pictures of landforms targeted outcome. to Develop Literacy p.8)
● social studies journal ● “Picture This” (Teaching
● audiobook ● I will ask students to think- Oracy to Develop Literacy
● pencils pair-share during the p.7)
● projector motivation activity. This ● Think-pair-share (Teaching
● stamp strategy will meet the strengths Literacy p.57)
● k-w-l chart and weaknesses of students
● Visuals
since they will practice
speaking the language.
Secondly, the students have the
opportunity to activate prior
knowledge and be active
participants during the lesson.
When students participate,
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learning is more meaningful
and students are more likely to
retain information and apply it.
● I will use the “Picture This”
strategy from the research
Teaching Oracy to Develop
Literacy where I show a
landform visual to students and
make a statement about the
picture. Then, I will ask
students to make their own
statement about a different
visual with peers.This strategy
will benefit students since they
will practice speaking
vocabulary many times thus
they will retain definitions
quicker. Researcher Williams,
suggest that the more students
hear something, the quicker
they will “own” the term. Oral
interaction and meaningful
experiences must occur in order
for students to internalize new
language.
● Another tool I will use to
encourage students to engage
in academic discussion is using
the 3-2-1-GO strategy. In this
strategy, students discuss three
open ended questions in small
groups. This gives students the
opportunity to listen to other
students knowledge and ideas.
Therefore students are learning
by listening and exchanging
knowledge. Lastly, this strategy
is helpful for ELL learners as
well since they will have
greater understanding of
landforms from various
sources.
Pre-Assessment: How will you Motivation Strategy: How will you Personal/Cultural/Community Assets:
determine prior knowledge? catch attention of students and focus What assets will be utilized to support
● Before I start the lesson, their minds and attention on the learning these standards with these
students will complete a warm- learning goals? students?
● Students will have the
up where they answer three ● To catch students attention and
opportunity to connect with the
open ended questions orally focus their minds on learning “class community” since they will
with peers.As students write goals, I will play a song about share their book reports orally.
their answers, I will be walking landforms. Before I play the This lesson will be meaningful
around and reading students song, I will ask students to since students will develop the
responses. If I notice some stand up. Then, while the song sense of how they are supposed
students are not writing because plays students will be walking to respect oral discourse from
they are lost, I will call them up around the class in any communities and peers.
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to the carpet and review vocab direction quietly. Next, I will
terms from the word wall. Most pause the song. When I pause
importantly, I will circulate the the song students will have 5
class during oral discussion to seconds to find a partner and
see where students are at in share 2 things they learned from
terms of speaking accurate the song orally.
definitions. ● This activity will get the
● Secondly, after students finish students excited for learning
their warm-up they will get 5 and they won’t even realize that
minutes to fill out their k-w-l they are learning since they are
chart. I will stamp it if they having fun. Also, this activity
have something written down. will serve as a refresher activity
During this time I will evaluate and help students activate prior
students prior knowledge. knowledge.

misconceptions regarding concepts
addressed in this lesson
● I will go over how earthquakes
are not landforms even though
they occur naturally. However,
I will address that earthquakes
are not on earth’s surface.

Stages
Introductio ● State objective/provide purpose for learning
n: - “ Hello boys and girls! Today we will learn more about different landforms and their
characteristics via listening to an audiobook from YouTube. This audiobook is a little
Before different since it has visuals and definitions of the landforms. We will pause during the audio
Teaching - book to discuss academic language and review landforms as whole class, in small groups,
Setting the and with partners. It is important we continue to learn about landforms since they impact our
stage. daily lives and weather. For example, if we go to the mountains we will more likely wear a
cozy jacket since we know it can be a little chilly in high elevations. Equally important, it is
essential to be able to communicate with small groups or whole class so we can make
learning meaningful as well speak academic language.
- After I state the objective and provide purpose for learning, students will fill out the k-w-l
chart. I will ask students to fill out the section of what they know and what they want to
know. As students are filling out their chart I will walk around and read what students
already know. I will check for students understanding by reading their responses and asking
tables quick questions about landforms we studied the day before.
- After students are finished filling out the k-w-l chart, I will ask students to join me at the
carpet. I will use the popsicle sticks to pick a student and he/she will share his knowledge
about landforms with the class. I will pick about four students to share what they know about
landforms. Then, before we go back to our seats students will share one fact about landforms
with their neighbor. I will listen for accurate definitions or ideas about landforms.This
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activity will only take about 5 minutes. At the end of carpet time I will decide if students
need to review the basics about landforms again.
- Before students come into class I will put one envelope in each table labeled “top secret”.
The envelope will have one landform picture we discussed the prior day. Students will be
asked to share an experience they have had in that landform and share one thing they know
about the landform. Students will have the chance to collaborate in small groups and listen to
one another attentively. This activity will engage students because it connects to their lives
and they will be curious to know what is inside the envelope.
Lesson Explain Strategies/Lesson steps:
Body: ● Engage students in active meaning making of key concepts
1. To engage students so they learn key concepts I will use media to teach the lesson.
During/acti First, I will be playing a song about landforms that discusses about mountains, hills,
ve deserts, rivers, coasts, and oceans.
engagemen 2. I will ask students to stand up from their seat and once I play the song they will walk
t in around the class quietly in any direction they like. When I pause the song they will
learning have 5 seconds to find a partner and share two things they learned. Students will have
to share their knowledge in quiet voices. Then, I will play the song again and they
will have to find a new partner when I pause the song. Students will repeat these steps
until the song is over.
3. Next, I will play a visual audiobook from YouTube. The audiobook will read to
students about different landforms and display various visuals with definitions. I will
pause after every new landform and I will make a statement about that landform.
After I make a statement about the landform and read the definition, I will ask
students to make their own statement with their table peers. The activity “See it and
Say it” or also known as “picture this” will make learning meaningful since students
listen to each others ideas and they share knowledge collaboratively.
- Students will be asked to write a one paragraph book report based on what they learned from
the audiobook. During independent practice they will present the information orally.
1. I will display the worksheet students will use on the hovercam. I will model how to
write descriptive sentences about landforms that was discussed in the audiobook.
2. Then, I will model to the class how they should present their book report orally to
their table. I will go to a table and present my book report and make sure I am
descriptive. I will model how the audience in my table should listen attentively and be
prepared to ask questions.
3. Next, I will display last years book reports on the whiteboard so students can
reference them during guided practice.
● Guided practice
Students will practice writing a book report and presenting information orally to small
groups.
1. First, I will ask students to take out their social studies journal and write three
sentences about what they learned from the audiobook. As students are
writing their information I will be walking around and scaffold students. For
example, if some students are having trouble recalling landforms, I will refer
them to the word wall that displays landform definitions and pictures.Also, I
will give students the link to the audiobook so they can listen to the audiobook
again if they need to.
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2. When students are finished writing the 3 sentences they will present their
knowledge to their neighbor. The neighbor will have to listen carefully and
formulate questions. I will circulate the class to help students organize their
thoughts.

1. For independent practice students will write a short one page book report about what they
learned from the audiobook. I will pass out a worksheet where students will fill out the
information then students will organize it into 2 paragraphs.
2. Next, students will present their book report orally to a small group. Students will be
required to use complete sentences when they speak, maintain eye contact and use accurate
content. The audience from the small group must listen carefully so they can engage in
discussions after the oral presentation. Students will be able to add new knowledge and share
ideas through collaboration.
- I will provide support to the whole class by posting pictures with definitions on the
whiteboard so students can reference the information. While students work on guided
practice they will be able to have student-to-student interaction. If students have
questions about the assignment or need clarification they can support each other.
- I will work with EL students in a small group to help them write their book report.
For example, I will write some starter sentences on poster paper and students will fill
in the blanks with what they learned. However, they will only write a few words so
they won’t become overwhelm. Then, I will ask them to share orally what they
learned with their peers in the group.
Closure/Aft Strategy for restating key points, extend ideas, check for understanding/other
er Teaching Explain:
● How you will restate key point of learning objective
- “Hello boys and girls. Today we learned more facts about landforms and we gathered all that
knowledge and wrote a book report. You guys did great at presenting the knowledge orally to
your classmates. That shows me that you guys understand the different characteristics of
landforms and how they impact people. I am proud of how attentive and respectful the
audience was when students were presenting the book reports. I noticed you guys were
nodding your head to show agreement and I like how you guys kept eye contact. Now I know
all of you listened carefully and can present information orally. I will keep that in mind and
we will do more collaboration work.
- After, I will ask students to turn around and tell their neighbor two things they learned about
landforms from the audiobook.
- Before students leave to recess I will ask them to write down a short summary of what they
learned from the audiobook. Also, I will listen to students while they share things they
learned with their neighbor.
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice: How
Assessment: What specific assessment tools are being will you provide for student voice during instruction on
used for at least two types of assessment? their learning (strategies, skills, knowledge) relative to
learning target?
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Informal: Students will write an exit slip and share 2
things they learned orally during think-pair-share. I will
listen for accuracy and make sure students are engaging - At the end of the unit I will ask students to fill
in a range of collaborative discussions. out a survey. Students will be asked if they
enjoyed learning about landforms through
Formal: producing book reports and engaging in
Students will write a book report where they show collaboration. This activity will give me
mastery of landform vocabulary terms and are able to feedback about my teaching and students will
engage effectively in a range of collaborative engage in conversation related to the lesson.
discussions. I will use a rubric to assess students
collaboration skills.

students needing intervention. It must be in writing and
using assessment tool (i.e., list, rubric/ other) and within
24 hours of instruction.
- I will give students a rubric and feedback about
how they did on their book reports and oral
presentations.

commentary.
Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps
for instruction to impact student learning:
For the whole class

Based on my analysis of students learning, it appears students need more practice on presenting information
orally. Their information was accurate, however students did not organize their thoughts or used transitions
when moving on to a new topic. To impact students learning in a more effective way, I will spend more time
modeling how to do an oral presentation. I will provide students with a list of transition words and we will
spend more time practicing how to use them.
1. EL students may struggle when we write a book report since they do not possess a wide range of vocabulary.
If students are having trouble filling in the blanks in the chart paper during small group instruction, then I will
consider to work with them one-on-one. When I work one on one, I will use sentence frames where I speak
partial sentences and students can fill in the blanks. I will write these partially completed sentences on a poster
and hang them on the wall so students can use them in future writing or discourse activities. This way students
will become familiarize on how to start a sentence and what makes up a sentence.
2. For the low ability readers, I will sit them with students who are in the same reading level or slightly higher.
During this time, students will peer tutor each other when they struggle with understanding written directions or
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comprehending words from the audiobook. Also, I will sit with them in the back table and summarize the
audiobook and go over key concepts so students feel confident about presenting their knowledge orally.
3. GATE students will be required to write about an additional landform and present the information orally to
the whole class. For homework, the students will incorporate technology to research landforms in other
countries and write a paragraph describing them.
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide evidence for
your answer and select research based strategies from the course resources.
Wright Text Describe strategy and provide Explain how strategy is Rationale for selecting &
research base. helpful for whole group or links to student/standards
specific student(s).
1. Oral recitation The teacher will read a story This strategy is helpful Iselected this strategy so
lesson with the students out loud. because students are more that students practice how
The teacher will read the text engaged in the story and to listen actively to text,
for a couple of days in a row are motivated to express ideas with peers,
and students will engage in participate and speak their and engage in discourse
oral discussion about the story thoughts in front of the with different sizes of
each day. class. audiences. (small groups,
whole class, or partners)
2. “Activating the The teacher will ask students This strategy is beneficial
known” a series of guided questions to for all students since they
help them activate prior will have an opportunity
knowledge. Also, this strategy to add new knowledge to
introduces the students to the knowledge they already
material they will learn. have. When you activate
prior knowledge it makes
the lesson more
meaningful and students
are more willing to learn.
50 Literacy Strategies
1. K-W-L Chart This strategy is helpful for This strategy links to the
K-W-L charts activate students the whole group since it standards because students
background knowledge and motivates students to can organize the new
students can come up with become more engaged in the information learned in a
questions they have about a lesson. Similarly, students chart. Furthermore, I
topic. Students are able to start to become curious selected this strategy so I
develop new vocabulary using about things they don’t can check students
this strategy. know about a topic. understanding about the
Teachers also benefit from topic.
this chart since they can see
where the students are at in
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terms of background
knowledge.
2.
50 Social Studies
Strategies
1.1. Quick write In a quick write, students have This strategy is helpful This activity links to the
the opportunity to explore a because it allows students to standards since students
topic or respond a question. The think about the knowledge apply grade-appropriate
students main focus is to come they just learned and make vocabulary. Students also
up with new ideas and develop connections to new ideas. express information about
writing. During a quick write ideas and speak orally about
students can summarize the them.
This strategy is helpful
because students review
what they just learned and
they can apply the
knowledge.
2.
Language Function
Toolkit/other
Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress
toward your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart
below to describe and justify at least 2 formal or informal assessment strategies that occur in your detailed plan above.
Assessment Strategy #1: Students will write Alignment with Objectives:
a book report and present information orally. Describe how this assessment is aligned to your stated objectives. Which
(formal assessment) objective(s) is it assessing?
Describe assessment strategy here. - This assessment is aligned with my stated objective because
- I will use a rubric to formally assess students will listen to other students oral information about
students understanding of landforms landforms and engage in discussion with different groups.
and ability to engage in a range of
collaborative discussions with peers. Evidence of Student Understanding:
Students should be able to engage in Describe how this assessment strategy provides evidence of student
discussion with partners, small understanding of the concepts being taught.
groups, and whole class.The student - This assessment provides evidence that students understand
will also be assessed in his or her concepts since they can recall facts about landforms in
ability to speak in complete sentences discussion and the student is able to use use complete sentences
during the oral presentation of the book report.
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in order to speak knowledge about - Also, students apply their knowledge by writing what they know
landforms. about landforms and engaging in discourse.
Student Feedback:
- Each student will have their work returned to them with the
rubric attached. The rubric will have detailed information about
students weaknesses and strengths For example, the rubric will
let students know if they have to work in speaking in complete
sentences or if they need to work on recalling information.
Assessment Strategy #2: Students will be Alignment with Objectives:
asked to write an exit ticket and discuss 2 Describe how this assessment is aligned to your stated objectives. Which
things they know about landforms orally objective(s) is it assessing?
during think-pair-share. (informal - This assessment is aligned with my objective because it will
assessment) measure students ability to engage with various types of groups
like partner work, small group, and whole class. Also, I will
measure students ability to speak using complete sentences so
students can exchange meaningful conversations using academic
Describe assessment strategy here. language.
- The exit ticket will give me feedback
whether students understand Evidence of Student Understanding:
landforms or if they need more time to Describe how this assessment strategy provides evidence of student
review the concept. During the think- understanding of the concepts being taught.
pair-share activity I will informally
assess students ability to engage in - This assessment strategy provides students understanding of the
collaborative discussion. I will also concepts since I will check for students ability to engage in oral
listen to verify that students use discussion and ability to recall knowledge about landforms.
complete sentences to express their - Also, if students can produce writing (summary) and apply
thoughts and ideas. concepts, then they understand the lesson.
Student Feedback:
- While students are discussing during think-pair-share, I will stop
the class and restate facts about landforms and model how
students should speak in complete sentence. I will also tell
students that they have to listen actively and nod their head if
they found an idea interesting.
Book report oral presentation Rubric
Criteria 4 3 2 1
Content Student used various Student used many student used some student used one
and appropriate and appropriate and appropriate example showing no
examples that show examples that show examples that show mastery of the
mastery of the mastery of the limited mastery of the concept.
concept concept. concept.
Speaking skills Student displayed student displayed student displayed student displayed
material with material with material with limited material with minor
confidence, confidence, confidence. confidence, did not
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maintained eye maintained eye maintained eye maintain eye contact,
contact, and had clear contact at times, and contact occasionally, and had poor
articulation. had proficient and had average articulation.
articulation. articulation.
Attention to student engaged the student engaged with little attempt to did not attempt to
audience audience throughout audience and held engage with audience engage with audience
the presentation with their attention most of
creative articulation. the time

Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to
new learning
- Students used a k-w-l chart to revisit prior academic learning and had the opportunity to add new
information they learned on the “what I know” section. After this activity, student engaged in collaboration
during think-pair-share.
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social
purposes, etc.).
- English learners will be paired with stronger students so that they acquire the language quicker. Students tend
to feel more comfortable asking a peer for help than their teacher.Thus I will pair EL students with stronger
students so that they support each other.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all
students to successfully meet lesson objectives. This can include possible accommodations and differentiation
strategies.
- I provided support to the whole class by posting pictures with definitions on the whiteboard so
students can reference the information. While students worked on guided practice they were able
to have student-to-student interaction. When students had questions about the assignment or
needed clarification they supported each other.
- I worked with EL students in a small group to help them write their book report. For example, I
wrote some starter sentences on poster paper and students filled in the blanks with what they
learned. However, they only wrote a few words so they would not become overwhelmed. Then, I
asked students to share orally what they learned with their peers in the group.
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Writing for Information in Social Studies

MINI LESSON PLAN
Name: Lisett Romero

Grade Level: 3
ELA Content Standard: ELD Standards:
CCSS.ELA-LITERACY.W.5.9 C. Collaborative:
Draw evidence from literary or informational texts to 3. Exchanging information and ideas with others
support analysis, reflection, and research. through oral collaborative discussions on a
CCSS.ELA-LITERACY.W.5.1 range of social and academic topics.
B. Interpretive:
Write opinion pieces on topics or texts, supporting a point 6. Reading closely literacy and informational
of view with reasons and information. texts and viewing multimedia to determine how
meanings conveyed explicitly and implicitly through
CCSS.ELA-LITERACY.W.5.1.A
language.
Introduce a topic or text clearly, state an opinion, and C. Productive
create an organizational structure in which ideas are 9. Expressing information and ideas in formal oral
logically grouped to support the writer's purpose. presentations on academic topics.
CCSS.ELA-LITERACY.W.5.9.B
Apply grade 5 Reading standards to informational texts
(e.g., "Explain how an author uses reasons and evidence
to support particular points in a text, identifying which
reasons and evidence support which point[s]"").
Content Standard:
3.1 Students describe the physical and human
geography and use maps, tables, graphs, photographs,
and charts to organize information about people, places,
and environments in a spatial content.
3.3.2 trace the ways in which people have used the

resources of the local region and modified the physical
environment (e.g. a dam constructed upstream changed
a river or coastline)
ELA Language Objective: ELD Language Objective for Grade Level
● Students in grade 3 will be able to state their
opinion in writing and use evidence from ● Students in grade 3 will express information
informational texts to support their thinking. and ideas through oral discussion.
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● Students in grade 3 will produce writing and
take a position about the impact of building the
Panama canal.

og. Taxonomy/DOK Levels
● Remembering: The students will recall
information about landforms and how they differ
in different continents.
● Understanding:Students will interact with groups
and discuss knowledge they know. Then,
students will research and discover new
information.
● Apply: Students will apply the new information
by explaining the research, illustrating
information, and reporting it.
● Evaluate: Students will examine their research
and judge it to see if it is related to landforms.
Students will examine natural things to judge if
they are landforms and if they should be
included in their projects. For example, students
should evaluate that a flower is not a landform.
However, a valley is a landform.
different continents. Students will have to plan
out how they will present their information.
● DOK LEVELS:
● Level 1: Students in this level can define,
calculate, draw, identify, and recognize
● Level 2: Students in this level categorize,
compare and contrast, apply skills and concepts,
interpret etc.
● Level 3: In this level, students think
strategically. Students can cite evidence,
differentiate, construct, and think deeper about a
concept.
extended thinking. Students apply concepts,
analyze, connect, and make real world
applications.
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Learning Focus
● Students in grade 3 should be able to state their opinion in writing about the impact of the Panama canal.
Students should be able to support their reasoning using informational texts and organize ideas clearly.

Essential Literacy Strategy: Must be for either composing or comprehending text: (Ex. Write an explanation of____ or Analyze
characters or information in content areas). You must teach this strategy in your lessons.

What main communication language function do students need to use to communicate their understanding of this content?
● Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:
Language Supports: Describe instructional supports during and prior to your learning task that help your students understand and
successfully use the language function, vocabulary and discourse demands. Be specific and link to standards and students.
Materials Planned Supports: Explain how Research Based Learning

● Students will read about the strategies meet strengths/weakness Strategies: (provide text
Panama Canal e-book of students so that all students meet chapters/reference)
https://www.raz- the targeted outcome. - 3-2-1-GO (Teaching Oracy
kids.com/main/BookDetail/i ● I will assign an ebook for EL to Develop Literacy p.8)
d/3405/from/quizroom/langu students that reads to them. - “Picture This” (Teaching
ageId/1 The ebook includes many Oracy to Develop Literacy
● K-W-L Chart visuals about the topic that is p.7)
● Worksheets being covered. Additionally, - Think-pair-share (Teaching
● highlighters I will work in small groups Literacy p.57)
● pencils with EL students to help - Visuals
● projector them brainstorm and find
evidence.
● ELL’s will engage in Think-
pair-share so students can
acquire english quicker.
GATE students will benefit
from think pair share since
they will exchange useful
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information and learn from
others.
● I will model how to find
textual evidence and how to
explain it.
Pre-Assessment: How will you Motivation Strategy: How will you Personal/Cultural/Community
determine prior knowledge? catch attention of students and focus Assets: What assets will be
● Students will fill out a k-w-l their minds and attention on the utilized to support learning these
chart and list things they learning goals? standards with these students?
know or want to know about ● To catch students attention ● The warm-up ties to
the Panama Canal. While on the learning goals, we will students lives since they can
students fill out the chart, I begin the lesson with a all relate to watching a
will be walking around the warm-up. I will ask students movie or reading a book. By
class to determine how much a basic question: “whether asking students to take a
I have to cover about the they believe reading a book side, they are learning how
Panama Canal. is better or watching the to support their opinions
movie about the book is with evidence and
Misconceptions: Identify common more appealing”. This brainstorm their reasoning.
misconceptions regarding concepts activity will encourage Later in the lesson, students
addressed in this lesson students to brainstorm their will produce writing where
● Students will learn not all reasoning, gather facts, and they state their opinion
forms of transportation engage in collaborative about whether building the
routes are created naturally. discussion. Panama Canal was a good
Students will learn that ● Each table will get 2 post- it idea. Why or why not?
people modify the notes. (One for the side ● The text discusses how the
environment and use local supporting books and one canal affected local people
resources. for movie supporters.) thus students will learn
Students in each side will about communities and
write their opinion and list 3 culture.
reasons why they chose their
position.
● Students will realize that
gathering textual evidence to
support their opinion is as
easy as the warm up.

Stages
Introductio ● State objective/provide purpose for learning
n: ➢ “ Hello boys and girls! Today, we will read a non-fiction ebook about the Panama Canal. The
Panama Canal is a waterway that helped shorten the distance for traveling ships between the
Before atlantic and pacific ocean. This canal is very important since it allows people to deliver cargo
Teaching -
through water quicker. The Panama Canal has been useful but it has impacted people in
different ways. Today, we will read more about the canal and we will form opinions about
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Setting the the impact of the panama canal. Also, we will learn how to support our opinions using textual
stage. evidence. It is important that we learn about the Panama Canal so we understand how we get
products delivered to our homes and we get to learn about how people change the land”
➢ I will check for prior knowledge by assigning a k-w-l chart before I begin teaching
the lesson. I will ask students to list things they know about canals and Panama.As
the students are filling out the chart I will walk around to evaluate and decide how
much I have to cover about the panama canal.
➢ After students are done filling out the chart, I will ask each table to share one thing
they know about canals and how can we support our opinions.
➢ To motivate students to write about supporting their opinions, I will play a Youtube video
that teaches students how to state an opinion and how to support their reasoning. This video
is fun because students learn the steps about writing by memorizing the acronym OREO.
➢ https://youtu.be/ZTWXWVvSpa0
O=OPINION ,R=REASON ,E=EVIDENCE/EXAMPLES, O=OPINION AGAIN
● Next, I will give each student and Oreo cookie to make learning more meaningful and
students will be more excited to write about their opinion. Students will get to eat the
cookie until they have stated their opinion and reasons/example during the guided
activity.
Lesson Body: Explain Strategies/Lesson steps:

During/active
● Engage students in active meaning making of key concepts
engagement 1. First, students will watch a short youtube video that discusses why we needed to build the
in learning Panama Canal and how it impacted people. Then, I will write pros and cons about the canal
on the whiteboard so students can brainstorm and decide for themselves what side they will
choose. I will write students input on the whiteboard as well.
2. Second, students will begin to read the ebook that discusses how, when,what, why the
Panama Canal was built and how it has impacted people.Students will have the option to read
the book on their own or have the computer read it to them. While students listen to the
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ebook they will create a chart and write 2 pros and 2 cons in their journals to practice
brainstorming and gather information.
1. When the students are finished reading the ebook, I will go over what they just read and
summarize the main ideas. Then, I will ask a few students to share the pros and cons they
listed on their charts.
2. I will model how to organize reasons and details to support a point in a graphic organizer. I
will think out loud on why I decided to list certain pros and cons and explain how the points
support my opinion. For example, I will write this sentence to demonstrate to the students
how to write a supporting sentence:
“ I believe building the Panama Canal impacted people in a negative way since many
people got sick. According to the text, workers contracted yellow fever and
_________________……….” (malaria) because there was a lot of mosquitos…”
3. I will list my pros and cons on the graphic organizer and display the chart on the projector.
The chart will be displayed during the entire lesson so students can reference the chart. Also,
I model how to write a thesis statement and a conclusion.
● Guided practice
● During this time, students will fill out their charts with a partner who has the same opinion as
them. Students will collaborate and help each other come up with reasons and find textual
evidence.
● As students are collaborating, I will circulate the class and help struggling students find textual
evidence and help them decide what side to take if they are having trouble.
● While students work with partners, I will pull some students to the back table so I can help
english learners formulate their paragraphs and organize information.
● For homework, students will be required to transfer their information from the chart into writing.
Students will write a rough draft that includes an introduction, body paragraph, and conclusion.
Students will be required to have three reasons and explain why they support a side. Also,
students will be asked to include textual evidence to back up their opinion.
● Each paragraph should at least have 7 sentences.

- I will work with english learners in a small group to guide them in finding textual evidence
and producing sentences.I will model how to find textual evidence and scaffold students in
the process of explaining their reasoning. For example, I will write a quote from the text and
then explain it.
- The whole class will engage in collaboration and have student-to-student interactions while
they fill out their graphic organizer. The discussions will benefit the entire class since
students will engage in meaningful conversations and use vocabulary.
- I will post sample work for students and display my graphic organizer so students can
reference it throughout the lesson.
Closure/Af Strategy for restating key points, extend ideas, check for understanding/other
ter Explain:
Teaching ● How you will restate key point of learning objective
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“Hello scholars! Today you guys did an excellent job finding textual evidence and explaining
your thinking. I see you guys understand why it is important to back up our opinions to make our
points credible and valid.
“ Okay boys and girls, now that we successfully learned how to support our opinion with
evidence, it is time to share what we learned today. Please turn to your shoulder partner and
discuss ways how you can support your opinion and where you can find evidence.”
When students are done sharing their learning, they will be asked to write their thoughts in a post
it and they will turn it in to me before they head out to recess.
Monitoring Student Learning - Review and Monitoring Student Learning - Student Voice: How
Assessment: What specific assessment tools are being will you provide for student voice during instruction on
used for at least two types of assessment? their learning (strategies, skills, knowledge) relative to
learning target?
Informal:
- During guided practice, students will collaborate
- During the engaging activity, students will write and share their thoughts as well as ideas. This
two pros and two cons from the ebook to start student-to-student interaction time will help
brainstorming the impact of the panama canal. students decide what side they will support about
This activity will show me if students the lessons topic. Students will have the
understood what they read since they grasped the opportunity to share the pros and cons about the
effects of the panama canal. Secondly, I will see information they read from the ebook (The
if students understand the use of textual evidence Panama Canal.)
especially if they’re highlighting negative and - After we are done with the lesson, students will
positive aspects. gather at the carpet and they will have the
chance to discuss the importance of textual
Formal: evidence and why we use it. Also, students will
discuss to their shoulder partner why it is
- Students will write three short paragraphs that important to explain our reasoning.
include an introduction, body paragraph, and
conclusion. The students will be graded on their
ability to support their opinion with textual
evidence and organization.

students needing intervention. It must be in writing and
using assessment tool (i.e., list, rubric/ other) and within
24 hours of instruction.
- I will give feedback to students by outlining the

strengths and weakness of their writing by using
a rubric. Students will be graded in their ability
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of using adequate text evidence and
organization. Students will be required to state
their opinion clearly and produce a thesis.
Opinion Essay Rubric
3, Meets standard 2, Approaching standard 1 ,Not meeting standard
Organization ❏ The student included an ❏ The student included ❏ The student wrote a
introductory paragraph, an introductory few sentences and
body paragraph, and paragraph, body did not attempt to
conclusion. Each paragraph, and write an
paragraph included 7 conclusion. Each introduction, body
sentences. paragraph included less paragraph, or
than 7 sentences. conclusion.
Text evidence ❏ The student used ❏ The student used ❏ The student used
relevant textual acceptable text inadequate text
evidence and quoted evidence but did not evidence and did
evidence adequately. quote evidence. not quote evidence.
Reasons ❏ Student included several ❏ Student included a few ❏ Student did not
reasons to support vague reason to attempt to support
his/her opinion. support his/her his reason.
opinion.
Thesis statement ❏ The student clearly ❏ The student states ❏ The student failed
states his opinion and his/her opinion but to state his/her
reasoning. reasons are not opinion and list no
included. reasons.

commentary.
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Using Assessment to Inform Instruction: Based on your analysis of student learning describe the next steps for instruction to impact
student learning:
For the whole class
1.
2.,
3.
Attach photos or copy of student work and teaching tools.
Resources Used Based on data/evidence, what are the next steps for future lessons? Provide
evidence for your answer and select research based strategies from the course
resources.
Wright Text Describe strategy and Explain how strategy is Rationale for selecting
provide research base. helpful for whole group & links to
or specific student(s). student/standards
1.
2.
50 Literacy
Strategies
1. k-w-l chart K-W-L charts activate This strategy is helpful This strategy links to the
students background for the whole group since standards because
knowledge and students can it motivates students to students can organize the
become more engaged in new information learned
come up with questions they
the lesson. Similarly, in a chart. Furthermore, I
have about a topic. Students students start to become selected this strategy so I
are able to develop new curious about things they can check students
vocabulary using this strategy. don’t know about a topic. understanding about the
Teachers also benefit topic.
from this chart since they
can see where the
students are at in terms of
background knowledge.
2.
50 Social Studies
Strategies
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1. Quick Write In a quick write, students have This strategy is helpful This activity links to the
the opportunity to explore a because it allows students standards since students
topic or respond a question. to think about the apply grade-appropriate
The students main focus is to knowledge they just vocabulary. Students also
come up with new ideas and learned and make express information about
develop writing. connections to new ideas. ideas and speak orally
During a quick write about them.
students can summarize
the information they
learned and use content
vocabulary. This strategy
is helpful because
students review what they
just learned and they can
apply the knowledge.
2.
Language Function
Toolkit/other
Evidence and Formative Assessment of Student Learning: How will you know whether students are making
progress toward your learning goal(s) and/or how will you assess the extent to which they have met your
goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment strategies that occur
in your detailed plan above.
Describe how this assessment is aligned to your stated objectives.
Informative Assessment Which objective(s) is it assessing?
Describe assessment strategy here. - This assessment is aligned to the stated objective since
- During the engaging activity, students will gather text evidence to support their
students will write two pros and reasoning. Students will use this information to decide what
two cons from the ebook to start side they want to take from the lesson topic.
brainstorming the impact of the
panama canal. This activity will Evidence of Student Understanding:
show me if students understood Describe how this assessment strategy provides evidence of
what they read since they grasped student understanding of the concepts being taught.
the effects of the panama canal.
Secondly, I will see if students - This assessment strategy provides evidence that the
understand the use of textual students understand the concepts since they are able to
evidence especially if they’re gather adequate evidence to support their opinion. Students
highlighting negative and positive are capable of distinguishing facts that are useful for their
aspects. arguement and discard information that is not relevant.
Student Feedback:
Describe how you will provide feedback to students on this
assessment.
- I will walk around the class and redirect students who are
not finding relevant text evidence and guide them on the
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right path. If there are many students who are confused I
will pause the activity and teach students how to find
evidence again. The rubric will only be used for the
formative assessment.
Describe how this assessment is aligned to your stated objectives.
Formative assessment Which objective(s) is it assessing?
Describe assessment strategy here. - This assessment is aligned with the stated objective since it
- Students will write three short will measure students ability to use text evidence to support
paragraphs that include an their opinion. Also, the assessment will test students ability
introduction, body paragraph, and to organize paragraphs and write a thesis statement.
conclusion. The students will be
graded on their ability to support Evidence of Student Understanding:
their opinion with textual evidence Describe how this assessment strategy provides evidence of
and organization. student understanding of the concepts being taught.
- This assessment will provide evidence of students

understanding since students will use text evidence
correctly to back up their opinion. Furthermore, this
assessment will show me if students understand how to
explain their reasoning and evidence.
Student Feedback:
Describe how you will provide feedback to students on this
assessment.
- I will give students a rubric attached to their work. The

rubric will outline the students strengths and
weakness.Students will get to see why they got a low grade
and what to revise to improve their grade.

Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to
new learning
- The lesson plan links to students prior academic learning since students will recall knowledge when they
fill out the k-w-l chart. Students engage in discussion with shoulder partners and discuss knowledge they
learned in the past.
Describe how and why students will be divided into groups, if applicable (random, ability, interest, social
purposes, etc.).
- Students will be divided into small groups with students who chose the same opinion about the Panama
canal. They are to work together to support each other in finding textual evidence to explain their
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reasoning. Pairing students is beneficial for this lesson since students will have the opportunity to share
ideas and acquire new vocabulary.
Planned Supports:
Describe the instructional supports during your lesson that address diverse learning needs in order for all
students to successfully meet lesson objectives. This can include possible accommodations and differentiation
strategies.
- I will organize details and evidence in a graphic organizer so students have a visual representation of
how their writing should be organized. By having a visual of the writing, EL students will understand
the directions better and will have an example they can reference.
- I will work with a small group to support the english learners in finding textual evidence. Furthermore, I
will guide students in the writing process and help them organize their paragraphs.
Professional Reflection
Professional Reflection
Provide a thorough answer for each question.
1.
Select one Social ● One social studies strategy that can be used to extend social studies knowledge is
Studies Strategy
from your text and
Socratic Seminar. The students read text deeply and analyze meanings of important
explain how it can ideas. By reading text critically students engage in metacognitive thinking and share
be used to: knowledge with classmates about social studies.
● Extend social ● Socratic seminar extends literacy learning as students learn how to construct
studies
knowledge,
reasoning for their thoughts or ideas. When students speak their opinion about a
social studies topic, they use textual evidence from the text to expand on his/her
● Extend literacy thinking. This strategy trains students to cite and provide evidence in research they
learning conduct.
● Engage students
at a deeper level
● This strategy engages students at a deeper level since they have an opportunity to
of learning question the author’s purpose and tone. In socratic seminar students analyze a
thought provoking sentence and deconstruct it to find the deeper meaning. Students
look at vocabulary and context clues and discover the true message of a literary text.
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Also, through student led discussion, students take charge of the conversation and
take turns sharing their ideas. When students share their thought process and ideas,
classmates engage in deep thinking.
2. ● One literacy strategy that can help students extend their social studies knowledge is
Select one Literacy assigning close reading work. Close reading extends students social studies
Strategy from your
text and explain how
knowledge since the student re-reads text multiple times to analyze the deeper
it can be used to: meaning of an event or idea. Furthermore, students learn content more efficiently
since students write notes on the topics they read. When students write notes they
● Extend social engage in metacognitive thinking and grasp important information to retain.
studies
knowledge,
● Extend literacy
learning ● Students extend literacy learning because close reading improves students writing.
When students close read, they gather evidence and supportive details about the
● Engage students topic they are reading. By analyzing evidence, the student practices how to support
at a deeper level
of learning.
his/her opinions and ideas in writing. Close reading improves students
comprehension of text since they deconstruct vocabulary.
● Close reading engages student in deeper level of thinking because they understand
the author’s thoughts in a different way by analyzing words closely. The student
realizes the authors true purpose and message for the audience when they
deconstruct the text by parts.
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3. ● One strategy teachers can use to provide immediate feedback to students is using
Feedback: Select 2 rubrics. Rubrics give feedback since it lists expectation for an assignment and
strategies for
providing immediate
students get the opportunity to learn from their errors. Rubrics are useful since they
feedback on learning assess if learning happened.
from any of your ● Exit tickets are another form of informal feedback. Teachers can assign an exit pass
texts. Provide after a lesson to see if students understood the lesson. Thus a teacher can evaluate
evidence that it is her teaching and decide what she will be covering the next day to reinforce students
research based.
comprehension. This type of informative assessment is beneficial for students since
it measures their learning through every step versus summative assessments. When
teachers assess student after each lesson it prevents students from falling behind.
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1

LANDFORM FOCUS UNIT

Objectives and Standards …………………………………………………………….3

Objectives and Standards

● Social Studies Standard

Concept attainment Lesson Plan:

● CCSS ELA Standard

● College and Career Readiness Anchor Standard CCSS

S.L. 5 Presentation of knowledge and ideas:

Generalization Lesson Plan:

● Hist. Social Science Standard

CCSS ELA Standard

● College and Career Readiness Anchor Standard CCSS

Inquiry Lesson Plan :

Vocabulary Lesson Plan:

Listening and Talk Lesson Plan:

ELA Content Standard:

Writing Lesson Plan:

Introduction to Unit Page

Student List with Three Focus Students

Specifically describe the following three types of students:

Use no real names.

General Student List with Three Focus Students

_14__ Boys Unknown 2 high average 10 hispanics, 2 1 IEP students who

__13_ Girls Unknown 3 high average 8 hispanics, 3 No IEP students; 1

Deserts- is a landscape form or region that receives very little precipitation.

Concept Attainment Lesson Plan

Deserts- is a landscape form or region that receives very little precipitation.

Generalization Lesson Plan

Inquiry Lesson Plan

Deserts- is a landscape form or region that receives very little precipitation.

Handwriting, grammar, spelling

Deserts- is a landscape form or region that receives very little precipitation.

Listening/ Talk Lesson Plan

Deserts- is a landscape form or region that receives very little precipitation.

Vocabulary Lesson Plan

Writing Lesson Plan

Perritano, John. (2004). The Panama Canal. Leveled Books RazKids.

Landforms are physical features on earth’s surface.

Mountains are the highest landforms.

FYI: Use this information for each lesson.

edTPA LANGUAGE FUNCTIONS & DEMANDS

3. Subject-specific words defined for use in the discipline.

EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC

● State the objective in behavioral terms, as follows:

● State the cognitive taxonomy level (Bloom’s )

Essential literacy strategy: Summarizing (Summarizing strategy must be taught)

Related skills for the essential literacy strategy:

Academic vocabulary/symbols: ex. List/use vocabulary in sentence

Syntax: (Use language frames in Language of … section in Toolkit)

3. ASSESSMENT STRATEGY (10 points)

Proficient 5 (pts.) Basic (3 points) Below basic (1 point)

4. LESSON OPENING/PURPOSE (5 points)

4ELL, 1IEP, 3GATE

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)

There are various types of How do we modify geography?

● INPUT: Provide Comprehensible Input SDAIE-Modify use of text, use of technology

Explain how your strategy incorporates EL student’s background.

Deserts- is a landscape form or region that receives very little precipitation.

● MODELING SDAIE: Demonstrations and modeling