Formal Observation Lesson Plan- Aligned with CCSS- Evaluated Using the Charlotte Danielson Framework

Below is an example lesson plan that I have written and will be formally observed on using the Charlotte Danielson Framework. 

Lesson Plan- Formal Observation #1 (Spring Semester)

Teacher Candidate: Lisa

Grade: 5

Subject: Social Studies

Day/Time: Monday January 27, 2014/ 10:30-11:15 a.m. 

Goals/Objectives: The students will: work together to classify the five branches of the U.S. Armed Forces, participate in a small and whole group classroom discussion about the military, learn what life was like for soldiers who fought in the Union and the Confederate armies during the Civil War, and be introduced to key chapter vocabulary words.

Common Core Standards:

CCSS.ELA-Literacy.RI.5.3: Key Ideas and Details: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CCSS.ELA-Literacy.RI.5.4: Craft and Structure: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

CCSS.ELA-Literacy.RI.5.6: Craft and structure: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

CCSS.ELA-Literacy.SL.5.1: Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Resources: Social Studies Alive! America’s Past, Section 19.1, Gettysburg: Two Soldiers’ Experiences sheet, Chapter 19 reading packets, pg. 113 Interactive Student Workbook copies for each student, 8 envelopes with 8 sets of pictures of the five branches of the U.S. Armed Forces, projector, discussion questions sheet, pictures of war memorials, Social Studies journals

Opening Procedure:

1.      The focus of today’s lesson is to learn what life was like for soldiers during the Civil War.

2.      I will explain to the students that they will be given an envelope filled with various pictures that represent the five different branches of the U.S. Armed Forces.

3.      I will explain that they will work with their table to match the correct picture, name, and description for each of the five Armed Forces.

4.      I will then model how they should arrange their pictures and descriptions on the projector.

5.      If students finish early, I will explain to the students that there will be discussion questions for them to talk about with their table group.

6.      I will then read the discussion questions aloud.

7.      Next, I will check for understanding by calling on students to tell me what the directions are and what they are supposed to do.

8.      I will then ask the students if they have any questions and then hand out the envelopes to the table groups.

9.      I will tell the students that after about 5 minutes, the heads of the table will report to the class one Armed Force, their picture, and their description.

1  I will walk around, observe, and informally assess the students’ understanding of the five branches of the U.S. Armed Forces and their background knowledge.

11.  Once the students have finished, I will redirect their attention back to me and go over the correct answers.

12.  I will pick Popsicle sticks and the Head of their table will show or explain how they classified a particular Armed Force.

a.      As the students are explaining, I will position the correct photos on the projector for the whole class to see and check their answers.

13.  We will then discuss as a whole group the discussion questions about the U.S. military.

a.      Were there any similarities between the branches?

b.      Do you know people who have served or are serving in the U.S. military? What did or do they do?

c.       Can you name some wars the United States has fought in?

d.      Have you ever visited a war memorial? What was it like?

                                                              i.      If needed, I will explain what a memorial is (a structure, established to remind people of a person or event).

14.  After, we will discuss why Americans build memorials (to honor those who have served and died in wars fought by the United States).

15.  Next, I will show the students pictures of a trip that I took to the memorial of Pearl Harbor.

16.  I will ask the students if they can think of any other war memorials.

a.      I will have pictures of various war memorials ready to show them after they brainstorm.

17.  I will then pass out pg. 113 to the students and read the directions aloud.

18.  I will then ask the students if they can tell me what an adjective is. As a whole group, we will think of adjectives that describe members of the military.

a.      If needed, I will provide the word “brave,” as an example for the students.

19.  The students will then brainstorm and fill out pg. 113 with the adjectives they come up with.

20.  Next, the students will, as a table group, use the words they came up with to put together sentences that might be engraved on a war memorial to American troops.

Procedure:

1.      I will hand out the Chapter 19 packets to the students.

2.      As a class we will read the chapter title and the introduction (Section 19.1) together.

3.      After, I will tell the students to scan the section headings and the images throughout the chapter packet. I will let them know that they have 1 minute to do so.

4.      After 1 minute, I will redirect their attention back to me and have the students list two topics of interest that they think will be discussed or that they are eager to learn about in the chapter.

5.      Next, I will display the “Gettysburg: Two Soldiers’ Experiences” sheet on the projector and ask the students the following questions:

a.      What do you see here?

b.      How can you tell that the soldiers are members of different armies?

c.       What are the soldiers holding?

d.      What does this tell us about their lives?

6.      After, I will introduce the key vocabulary that they will encounter throughout the chapter: technology, draft, Gettysburg, Emancipation Proclamation, Reconstruction, and sharecropping.

7.      I will tell students that they will be introduced to these vocabulary words throughout the chapter.

8.      I will ask the students to turn to an empty page in the Social Studies journals and ask them to number their page 1-6 skipping about 5 lines each time.

9.      I will ask the students what they think each word means or if they have ever heard of it before.

10.  After each word, I will display the definition of the words on the projector.

11.  I will then instruct the students to copy the word in their journals and then take 30 seconds to draw a picture that represents that word and will help them remember it later on.

Closure: At the end of the lesson, I will remind students that they will encounter these vocabulary words in the lesson tomorrow when they take a “Walking Tour of Gettysburg.”

Instructional Strategies: Inquiry/Questioning, Guided Practice, Partner work, Brainstorming

Assessment: I will be using an informal assessment to monitor the students’ comprehension of the lesson and their ability to meet the objectives/standards. I will complete this informal assessment by observation.

Modifications/Differentiation:

I will modify and differentiate this lesson in various ways to meet all types of learners. I will have visual representations of the five branches of the U.S. Armed Forces for the visual learners. If students get stuck thinking of adjectives or the definition of a memorial, I will provide examples to help them get started. When introducing the new vocabulary words, I will start with the words that they have more than likely seen or heard before. Therefore, they can make a connection with the words before we move into the more difficult vocabulary words. Auditory learners will be supported through the use of direct and student led instruction. The kinesthetic learners will be able to process the information of the five branches of the U.S. Armed Forces by manipulating the pictures in the envelopes and drawing pictures to represent the vocabulary words. For the English Language Learners, I will read aloud the discussion questions and directions to clarify any misunderstandings. Also, having the visual pictures will help them make connections.

     
        The students had to collaborate with their group members to match the correct logo, picture, and description of each branch of the U.S. Armed Forces.