i need help with making a text base teaching lesson plan

Description

I need help making a teaching with text lesson plan. We have to base it off of all my other lessons plans that I will post with this. It also has to go with my compelling question that I will have in one the files.

  • Consider if and how you might modify your text to make it more comprehensible for students. Do not just print something off and give it to students!
  • Make sure you give students a purpose for reading. Provide questions up front and help them get through the text itself. Follow with activities to review and connect.
  • Be sure that students have the source and contextual information they need. Make sure there is a citation, and add any info they need about an author or time period.
  • Give students guidance in reading and analysis of primary sources!
  • Tools that you can use:

    • Lexile analyzer
    • Modifying: consider unnecessary words/passages, difficult vocab, passive sentences, sentence length. Tell/show students how you’ve modified!
    • Planning questions for instruction.
    • Developing guiding handouts
  • Select a text or texts that you would want to teach as part of your unit. These can be verbal and/or visual.

    I need to have a graph or map with it to. When you make this lesson plan pick out 15 minutes of it that I can persent to my class to please like I had to do for other one.

!1
Liberty- Inductive Concept Lesson Plan
Your Name Julie Shumard
Length of the lesson: the lesson will take 45 minutes
Title of the lesson: what is liberty and what is its importance?
Overview:
More or less, each and every person who participates actively in politics will always talk about
freedom or liberty. In reality, they don’t talk about it as long as they use it as magic incantation.
Most of them move lengthily talking about our free country. However, if you ask them to give
the definition of freedom, the definition will be along the line of what we have. Therefore, liberty
is the power of choosing, thinking and doing things for oneself; freedom from being controlled
or restricted.
Objectives:
Students will be able to say (say, “I can…”):

I can explain the beginning of liberty, its advantages and disadvantages. (5-U2.2.5)

I can explain how the British government prevented the Americans from exporting their
products to other European countries.
Anticipated challenges to understanding

The meaning of the concept “Liberty”
!2

Students may have difficult in understanding the meaning of Liberty and how it relates to
the compelling question. However, I will be precise in providing a clear definition and its
relation to the compelling question

The student’s understanding of liberty

The misconception held by students regarding liberty
Materials/evidence/sources

Liberty worksheet

Also use the article of Liberty and Slavery in colonial America, by Andrew C, Lannen
Assessment of students’ performance

To assess student’s performance during and after the instructions, they will be able to
write a detailed final essay regarding liberty; “why people change their government?” the
time duration for the essay should be 45 minutes.

The compelling question will be covered in the assessment, where the essay of the
students will cover any of the following concepts:
✓ Explaining the liberty, its advantages and disadvantages. (5-U2.2.5)
✓ Explaining how the British government prevented the Americans from exporting their
products to other European countries.
Instructional sequence
!3
Step 1: Concept definition examples (10 minutes)

Critical attributes
✓ Power to act as one pleases
✓ Freedom from being restrained physically
✓ Freedom from arbitrary control
✓ Positive enjoyment of various social, political or economic rights
Step 2: similarities (10 minutes)
They will read the article as a popcorn read. If there is any word that needs
defined in the article we will talk about those words before they write there
reflection. We will also have are main talk of the article be about white people and
slaves. Then they will write a reflection on what they think about liberty.)
Step 3: definition of the initial concept (10 minutes)
Liberty is the power to act as one pleases, freed from physical restrain, arbitrary control and
getting positive enjoyment of various social, political or economic rights.
Step 4: Hook (15 minutes)

After the arrival of the students and settle down, allow them to read through the
worksheet and fill it out


They will talk with a partner what they wrote on the work sheet once they
finish.)
Ask them if they have anything from discussion to share with their partners
!4

Immediately after discussion, explain to the students that this article relates to a concept
that will be discussed for the remaining classes. Therefore, clarify the concept and
explain how the class will run preparing students to start looking at the examples.
For the first 15 minutes of this, the teacher should undertake the following:
✓ Introduce the concept of Liberty to the class
✓ Objectives
✓ Students’ Anticipated challenges to understanding
!5
Worksheet
The following is the worksheet for an inductive lesson on liberty where students are expected to
take a central role.
How many of you have seen this image?
What does it signify?
!6
Does that image have any relation to the following one?
!7
Does liberty aply to only politics?
What other areas of our lives does it apply?
What does the history of our country tell us about liberty?
!8
What is the significance of the chains in the above image?
Who are some of the renown liberators have you heard of?
Does the folling image indicate efforts to liberate others?
!9
What are some of the benefits of liberty that you have learnt? Are there restrictions to
liberty?
!10
Lesson Plan
Description of Informal & Formal Formative Assessments
Prior knowledge will help in determining the skills and knowledge acquired through reading
of the course materials. I will use the following to assess prior knowledge.

Listing- Students will be able to identify and list all the new terms they have learned
during the course.

Questions- Pre-questions will be used to assess what students know about the course.

Filling in blank spaces- the student will fill spaces that relates to the course to
demonstrate their understanding.

Challenge questions- I will create a challenge exam that will help the student to
identify and define the concepts leaned.

Observation- I will Monitor the students and identify the ones who are not actively
participating in discussions.

Experience- I will expose the students to a real life situation and question them how
they would do to solve any challenge that may arise.
Informal assessments help the teacher to know the progress of the students towards the
course content. They help the teacher to evaluate the student on a daily basis. Some of the
informal evaluation techniques include:

Skills checklist: I will print a list of skills checklist to evaluate student understanding
of the American war for independence and the reasons why people change their
government. The evaluation will be based on student’s presentations, discussions and
written exams.

Allowing students to create a list of exam questions: this will help my students to
understand the American war for independence better by describing the expected
exam and discussion questions through writing.

Strategic multiple choice: having understood the concepts that are likely to be
misunderstood by my students. The strategic multiple choices will enable my students
to choose some of the reasons why people desire for new government and the
consequences that may follow.
Formal assessments are a set of standardized measures used to determine the students
understanding of course concepts, skills and knowledge acquired. I will assess the students
through;

Writing assignment: Students will have to describe their understanding about the
American war for independence through writing term papers and progress evaluations
through presentations.

Discussions: I will create groups of 5-6 students whereby each of them will be
expected to share their knowledge and understanding about the American war for
independence either orally or through written responses.
Performance Assessment
Performance (Authentic) Assessment Overview & Rationale

To assess their performance, students will need to write a detailed final essay on
‘why do people change their government’? This essay should be completed in 45
minutes

Assessment will cover the compelling question. The student essay should discuss
any of these concepts:
-Was it because the Americans had no trust in the British
government?
-Was it because of the conflict in the trade?
-Was because of the violation of the rights of the Americans?
-Was it because of the desire for self-rule? ❖
-Was it because of poor leadership portrayed by the people who
were
representatives of the British government?
Performance Assessment Objectives & Aligned Standards

Students are able to explain how the revolution was started, its advantages and
disadvantages and who won. (5-U2.2.5)

Explain how the British government prevented the Americans from exporting their
products to other European countries. (5-U2.3, 5-U3.3.5).

Summarize the incidences that occurred from when the war started in 1775 until
when it ended in 1783. (5-U3.3.5)
Weekly Schedule for Teacher
Day 1
Plan
a. Develop content for the classes and define the intended goal of the class. This includes
defining what students should display as their understanding of the American war for
independence.
b. Identify the methods of self-assessment that will be used to determine students
understanding of the topic.
Day 2
Teach and assess
a. Explain the aim of the class to students and what will be required from them throughout
the American war for independence course.
b. Teach the students the course concepts according to the course outline. Which include, the
reasons why people change their government and its effects.
c. Asses them with either formal or informal assessments to determine their understanding.
d. Analyze the formal and informal responses from the students.
The responses will help me to;
i. Determine the students understanding of the topic.
ii. Determine how the informal assessment provided insightful understanding of the topic.
Day 3
Analyze and reflect students’ performance
a. Using the grading rubric, I will determine the students understanding of the course
concepts.
b. Grade the students according to their performance.
c. Select responses from the students who met all the required instructions and sample them
in the class.
d. Reflect on the best form of teaching which can help students to understand the course
concepts better.
e. Provide a detailed approach to the students who did not understand the course concepts so
that they can improve on their understanding.
Day 4
Engage students
a. Check on the student discussions and responses
b. Engage students in a presentation that will cover one of the units
c. Students to take peer review notes
Day 5
Marking day
a. Mark the weekly discussions and replying
b. Check on the grades of the weekly quizzes
c. Send reports back to students with their grades and performance
d. Schedule a day to meet with students and revise their assignments
Directions for Students
Description & Rationale
a. A brief description of the American war for independence.
b. Why should the students understand the course concepts?
c. Student’s ability to implement teacher’s instructions and comprehension of learning
materials.
d. Student’s ability to document the learning outcome in writing.
e. Establishing ways in which students can understand the course concepts better and
document them.
Schedule of Tasks & Deliverables
Assignments
Each assignment will comprise 50% of the total marks.
Discussions
They will comprise 25% of the total marks.
Presentations
Presentations will comprise 25% of the total marks
Rubric
Requirement
excellent
good
fair
poor
Original work
10
7
5
0
Every part well labelled.
10
7
5
0
Grammar and spelling.
10
7
5
0
Students work is clear and adheres to all
10
7
5
0
10
7
5
0
Participation in class discussions.
10
7
5
0
Students’ behavior during class.
10
7
5
0
Use of course material and referencing
10
7
5
0
Extended discussion & conclusion
10
7
5
0
Use of the correct referencing style.
10
7
5
0
TOTAL
10
7
5
0
instructions.
Students displays in-depth understanding of
the course content.
outside sources.
Stage I: Identifying Worthwhile Goals
Enduring Understanding/Big Idea:
The American War for Independence began as a change in the hearts and minds of the people
Laws passed by British Parliament and regulation approved by the king threatened political and
economic liberties they had long enjoyed, insulting their liberal and republican sensibilities.
Compelling Question:
❖ Why do people change
there government?
Supporting Questions:
❖ Was it because the Americans had no trust in the British
government?
❖ Was it because of the conflict in the trade?
❖ Was because of the violation of the rights of the
Americans?
❖ Was it because of the desire for self-rule?
❖ Was is because of poor leadership portrayed by the
people who were representatives of the British
government?
Behavioral Objectives:
Students will be able to (say “I CAN…):
❖ I can explain how the revolution was started, its advantages and disadvantages and who
won. (5-U2.2.5)
❖ I can explain how the British government prevented the Americans from exporting their
products to other European countries. (5-U2.3,5-U3.3.5).
❖ I can summarize the incidences that occurred from when the war started in 1775 until
when it ended in 1783. (5-U3.3.5)
Key Concepts:





Colony
Colonial trade
Rebellion
War
Loyalists
Important Knowledge:
• Knowledge about historical
occurrence
• Knowledge about the
structure of government
• Knowledge about slave trade
and slavery
• Knowledge about British
government (1775-1783)
Important Skills:
• Reading and comprehension
skills
• Communication skills
• Research skills
• Team player Skills
!1
Liberty- Inductive Concept Lesson Plan
Length of the lesson: the lesson will take 45 minutes
Title of the lesson: what is liberty and what is its importance?
Overview:
More or less, each and every person who participates actively in politics will always talk about
freedom or liberty. In reality, they don’t talk about it as long as they use it as magic incantation.
Most of them move lengthily talking about our free country. However, if you ask them to give
the definition of freedom, the definition will be along the line of what we have. Therefore, liberty
is the power of choosing, thinking and doing things for oneself; freedom from being controlled
or restricted.
Objectives:
Students will be able to say (say, “I can…”):

I can explain the beginning of liberty, its advantages and disadvantages. (5-U2.2.5)

I can explain how the British government prevented the Americans from exporting their
products to other European countries. (5-U2.3, 5-U3.3.5)
Anticipated challenges to understanding

The meaning of the concept “Liberty”
!2
Students may have difficult in understanding the meaning of Liberty and how it relates to the
compelling question. However, I will be precise in providing a clear definition and its
relation to the compelling question

The student’s understanding of liberty

The misconception held by students regarding liberty
Materials/evidence/sources

Use the whole writing display such as power point, overhead projector and white board

Also use the article of Liberty and Slavery in colonial America, by Andrew C, Lannen
Assessment of students’ performance

To assess student’s performance during and after the instructions, they will be able to
write a detailed final essay regarding liberty; “why people change their government?” the
time duration for the essay should be 45 minutes.

The compelling question will be covered in the assessment, where the essay of the
students will cover any of the following concepts:
✓ Explaining the liberty, its advantages and disadvantages. (5-U2.2.5)
✓ Explaining how the British government prevented the Americans from exporting their
products to other European countries. (5-U2.3, 5-U3.3.5)
Instructional sequence
!3
Step 1: Concept definition examples (10 minutes)

Critical attributes
✓ Power to act as one pleases
✓ Freedom from being restrained physically
✓ Freedom from arbitrary control
✓ Positive enjoyment of various social, political or economic rights
Step 2: similarities (10 minutes)
Teacher should explain the similarity that exists from the above attributes in step 1
Step 3: definition of the initial concept (10 minutes)
Liberty is the power to act as one pleases, freed from physical restrain, arbitrary control and
getting positive enjoyment of various social, political or economic rights.
Note: I have attached the article of Liberty and Slavery in colonial America, by Andrew C,
Lannen
!4
Teaching with Texts Lesson Plan Format
Your Name:
Length of lesson:
Title of lesson: Your lesson title should be your supporting question
Overview: Provide a short description of the lesson. Your description should name the text(s) and
how they will be used in the lesson and to help meet your unit goals. Make sure you indicate how students
will be using the texts, and to what end. You should be clear about how any skills that students are
applying build upon other skills you imagine you would have taught by this time.
Objectives: Specify unit objectives that this lesson meets. Use the format: “Students will…” Be
sure to ground your objectives in state standards, and cite which standards you use (put
standards in parentheses behind each objective). Your objectives should clearly indicate how
students will be using the texts. This would be a good time to review ELA standards too!
Anticipated student conceptions or challenges to understanding: Explain the challenges you
anticipate students might face in accomplishing the lesson objectives AND how you plan to
address these. Here you are thinking about ways you have or will scaffold student understanding. For
example, you can state that you modified text because you anticipated that students would find the original
reading challenging.
Materials/Evidence/Sources: Include a bulleted list of the resources that the teacher and students
will use in the lesson. It should be evident that each text has been modified and/or scaffolded.
Attach all relevant materials such as handouts, lecture notes, etc. You should have copies of the texts
as you would provide them to students. Texts should be modified to be more student-friendly. Make sure
you provide the citation of the original source!
Assessment: Explain how you will assess student understanding during and after instruction.
This might be formal or informal and should align with lesson objectives and the instructional
sequence.
Instructional Sequence: List the steps in teaching this lesson including ways you intend to
introduce and close the lessons and details of student and teacher actions. These steps should be
appropriately detailed so that a substitute teacher could teach the lesson. Provide an
approximate time frame for each step. Be thorough!
1.
2.
Etc.
Note: Attach all handouts, lecture notes, PowerPoint slides, etc.
Grand Valley State University
History Department

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