DRAFT J. Griffith Lesson Plan EDUC 237
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University of the Cumberlands *
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235
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Health Science
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Feb 20, 2024
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6Source of Evidence: Lesson Plan
Your committee will use this evidence to evaluate your performance on the followin2:
Kentucky Framework for Teaching Components
I A - Demonstrating Knowledge of Content and Pedagogy
I B - Demonstrating Knowledge of Students I C -Setting Instructional Outcomes
I
D
-
Demonstrating
Knowledge
of
Resources I
E
-
Developing
Coherent
Instruction
I F- Designing Student Assessment
Kentucky
Teacher Standards
1 -
The Teacher Demonstrates Applied Content K
nowledge 2 - The Teacher Designs and Plans Instruction
3 - The Teacher Creates and Maintains Learning Climate 4 - The Teacher Implements and Manages Instruction
5
-
Assesses
and
Communicates
Learning
Results
6 - The Teacher Demonstrates the Implementation of Technology 8 - Collaborates with Collea1mes/Parents/Others
Guidelines for Developing the Source of Evidence: Lesson Plan
Effectively planning and implementing instruction requires that you first have knowledge of the content to be addressed and the appropriate strategies for presenting the content. Second, you must have a clear knowledge/understanding of your students and
what they bring to the learning environment. Finally, you must have knowledge of the resources available to support instruction and
facilitate student learning.
The development of your lesson plans should allow you to demonstrate your knowledge of your students, subject matter, and resources. Your lesson plan will provide the foundation upon which you will create the classroom environment and implement instruction. The lesson plan template should be used in planning all lessons to be observed by your KTIP committee members. Each lesson plan should be sent to the appropriate committee member 2 -3 days before the scheduled observation to allow for review and feedback.
1.
Describe the Students for which this Lesson is Designed
Identify your students' backgrounds, special needs, cultural differences, interests, and language proficiencies that were considered in designing this lesson.
2.
Lesson Learning Target(s)/Objectives
To establish the context for the lesson to be observed, list the previous lesson's learning targets/objectives, the current lesson's learning targets/objectives and the next lesson's learning targets/objectives. The connections to the state curriculum/content area standards should be focused on the knowledge, skills, and/or processes identified in the learning targets/objectives. Be sure that all learning targets/objectives are student-centered, observable, and measurable.
3.
Students' Baseline Knowledge and Skills
Briefly describe the pre-assessment(s) you used to identify your students' baseline knowledge and skills relative to the learning targets/objectives for this lesson. Attach copies of baseline data and all assessments used.
4.
Formative Assessment(s)
Identify the type of formative assessments and data that will be used to determine student progress in achieving the learning targets/objectives. If needed, identify how these assessments will be differentiated to address the needs of your students. In addition to the formative assessments you will use, describe how you will provide opportunities for your students to self-assess
their learning progress. Attach copies of the formative assessments and student self-assessments to be used.
5.
Resources
Identify the resources and assistance that will be needed for the lesson. During the course of your internship you should make use of
available technology when the technology will facilitate planning, implementing, assessing of instruction, and facilitating your students’ learning.
6.
Lesson Procedures
Describe the sequence of strategies, activities, and assessments you will use to engage students and accomplish your learning targets/objectives. Within this sequence be sure to:
a. Describe how your instruction will be differentiated to meet the needs, interests, and abilities of your students.
b. Identify the questions you will use to promote higher order thinking and encourage discussion.
7.
Watch For-------
Are there specific indicators for the components of Domain 2 - Classroom Environment and/or Domain 3 - Instruction that you
would like specifically observed during this lesson? If
there are, please note these on your plan to alert the observer.
Source of Evidence: Lesson Plan
Name: Julia Griffith Date of Observation:02/02/2024 Ages/Grades of Students: Ages 11/12; Grade 7
# of Students in Class: 8
# of Students having IEP/504: 0 # of Gifted Students: 0 # of Students having LEP / ELL:0 Title of the Lesson: The Social Hierarchy of
Feudal Japan 1. Context: Describe the Students for which this Lesson is Designed
Identify your students' backgrounds, special needs, cultural differences, interests, and language proficiencies. (+5)
This lesson was designed for students in Mrs. Allie Helton’s 7
th
grade social studies class at Red Bird Christian School in Beverly, Kentucky. This class has a total of 8 students. This school cannot be found on the Kentucky Department of Education School Report Card database; all information is derived from school records as provided by the principal. There are 194 students enrolled. 17% of students are students of color. Special education testing services are not offered at this school; none of the students have IEPs. There is also no documentation of gifted students. There are 3 students in this class who have LEP with French being their first and preferred language at home as they are international students from various countries in Africa. 3 of the students live on campus in dormitories with other students. 97% of the students in this school come from low socioeconomic households. 100% of the students at this school receive free lunch. Conversation with students reveals that student interests are video games, music, and art.
2.
Lesson Standards and Learning Targets/Objectives: Your objective should be written from the language off the standard. For example: The student will be able to ask and answer questions about a given text. a.
Previous Lesson
(+4)
Standard
: 7.C.RR.1 Compare rights, roles, responsibilities, and limitations of subjects in empires
between 600- 1600 with those of citizens in modern countries. Learning Target(s)/Objective(s): Students will explore and understand the rights, roles,
responsibilities, and limitations of people who lived in the Feudal Japanese Social Hierarchy.
b.
Current Lesson
(+8)
Content Standard: 7.C.RR.1 Compare rights, roles, responsibilities, and limitations of subjects in empires between 600- 1600 with those of citizens in modern countries.
Source of Evidence: Lesson Plan
Learning Target(s)/Objective(s):
Students will compare rights, roles, responsibilities, and limitations of people who lived in the Feudal Japanese Social Hierarchy.
Reading Standard: RI.7.6 Determine an author’s perspective and purpose in a text, and analyze how the author distinguishes his or her position from that of others.
Learning Target(s)/Objective(s): Students will determine an author’s perspective and purpose in a text, and will analyze how the author distinguishes his or her position from that of others.
c.
Next Lesson
(
+4)
Standard
: 7.C.RR.1 Compare rights, roles, responsibilities, and limitations of subjects in empires between 600- 1600 with those of citizens in modern countries.
Learning Target/Objective: Students will research hierarchal relationships in Japan today
and compare them to the rights, roles, responsibilities, and limitations of people living in the
Feudal Japan Social Hierarchy.
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Source of Evidence: Lesson Plan
3.
Students' Baseline Knowledge and Skills
(+6)
Describe and include the pre-assessment(s) used to establish students' baseline knowledge and skills for this lesson.
1.
What assessment did you give to measure student understanding? 2.
How did you address both content standards? 3.
Be sure to include data for each question / objective. 4.
What did you learn from reviewing the student data? Prior knowledge for this lesson is a solid understanding of hierarchal systems and how they work. Before beginning this lesson I would also initiate a conversation about chains of command. One example I could use
is that a student athlete has an issue with the way they’re being treated by their coach. I would then lay out the chain of command from the student all the way up to the superintendent. This is not directly how hierarchies operate but it lays out an almost tangible map of those who hold positions of power which would make the lesson about social hierarchies more digestible for students. After this discussion, students would be given two sets of people (students, teachers, and administrators at a school, and a list of people living in Feudal Japan) and would be asked to rank them from lowest to highest in “chain of command” or “social hierarchy.” The data collected from this pre-assessment exercise will help me gauge students’ abilities to grasp the lesson I am delivering.
4.
Resources
(Include Technology)
(+2)
Identify the resources and assistance available to support your instruction and facilitate students' learning. Provide the technology that you will be using in this plan as well.
1.
Pencil and paper
2.
Google Slides
3.
TV
4.
White board and markers
5.
Worksheets
6.
Lesson Plan Template
To avoid the appearance of plagiarism, include sources for any materials borrowed from text and/or the internet. Include the web address. (+2)
Japan Comic Notes Google Slides from Teachers Pay Teachers:
https://docs.google.com/presentation/d/17I49eZ0gsvl7uFVJKYYM64pSSvVITFtJUtTeRWvxZ1U/
edit#slide=id.p1
The Social Structures of Feudal Japan: https://youtube.com/shorts/o4Uv4cIr3a0?si=UNHAB7bRCwXoNa2z
Source of Evidence: Lesson Plan
5.
Lesson Procedures
: Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students, facilitate attainment of the lesson objective(s), connect to real-life,
and promote higher order thinking. Within this sequence, be sure to describe how the instruction will be differentiated to meet your students' needs, interests, and abilities. Opening of the Lesson:
Review: (+2) Review the leadership, government, and economy that was in place during the time of Feudal Japan.
Hook or Attention Getter: (+2) The Social Structures of Feudal Japan (video)
Activity #1: Reading
Objective: (+2) Students will determine an author’s perspective and purpose in a text and will analyze how the author distinguishes his or her position from that of others.
Activity Description (This activity should be connected to a reading strategy.): (+3) An “anonymous” journal entry will be read aloud to the class while students follow along on pages handed out to them. Students will be asked to underline evidence in the text that supports their claim about the perspective in which the journal entry was written. After the text had been read to the class, students will answer a short answer question asking to which social class of Feudal Japan the author likely belonged. Students will be asked to list three examples of evidence supporting their claim.
Critical Vocabulary: (+1) chokuto, batto jutsu, budo, and daimyo
Formative assessment for objective #1: (+2) Students will read a “journal entry” from a unknown member of Feudal Japan society. They will then be asked to determine from which tier the author belonged based on clues given in the text. They will be asked to identify the tier from which this person came and give three examples of evidence from the text that support their claim.
Differentiation (Which extensions did you provide in this activity/assessment?): (+2) Students who
finish the activity early will be asked to choose another social class in the hierarchy of Feudal Japan and create their own journal entry about a day in the life of that person based on information provided in the lecture.
Differentiation (Which remediations did you provide in this activity/assessment?): (+2) Students who struggle to complete this activity will be asked to work in a small group with me in the back of the classroom where we will review the components and traits that make up each level of the social class system of Feudal Japan after which we will compare those components to clues provided in the text.
Question #1 (Bloom’s Level 3 or 4): (+2) How can you use clues in a text to determine the perspective
of the author? (Bloom’s Apply Level 3)
Question #2 (Bloom’s Level 5 or 6): (+2) What would be different about the text if it were written by the perspective of someone in another social class? (Bloom’s Create Level 6)
Source of Evidence: Lesson Plan
Activity #2: Content
Objective: (+2) Students will compare rights, roles, responsibilities, and limitations of people who lived
in the Feudal Japanese Social Hierarchy.
Activity Description: (+3) Each student will be given a worksheet on which they’ll be asked to label a pyramid reflecting the correct order of the social hierarchy of Feudal Japan. After labeling the pyramid,
they will be asked to also document the social roles each class plays in feudalism.
Critical Vocabulary: (+1)
Formative assessment for objective #1: (+2) Students will be given a worksheet with a pyramid on it which will represent the social hierarchy of Feudal Japan. Students will be asked to fill in each section of the pyramid with the correct group of people who formed each layer of the hierarchy. They will also be asked to describe the role each of these groups of people played in Feudal Japan.
Differentiation (Which extensions did you provide in this activity/assessment?): (+2) Students who
finish the activity early will be asked to turn their paper over and draw another pyramid. Inside the pyramid, students will label any other social system they’ve learned about that has a hierarchy in place.
Differentiation (Which remediations did you provide in this activity/assessment?): (+2) Students who are struggling to complete this activity will be invited to join me in the back of the class to address components of the activity that are challenging for them.
Question #1 (Bloom’s Level 3 or 4): (+2) What separates people in different levels of social class systems? (Bloom’s Analyze Level 4)
Question #2 (Bloom’s Level 5 or 6): (+2) Considering the factors that determine where a person lies in a social class system, do you think social class systems are a good thing or a bad thing and why? Closing of the Lesson: (+1)
How will you close the lesson?
After completing activities 1 and 2, I will draw the pyramid on the board and label it correctly for students to check their answers. Students will be given the opportunity to ask questions and discuss their responses in an open discussion format. We will then review vocabulary and end the lesson with a question about what hierarchal relationships might exist in Japan today. This will preview what students would learn about in the next lesson.
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Source of Evidence: Lesson Plan
6. Research-Based Strategies Used
How did you connect your lesson to the real lives of students? (+1)
I connected my lesson to the real lives of students by opening the lesson with a review of how the chain
of command often works in academic or professional situations.
Address how you met the Marzano strategies and the Multiple Intelligences in your lesson plan. Activities for Multiple Intelligences: (+6)
1) Spatial-visual: pyramid demonstration
2)
Interpersonal: open discussion
3)
Intrapersonal: individual formative assessment
Marzano’s High-Yield Strategies: (+6)
1)
Identifying similarities and differences: filling in the pyramid worksheet
2)
Setting objectives and providing feedback: identifying the correct way to fill in the pyramid and having open discussion
3)
Summarizing and note-taking: underlining clues in a text and writing a supporting argument
7.
Watch Fors
Identify anything that you would like specifically observed during this lesson about your teaching. (+2)
1.
I would like my observer to watch for how I handle questions asked by students and give me advice on how to answer them effectively. 2.
I would like my observer to watch for how I manage the classroom.
3.
I would like my observer to watch for vocabulary used when teaching and let me know if it’s too far above or below grade level.
1)
Copies of your formative assessment should be included. (+10)
2)
Check your work for formatting issues. (+5)
a.
Bullets lined up with under headings b.
No part of paragraph hanging to the left c.
Font same size d.
Font same color