Professional Documents
Culture Documents
STANDARDS
CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
CT Social Studies Standard 1.1
Demonstrate an understanding of significant events and themes in United
States History.
For 3rd grade, students should be able to explain the significance of events
surrounding historical figures (e.g. George Washington, Abraham Lincoln,
Martin Luther King Jr.)
LearnerBackground:This
Objective(s)formost/allstudents:
Modification/Accommodations
ofObjective(s)ifneededfor
strugglingand/oradvanced
groups
Studentswillbeassessedthroughteacherobservationandthecompletion
oftwosentencesontheirLincolnhats.Theymustcompletethesentence
AbrahamLincolnisanAmericanHerobecauseTheymustinclude
relevantfactsanddetails.ThesecondsentencetheymycompleteisMy
heroisandstatewhy.Duringthepresentation,studentswillread
thesetwothingsontheirhats.Theymustspeakclearlyandatan
understandablepace.Thiswillbeassessedthroughobservation.
One student
with a learning
disability will
need a teacher
to be his scribe
to complete his
sentences on his
hat.
ClassroomLearningEnvironment:Citepositivestrategy(ies)thatwillbeutilizedtosupportstudentlearning
andincreasestudentengagementthroughoutthelessonbasedonyourevaluationfromprevious
lessons/observations. Include response strategies for off-task behavior and/or conflict. Provide detail for each
checked items (minimum of 4 checked strategies).
Routines/Procedures:
Group Work:
Transitions:
x Student Engagement: Students will be engaged through a hands on art activity that
showcases all of their prior learning. They will also be able to make a selfconnection by completing, and sharing, a sentence about who their hero is and
why.
x Instructional Arrangement: Two teacher candidates will explore the co-teaching method.
This will be beneficial because it allows extra support for students who are
struggling to meet the objective.
x Diversity/Social Justice: Considering our placement in an inner city, struggling school, care will be taken
when working with students. It is understood that we will be working with English Language
Learners, students will learning disabilities, and students with diverse backgrounds. We will consider
this when trying to make learning relevant to the students. As always, we believe every child has the
ability to learn and we will see that we make the appropriate accommodations and modifications to
foster this learning.
InstructionalModel/Strategy:State the rationale for the chosen model(s). Explain how you will best
facilitate student learning through a specific model of instruction. You may check more than one.
Direct Instruction
Cooperative Learning specific strategy:
Inquiry
Concept formation/Concept Development:
Discussion: Before completing the
Materials/Resources:
Meeting the Needs of All Learners
Materials/Resources:Materials/resourcesusedineachlearningactivityincluding
Modification/Accommodations
modificationsforindividualstudentsinordertofacilitatelearning
and/orDifferentiationof
resourcesifneededfor
strugglingoradvancedgroups
Materials/Resourcesformost/allstudents:
orstudentsidentifiedwith
Looking at Lincoln by Maira Kalman
specificneeds.
The Life of Abraham Lincoln: An Illustrated Timeline
Initiation:MeetingtheNeedsofAllLearners
Modifications/Accommodations
~
Initiation Briefly describe how you will initiate the lesson by:
1) motivating learners to focus on expectations for learning and behaviors ("hook");
2) explaining:
a) what they will be doing and learning in the lesson;
b) how they will demonstrate learning;
c) why it is important.
Initiation:
-Students will be told that they will be showcasing all of their hard work by
doing a presentation on why Abraham Lincoln is an American hero. They
will also be told that they are going to be doing an art project where they
make their own Lincoln hat. They will then be given some think time to
come up with why they think he is an American hero, based on all that we
have learned. They will then turn and talk to a partner about their ideas.
They will then given more think time to come up with who their hero is
and why. Again, they will turn and talk with a partner about their ideas.
LessonDevelopment:MeetingtheNeedsofAll
Learners
Modifications/Accommodations ~
Lesson Development
Note specific modifications and
Describe how you will develop the lesson;
accommodations for students with
what you will do to model or guide lesson;
specific needs based on your
what learning activities students will be engaged in to gain the key knowledge and
evaluation from previous lessons.
skills identified in the SLO.
and/or
Identify instructional models, types of groupings (whole class, small groups, pairs,
Differentiation ~ Note specific
individuals) you will use in each phase of instruction and what resources you will use
strategies to be employed during
in your lesson.
lesson to address differentiated
The
Closure:
Closure
Describe how you will enable the students to;
Once students have left the stage, teachers will speak to the audience:
We would first like to thank you for allowing us to showcase all of the learning
we have accomplished in the last few weeks. We would also like to thank our
wonderful students in the group (turn towards students). You guys have worked
so very hard and have learned so much, all while having so much fun. (Turn
back to audience) We hope that by not only telling you why Abraham Lincoln is
an American hero, but also sharing who our heroes are, that you are able to
make a connection to that person in your life. Anybody can be your hero, but
remember, one day, you might be somebody elses hero.
-Play hero song Heroes (We could be) by Alesso
https://www.youtube.com/watch?v=fVEo74CwiG4
AshleyTetreault