Lesson Plan
Your Name: Idabelle Henry & Sarah J Weller
Date and Time of Lesson: October 15, 2018 2:15-3:15 PM
Grade Level: 4th grade
Number of Students: 18
Assessment: Informal
Standards Social Studies:
- 113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
|
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio |
|
|
Standards English Language Arts and Reading:
- 110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting
Objectives:
1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio.
- The student will use detail when writing.
Strategies for English Language Learners and Learners with Special Needs
ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson.
SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students.
Materials and Resources
YouTube Video
PowerPoint
Writing Materials
Blueprint Materials
Post-it Notes
Large board for Post-it Notes
Instructional Sequence (instructional strategies and learning tasks)
• The purpose of the lesson for students ( 5 minutes)
The purpose of the lesson for students is to have them identify the history, purpose and origin of Fiesta San Antonio.
• Assessing prior knowledge (5 minutes)
The students will watch a video on the top events from the Fiesta San Antonio festival. After the video the students will discuss as a class what they learned from the video and start listing questions they might have to answer throughout the lesson. “Have any of you visited this fiesta?”
https://www.youtube.com/watch?v=sRjxqt9KXvE
Teacher modeling (15 minutes)
The teacher will introduce the meaning behind the fiesta and connect to students prior knowledge of the Battle of San Jacinto using a powerpoint.
The teacher will ask higher order thinking questions, “List the order of events leading up to Fiesta San Antonio.” “Describe the setting of Fiesta San Antonio.” “Interpret the result of the Battle of San Jacinto.” “Examine the impact the Battle of San Jacinto has on the people of San Antonio.” “Critique the outcome of the Battle of San Jacinto and how it relates to the Fiesta.” “Design a blueprint of Fiesta San Antonio.”
• Guided Practice (15 minutes)
The teacher will give the students a writing prompt. The writing prompt will be “When you go to Fiesta San Antonio, what will you do? Where will you go during the Fiesta?”
• Practice (independent, partner, group) (15 minutes)
The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the first day of the Fiesta, which is on a Monday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson.
Vocabulary that is introduced:
Blue Print
Map
Prepare
Determine
Display
Represent
Tradition
Closure (5 minutes)
The students will get an “exit ticket” at the end of the lesson. The students will receive a post-it note and write what they learned in bullet-points and what they had trouble understanding/questions about the lesson. They will place their post-it on a large board as they exit for the day.
Monitoring for student learning/understanding. Describe the instructional strategies
The exit ticket will allow for the teacher to look back on how well her students understood the lesson and will check for comprehension over the topic being covered. The teacher will then be able to review/reteach any part the following day as needed.
Your Name: Idabelle Henry & Sarah J Weller
Date and Time of Lesson: October 16, 2018 2:15-3:15 PM
Grade Level: 4th Grade
Number of Students: 18
Assessment: Informal
Standards: Social Studies:
- 113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
|
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio |
|
|
Standards: ELA:
- 110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting
Objectives:
1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio.
- The student will use detail when writing.
Strategies for English Language Learners and Learners with Special Needs
ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson.
SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students.
Materials and Resources
KWL chart
Writing Material
Blueprint Material
Instructional Sequence (instructional strategies and learning tasks)
• The purpose of the lesson for students ( 5 minutes)
The purpose of the lesson is for the students to identify events throughout the Fiesta that honor the heroes of the Alamo and San Jacinto.
• Assessing prior knowledge ( 5 minutes)
The students will fill out a KWL chart about events during Fiesta San Antonio. The students will fill out the ‘K’ and the ‘W’ from the KWL chart and leave the ‘L’ blank until the closure. The students will first write what they know(K) about the events during Fiesta San Antonio. Then the students will write what they want(W) to know about the events during Fiesta San Antonio.
• Teacher modeling (15 minutes)
The teacher will briefly recap what the students learned the previous day and answer any questions from the previous days post-it notes. The teacher will discuss events that take place during the Fiesta and focus on The Battle of Flowers Parade.
The teacher will ask higher order thinking questions, “List the order of events leading up to The Battles of Flowers Parade.” “Describe the setting of Fiesta San Antonio.” “Examine the impact the The Battle of Flowers Parade has on the people of San Antonio.” “Critique the outcome of the Battle of San Jacinto and how it relates to The Battle of Flowers Parade.” “Design a blueprint of Fiesta San Antonio.”
• Guided Practice (15 minutes)
The teacher will ask the students to write a story on The Battle of Flowers Parade use imaginative and detailed writing to come up with a different element in this parade.
• Practice (independent, partner, group) (15 minutes)
The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the second day of the Fiesta, which is on a Tuesday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson.
Vocabulary introduced:
Blue Print
Map
Prepare
Determine
Display
Represent
Tradition
• Closure (5 minutes)
The students will finish filling out the KWL chart from the beginning of the lesson. The students will fill out the ‘L’ from the KWL chart stating what they have learned about the events of Fiesta San Antonio.
Monitoring for student learning/understanding. Describe the instructional strategies
The KWL chart will allow for the teacher to look back on how well her students understood the lesson and will check for comprehension over the topic being covered. The teacher will then be able to review/reteach any part the following day as needed.
Your Name: Idabelle Henry & Sarah J Weller
Date and Time of Lesson: October 17, 2018 2:15-3:15 PM
Grade Level: 4th grade
Number of Students: 18
Assessment: Informal
Standards: Social Studies:
- 113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
|
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio |
|
|
Standards: ELA:
- 110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting
Objectives
1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio.
- The student will use detail when writing.
Strategies for English Language Learners and Learners with Special Needs
ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson.
SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students.
Materials and Resources
Timeline Map
Paper Plate
Paint & paint brushes
Cup with water
Glue
Colored construction paper
Scissors
Social Studies journal
Writing materials
Blueprint Materials
Exit ticket(worksheet)
Instructional Sequence (instructional strategies and learning tasks)
• The purpose of the lesson for students ( 5 minutes)
The purpose of the lesson is for the students to identify events throughout the Fiesta that honor the heroes of the Alamo and San Jacinto.
• Assessing prior knowledge (5 minutes)
The students will fill out a timeline map of events starting from when the Alamo took place, the Battle of San Jacinto, Fiesta San Antonio and the Battle of Flowers Parade.
• Teacher modeling (15 minutes)
The teacher will briefly recap what the students learned the previous days and answer any questions from the previous days. The teacher will discuss events that take place during the Fiesta and focus on The Texas Cavaliers River Parade.
The teacher will ask higher order thinking questions, “List the order of events leading up to The Texas Cavaliers River Parade.” “Describe the setting of Fiesta San Antonio.” “Examine the impact the The Texas Cavaliers River Parade has on the people of San Antonio.” “Critique the outcome of the Battle of San Jacinto and how it relates to The Texas Cavaliers River Parade.” “Design a blueprint of Fiesta San Antonio.”
- Guided Practice (15 minutes)
The teacher will have the students recreate The Texas Cavaliers River Parade using a variety of materials. The students will receive a paper plate and paint the San Antonio River bend. Then the students will create a decorative boat that can be included in the Parade. The students will glue their decorative boat on the paper plate they painted the San Antonio River bend on. They will write in their Journals how they came up with their boat and how it relates to Fiesta San Antonio.
• Practice (independent, partner, group) (15 minutes)
The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the third day of the Fiesta, which is on a Wednesday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson.
Vocabulary introduced:
Blue Print
Map
Prepare
Determine
Display
Represent
Tradition
• Closure (5 minutes)
The students will fill out a exit worksheet about what three facts they have learned, two questions they still have and one opinion they now have. The students will turn in the sheet as an exit ticket for the lesson.
Monitoring for student learning/understanding. Describe the instructional strategies
The timeline map and the exit ticket worksheet will allow for the teacher to look back on how well her students understood the lesson and will check for comprehension over the topic being covered. The teacher will then be able to review/reteach any part the following day as needed.
Your Name: Idabelle Henry & Sarah J Weller
Date and Time of Lesson: October 18, 2018 2:15-3:15 PM
Grade Level: 4th grade
Number of Students: 18
Assessment: Informal
Standards Social Studies
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
|
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio |
|
|
Standards: ELA:
- 110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting
Objectives:
1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio.
- The student will use detail when writing.
Strategies for English Language Learners and Learners with Special Needs
ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson.
SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students.
Materials and Resources
What We Already Know worksheet
Writing Materials
Blueprint Materials
Reflecting on Bright Ideas worksheet (exit ticket)
Instructional Sequence (instructional strategies and learning tasks)
• The purpose of the lesson for students ( 5 minutes)
The purpose of the lesson is for the students to identify events throughout the Fiesta that honor the heroes of the Alamo and San Jacinto.
• Assessing prior knowledge (5 minutes)
The students will fill out the ‘What We Already Know’ worksheet. The students will fill out the worksheet using what they have learned about Fiesta San Antonio, The Battles of Flowers Parade, and The Texas Cavaliers River Parade.
• Teacher modeling (15 minutes)
The teacher will briefly recap what the students learned the previous day and answer any questions from the previous days. The teacher will discuss events that take place during the Fiesta and focus on the traditions and culture during Fiesta San Antonio.
The teacher will ask higher order thinking questions, “List the traditions for Fiesta San Antonio.” “Describe the setting of Fiesta San Antonio.” “Examine the impact the culture of Fiesta San Antonio has on the people of San Antonio.” “Critique the traditions of Fiesta San Antonio and compare it to other events you have been to.” “Design a blueprint of Fiesta San Antonio.”
- Guided Practice (15 minutes)
The teacher will give the students a writing prompt. The writing prompt will be “When you go to Fiesta San Antonio, what traditions do you observe? What culture or cultures do you observe? Include detail throughout your writing.”
Practice (independent, partner, group) (15 minutes)
The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the fourth day of the Fiesta, which is on a Thursday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson.
Vocabulary introduced:
Blue Print
Map
Prepare
Determine
Display
Represent
Tradition
Closure (5 minutes)
The students will fill out the ‘Reflecting on Bright Ideas’ worksheet as their exit ticket. The students will write three things from the lesson that were new to them, one thing that caught their attention and four vocabulary words they are still unsure about.
Monitoring for student learning/understanding. Describe the instructional strategies
The ‘What We Already Know’ and ‘Reflecting on Bright Ideas’ worksheet will allow for the teacher to look back on how well her students understood the lesson and will check for comprehension over the topic being covered. The teacher will then be able to review/reteach any part the following day as needed.
Your Name: Idabelle Henry & Sarah J Weller
Date and Time of Lesson: October 19, 2018 2:15-3:15 PM
Grade Level:4th grade
Number of Students: 18
Assessment: Informal
Standards Social Studies
§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.
|
(19) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio |
|
|
Standards: ELA:
- 110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting
Objectives:
1. The student will identify customs, celebrations, and traditions of Fiesta San Antonio.
- The student will use detail when writing.
Strategies for English Language Learners and Learners with Special Needs
ELL: The teacher will provide translation opportunities for ELL students throughout the lesson. The teacher will provide visual representations and allow opportunities for the students to use their native language throughout the lesson.
SPED: The teacher will provide manipulatives for SPED students to use throughout the lesson. The teacher will modify the instruction methods as needed for these students.
Materials and Resources
Writing Materials
Bell
Blueprint Materials
Instructional Sequence (instructional strategies and learning tasks)
• the purpose of the lesson for students (5 minutes)
The purpose of the lesson for students is to have them identify the history, purpose and origin of Fiesta San Antonio.
• Accessing prior knowledge (5 minutes)
The teacher will give students a writing prompt to assess their knowledge over the past four days of the lesson. The prompt will say, “Describe the history and purpose of Fiesta San Antonio. Provide detail throughout your writing. Include any dates, names and events as needed throughout your writing.”
• Teacher modeling (15 minutes)
The teacher will take this time to recap what the students have learned over the past four days. The teacher will answer any questions the students might have.
• Guided Practice (15 minutes)
The teacher will lead a class discussion and ask the students what they think of Fiesta San Antonio. She will ask the students to first think about their response. Then she will ask the students to walk around the room. When the teacher rings the bell, the students will stop and pair up with the peer closest to them to. Then the students will share their response with their partner. The teacher will have the students do these three times. After the teacher will ask for a few volunteers to share their partners responses. The teach will use Think-Pair-Share (TPS) as a guide for classroom discussion.
• Practice (independent, partner, group) (15 minutes)
The students will start to create a blueprint(map) of the Fiesta San Antonio as groups. There will be 5 groups of students. Each group will work on a different area for a specific day. The students will start on the fifth day of the Fiesta, which is on a Friday. The teacher will provide the students with a rubric on how she will grade their group project at the end of the lesson.
Vocabulary introduced:
Blue Print
Map
Prepare
Determine
Display
Represent
Tradition
Closure (5 minutes)
The students will put all 5 days together that will create a week-long blueprint of the Fiesta San Antonio. The students will turn in the blueprint as a group assignment.
Monitoring for student learning/understanding. Describe the instructional strategies
The TPS (Think-Pair-Share) will allow for the teacher to monitor the student’s comprehension of the lesson. As will the writing prompt the teacher gives the students at the beginning of the lesson.
