DOMINICAN UNIVERSITY OF CALIFORNIA, UKIAH CENTER ! PRE-SERVICE LESSON PLAN TEMPLATE!

Name: Nils I. Palsson ! Date: October 26, 2013!

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Lesson Title: Close Reading the Seneca Falls Declaration! Anticipated length of time for this lesson: 50 minutes (one class period)!

PART A: PREPARING TO PLAN THE LESSON---DESCRIBE YOUR STUDENTS!

Age Range of Students: 16-17! Total Number of Students: 25! Number of Male Students: 13! Number of Female Students: 12!

! Percentage of students receiving free or reduced lunch:! 40! ! Areas in which students live (circle all that apply)! ! !
Ethnicity of students! (give numbers)

Suburban + Rural!

Language prociency of students (give numbers)

1 African American or Black! 2 American Indian/Alaskan Native! 2 Asian or pacic Islander! 11 White! 9 Hispanic or Latino! ! _____Other (Specify)!__________________________________ 2 Fluent English Procient! 2 English Learner

Identied special need 1 Specic learning Disability (ADHD)! Speech/Language Impaired! categories 1 Hard of Hearing! !______ Visually Impaired! represented (give ! _____Deaf! !______ Orthopedically Impaired! numbers) ! _____Deaf-Blind! !______ Emotionally Disturbed! ! _____Other Health Impaired! !______ Mental Retardation! ! _____Multiple Disabilities! !______ Autistic! ! _____Brain Injury! !______ Established Medical Disability ! _____Asbergers! ! ! (0-5 years)

ENGLISH LEARNER(S): Who are the English Learners in the class? List each student by level.! .!
Beginning: Intermediate: 1 Advanced: 1 FEP: 2 Early Intermediate: Early Advanced: English Only: 21

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STUDENTS WITH ACADEMIC OR BEHAVIOR IEPS OR 504 PLANS: (Use initials instead of full names.) ! List academic/behavior performance levels. !
Student Performance Level Student has sat through 30-45 minutes of instruction without need for redirection from teacher. Student has di"culty hearing people speaking at inside voice at a distance of greater than ten feet without extra vocal amplication.

Student 1 (ADHD) -- A.D. Student 2 (Hard of Hearing) -- B.S.

! OTHER STUDENTS: Which students will require additional support with this lesson and why?! ! N/A! ! !
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Grade Level(s): 11! Content Area: US History!

PART B: PLANNING THE LESSON!

Subject Matter: Womens Rights and US Founding Ideals!

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ACADEMIC CONTENT STANDARD(S): What state-adopted academic content standard(s) or state-adopted framework does this lesson address?! History-Social Science Content Standards for California Public Schools, Grade Eleven!

11.1. - Students analyze the signicant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence!
CALIFORNIA COMMON CORE STANDARDS: Which common core standard(s) does this lesson address?! Reading Standards for Informational Text 6-12, English Language Arts #5! Grade 11-12 students analyze and evaluate the e"ectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing and engaging ((p. 53)! Reading Standards for Informational Text 6-12, English Language Arts #9 ! Grade 11-12 students analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary signicance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincolns Second Inaugural Address) for their themes, purposes, and rhetorical features. (p.54)! Writing Standards for Literacy in History and Social Studies #4 ! Students Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience. (p. 88)! UNIT of STUDY: What is the UNIT of STUDY that addresses the standards above?! US History from the American Revolution to the Civil War! Womens Rights and the Seneca Falls Declaration!
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At what point in the sequence of the unit is this lesson? Check one:! ! X ! at the beginning of the unit of study! between the beginning and the end of the unit of study! at the end of the unit of study!

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LEARNING OBJECTIVES: What specically do you expect students know and be able to do at the end of this lesson? (The students should understand what they need to know and be able to do and why it is important to them at the beginning of each lesson.)! After direct instruction, guided reading and independent practice, students will analyze, discuss, and write a reective paragraph about the Seneca Falls Declaration and its resemblance to Americas Declaration of Independence.! How will you know? What evidence will show the extent to which the students have met the objective? ! Outcome indicators: Each student will turn in a paragraph-long reection on the passages analyzed in class and their signicance in relation to our studies of history. The paragraph will be drafted in class and completed for homework, Additionally, students will complete a brief Cloze activity in class and will be observed during brief air-share and classwide discussion to monitor progress.! LANGUAGE OBJECTIVES by LEP Level: ! EL2 will write ve full, grammatically correct sentences in English.! EL4 will participate in all class activities with advanced English prociency and will achieve all classwide learning objectives.!

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What specic language and vocabulary will students be expected to use when showing mastery of this content?! Tier 2 Vocabulary (Non-content Dependent Academic Vocabulary and multiple meaning words).! Tier 3 Vocabulary (Content-dependent academic vocabulary).! describe, analyze, assess, lucid, controversy, signicance, relate, connect, meaningful, expand, elucidate! consent of the governed, despotism, tyranny, usurpation, equality, rule of law, constitution, su"rage, inalienable, subordinate, patriarchy, Womens Liberation!
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What evidence will show that students have multiple opportunities to practice the language objective?! Students will write, dene and use in a sentence each vocabulary word, in designated location in their notebooks. Students will complete Cloze activity before exiting class. Students will also be monitored during pair-share activity and whole-class discussion to check for comprehension.!

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How will you di#erentiate for various language levels?! Vocabulary will be front-loaded at beginning of lesson. Ad the lesson progresses, Tier 2 and Tier 3 will be spoken slowly and with synonyms the rst few times, with special attention given to English Learners. Teacher will check for comprehension throughout the lesson, monitoring progress with questions and nonverbal cues.! How will the evidence demonstrate the extent to which the students have met the objective?! Vocabulary notebook entries (checked weekly) and Cloze activity (turned in at the end of class) will indicate student mastery of language objectives.! STUDENTS WITH IEPs! Identify the appropriate academic and/or behavior IEP goals that you will address in this lesson for each student.! BS -- Student will accomplish everything expected of all other students, academically and behaviorally. BS will be seated close enough to instructor to hear necessary information.! AD -- Student will successfully complete entire class period without distracting fellow students and without needing personal redirect from teacher. !

What evidence will show that these IEP goals are integrated into your lesson?! BS will be seated close to instructor and given visual aids. See lesson-plan chart below for further details about the integration of this students IEP.! AD will also be seated close to instructor, and will be given appropriate nonverbal cues from instructor. We already have an understanding: AD does not want to be a distraction, but sometimes begins to dget involuntarily. Increased teacher
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proximity usually eliminates this, as do frequent changes in classroom activity. Our classroom activities (direct instruction/class conversation/pair-and-share) is conducive to BS remaining calm and dget-free.!

Describe the accommodations and/or modications necessary for each student to actively participate in, and achieve the desired objective for this lesson.! BS will be seated close to instructor and given visual aids as well as a modied copy of class outline. BS will be spoken to directly. BS has voluntarily shared with the class that she needs to be spoken toward with extra volume. The class is sensitive to this. She is a committed student and her IEP requires that she be held to the same academic and behavioral standards as the rest of the class. ! AD will be seated close to instructor, with special attention paid to his movements as cues for early intervention. Teacher proximity typically eliminates any problems. Also, class activities will be switched up frequently to maintain a pace that never lulls enough for the dgeting to get out of hand.!

How will each student be supported during this lesson? ! BS will be seated close to instructor and given visual aids as well as a modied copy of class outline. I will also check in with her personally to ensure she is hearing everything. ! AD will be seated close to instructor, with special attention paid to his movements as cues for early intervention. Teacher proximity typically eliminates any problems. Also, class activities will be switched up frequently to maintain a pace that never lulls enough for the dgeting to get out of hand.!

How will the evidence demonstrate the extent to which each student has met the objective?! As per her IEP, BS will accomplish all academic and behavioral standards set forth for the class. Content learning objectives will be met fully. She will be given adequate visual aids and seated close to instructor.! Students near AD will be seen meeting all learning objectives without being distracted by AD. This will demonstrate that AD has not distracted any students.!

MATERIALS/TECHNOLOGY/RESOURCES! What materials (supplies, equipment, teaching aids) need to be prepared and available? ! Sponge Activity for beginning of class (attached)!
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 ELMO device or Smart Board to project Sponge Activity onto the board! Copy of Declaration of Sentiments for each student (2 pages)! Cloze Activity handout for each student (1 page)! Blank paper and pencils for students!

How will you integrate technology? How does this lesson support the districts technology goals? ! This lesson involves the use of Smart Board (or ELMO/Projector) to enlarge our Sponge Activity, an excerpt from the Declaration of Independence with two brief questions. Additionally, this projector will enlarge our Lesson Objectives and our Lesson Vocabulary. Additionally, when we go over vocabulary, there is a web monitor who will engage in authorized use of tablet or smart phone to search for etymology of vocabulary words. This supports the districts goals of fostering appropriate and use of technology and empowering informed student research on the web.!

Describe your timeline for implementation and use of materials, technology, and resources.! Bell Work - ELMO Projector will be used to enlarge Sponge Activity ! Lesson Intro and Overview - Learning Objectives & Language Objectives will be projected for the class! Vocabulary - Vocabulary words will be projected for the class on board; Also, during vocabulary lesson, student in rotating web monitor position will look up the etymology of words and report back to class when asked.!

CLASSROOM SUPPORT PERSONNEL! How will paraprofessionals, volunteers, or other teachers support students during this lesson? ! One paraprofessional comes into my classroom for half of a class period on most days. She will sit close to AD and help heel him on task.!

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PART C: TEACHING THE LESSON!

Think about the sequence of this lesson. Describe your plans for instruction in the order in which they will be implemented. Under Instructional Strategies, explain what you will do to present the content to the students. What will you do/say? Under Student Activities, explain what the students will do during each step of instruction. !

Instructional Strategies !

Student Activities When we review and come together as a group, students will listen carefully and respond with raised hands and engaged listening and relating from personal understanding.!

LEP/PLD Level EL2 - Instructor will provide denition of key terms, with special attention to Tier 2 and Tier 3 Vocabulary!

(answer in box below) Hook:! This lesson begins with a daily Sponge Activity on the board (see attached), in which students are asked to read the opening sentences of the US Declaration of Independence, identify the source of the material, and identify the writings purpose.!

Students w/IEPs and/or others BS - Student will be seated close to the instructor. Visual aids provided... as per her IEP!

EL4 - The CELT language score for this student is such that student may participate fully.

AD - will be seated in close proximity to instructor to minimize dgeting distraction to other students, as consistent with his IEP

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Relating to Previous Lessons:!

Class discussion (brief, <5min) will recall womens rights in the early days of our republic. Students will be asked to relate from their place as young women, and also as the lovers, bond and brothers of women. How do we feel about this topic? What are our biases and beliefs?!

Students will share in group discussion recapping the what weve learned about the rights of women in early America and the basis for the movement were looking at.

EL students will be directly involved in class conversation to access prior learning.At this point, class tone is still conversational and all concepts will be in the realm of understanding for English learners.

BS - Instructor will check in to ensure student is able to hear all instruction clearly, and will remain seated in optimal listening position.!

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AD - Instructor will pay special attention to ADs dgeting, and adjust personal proximity to student as necessary to minimize the need for redirection.

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Presentation of Learning Objectives:! The Learning Objectives will be projected onto the ELMO or Smart Board, and will also be stated explicitly to students in familiar terms.!

Students will listen to presentation of learning objectives and conrm their understanding.!

Learning Objective:! After direct instruction, guided reading and independent practice, students will analyze, discuss, and write a reective paragraph about the Seneca Falls Declaration, its resemblance to Americas Declaration of Independence, and its historical signicance.!

Tier 2 and 3 words (analyze, understand, connect, impactful, controversial, intimate) and 3 words will be dened along the way. Instructor will dene and redene terms as appropriate, checking for comprehension in all students, especially ELs.!

All students will have a handout corresponding with this.! BS will have no problem understanding this, given proximity and handout.! AD will be monitored for dgeting, but should not be a problem so early on in lesson.

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***************************** *! Individual EL Student Language Objectives:! EL2 will write ten full, grammatically correct sentences in English.! EL4 will participate in all class activities with advanced English prociency and will achieve all classwide learning objectives.!
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Language objectives:! The Common Core Literacy Standards addressed in this lesson (Reading Standards for Informational Text 6-12, English Language Arts #5 and #9, and Writing Standards for Literacy in History and Social Studies #4) will be addressed through close reading of texts with discussion and reective writing.!
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Lesson Sequence and Progress Monitoring! Intro - 15 min (15)! Sponge Activity - 3 (3)" Declaration of Independence / read selection + quick response! Review previous lessons, connect to prior learning - 2m (5)! Preview today + establish purpose - 2min (7)! Pre-teach vocabulary - 8min (15)! Direct Instruction - 5 min (20)! Present new information about womens rights up to Seneca Falls - 5min (20)! Primary Reading Activity - 20 min (40)! Model higher-order reading: Brief explanation of Close Reading (Re-reading with note-taking)" -Read rst paragraph of Seneca Falls Declaration aloud," -Take notes on the ELMO, modeling Close Reading. ! Guided Practice (and formative assessment) - 5min (30)" -Read second paragraph (the long one) quietly (3) and pairshare (2)" -Progress monitored informally as teacher circulates the room, rst to observe reading, then to observe pair-sharing.! Independent practice (and assessment) - 10 min (40)" -Students go on to read independently (10) and write (5)" -Continued progress-monitoring assessment by mobile teacher
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-Independent practice might be paused for brief pair-share if need arises. Teacher will be circulating the class during this time to monitor progress." -Writing Prompt: Reect and respond in one paragraph (4-5 sentences): What is the 1848 Seneca Falls Declaration? What was its purpose? In what ways does this document resemble the Declaration of Independence? ! " Why might its authors have written it this way? Do you think it was effective? ! Closure - 5 min (50)! Whole-class debrief - 5min (50)" -Review of main ndings, preparation for homework (nal draft of paragraph)" -Cloze activity completed during debrief.!

For both EL students, teacher will pay special attention to challenging vocabulary and language learning goals. ! EL2 - Teacher will also, wherever possible, provide translation into spanish along the way, as well simplied English denition of key terms. Individual check-ins for comprehension will also ensure that language goals are met. On written portions of lesson (Homework Night 1 and 4), ten simple complete sentences will be accepted in lieu of full page of complete paragraphs. !

BS - Student will be seated close to the instructor and partnered up with student who communicates very clearly. Visual aids will provided for all students, and emphasized for BS.! AD - Student will be seated in close proximity to instructor to minimize dgeting distraction to other students, as consistent with his IEP. Additionally, transitions from one activity to another, including pairsharing and group discussion, will keep this student stimulated and in movement enough not to need to act out pent up energy.

EL4 - Student will be expected to complete all objectives that other students are expected to complete, as per his language goals of functioning at advanced level. Teacher will check in with student for comprehension.

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Learning Modalities!

Students will complete Sponge, listen to and Close Reading is a lost art participate in review/ that is necessary on preview/vocab/lecture, and standardized tests and in life, will then practice close as is reective writing. We reading, with opportunities will work on both of these by to share in pairs and as a closely analyzing a text, group. Students will draft taking notes, discussing our and later complete a full understanding, and writing paragraph about the reectively.! signicance of the material. Pair-Sharing will be an important social component to our lesson.! Visual - Using projector to visually present learning material. Also handing out copies of text for close reading.! Auditory - Conversation, brief lecture, and the speaking out loud of vocabulary words.! Tactile/Kinesthetic - We will use our hands for close reading. !

EL2 - Student will be given extra visuals and translation or paraphrase of challenging vocabulary.!

BS - Student will be given extra visual emphasis, and, as with other students, will participate in kinesthetic and auditory exercises as well.!

EL4 - Student will participate fully and meet all classwide AD - Student will be invited learning objectives. to explore kinesthetic expression in appropriate container. Class activities will be varied enough to avoid excess dgeting from pentup energy.!

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Based on Blooms taxonomy, what questions will you ask to check for understanding? (Be sure to di#erentiate questions for appropriate developmental and academic levels).!

Analysis!

And now lets contrast these two models. Somebody give a couple of examples of how the women of Seneca Falls EL4 - CELT scored reect di"ered from from the early that this student will be colonists.! capable of responding to Knowledge! How were they similar?! questions at the higher Who can recall something levels of Analysis, Synthesis Examine the underlying from our previous discussion and Evaluation. ! cause of the Convention.! of womens rights? ! Synthesis! Who remembers the name of Arrange these events in the womens convention in chronological order.! 1848? !

EL2 - Emphasis will be placed on comprehension and knowledge questions.!

BS - BS will be able to her and see everything given appropriate proximity. When other students respond too softly, I will encourage them to amplify, or I will repeat emphatically.! AD - When dgeting commences, AD will be asked a historical question at the appropriate level.!

Alright Im going to give a location, and you tell me what happened there...! What were names of the people who organized the Convention?! Comprehension! Now who can explain the propose of this document?!

Okay, now I want you to REarrange them in the order in which youd teach them. ! What if you could only teach a person three of them?! Explain the concept of equal rights. ! Evaluation!

Okay, lets do a little mock debate. Who wants to defend Estimate the female population in the US in 1848.! patriarchal rule? Who will pretend to be the Seneca Application! Falls signatories? Who wants Write about an example of to play the role of impartial womens rights.! judge?! Predict where this movement Should women be drafted to will go after 1848.! ght when men are? Why or why not?!
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What evidence will show that this lesson was connected to your students life experiences, interests, and previous lessons? ! In opening discussion, teacher will invite student opinion around womens rights and equal rights. The class is half female, and we will connect to a general understanding of the status of womens rights in America today and at the time of the founding of our country. Students will be invited to share their input (as young women, and also as daughters and sons) about the rights of women.!

Students will raise hands and participate in conversation to open class to Womens Rights. Students will o"er personal and family perspectives.

EL2 - Student will complete the same assignment as the rest of the class, with some additional one-on-one input from instructor to ensure that the assignment is understood. Students EL resource teacher will also be briefed on assignment and will spend one EL class period with student helping him to express in English the things he already understands in his native language, about how his life relates to that of the historical gure under review.!

BS - The portion of the lesson relating to student life experience will be possible for this student to complete without special accommodation. Again, when other students respond too softly, I will encourage them to amplify, or I will repeat emphatically.!

AD - Similarly, this student should have no specic di#culty with this portion of the lesson. If dgeting is an issue during presentation, student will be coached appropriately. Proximity will be increased as necessary EL4 - Students CELT score during other students indicates that he is able to presentation, to avoid the participate fully in this event. need for redirect.

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What evidence will you collect during the lesson and/or at the end of the lesson that will show the extent to which students have met your lesson objectives? ! 1) Students will complete Cloze activity as exit pass out of class to show basic lesson mastery.! 2) In class, students will draft a reective paragraph, which they will complete for homework.! 3) Informal assessment during lesson Closure: What will you do or say to summarize and conclude the lesson?! Lets come back together now as a group and discuss what you wrote in your paragraph drafts. How do you see the Declaration of Sentiments mirroring the Declaration of Independence? What textual examples did you nd?! Students will also complete Cloze activity (on vocab and content) as exit pass out of class.
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Students will complete Cloze worksheet in last ve minutes of class. Students will participate in pair-shares and whole-class discussion during which assessment will take place. Students will complete a nal draft of their reective paragraphs for homework.

EL2 - EL2 will be expected to turn in ve complete sentences (in lieu of a full paragraph) about his understanding of the material. All other classwide objectives are consistent with this students needs based on language scores. Verbal expression will be encouraged and coached and reiterated where appropriate by teacher.!

BS will meet all academic objectives, as per IEP.!

AD will meet all academic objectives, as per IEP.

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Students will hear one another, raise hands, discuss, relate, synthesize, review, summarize, predict, explain, and evaluate aspects of this unit of history. ! Students will complete Cloze activity on vocab and content, and turn in as exit pass.

EL4 - Student will meet all classwide objectives.!

EL students will be included in summative conversation, and casually asked a question with newly learned terms.

BS will have an opportunity to demonstrate that she has met learning objectives. Students seated near AD will also demonstrate that they have not been distracted.

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What will you do or say to transition to the next lesson or activity?!

Students will listen to instructor, raise hands to respond and summarize learning that has taken Today weve discussed this place, and discuss what they rst wave of feminism in know (and what they think America and the rights of they know) about our next women prior to the Civil War. unit of study. Tomorrow, we will begin our unit on that turning point in American history. Who can tell me the number of casualties in the American Civil War? (600,000) Alright, how many students in this school? How many of our high schools would it take to make 600,000? Have a safe weekend, stay out of cars and come back alive!

EL2 - As with prior sections of the lesson, the transition to the next lesson will include pauses for clarication, where appropriate, around Tier 2 and 3 vocabulary will be reviewed and comprehension checked.!

BS will be seated close enough to instructor to hear the transition.! AD will be seated close enough to instructor to minimize dget impulse. Cloze activity will provide an object of focus for student.

EL4 - Student will achieve all classwide objectives, and consistent with language objectives will need no special accommodation for this portion of the lesson.

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PART D: REFLECTION! If you have taught this lesson:!

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What were the actual outcomes? (provide specic evidence)! N/A! To what extent did students meet learning objectives(s)? ! N/A! Does this lesson plan need to be modied for future use? If so, how?! N/A!

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If you have not taught the lesson:!

What di#culties do you anticipate that students may have with the lesson content? Why do you think these will be areas of di#culty?!

The silent, independent aspect of close reading might be a challenge for todays students, who are not accustomed to sitting and silently reading text, especially test written over 150 years ago. I have designed the lesson to help ease them into the task, beginning with a familiar text in the sponge activity, moving through direct instruction and guided practice, and into independent practice. I anticipate that, during this independent practice portion of the lesson, I will need to actively circulate to ensure that everyone is on track.!

What other potential trouble spots are you anticipating?!

This is a very rich lesson to cram into a 50-minute period; I can see there potentially being an issue with getting through the whole lesson; teaching will have to be tight. From sponge to vocabulary to direct instruction to guided and independent practice, plus having opportunities to share out in pairs and in group, plus having time to draft a paragraph and complete the Cloze, timing will be an important factor to consider. Its better to have too much planned than not enough.!

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PART E: APPLICATION! If you have taught this lesson:! What will you need to re-teach from this lesson?! N/A! How will you apply what you learned from teaching this lesson when you plan instruction for this class in the future? ! N/A! What have you learned about the needs of all students by teaching this lesson? ! N/A! How can you apply this knowledge to other lessons?! N/A!

If you have not taught this lesson:!

How might the structure of this lesson inform the development of future lessons?!

Future lessons will build on our understanding of these inter-related aspects of the ongoing movement, and we will continually return to some of the core themes and issues highlighted here. The structure of this lesson, being that it involves close reading or primary sources, will improve our collective ability to transact with text. This will make future lessons in textual analysis even easier for us. Also, we will continue doing pair work with di"erent partners until weve worked with everyone in the class, thus strengthening our learning community.!

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