Effective Teaching Lesson Plan

(The Dorothy M. Bush College of Education has adopted this format for lesson planning because
it provides a format for planning engaging, rigorous, relevant lessons for students. While some
of the plan must be done sequentially, much of the sequence is determined by the purpose of the
lesson.)
Date __10/29/14_______________ Lesson Topic/Grade Level ____6___
Lesson 1: The Shang and Qin Dynasties
Goal/Objective:
113.8b.15A The student will be able to define culture and the common traits that unify a culture
region.
113.18b.15B The student will be able to identify and describe common traits that define cultures.
7 Reading/fluency. The student will be able to read with fluency and understanding in texts at
appropriate difficulty levels
Value or Importance: China is one of the leading countries in the world today and also has the
largest population. It is important for students to be familiar with Chinese history and culture.
Motivational Strategy: Students will get to work in groups to create a replica of the Great Wall
of China.
Anticipatory Set: Show the PhotoPeach slide show presentation so that the students can see
pictures of the Great Wall. Tell them a little bit about traveling to China in a way that sounds
interesting and makes them curious about learning more.
Prior Knowledge: Students need to be familiar with the location of China. They also need to
be comfortable reading on their own and taking notes.
Materials Needed:

The Kingfisher History Encyclopedia pgs. 18-19, 58-59

PowerPoint
The Great Wall of China
Ancient China Treasure Box, Great Wall model
Instructions for building the Great Wall model

Technology:

PowerPoint
http://photopeach.com/home

Direct Teach:
PowerPoint over the Shang and Qin Dynasties
Read The Great Wall of China by Leonard Everett Fisher
Modeling:
The teacher will demonstrate how to make the Great Wall tower cut-out for the students.
Guided Practice:
Students will take turns reading The Great Wall of China out loud. The teacher will assist if
needed and help students when they mispronounce words. The teacher needs to know the correct
Chinese pronunciation for the names of the people in the book. The teacher can look up these
names on Google Translate if necessary.
Independent Practice:
Students will work in groups to assemble the models of the towers on the Great Wall. They will
be given a copy of the instructions and asked to work in groups to figure it out. Students will
then present their model to the class and explain how the Great Wall was created.
Check for Understanding:
Students will present their model of the Great Wall to the class while including key facts about
how it was really built. They need to include the name of the Emperor, his purpose for building
it, the time frame of when it was being built, and the working conditions of the peasants who
built it. Students will be graded for completion, team work, and understanding.
Modification for ELL Students:
They will be pared with a buddy the entire time to help them as needed, especially if they are
chosen to read out loud. The teacher will explain the directions for making the model of the
Great Wall tower to them in simple words, using a translator if necessary.
Closure:
The students will present their tower models to the class and will be restating the main points of
the Great Wall lesson. This will remind students several times of the key facts.
Reflections:

What went well?

Did the students understand quickly?

What could I do better?

Did the students enjoy the lesson?

What did not work?

What can I do to improve this lesson?

Standards:
DBU
Competency #4: Content Knowledge. The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make
these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
TEKS

113.8b.15A The student will be able to define culture and the common traits that unify a culture
region.
113.18b.15B The student will be able to identify and describe common traits that define cultures.
7 Reading/fluency. The student will be able to read with fluency and understanding in texts at
appropriate difficulty levels