UMU Lesson Plan Template

2015-2016
Name: Mitchell Ray & Abby Packard

Date:

Grade Level: 6 , 7 , 8

Class Period:

Subject: Social Studies

Lesson # & Title: Navigators Lesson

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Big Idea/Lesson Focus:

Function of the Lesson (check all that apply):

Introduce New Skill or Content

Practice
Review

Remediation/Re-teaching

Context for Learning: Students of any gender or race. These students could be on an IEP.
Content Standards: Theme: Regions and People of the Eastern Hemisphere
Topic: Early Civilizations: Early civilizations (India, Egypt, China and Mesopotamia) with unique governments,
economic systems, social structures, religions, technologies and agricultural practices and products flourished as a
result of favorable geographic characteristics. The cultural practices and products of these early civilizations can be
used to help understand the Eastern Hemisphere today.
Topic: Human Systems: Modern cultural practices and products show the influence of tradition and diffusion,
including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism)
Topic: Roles and Systems of Government: Governments can be categorized as monarchies, theocracies,
dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments
function. The extent of citizens liberties and responsibilities varies according to limits on governmental authority.
Learning Objectives (aligned to assessment plan): For the students to review general topics that they learned in
sixth grade. This will give them the opportunity to show what they know or refresh their memory.
Academic Language (Academic Language Demands and/or Academic Language Objectives): Buddhism,
Christianity, Hinduism, Islam, monarchies, theocracies, democracies, government, civilization
Assessment Plan (aligned to learning objectives)
Formative Assessment: A short discussion asking the students what they remember from sixth grade social
studies.
Summative Assessment: Have a discussion based on the Jeopardy game. Ask questions on how they felt during
the jeopardy game. Do they feel they remember more now? Was there anything they dont remember learning?
Procedures: Lesson Introduction
The students will be asked to think about sixth grade and some of the highlights they remember from their social
studies classroom. What do they remember learning? What is a fact that sticks out to them?
Procedures: Lesson Body
Presentation/Explicit Instruction (I do: 100% teacher, 0% student): The teacher will give an overview of the
lesson stating that we will start with the pass along story and then go into jeopardy. The game of jeopardy will
consist of some general topics of history from sixth grade. They will receive clues if they need.
Structured Practice/Exploration (We do: 75% teacher, 25% student): The teacher will provide an example
of a question if students are confused on how to play.
Guided Practice/Checking for Understanding (We do: 25% teacher, 75% student): The students will read
an example to the teacher and reiterate the directions.

 Independent Practice/Application (They do: 0% teacher, 100% student): During jeopardy, the students will
discuss the answers of the question with their partner before answering. There is no mandatory form of independent
practice unless the student finds the answer themselves.
Procedures: Lesson Closure: Ask if the students want any clarification on the questions asked during the game.
Reflect on what they knew and didnt know from the game.
Differentiation, Individualized Instruction, and Assessment:
The students will be asked to reflect on the game of jeopardy and ask questions based on the questions asked.
Students will be given the the questions in ways both visually and auditory. The question will be on the board and it
will be read to them. The beginning and end of class will be discussion based.
Instructional Materials and Support: Students will need the following items:
Projector/Smartboard and computer for Jeopardy game
Cultural Responsiveness Commentary: The teacher will reword or reread the questions to those who do not
understand the questions or general English well. The teacher will also give clues to those who may not have as
much background in the information.
Research and Theory Commentary:

Lee Vygotsky: Social Development Theory: social interaction plays a fundamental role in the development
of cognition.
This requires a more active form of learning. This is where the jeopardy comes in as a more active involvement. The
students do most of the work as teachers are just the facilitators.
The following componentsEssential Question, Use of Technology, and Reflection and Instructional
Commentaryare to be scored only as applicable to the plan.
Essential Question (as applicable): What do you remember from sixth grade social studies?
Use of Technology Commentary (as applicable):
Reflection & Instructional Commentary (if lesson was taught):