GENERALIZATION LESSON PLAN AND RUBRIC – 100 Points

Revised by Dr. R. Timmons

California Baptist University School of Education

Mission Gold!
Generalization Lesson Plan
Lesson Plan #3

1. MATERIALS (5 points)

• Materials:
- Whiteboard w/ markers
- Powerpoint
- Notecards
- Colorful Markers
- Social Studies Journals
• Text:
- California’s Spanish Missions - Social Studies Book for Kids (Greathouse, Lisa. 2017)
- The Gold Rush - Social Studies Book for Kids (Davies, Monika. 2017)
• Vocabulary:
-Mission: A religious building created to establish and settle new land in California
• Video:
- California Gold Rush: https://www.youtube.com/watch?v=iydRkC0gMZI

2. OBJECTIVE (10 points)

After the lesson on using data to support generalizations, students in grade 4 will apply this knowledge and
develop generalizations concerning the topic of Spanish Missions with accuracy.

Social Studies Standard 4.2 Element 2:

Students describe the social, political, cultural, and economic life and interactions among people of California from the
pre-Columbian societies to the Spanish mission and Mexican rancho periods.

4. Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.

• CCSS ELA Standard

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in
focus and the information provided.

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly

• CCSS ELD Standard

Collaborative:
SL.4.1 Exchanging information and ideas with others through oral collaborative discussions on a range of social and
academic topics
3. ASSESSMENT (10 points)

Students will be assessed on their ability to link concrete evidence with the generalization made. Each student
will be assessed using a rubric. Students with proficient abilities will be able to link 5 pieces of concrete
evidence with the generalization. Although we will be using a rubric, we will assess the students informally as it
will be used to bridge/scaffold the students to deeper understanding of concepts in the lesson. The assessments
will be saved in a portfolio that will track the capabilities/milestones of each student.

PROFICIENT (5 POINTS) BASIC (3 POINTS) BELOW BASIC (2 POINTS)

Student can link 5 pieces of concrete Student can link 3-4 pieces of Student can link 1-2 pieces of
evidence with the generalization they concrete evidence with the concrete evidence with the
develop. generalization they develop. generalization they develop.

Student is able to compare and Student is able to compare and Student is able to compare and
contrast 5 facts from Spanish Missions contrast 3-4 facts from Spanish contrast 3-4 facts from Spanish
and their chosen example. Missions and their chosen example. Missions and their chosen example.

Students wrote grammatically correct Students wrote grammatically correct Student sentences contained many
sentences with little to no errors. sentences with minimal errors grammatical errors.

Student is able to describe the Student is able to describe the Student is able to describe the
generalization in their own words. generalization in their own words. generalization in their own words.

4. PURPOSE (5 points)

We are teaching this lesson on generalizations so that students can draw accurate conclusions from
the concrete evidence we have studied. In this lesson, students will learn how religion affects people
groups regardless of culture and background. Students will learn that those who have strong belief
systems, religious or personally attained, will be motivated to action more than those who are
indifferent. Students will learn that they need to believe in something to draw their own personal
motivation.

5. ANTICIPATORY SET/Motivation for Learning (5 points)

Teacher: “Today we will be continuing our lesson on comparing and contrasting. Can someone tell the class
what it means when we are comparing and contrasting things?”

Student: “Compare and contrast means that we show what things have in common and things that are
different.”

Teacher: “Correct! As *Student Name* said, we compare and contrast to see what ideas are the same and which
ones are different. After we compare and contrast, we’re going to draw a conclusion. Today we’re going to
compare Spanish Missions to the Gold Rush, but first, let’s write down some of the facts that we know about
Spanish Missions. After we write down some of the facts we know, we’re going to put them on our Table. Why do
we use tables?”

Student: “To organize our thoughts to compare and contrast.”

Teacher: “Well done, *Student Name*. Can I see some happy fingers in the air for *Student Name?* Great!
Let’s start writing down facts about Spanish Missions. Please raise your hand if you would like to share! You
can use your Social Studies Journals to help you remember some of the facts.”

Student 1: “Missions were used to convert Native Americans to Catholicism.”

Teacher: “Yes, that’s right. Missions were built to provide a place for Spanish people to worship as well as the
Native Americans in the area. Remember, sometimes Native Americans did not want to worship there, but
because Missions were there, it was hard for them to get away.”

Student 2: “There were 21 Missions”

Teacher: “Yes! Can anyone remember where the first Mission was built? Yes! Okay, what are some more facts
we remember.”

Student 3: “Missions came from Spain.”

Teacher: “Yes, Missions were founded by the Spanish people when they first came to California. Keep your
finger on your Social Studies Journals while we think about another people group that we looked at recently.
Now, let’s think about some facts about *this people group.* We’ll do the same thing as we did with Spanish
Missions. Let’s write down a few facts that we know about *this people group*”

6. LESSON BODY (25 points)

Justify for your choice of strategies. Link to students in your class. Include their interests and abilities.

We’re going to talk about relevant pop culture that contains generalizations from the past in order to
help the students draw accurate conclusions about the world and the people in it.

Note: The inducing-a-generalization technique helps pupils arrive at an explanatory

generalization by applying their own logical thinking skills. The teacher begins by selecting a
well-validated generalization and finding specific examples that support its truth. The learners
are presented only with this evidence. They are challenged to develop an explanatory
generalization that is consistent with the evidence. These steps are typically followed:

Step 1. Pupils look at evidence the teacher has made available such as
lists, data charts, artifacts, videos and science demonstration
activities.
Note cards with concrete evidence about Spanish Missions and The Gold Rush will be
placed on the whiteboard. On the whiteboard will be a drawn table with one column labeled
Spanish Missions, and the other, the Gold Rush. Students will place relevant facts under each
column and place the similar note cards next to each other under the table.

What are some of the things we know about Spanish Missions:

• Missions helped settle and protect Spanish Land
• Spanish Missions were created to convert American Indians to Catholicism
• The road to build the Missions was very dangerous.
• Missions were built to grow in power and influence
• Missions helped define the state of California
 What are some things we know about The Gold Rush:
• 100,000 Native Americans living in California were pushed off their land
• Many mining towns were built during The Gold Rush
• In only 10 years, the city of San Francisco had been established
• San Francisco’s population grew from 1,000 to 56,000
• The Gold Rush was the largest mass migration in the United States
• Forty-niners came to California for gold
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.

Teacher: Now that we collected some information on both people groups, let’s see how these two
groups are similar. Please raise your hand if you have something to share!

Students: “They both moved to new lands.”

“They both took over the land.”
“They moved because they wanted something from that land.”
“They were both in California.”
“They happened in San Francisco.”

Teacher: “Now let’s talk about how these two people groups are different. What are some things that
are not similar?”

Students: “They were different cultures.”

“One wanted gold, but the other wanted land.”
“Missions tried to convert Native Americans.”
“One focused on religion while the other focused on gold.”

Step 3. Finally, ask students to develop generalizations based on the information discussed.
Encourage them to analyze the data, then use their analysis to form an educated guess or
hypothesis. Model as needed.

• Class, how do you think we could explain the relationship between Spanish Missions
and the Westward Expansion? How can we show that Spanish Missions and the Gold
Rush were similar?

• Is there anything similar to what you see today? We don’t take over any more land, but
maybe we can think about why people took over land.

Write the student’s generalizations on the board or on an overhead transparency as they

think of them. Accept all that are suggested. In your lesson plan, be sure to script
possible responses from your students.
Add the list here.
Bullet responses:
• When you believe in something strongly, it will drive you to action.
• If you really want something, you will do something to earn it.
 • People work hard for things they want

Have students consider each of the proposed generalizations. Is each generalization

supported by the data? Script this discussion.

• Teacher: “When you believe in something strongly, it will make you take action. If you agree
with this, let me see a thumbs up! If you don’t agree, thumbs down. *Call on one student with
a thumb up and one with a thumb down.”
- Student with Thumb Up: “I think that it’s true because if I didn’t believe in it, I wouldn’t do
anything. I wouldn’t care.”
- Student with Thumb Down: “I don’t know if I agree because sometimes I don’t know
what to do when I believe in something.” (Have discussion on how you can figure out
what to do.)
• Teacher: “Let’s talk about another generalization that we came up with. If you really want
something, you will do something to earn it. Thumbs up if you agree, and thumbs down if you
disagree.”
- Student with Thumb Up: “Yes! If I really want money, my parents make me work for it.”
- Student with Thumb Down: “I just find something else that I can have.”
• Teacher: “What about people work hard for things they want? That sounds a little opposite of
what some of you said about the last generalization. Thumbs up? Or Thumbs down?
- Student with Thumb Up: “I think we need to work hard. ”
- Student with Thumb Down: “I sometimes decide that I don’t want that thing too much.”

7. CLOSURE (5 points)

Ask the students to state here, in their own words, what they learned about the use of data to form
generalizations. It is here that you pull them back together as a class for a moment.

• Teacher: What did you learn from the data today concerning Spanish Missions?
• We learned that people act on what they believe
• We learned that gold/power/influence can make people take action

8. INDEPENDENT PRACTICE (5 points)

Provide a rationale.
In order to move surface learning to deep learning, students will apply the strategies used in the lesson
to their own personal experiences. Students will use a T-Chart Graphic Organizer (Vogt, Echevarria p.
86) to create their own examples of the generalizations discussed during class. Students will choose
one generalization discussed during class and find their own example that shares similar ideas as the
generalization. Because we will be modeling the T-Chart during class, students should be able to
replicate the chart in their social studies journals. Modeling will aid the scaffolding process as students
move known information into finding their own examples.

• Students will have a choice of three options:

1) Find a family member who has experienced the generalization
2) Think of a pop culture reference that applies to the generalization
3) Use a people group discussed during social studies
• Students will be able to reference generalizations to copy down in their social studies journals. After
copying the generalizations in their journals, I will give them a piece of paper with their home
assignment. On the paper will be a chart containing the rubric as listed in the above sections.

• Students will complete the chart describing the facts of each people group they chose. Once they
have completed the table, they will develop their own generalizations.

9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the class? Provide specific strategies that might be
used for each type of learner.

Provide feedback for each of the 3 focus students on the work sample. Feedback must be written and
provided in person within 24 hours of the lesson. (See edTPA for directions on feedback)

ELL Learner – W/Few Give student learners a framework to complete their assignment. In order to slowly
Words scaffold ELL Learners, they will be given a framework for their Independent Practice.
During a small group session, we will read an instructional text where they will be able to
engage with the text by answering teacher-led examples and by filling out the framework
provided for them.
Student with low A student with low reading ability will be given an opportunity to engage in the lesson by drawing
reading ability a fact from the fact can to be read aloud. Students will also be given the opportunity to work with a
partner to develop the facts about Spanish Missions to be placed on the board. After discussion,
pairs will be asked to contribute their findings to the class.
Since we will be modeling the T-chart assigned to the students for Independent Practice, students
will have a clear example in order to complete their assignment.
Student with Building a generalization from the facts provided should prove to be a challenge for students with
advanced literacy advanced literacy skills. They will be further challenged to come up with an example of their own.
skills/other If they are able to do this easily, I will encourage them to think of a modern example of the
generalization we are studying.

Strategies to extend the lesson- Fill in chart below:

Wright Text Description of strategy
1. Advanced Story Before reading through the text we
Map Worksheet (p. will introduce some of the people in
24) the instructional text. As we read
through the text, we will define
each character and their motivation.
How strategy is helpful
By discussing the text prior to
reading through it, students
will be able to better organize
their thinking as they read
through the text as a group.
Rationale for selecting &
links to student/standards
Identifying key characters and
events in the instructional text
will enable the students to
compare and contrast the two
concepts discussed during
class. An Advanced Story Map
will enhance their abilities to
compare and contrast the two
different texts.
2. Mental Imagery (p. Students will be instructed to create
36) a mental illustration in their head as
they closely observe the
instructional text given. As students
identify key facts in the illustration
and text, they will document their
findings in their Social Studies
Journals.
50 Literacy Strategies
1. Guided Reading (p. In a small group, students will read
48) an instructional book with the
teacher.
2. Interactive Read- As a class, we will read-aloud an
Aloud (p.53) instructional text guided with
engaging questions for
comprehension.
99 Ideas and Activities
for Teaching English
Learners with the
SIOP Model
1. Student Journals Students reflect on previous
(p. 34) learning and build on that
knowledge while writing about the
topic.
2. T-Chart Graphic T-charts help students classify
Organizer (p.86-87) information that was brainstormed.
Technology In order to further their research,
Resources students will use their chrome
books to find more information on
the examples they may want to use
in their Social Studies journals.
When students are able to
create their own illustrations,
they will be able to develop a
meaningful connection with
the text.
I will use this strategy for EL
Learners who need to grow in
their literacy. While the other
students are working on their
independent practice, the EL
students will read an
instructional book that will
help them identify more facts
about another people group for
their assignment
Research state that students are
better listeners when they’re
involved during the reading,
not afterward.
For their Social Studies
Independent Practice, they will
need to refer back to previous
lessons they have learned. By
using Student Journals, they
will be able to remember their
previous reflections.
We will use the T-chart to list
the facts that students have
discussed with their elbow
partners.
Students using their
chromebooks will give more
resources rather than students
trying to figure it out on their
own.
EL students and others will be
able to connect their self-
developed illustrations with the
text. Interacting with the text
will help them gain a deeper
understanding. It will also help
them collaborate with their
fellow classmates when they
are able to share their
illustrations with each other.
This strategy matches common
core state standards for English
Langue arts: Students will
apply grade-level phonics and
word-analysis to decode words.
Reading the passages aloud
will help them grow in word-
analysis as well as
comprehension.
While we read the instructional
text, the questions will help
engage students in deeper
learning. This strategy can be
altered for a small group setting
where EL students can have
more opportunities to read and
interact with the text.
Students will be able to refer
back to the conclusions/
thoughts they developed during
the lesson.
Students will be given a chance
to discuss with their partner
and organize their information
when sharing with the whole
class.
Students will be use their
computers to help enhance
their fact-finding.
10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this
lesson model and a rationale for why you have selected this content for this lesson model. Link your
rationale to the specific lesson objective/standard cognitive level and corresponding descriptive words
(i.e., evaluate, generalize).
(10 points)

Structure of Knowledge

Cognitive Level Rationale for using this Lesson Model in relationship to the cognitive level.
Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
In order to build generalizations, students will need to evaluate the data that has been provided for them.
Evaluation They will need to determine the validity of the data as it applies to the generalization they are
hypothesizing.
As students gather information from both topics, they will synthesize the information by drawing
Synthesis generalizations about people in the world.
Students will analyze the facts about Spanish Missions and a people group that has been previously
Analysis studied. Part of their analysis will be comparing and contrasting the differences between each topic.
Students will be expected to apply their analysis to their independent practice. The analysis itself will
Application help them understand how to accurately build generalizations from historical events of the past and how
it applies to the present time.
As students apply their analysis in their independent practice, they will need to understand the concept
Comprehension of drawing generalizations in order to create a new example that supports their generalization.

Knowledge

11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the assignment just as if you
were a student in your class. Use the appropriate paper, print, and line size suitable for the developmental level
of the class.

Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation
o Strategies Used
We will use a T-chart to
organize thoughts. The fact
can will be used to recall a
past lesson. Students will
also discuss with their
partners in order to engage
with the text.
o Resources Selected
We will use books and
youtube videos we had
watched during previous
lessons.
Integration of Processes
o Reading
Students will draw out facts
from the informational text as
we read through it together
as a class.
o Writing
Students will transfer
information from the
whiteboard into their Social
Studies Journals to
document their progress.
o Speaking
Students will be engaging
with the text as we read
through it together as a
group.
Notes for next lesson based on lesson results:
o Strengths/Weaknesses of student learning
o
o Students needing more help
o Content adaptations
o Reading skills
o Vocabulary clarification
Lesson Summary of Instructional Preparation
Adaptation Features for Focus Students
Scaffolding
o Modeling
We will model the T-chart in class
by providing each column heading.
In order to help students along,
they will have a framework to work
with for their independent practice.
o Independent Practice
Students will need to complete
their own T-chart, comparing
Spanish Missions with one new
concept in order to build new
generalizations.
Application
o Hands on
o Meaningful
o Linked to objectives
o Engaging
o Active Learning
Grouping
o Whole group
We will come together as a
group to
o Small groups
EL groups will discuss
Independent Practice during
small group. We will discuss
definitions and facts
individually.
o Pairs
Students will discuss facts
about Spanish Missions with
their elbow partners.
o Works Independently
Students will work
independently after the lesson
is finished. They will be
applying the strategies we
used in class to organize their
thoughts.
Assessment
o Rubric
Students will be given a rubric
to evaluate their thinking. A
rubric will be given to them to
take home for their
independent work.
o Written
Students will be assessed
according to the rubric by
evaluating their written
thoughts in their Social
Studies Journals.
o Oral
During class, students will be
offering their insights on facts
and generalizations.
Adaptation
o Advanced
If students are able to easily
finish their Independent
Practice in class, students will
be given an assignment to
develop a creative symbol to
represent the people groups
we studied during class for the
day.
o EL
EL students will be given an
opportunity to work with Native
speakers during discussion and
an opportunity for clarification
during small group time. We
will work on their Independent
Practice in our small group with
others of similar reading levels.
o Other
We will be using a fact can for
students who are unable to
come up with facts on their
own.
Objective
o Linked to Standard
o Integrated with
Language Arts
o Age Appropriate