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Teacher Candidate:​ Caleigh Scanlon ​Subject:​ Classical India ​Grade Level:​ 9 ​Lesson Number:​ 2

Central Focus/​Overall Goal:​ Students will be able to ​justify​(Evaluation) the differences between the two major
belief systems in India, Buddhism, and Hinduism, and how the Mauryan Empire was able to keep and
consolidate power.

Learning Segment​/Unit Language Function: ​Justify​ (Evaluation)

State-adopted ​New York State Social Studies Framework 9.3a:

student academic ● Students will examine the locations and relative sizes of classical political
content standards entities​ (Greece, Gupta, Han, ​Maurya​, Maya, Qin, Rome) noting the location
and size of each in relation to the amount of power each held within a region.

21st Century Skills- Creativity and Innovation

1.​Use a wide range of idea-creation techniques (such as brainstorming)

​21st Century Skills- Communication

2. ​Articulate thoughts and ideas effectively using oral, written, and nonverbal
communication skills in a variety of forms and contexts

​ CSS Literacy Standards- Reading Standards for Informational Text 1

C
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text
Lesson 2a. ​Students will be able to ​explain​ (Comprehension) the geographical location of
Objectives/Targets/ India and why it impacted the development of the Indian civilization.
Goals

edTPA requirement
____________________________________________________________________

Evidence 2a. Exit Slip

2a. DBQ Question

Common Students may be unfamiliar with the geography and location of India on a map.
Misconceptions/ Many students may only know certain landmarks such as the Taj Mahal. The
Possible Student
Errors & How they
concept of geography also may be unfamiliar to students. This will be
will be addressed addressed by giving students the definition of geography and teaching them
about the different landscapes and geography located in India through the use
of worksheet activities.
Procedure – Bellringer:

Label:​ Instructional ● For the bellringer, the teacher will pull up the beginnings of a powerpoint
method(s), learning
slideshow on the screen in the front of the classroom.
tasks, modeling,
guided practice,
● The teacher will then hand out bundles of papers to pass around to all the
scaffolding, students in the class.
independent practice, ● On these pieces of paper are pictures of various geographic terrains.
activities and/or other ● The teacher will then explain that the bellringer is going to be a game.
● On the board, there will be words such as glaciers, deserts, mountains,
oceans, plateaus, rainforests, savannahs, etc.

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Label:​ ​Bell Ringer
Also may be called:
anticipatory set,
hook, introduction,
review, Do Now,
Write Now, Silent
Starter, warm-up
● Students will have to match the words on the board with the picture cards that
were given up and hold them up for the teacher to see. (​Visual​,​ ​kinesthetic​,
RBIS #1​)
● The teacher will ask two students to repeat the directions for the bellringer.
(​CFU-directions​)
● This activity will last 3 minutes.

Transition ​The teacher will collect the photos from the bellringer from the students.
The teacher will then hand out the worksheet packets to the students for the
day.

Label:​ ​Transitions
Guided Practice Reading
Label:
Accommodations for
Learning Modalities
visual,​ ​auditory​, and
kinesthetic
● In the worksheet packet, students look at a small map of the geography of
India. On this first sheet, they will also read a small passage describing the
geography of India.
● The teacher will read the brief passage to the class, with the students following
along, with students annotating with the teacher’s guidance on what is
important information. (​Auditory,​)
● After the reading is complete, the teacher will give directions for students to
complete the questions given after the passage.
● The teacher will ask for a student to repeat the directions back for the class.
(​CFU-directions​)
● The teacher will give students three minutes to respond to the questions
prompted.

Label:​ ​Checks for Transition:​ ​The teacher will warn students when they have 1 minute left. After students
Understanding:
have written down their answers, the teacher will move forward with breaking down
directions​, and/or
content​ (formal or
what some of these important geographic vocabulary terms.
informal)
Vocabulary Guided Practice
● The teacher will instruct students to find the worksheet that has the Frayer
Model on it. ​(RBIS #2)
Label:​ ​RBIS ● There will be three of these models to be completed, one for each of the three
vocabulary words being introduced.
● The teacher will explain how to fill in the Frayer Model.The teacher will create
her own model,and students will fill it in with her. (​Modeling​)
● For the Frayer Model it will be completed by having the word, the definition,
Label:​ Evidence of characteristics, create an image, gesture or jingle, and non-characteristics.
Cognitive Student ​ inesthetic)​
(​Visual, K
Engagement​ ​(CSE) ● The teacher will then ask a student to repeat how to fill in the worksheet.
(​CFU-directions​)
● The teacher and students will complete the Frayer models for the vocabulary
Label:​ Academic
terms: northern plains, plateau and monsoon(​Academic Language: Introduced​)
Language
(​introduced/practiced/
● For the northern plain, the teacher will discuss what makes it important for
assessed​) India, such as it is between the Ganges and Indus rivers in northern India. She
will also give a definition of what a plain is.
Label: ● The teacher will model some characteristics she wrote for the plains- fertile,
​21​St​ Century Skills well watered, flat. And then model some non-characteristics.

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Label:​ ​Adaptations/
Accommodations​ for
diverse learning
needs ​(not required)
Label:​ ​Differentiated
Instructions​ ​(content,
process, and/or product
–ability/readiness) –only
required in 1 LP
Label:
Interdisciplinary Skills
Label:​ ​ ​Closure
Transition: ​The teacher will warn students when they have 1 minute left,
● The teacher will then reveal what she did for her image/gesture/jingle for this
model. This is the first part of the “I do, we do, you do” model.
● The next definition will be for the Deccan Plateau. The teacher will discuss
where the plateau is located, and give a definition for a plateau. Together they
will write it down on their worksheets.
● The teacher will then ask students what they think are some characteristics
and non-characteristics of a plateau. Such examples may be: high, dry, flat.
And wet, low, bumpy. (​21st Century Skills​)
● Together the students and teacher will come up with a image/gesture/jingle to
use for a plateau.
● The final vocabulary term is monsoon. The teacher will then explain to
students what a monsoon is.
● The teacher will then ask students to go ahead and try create their own
definition. Students will also try to think of characteristics and
non-characteristics relate to monsoon and then create their own
image/gesture/jingle. (​21st Century Skills​) The teacher will give students five
minutes to complete.
● When the teacher calls time, she will ask for some volunteers to share their
answers with the class.

Transition:​ ​After the Frayer Model activity is complete the teacher will move forward
with a practice question activity.

DBQ Question Practice

● The teacher will ask students to find a worksheet that has a sample question
from a past Regents Exam in the DBQ portion. The teacher will ask for two
volunteers to read the passage aloud to the class.
● When finished, the teacher will explain that the students will be answering the
question prompted, based on the passage just read.
● The teacher will ask for two students to repeat the directions. (​CFU-directions)​
● The teacher will give students four minutes to complete the question
Transition;​ The teacher will give students four minutes to complete the question, and
will call for a one minute warning.
● When the time is up, the teacher will move forward with the next activity.

Transition:​ ​After the class has finished the DBQ practice question, the teacher will
move forward the the next activity in the worksheet packet.

Map Activity
● The teacher will instruct students to turn to the worksheet that has the blank
map of India.
● In the front of the room there are highlighters and colored pencils for students
to use in the activity.
● On the top of the blank map worksheets there are the instructions to the
activity as well as a word bank. The teacher will read the instructions out loud
for students to follow along. (​Auditory​)
● The instructions being that using the highlighters and color pencils provided,
students will each label a certain geographical location in India (that is given in
a list in the worksheet packet), and give a very brief description of why it is
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important in terms of the development of the Indian civilization. They may use
the map and notes in the worksheet packet to assist them. (​CSE​,​ ​Visual,
CFU-content formal,​ ​Academic Language: Practiced​)
● The teacher will then ask two students to repeat the instructions.
(​CFU-directions​)
● The teacher will give students five to eight minutes to complete this activity.
Transition: ​The teacher will warn students when they have 1 minute left.
● The teacher will keep in close proximity to monitor the students to make sure
they stay on task, as well as give some help when needed.

Transition​- ​When the activity is done, the teacher will move forward with the next
activity.

Exit Slip/Closure
● The teacher will pull up a slide on the board and read the directions out loud
for the students, and students will follow along. The directions will also be
provided on the top of the exit slips.
● The directions for the exit slip are to list at least two geographical locations in
India and give at least two reasons for each on why they are important for the
development of Indian civilization. (​CFU- content formal​, ​CSE,​ A
​ cademic
Language: Assessed)​
● The teacher will ask for two students to repeat the directions for the class.
(​CFU-directions​)
● The teacher will give students two minutes to complete the exit slip.
● When the time is up, the teacher will ask for students to hand in their exit slips
to the front of the class.
● She will also ask students to put their packets in their classroom folders for
safe keeping. The teacher will use the Frayer model as a formative
assessment.

Formal Assessments

Name the assessment and describe the 1. Evaluation Criteria and 2. Feedback Method
purpose/what is being assessed
(include related objective(s))

1. . The way I would evaluate the DBQ

2a. DBQ Question- the purpose of this is to
see if students were able to take their
understanding of a monsoon, and be able to
answer a question using evidence from the
text to come up with their own definition of a
monsoon.
2a. Exit Slips- the purpose of this activity is to
close out the lesson, and to see if students
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question, would to use the rubric given by
the Regents exam (which is where the
question came from). It would be out of 2
points and the way to earn them is
dependent on if they answered the
question with accuracy and followed
specific directions. For my on target
students, I would allow 2 points, and for my
below target I would allow 1 point.
2. The feedback that I would give on the
DBQ question sheet, would be things such
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understand the importance of geography in as: asking the student to add most
India and how it impacts the Indian civilization. specifics, use the evidence from the DBQ
text, write in complete sentences.

1. The way I would evaluate the exit slips,

would to use a basic rubric as well, to see
how well students were able to answer the
questions prompted. This would be out of
six points, two for naming the geographical
location, and one point for each reason
they give. For my on target students I
would allow 4-6, and for my below target
students I would allow for 1-3.
2. The feedback I would give, would also be
similar to the DBQ question. I would write it
on the exit slips with comments such as:
what other reasons is this location
important?
Academic Language Academic Language:​ northern plain, plateau, monsoons
required for the lesson

How​ will the language be

introduced, practiced, &
Introduced: ​The students will be introduced to the academic language through
assessed? the use of of the Frayer Model. The teacher will complete a model of the first
vocabulary word for the students, with the students copying down. The teacher
and students will complete the second model for the second vocabulary model
together, and the teacher will have students complete the final Frayer Model
alone for the third vocabulary word.

Practiced: ​The vocabulary will be practiced by students through the use of blank
maps of India and a word bank provided. Students will have to identify where on
a map certain geographical locations are, and draw and label them on the map.
Students will also have to answer why these locations are important to Indian
civilization.

Assessed: ​The students will be assessed on the academic language through the
use of an exit slip. The students will be required to answer the following question:
name at least two of the geographical locations in India and write two reasons as
to why there are important to Indian civilization.

.
Instructional Resources/
Materials ● Pieces for the matching game bellringer/hook
● Worksheet packets

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○ The brief introductory reading on India’s geography and

questions
○ The Frayer models
http://home.d47.org/emmerke/files/2016/05/Frayer-Template-
double-sided.pdf
○ DBQ question on Monsoons
○ Geographic locations list

● exit slips papers

● Blank maps of India (​https://www.3dgeography.co.uk/india-map​)
● Highlighters, colored pencils

Parts adapted by New Visions for Public Schools.

Research and/or Theory

Supporting Instructional
Decisions (at least 2) RBIS #1​- Marzano (2012), the strategy of using a picture matching game for the
bellringer ties nicely into Marzano’s instructional strategy of nonlinguistic
representation. By having students matching words with photo cards given to
them, it allows students to have a nonlinguistic representation of geographical
words. By playing this game for the bellringer, it allows the students to represent
their knowledge by using mental images and visuals.

RBIS #2​- Frayer (1969), by using the vocabulary strategy of the Frayer Model it
helps students learn vocabulary terms by breaking them down into a graphic
organizer with different categories. It allows students to create their own
visuals/jingles/gestures to help remember, creating their own definition of the
term, as well as listing simple characteristics and non characteristics, all of which
can help students remember the term better.

Include key instructional materials and assessments. Provide citations for materials that you did not create.

Formative Lesson Plan Template Hackett 2018 – includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright © 2017 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure

Hunter, M. (1982). ​Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities.​ Thousand Oaks, CA: Corwin Press.

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