Candidate

Name: Michael Mennis Course Number: EDES 8000-1 Date of Lesson: 7/14/15

LMU LESSON PLAN TEMPLATE

BACKGROUND
A. STUDENT DEMOGRAPHICS
1. Class
th
Grade: 7

Total: 17

Subject
Social Studies

Topic
Common disease:
Symptoms,
prevention and
resources.

2. Proficiency Level
14 EO

ELS
0 Emerging
0 Expanding
3 Bridging
0 RFEP

3. Special Needs
1 IEP

0 504

1 GATE

4. Gender
9 Male

8 Female

5. Ethnicity
8 Hispanic/Latino
0 White
2 Black/African American
0 Asian
7 Filipino
0 Other

6. Key Modifications and Accommodations:

Based on the needs of your identified students (see A1-5), what do you need to consider when planning this lesson? Consider
the accommodations and modifications necessary based on the following factors:
Academic Behavioral Cultural Socioeconomic Religious Ethical - Other
Academic: With one defined GATE student and others who appear near qualification, I will need to provide challenge
options that will encourage the students continue to expand deeper into the material and expand academically.
Academic: With 3 Bridging EL students, I will need to provide appropriate EL support through utilization of SDAIE teaching
methods.
Behavioral: The 1 IEP student has difficulty with shouting out in class. Continuing to work with this student on turn taking
while continuing to engage him will be necessary.
Cultural: Students in the class primarily come from Filipino and Hispanic/Latino backgrounds leading the necessitating
consideration when making content relatable to them.
Socioeconomic: Students come from middle to lower income families. Resources will need to be provided for students
unable to provide their own and any online work or printing must be done at school since not all families have access.
Religious: Most students identify as Roman Catholic yet few are indifferent. All health content must be inline with Catholic
doctrine and inclusion of Catholic teachings.

CONTEXT
B. LESSON VISION
Is this lesson linked to a larger unit of study. If so, how?
What is the purpose of this lesson?
Why is this content important for your students to learn, beyond the fact that it is meeting standards?
This lesson will concern students researching common diseases and coming up with a pamphlet, poster or other method of
illustrating basic information concerning the disease and ways to prevent, treat, and care for others. This will be part of a
larger discussion on disease as related to study of the Bubonic plague in Europe. This lesson will be an introduction to this
discussion as a way of hooking the students into what disease are and how they affect their community. The purpose also is
to help students understand common disease they will encounter, how to prevent spread of disease and what to do if they
become sick. This practical information on what to do when students are sick will aid them in future prevention of illness.

Social Justice:
How will students connect this to other subjects, their lives, and/or the real world?
This topic is directly related to students individual and will provide them with information on how to protect them from
illness and what to do if they become ill. This will connect to the content by giving background in illnesses in their community
before jumping into the bubonic plague. Starting with a practical understanding of illness should build both empathy for
those who experienced the plague as well as lead to discussion and comparison of historic prevention and treatment
techniques compared to today.

C. STANDARDS
Key Content Standard (List individual grade-specific standards. Be sure to include Common Core and Subject-specific
California standards when appropriate)
October 23, 2013 Page 1 of 6

Candidate Name: Michael Mennis Course Number: EDES 8000-1 Date of Lesson: 7/14/15

LMU LESSON PLAN TEMPLATE

Social Studies Contend Standard:
SS. 7.6.7 Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and
describe its impact on global population.R4
Historical and Content Analysis Standards
HR4 Students assess the credibility of primary and secondary sources and draw sound conclusions from them..4.P
California State Health Standards
1.4.P Examine the causes and symptoms of communicable and non-communicable diseases.2.P
3.2.P Access valid information about preventing common communicable diseases.
8.1.P Promote the importance of regular screenings and medical examinations.

ELD Content Standard by Proficiency Level
7.ELD.I.A.BR.1 Exchanging information/ideas - Contribute to class, group, and partner discussions by following
turn-taking rules, asking relevant questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful feedback.
7.ELD.I.B.BR.5
7.ELD.I.B.BR.5 Listening actively - Demonstrate active listening in oral presentation activities by asking and
answering detailed questions with minimal prompting and support.
7.ELD.I.C.BR.9
7.ELD.I.C.BR.9 Presenting - Plan and deliver longer oral presentations on a variety of topics in a variety of
disciplines, using reasoning and evidence to support ideas, as well as growing understanding of register.

D. OBJECTIVES
Content Objective
Students will be able to create a presentation
outlining symptoms, prevention techniques and
resources concerning a common disease.

Modified Content Objective

Based on the modifications and accommodations in A6,
how will you modify the content objective for the identified
students?
Students in pairs will create a presentation outlining

Academic Language Objective (By proficiency level where

applicable)
Students will be able to present their presentation and answer
questions from the class.

Students will be able to ask detailed questions of the
presenters concerning the presenters presentation.

Students will be able to exchange information verbally and
through writing during the construction of their presentation.

Key Vocabulary
Symptoms
Disease
Prevention

symptoms, prevention techniques and resources

concerning a common disease.

Students will be able to summarize the symptoms,
prevention techniques and resources concerning a
common disease presented by another group.
E. RESPECT, EDUCATE, ADVOCATE & LEAD (REAL) DISPOSITIONS with EMBEDDED TEACHER PERFORMANCE
EXPECTATIONS
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Candidate Name: Michael Mennis Course Number: EDES 8000-1 Date of Lesson: 7/14/15

LMU LESSON PLAN TEMPLATE

Identify the REAL Dispositions with embedded Teacher Performance Expectations

Respect: The Candidate will promote a culture of high expectations for all through requiring all students to be involved in
their pair projects and completion of exit slips.
Educate: The instructor will include information on content, skills to aid different learning abilities and incorporate
technology into his practice.
Advocate: The instructor will aid students in presentations skills helping students develop their own voice to present and
advocate for themselves.
Lead: Students will work in pairs leading and presenting their own findings to their classmates. This will move the relationship
of the instructor to a more coaching and facilitating role.

F. EVIDENCE OF LEARNING

ASSESSMENT
DIFFERENTIATION

Identify the type of assessment will you use during the lesson
Formative
o Students will be creating a presentation
(poster, pamphlet, etc.) in which they will
demonstrate their learning concerning the
symptoms, prevention techniques and
resources concerning a common disease of
their choice.

How will you know the students have met the objective?
Through their presentations, discussions, and
answering questions.
What evidence will you accept to demonstrate mastery of the
objective?
Evidence of mastery will be seen through their
physical presentation, the oral presentation and
responses to questions.
How will the data collected inform your instruction?
The finished products will inform my instruction
through illustrating what students understand about
diseases, prevention and resources. If students
successfully complete the task the class will move
onto discussing historical diseases. If the class has
difficulty, I will spend the next class reviewing
information and misconceptions that appeared.

How will you differentiate

the assessment?

Students will be provided
resources with different
reading difficulty as well as
stronger students will be
challenged to find other
resources online which they
can analyze and use for their
presentations.

Students will be working
mixed ability pairs so that
members can support each
other.

FEEDBACK
How will you share evidence
of learning with the
students?

Students will receive on
going verbal feedback
throughout the creation of
their presentation.

Students will receive verbal
feedback based on their
presentation from both
instructor and class (in
sandwich or positive-area for
improvement-positive
format).

Students will receive written
feedback on their project
based on a pre provided
rubric.

G. MATERIALS AND RESOURCES
What materials or resources will you need to conduct this lesson? Is technology needed to enhance this lesson? If so list how.

8 Laptops for students to do research, projector, teacher laptop, interactive notes/graphic organizers,
construction paper, copy paper, markers/pens/pencils,
What Depth of Knowledge level/s is addressed in the lesson?
Levels 1-4, Level 1 in warm up working to Level 4 in creating the presentation and citing information.

H. PLAN
LESSON INTRODUCTION ( 10 mins)
Pre-Requisite Knowledge
Background Knowledge

DIFFERENTIATION

FEEDBACK

How will you differentiate

the instruction?

How will you check for

understanding?

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Candidate Name: Michael Mennis Course Number: EDES 8000-1 Date of Lesson: 7/14/15

LMU LESSON PLAN TEMPLATE

Hook
How will you link pre-requisite knowledge?
How will you activate and build background knowledge?
How will you engage students?
State the objective in student friendly language
State the purpose

Warm Up:
Students will begin with a 5 minute warm up where they will
think about an answer the question on the following
questions on the board:
Think of the last time you or a family member was sick.
How did you know they were sick?
What did they do to help themselves get better?
How did you or other keep themselves from catching the
same thing?
Did you or they go to the doctor? Why or why not?
Challenge: What common disease do you know and what
are their symptoms

Students will then have 3 minutes to Pair with an elbow
partner and share their answers.

Volunteers will then be taken to share their answers with the
entire class.

Daily Objective will then be shown and a student volunteer
will read the objective I will be create a presentation where
I will outline symptoms, way to prevent and resources to
help treat a common disease.

I will explain to students that this will help us understand
common disease we face before looking in depth at the Black
Plague and the European responses to the disease later in
the week.

Students are provided time

to think-pair-then share their
ideas allowed.

Sentence prompts will be
provided on the board to
help students begin their
writing.

Monitoring students written

response, listening during
pair share and then assessing
group responses and
comments.

A challenge question will

be provided to assess
background knowledge of
students and provide a
challenge Gate students.

Some students will be
asked to prompted that
they will be called upon to
answer one of the
questions in advance to
aid students who are less
likely to be involved.

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Candidate Name: Michael Mennis Course Number: EDES 8000-1 Date of Lesson: 7/14/15

LMU LESSON PLAN TEMPLATE

How will you differentiate
the instruction?
During direct instruction
students will be provided
with visual input and will be
taking notes.

Students with difficulty in
English will be provided a
scaffolded set of notes to
help with note taking.

A graphic organizer will be

What higher order thinking skills are addressed in this lesson? provided to help students
organize their research
Synthesis, Creating, Analysis,

While working on the project
students will be paused at
intervals and volunteers
asked to share what they are
doing, what resources they
have found useful and how
they are going to present
their information.

Students will be put in mixed
ability pairs.

During presentations
students will be offered
sentence starters to help
with asking questions of
presenters.
How will you differentiate
LESSON CLOSING ( 10 mins)
the instruction?
Restate the objective
Sentence starters will be
Ask students to express what they have learned
provided on the board to
Provide students with an exit slip asking them to describe
help students start writing
which presentation they found most interesting and

specifying of that presentation what the disease was,
Before writing the exit slip
symptoms, prevention techniques and resources were
there will be a quick review
discussed.
of review of what each group

did.

LESSON BODY (65 mins)

Direct Instruction (5 mins)

Teacher lead discussion on what types of disease there
are, what symptoms are, ways to prevent spread.
Discuss directions for presentation and overview
resources.
Guided Practice (40 mins)
Break students into pairs to research information on
common disease and complete presentation.
Independent Practice ( 20 mins)
Students present work, ask questions of each other and
provide feedback.

How will you check for

understanding?
A mini quiz game will be
completed at the end of the
direct instruction to check
for understanding of
vocabulary and main
concepts.

Teacher ask for thumbs up or
down to ask how groups are
doing while they are working
on their project to focus in
on students who self assess
as having problems

Teacher will rotate around
the room checking in on
projects and asking questions
to check for understanding.

Teacher and students will ask
questions after each groups
presentation.

How will you check for

understanding?
Instructor will examine the
students exit slips.

REFLECTION
I. GUIDING QUESTIONS

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Candidate Name: Michael Mennis Course Number: EDES 8000-1 Date of Lesson: 7/14/15

LMU LESSON PLAN TEMPLATE

Using the data collected for this lesson, how will you use the data to inform your future lessons?
How are you going to provide feedback for students?
Based on evidence of learning, what goals will you set with students?
Were your students engaged? How do you know?
Did you meet your lesson objective? How do you know?
This lesson will be utilized to introduce students to common infection disease. It will aid in their understanding of how to
recognize symptoms, help prevent and what resources are available incase of infection. This will aid in making the historical
information in the rest of the unit more meaningful since they have found a way to relate to disease prevention and spread
already. The information from this lesson will help me gage the students general understanding of disease so that while
discussing the Black Plague students will be able to compare treatment, understanding and prevention from then to today.
This lesson will also help them in their daily lives understand what resources they can use to understand and explore disease
they might meet later in life. This lesson both links the necessary health knowledge the Health Framework specifies students
need to know about communicable diseases as well as provides a hook into a unit on historic plagues.

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