Direct Instruction Lesson Plan Design and Rubric

Settlement of the
Nile River
Fertile Valley
Denice Cahill
EDU 512
Spring 2017
Dr. Rachel Timmons
California Baptist University
1
Topics Covered
The Nile River and its support of early civilization.
Making knowledge of permanent settlements vs. non-permanent settlements.
Exploring settlement of the Nile River Valley to the Colonial Settlement of America.
Understanding and drawing conclusion on the facts of the settlement of the Nile
River Fertile Valley.
Building vocabulary on the Nile River Retile Valley.
Egyptian way of life during the settlement of the Nile River Fertile Valley.
Writing ancient Egyptian stories.
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Table of Contents
Objectives and Standards
Introduction.
Student List.
Vocabulary.
Literature
Poetry
Direct Instruction Lesson Plan
Concept Attainment Lesson Plan...
Generalization Lesson Plan
Inquiry Lesson Plan.
Vocabulary Lesson Plan.
Listening/Talk Lesson Plan.
Writing Lesson Plan.
Unit Reflective Commentary..
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Objectives and Standards
Direct Instruction
After the lesson on how the Nile River influenced early settlement and civilization in Egypt, students in grade 6 will list 10
facts both orally and in writing with accuracy.
Concept Attainment
After the lesson on the concept of human settlement and growth of civilization students in grade 6 will be able to state
both orally and in writing the correct definition and complete a drawing sample of a permanent settlement.
Generalization
After the lesson on using data to support generalizations, students in the 6 th grade will apply the knowledge gained to
develop generalizations on the concept of settlements in the Nile River fertile valley and in the colonial North America with
accuracy.
Inquiry Lesson
Social Studies Content Objective:
After the lesson on the early settlement of the Nile River Fertile Valley, students will be able to describe the characteristics
of the river and the area that enabled people to settle the area and build a civilization. They will be able to satisfactory
complete an exhibit based on the content learned and make a competent presentation to the class.
ELA (Academic) Language Objective:
Students will integrate information they have learned in lessons and independent study to create a group exhibit and
present their ideas to the class.
ELD (Academic) Language Objective:
Students will improve their ability to communicate with academic language to broaden their understanding of the
concepts. They will demonstrate effective listening and communicating skills while engaged in the group and class
discussion.
Building Vocabulary
Social Studies Content Objective:
With 95% accuracy, students will be able to determine the meaning of vocabulary words in the Nile River Fertile Valley
unit. Students will apply word learning strategies to create a word map for each of the vocabulary words being studied.
When presenting their poster, they will utilize academic language and correctly identify the meaning of the vocabulary
words.
ELD Language Objective:
Students will listen and communicate their thoughts, ideas, and questions while utilizing academic and domain language.
ELD Content Objective:
Students academic language and vocabulary understanding will improve as they complete the learning tasks. Students,
with 95% accuracy, will complete they assignment by determining the mearing on the vocabulary words.
Listening/Talk Lesson
ELD Language Objective:
They will listen to a reading about life in ancient Egypt along the Nile River Fertile Valley. They will engage in a discussion
with peers based on the information they gathered from listening to the reading. They will utilize academic language and
content vocabulary to complete a data chart with 95% accuracy based on the reading they listened to and discussed.
ELD Content Objective: Students will improve their understanding of the settlement of the Nile River and those that lived
there by listening to a reading and engaging in a conversation about the reading. Students will display their
understanding, with 95% accuracy, when completing their data chart. They will utilize academic language and vocabulary
words while participating in the discussion and completing the data chart.
Writing
Students will utilize information they have learned through various lessons to write a narrative essay they create to tell a
story about Ancient Egypt.
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Students will expand their depth of knowledge about what life entailed for individuals who settled along the Nile River and
lived in Ancient Egypt
Students will utilize content knowledge and vocabulary to complete a narrative writing about life along the Nile River in
Ancient Egypt
Students will complete a narrative writing utilizing clear and coherent writing to express their thoughts, ideas, and feelings
while employing basic writing strategies
CCSS
Direct Instruction
Social Studies Standard
6.2.1 Locate and describe the major river systems and discuss the physical settings that supported permanent
settlement and early civilizations.
CCSS ELA Standard
RH 6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
print and digital texts.
CCSS ELD Standard
Interpretive
5 Listening Actively: Demonstrate active listening in oral presentation activities by asking and answering basic
questions, with prompting and substantial support.
College and Career Readiness Anchor Standard CCSS
RH 6-8.1 Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary sources.
Concept Attainment
Reading Standards for Information
RI 6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to
develop a coherent understanding of a topic or issue.

settlement and early civilization
CCSS ELA Standard

CCSS ELD Standard

Interpretive

ELD Standard(s)
o Emerging
Section 2: B-5: Demonstrate active listening in oral presentation activities by asking and answering basic
o Expanding
Section 2: B-5: Demonstrate active listening in oral presentation activities by asking and answering detailed
questions, with occasional prompting and moderate support.
o Bridging
o Section 2: B-5: Demonstrate active listening in oral presentation activities by asking and answering detailed
questions, with minimal prompting and support.
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Generalization

CCSS ELA Standard

CCSS ELD Standard

Interpretive

Inquiry Lesson
Grade Level Content Standards:
6.2.1 Locate and describe the major river systems and discuss the physical settings that supported permanent settlement
and early civilization
ELA Language Standards for Grade Level

SL 6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse
partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly.
SL 6.4.a Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts,
definitions, and concrete details; uses appropriate transitions to clarify relationships; uses precise language
and domain specific vocabulary; and provides a strong conclusion.
ELD Standards (2014) for Grade Level
Collaborative 1. Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant
questions, affirming others, adding relevant information, and paraphrasing key ideas.
Interpretative 5. Demonstrate active listening in oral presentation activities by asking and answering detailed questions,
with occasional prompting and moderate support.
Productive 9. Plan and deliver longer oral presentations on a variety of topics and content areas, using details and
evidence to support ideas.
Building Vocabulary
RH 4 Determine the meaning of words and phrase as they are used in a text, including vocabulary specific to domains
related to history/social studies.
ELA Content Standards for Grade Level

RI 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings.
L 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and
content, choosing flexibly from a range of strategies.
L 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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ELD Standards (2014) that apply
6.c Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to
determine the meaning of unknown and multiple-meaning words on familiar topics.
Listening/Talk

RH 4 Determine the meaning of words and phrase as they are used in a text, including vocabulary specific to domains
related to history/social studies.
L 6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

RI 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings.
L 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and
content, choosing flexibly from a range of strategies.
L 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Productive 6.12.a. Use a select number of general academic words (e.g., author, chart) and domain-specific words (e.g.,
scene, cell, fraction) to create some precision while speaking and writing.
Productive 6.11.a. Justify opinions by providing some textual evidence (e.g., quoting from the text) or relevant background
knowledge, with substantial support.
Interpretative 6.5. Demonstrate active listening in oral presentation activities by asking and answering basic questions,
with prompting and substantial support.
Writing

RH 4 Determine the meaning of words and phrase as they are used in a text, including vocabulary specific
to domains related to history/social studies.
W 6.3 Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
W 6.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W 6.4 With some guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach.

WHST 6.4 Produce clear and coherent writing in which the development, organization, and style are

Productive 6.12.a. Use a select number of general academic words (e.g., author, chart) and domain-
specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
Productive 6.11.a. Justify opinions by providing some textual evidence (e.g., quoting from the text) or
relevant background knowledge, with substantial support.
Productive 10. Writing a. Write short literary and informational texts (e.g., an argument for protecting the
rain forests) collaboratively (e.g., with peers) and independently.
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Introduction to Unit Page
SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create effective learning
environments and develop meaningful learning experiences which have an emphasis on
developing a deep understanding of content knowledge.
Relevance:
This series of 6 lessons teaches six grade social studies students the relevance of settling the
Nile River Fertile Valley. The lessons utilize direct instruction, concept attainment, and generalization
to teach students how the importance of the Nile River Fertile Valley Settlement. Several minilessons
involving inquiry, vocabulary, and writing will improve students understanding of the concepts.
Researched instruction strategies where incorporated into each lesson to facilitate students learning
of the concepts. The lessons in this unit comply with the Common Core State Standards (CCSS).
Each lesson is differentiated to meet the needs of English Learners, Struggling Students, and GATE
Students.
Link to Theory:
Three learning strategies are displayed in the lessons of this unit. The behavioral theory,
information processing theory, and constructivist theory are represented in the lessons. The various
learning strategies employ tasks to improve students understanding of the concepts utilizing various
learning modalities and processing pathways. Each lesson makes use of different strategies to best
meet the needs of the majority of students. Accommodations are made for EL learners, struggling
learners, and GATE students throughout each lesson.
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General Student List with Three Focus Students
Gender General SES General Ethnic Describe

Level Academic Level Population Student Needs
13 Boys 7 on free lunch 7 above proficient, 5 8 Hispanic, 5 4 Special needs: 3

Provide a general School is average below proficient (non Caucasian speech services, 1
description in the SES level on-level) hearing
boxes to the right.
17 Girls 8 on free lunch 5 above proficient 5 Hispanic, 1 4 Hearing needs, 1
Provide a general School is average level, 5 at proficient Moroccan, 11 Speech services, 4
description in the SES level level, 7 below Caucasian resource specialist
boxes to the right. proficient level
EL Focus Student Receives free She is below Hispanic Previous teacher:
Jenny lunch. Low SES average for all Student is behind
level. Father works, areas due to starting the
mother is at home. year as a new
Both speak Spanish immigrant without
only. knowing any
English.
EL Specialist
Student attends
group daily, works
to learn English.
She is very
sensitive with
peers.
Current Teacher:
Student is a hard
worker, is making
progress but due to
language difficulties
remains below
average in all
content areas.
Special Needs Above average He scores at a Caucasian Previous Teacher:
Focus Student SES level. Both proficient level in Student was often
Don parents work. most areas. off task. He has a
Science is his best, lot of potential but
scoring above did not work to his
proficient while ability.
writing is the worst Resource
scoring below Specialist: Student
proficient works well when
one-on-one with an
adult. He needs a
lot of guidance and
impulse control
assistance.
Current Teacher:
He participates in a
small group to
explain content and
instructions. He
must repeat
instructions
individually to the
teacher to ensure
his understanding.
Advanced learner Average SES level. Scores advanced Hispanic/Caucasian Previous Teacher:
9
Focus Student Father works, learner in all areas Student is a
Tassy mother stays home pleasure to work
with. She is kind,
smart, and friendly
with peers.
GATE Teacher:
Student is quiet and
a diligent worker.
She completes all
tasks with care and
attention to detail.
She makes
engages in all
learning tasks.
Current Teacher:
She stays involved
in the learning tasks
and works to the
best of her ability.
She is quiet and
kind to all.
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Vocabulary Page
Direct Instruction Lesson Plan
Delta - a triangular piece of rich land formed from soil deposited at the mouth of some rivers
Cataract - waterfalls
Arid - dry
Irrigation ditch a manmade ditch to supply dry land with water
Predict tell in advance
Afterlife a life after death
Concept Attainment Lesson Plan

Permanent Settlement area where people build dwellings that are intended to exist for an
indefinite period of time due to having access to water, animals, and food

Generalization applying a concept to other similar concepts
Permanent Settlement area where people build dwellings that are intended to exist for an
indefinite period of time due to having access to water, animals, and food
Surplus having more than you need/can use
Migratory seasonal movement of animals.
Dwelling a structure, building, house that provides shelter
Inquiry Lesson Plan

Nile River worlds longest river, 4,160 miles, through eastern Africa emptying into the
Mediterranean Sea
Settlement a permanent community
Civilization a human society with a culture, language, traditions
Delta a triangular piece of land formed from soil deposits at the mouth of some rivers.
Arid - dry
Irrigation ditches a manmade ditch to supply dry land with water
Population total number of people living in an area
Surplus more than one needs
Building Vocabulary Lesson Plan

Delta a triangular piece of land formed from soil deposits at the mouth of some rivers
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Arid - dry
Predict to tell in advance
Afterlife life after death
Irrigation ditches - a manmade ditch to supply dry land with water
Upper Egypt the southern part of Egypt
Lower Egypt the northern part of Egypt
Listening/Talk Lesson Plan

Nile River- worlds longest river, 4,160 miles, through eastern Africa emptying into the
Mediterranean Sea
Class system ones status in society based on their birth
Occupation ones job
Agriculture growing of food and raising of livestock
Irrigation Ditches - a manmade ditch to supply dry land with water
Literature Page
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Reflections, Ancient Civilizations. Harcourt School Publishers, California Series, 2007
Seven Wonders of the Ancient World. Sarah Kinney. Time for Kids Readers, Harcourt School Publishers, 2007.
Life in Ancient Egypt. Scott Cameron. Time for Kids Readers, Harcourt School Publishers, 2007.
The Controversial Afterlife of King Tut, Smithsonian Magazine. Mathew Shaer. December 2014.
Eyewitness Books, Ancient Egypt. George L. Hart, 2000.
Everyday Life in Ancient Egypt. Jr. Graphic Ancient Civilizations. Kristen C. Holm, 2012.
Poetry Page
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Lesson Plans
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EDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC
Behavioral Model - 100 Points
This rubric will be used to assess Direct Instruction lesson plans.
The Nile River and its Support of Early Civilization
Direct Instruction
Lesson Number 1
1. MATERIALS/PREPLANNING
Materials List all of the materials you will need for teaching this lesson.
Textbook: Reflections Ancient Civilization
Social Studies Notebook
Pencils
Smithsonian Magazine: The Controversial Afterlife of King Tut by Matthew Shaer, December 2014
Large Egypt map (for display)
KWL Chart
Vocabulary List key vocabulary terms needed for this lesson.
Delta - a triangular piece of rich land formed from soil deposited at the mouth of some rivers
Arid - dry
Irrigation ditch a manmade ditch to supply dry land with water
Literature List supporting literature or reading materials
TIME for kids Readers, Life in Ancient Egypt
Success for English Learners
National Geographic kids everything Ancient Egypt: Dig Into a Treasure Trove of Facts, Photos, and Fun
DK Eyewitness Books: Ancient Egypt
The Penguin Historical Atlas of Ancient Egypt
2. OBJECTIVE
After the lesson on how the Nile River influenced early settlement and civilization in Egypt, students in grade 6
will list 10 facts both orally and in writing with accuracy.
The Objective should be one complete sentence with the ABCD Components.
State the objective in behavioral terms, as follows:
A=Audience: 6th grade
B=Behavior: Students should list ten facts about the Nile river and the physical setting that
encouraged permanent settlement.
C=Conditions: After the lesson on Egypt and the Nile, the students will be able to orally or in
writing list ten facts about the role of the Nile River on the creation of a permanent settlement.
D=Degree of accuracy needed to achieve the objective: All students will be able to list 10 facts,
with 100% accuracy, locate and describe how the Nile and the surrounding area led to a
permanent settlement and civilization.
State the cognitive taxonomy level (Blooms ): Knowledge: Students will list how geography encouraged and
affected early civilization.
List the standards met by this objective. Highlight in color the specific words in the standard that you are
addressing.
6.2.1 Locate and describe the major river systems and discuss the physical settings that supported
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permanent settlement and early civilizations.
CCSS ELA Standard
RH 6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
CCSS ELD Standard
Interpretive
5 Listening Actively: Demonstrate active listening in oral presentation activities by asking and answering
basic questions, with prompting and substantial support.
RH 6-8.1 Key Ideas and Details: Cite specific textual evidence to support analysis of primary and secondary
sources.
3. ASSESSMENT STRATEGY
At the conclusion of this lesson, students will be able to state 10 facts related to the location of the Nile river,
the fertile land, and the delta; also, the river and geographys influence on early Egyptian settlement and
civilization. They will also be able to describe why a permanent settlement and civilization emerged there
over 6,000 years ago. Based on the river and the surrounding geography of the area, they will be able to give
facts concerning why this was a good strategic choice for an early civilization. Students, in their journals or
orally, will be able to describe why civilization thrived in this area due to the Nile river and the surrounding
geographical features. The students will be assessed with the use of a simple rubric based on their journal
entries and their oral responses during discussion. Their score on their journal entry, listing 10 facts and
drawing a map of the Nile and the surrounding area, will be documented in the homework/classwork
gradebook.
Proficient (5 pts.) Basic (3pts.) Below Basic (1pt.)

Student illustrated and Student illustrated and Student illustrated and
labeled the Nile River, labeled the Nile River, labeled the Nile River,
surrounding fertile land surrounding fertile land surrounding fertile land
and desert, and the and desert, and the and desert, and the
delta. delta. delta.
Student wrote 10 facts Student wrote 6-8 facts Student wrote 5 or fewer
about the Nile River, in complete sentences. facts in complete
geography, and Student sentences sentences. (Facts not
civilization in complete demonstrated basic written in complete
sentences. accuracy and sentences do not meet
Student wrote accurate information. the standard.)
and informative Student sentences are
sentences. vague and inaccurate.
4. LESSON OPENING/PURPOSE
Today, we are learning about how the Nile River influenced early settlement and civilization in Ancient Egypt. You will
learn how the yearly flooding of the Nile River lead to fertile land which supported permanent settlements and an early
civilization. You will learn how the geography of the area, mostly desert except for the fertile valley along the Nile River,
protected the early settlements from invasion. You will be able to identify 10 facts of the Nile River, the surrounding
geography, and the fertile valley and delta that led to a permanent settlement being established their over 6,000 years
ago.
Mention the types of students you have in your class. (ELL, IEP, GATE, etc.) ELL 6, IEP 2, GATE 3
5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set
Describe what you will do to increase motivation for learning. Begin by doing something to get the students
interest hooked into what you are about to teach. Ask leading questions.
Ideas: Describe related activities or experiences they have had before. Remind them of previous learning that
relates new leaning to prior knowledge.
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Ideas: Use artifacts, hands-on activities, photographs, costumes, hats, sounds, music, videos, books, etc.
To spark the students interest in learning about the Nile River and its influence on early settlement and civilization in
Ancient Egypt, the students will watch a short video: Ancient Egypt: Gifts of the Nile. Students will be shown a
Smithsonian Magazine article titled The Controversial Afterlife of King Tut by Matthew Shaer (will not read the article just
complete a picture walk) to spark their interest in Ancient Egypt.
Video: Ancient Egypt: Gifts of the Nile youtube.com/watch?v+=m-NGnF_9Qnc
Provide Rationale for why you selected this strategy and link to this particular group of students.
As most 11-12 year old enjoy watching videos, I selected this short video to spark their interest in
Egypt and to give them an idea of what we are going to be learning about today and in future learning
about Egypt. Many 6th graders have heard of King Tut. By conducting a picture walk of the magazine
article, showing them the pictures and giving them a very brief overview of the article, I hope to spark
their interest by beginning to activate their background knowledge and their excitement for learning
about Ancient Egypt. This is a mixed class with regular education students, ELL, IEP, and GATE
students; therefor, different types of learning apparatuses can be useful.
LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND KNOWLEDGE,
PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED PRACTICE
POST STANDARDS
Post Standards in front of room where students can easily see them.
Draw student attention to standards.
RESTATE OBJECTIVE IN STUDENT TERMS

After the lesson on The Nile Valley in Ancient Egypt, you (students) will list ten facts about how the yearly flooding of
the Nile River, the fertile valley, and the delta along with the surrounding desert lead to the development of an early
civilization with accuracy (both orally and in writing).
CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

Provide a rationale for why it is important to check for background knowledge. Link to your specific
class/group of students and their learning needs and styles. *Why do I use the K-W-L?, what is the
rational?
Different students will enter the unit with varying amounts of background knowledge. Allowing the
students to share their ideas and thoughts in a K-W-L chart, will facilitate group discussion and
provide the teacher with an understanding of what the students are familiar with, what they need to
learn, and what they most want to learn. ELL students will be asked probing questions to assist them
in accessing their background knowledge about the Nile River and the influence it had on Ancient
Egypt. The GATE students vast amount of background knowledge will provide information (key words
and ideas) for the others in the class to learn through the unit. The teachers understanding of the
GATE students prior knowledge will provide necessary information to differentiate their education to
broaden their understanding of the unit.
Ask the students to brainstorm what they already know about Ancient Egypt and the Nile River. Place this information
in the K (or What We Know) column of the chart. Ask prompting questions to encourage their participation and to
trigger background knowledge.
Ask the students what they would like to learn about in regards to this subject. Write these in the W (What We Want to
Learn) column.
Save the chart to be used at the end of the unit when the students will report on what they have learned in order to
complete the L column.
Use KWL Chart from 50 Literacy Strategies (Tompkins)
Provide rationale for progress monitoring strategies you will use during each step of this activity.
Explain your strategy for calling upon students in an equitable manner.
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Throughout the lesson, I will progress monitoring by continuing walking around the classroom while
we are discussing, reading, and completing the assignments. Students will be called on to share their
thoughts, feelings, ideas, and questions. I will assist students who appear distracted or off-task to
refocus by asking them a direct question or telling them to Shoulder-Share their ideas about the topic.
ELL students will be asked specific questions throughout the lesson to ensure their understanding of
the information being discussed and the readings being completed. All students will have the
opportunity to express their ideas during the lesson to encourage their involvement and learning of
the material.
K (What we know) W (What we want to learn) L (What we learned)

They had papyrus. Why did they mummify cats?
They built the Sphynx, Pyramids Why did they build the Sphynx?
and made mummies.
They invented hieroglyphics. Why were they buried with games?
The Nile is a big river. What were the pyramids for?
The Nile has crocodiles. Why was the Nile so important?
They had a lot of gods, they were Who were the Egyptian gods?
polytheistic.
King Tut and Cleopatra How many gods did they have?
They had an army What kind of crops did they have?
INPUT: Provide Comprehensible Input SDAIE-Modify use of text. Direct small group
instruction of vocabulary.
Provide a rationale for your selection of a strategy for providing comprehensible input for this lesson
for this particular group of students/class.
This particular group of students will be exposed to various learning pathways because they will
watch a video, see pictures in a magazine, discuss, listen, read, and write to ensure their ability to
identify 10 facts of why the Nile River led to permanent settlement and civilization in ancient Egypt.
The students will have direct instruction on vocabulary, geography, and the settling of the fertile valley
along the Nile River. The class will also read five pages from their textbook and discuss the ideas
presented. Direct questions will improve students understanding of the ideas and prompt them to
share their thoughts and feelings. The group will read the pages, section by section, slowly and
together to assist struggling readers and EL students with completing the task.
Explain how your strategy incorporates EL students background.

EL students will be asked questions concerning their background knowledge of Ancient Egypt and the
Nile River. They will also be asked questions throughout the lesson to ensure their understanding of
the concepts being taught and reviewed. EL students will have direct instruction on the vocabulary
words and shown pictures to ensure their comprehension.
(Ideasselect several of these or add your own ideas.)

Go over vocabulary words from the text that will be read.
Delta a triangular piece of rich land formed from the soil deposits at the mouth of some rivers
Cataracts waterfalls
Arid dry
Irrigation Ditch a manmade ditch to supply dry land with water
Read pages 134 to 139 Source Title: Reflections, Ancient Civilization Read one section at a time, stop have
students take notes, ask students comprehension questions, offer time for students to ask questions and offer
their thoughts. Group reading, one section at a time, will assist slow readers and EL students with reading and
comprehension.
Students will take notes during group discussion after the reading of each section of the text book.
Informally check for understanding: Discuss the facts on how the Nile River, fertile valley and delta, and
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surrounding desert encouraged early civilization to prosper in this area.
Be sure all students understand the facts by listening to responses. In a group discussion, students will be asked
questions about how the geography of Ancient Egypt, specifically the Nile river and valley along with the
surrounding desert prompted a civilization over 6,000 years ago. EL students will be assisted, through verbal
prompts and guidance, with answering questions when they are struggling with understanding the content.
Students will be shown an additional map of Egypt (in addition to the one in their text book) to further their
understanding of the Nile River, the fertile Valley, the delta, and the desert.
Review 10 facts about the location of the Nile River and the role of the Nile River, fertile valley, delta, and desert
on the development of a settlement and civilization.
1. The Nile River is located in Egypt and runs through eastern Africa, ending in the Mediterranean Sea and flows
north.
2. The Nile Delta is located in Lower Egypt and is the location of rich farm land formed by soil deposits from the
river.
3. The Nile River overflows its banks each year depositing rich silt that produces fertile land.
4. 6 cataracts (waterfalls) are located south of Upper Egypt keeping invaders from using the river to invade
5. Heavy rainfalls fell each year in the mountains at the Niles source.
6. By 4,000 B.C., farming settlements lined the Nile River from the delta to the first cataract.
7. The surrounding arid desert land protected the settlements from invasion.
8. Irrigation ditches were created to bring water to the fields.
9. Early Egyptian religious beliefs were influenced by the flooding of the Nile (the gods controlled when and how
the Nile would flood) because the Egyptians could not predict or explain how the river flooded.
10. Farmers grew surplus crops of wheat and barley which allowed them to trade others for various goods.
MODELING SDAIE: Demonstrations and modeling

Provide a rationale for why you selected this strategy or manner of modeling the next lesson step
for this class.
Teacher will model how to utilize notes and the map in the textbook to complete the assignment
and to ensure that all students understand the task. Teacher will review numerous facts about how
the Nile River influenced settlement and civilization in Ancient Egypt to clarify the information that
was taught. EL students will be asked direct questions to ensure their understanding of the
concepts. Struggling readers will be prompted to ask clarifying questions and vocabulary
questions to further their understanding. The map in the text book and the classroom map will be
reviewed to ensure their understanding of the geography details. A model of drawing the map in
the social studies journal will be shown to the students to ensure their understanding of the task.
A model of the ten facts in the social studies journal will also be shown to the students. Students
will be directed to utilize their notes and their text books, including the maps, to complete the
assigned social studies journal task. GATE students will be encouraged to write more facts and
facts from additional resources to broaden their education.
Write several facts about how the Nile River influenced Early Egyptian settlement and civilization on the white
board as the students verbalize the facts.
Tell the student they are going to write ten facts into their journals with accurate information, complete sentences,
proper spelling, and correct punctuation.
They will draw a map of Egypt, the Nile River, the fertile valley, the delta, and the surrounding desert in their
journal.
They will provide a color coordinated key on their map and color their map accordingly.
Demonstrate each step by drawing/writing it on the white board as you describe it to them. Number and write a
fact on the board as an example modeling accuracy, proper spelling, and correct punctuation. On the white board,
draw a simple map do some labelling as a model.
Review simple and complex sentence structure.
Show the students a copy of what the page should look like.
An example of the how the finished product in the student journal should look will be available to the students.
Students will be directed to complete the assignment. Teacher will monitor the room while students are working
on the task, checking for correct engagement in the task and asking relevant questions.
All unfinished work will be sent home as homework and be scored the following day.
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TECHNOLOGY
Rationale: What technology did you use and how will it help EL learners gain understanding of the lesson
standard?
To assist EL students, a short video was shown that explained, utilizing maps and images, the role of the Nile
River on a settlement and civilization being established in the fertile valley and the delta. Images, pictures of the
vocabulary words, were also shown to the EL students to further their comprehension of the words. The students
were asked direct comprehension questions after the video and throughout the lesson to evaluate their
understanding of the concepts.
Students used their textbooks, looked at a Smithsonian Magazine article, had the objective posted on the white board,
KWL poster, large map of Ancient Egypt on the wall, and facts written on the white board. These sources assisted the EL
learners with comprehending the reading and understanding the discussion on how the Nile River and the surrounding
geography influenced an early civilization.
CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

Provide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and
guided practice for this group of students/class.
A discussion post reading will check for comprehension of the concepts being taught. Students will
be asked literal and inferred comprehension questions to monitor students understanding of the
objects. Students are asked questions to prompt their participation in the discussion, to encourage
oral communication skills, and to facilitate listening skills. EL students will be asked literal and
inferred questions but guided through answering when they encounter difficulties. GATE students will
be asked deeper questions to prompt a more complex understanding of the material. Struggling
readers will be asked questions to check for reading comprehension.
The students will review facts about the Nile River and its influence on the settlement and civilization of Ancient Egypt.
Students will be directed to write ten facts in their social studies journals based on their notes, the discussion, and
their textbooks. Teacher will monitor student progress as they are completing the tasks.
Direct students to refer to the maps in their text book and the map posted in the classroom to complete their drawing,
label it appropriately, and color it.
While monitoring the room, continue to check for understanding of the facts related to how the Nile River and the
surrounding geography influenced the early Egyptian civilization through use of questioning strategies while students
are completing the social studies journal tasks.
Assign any unfinished social studies journal work as homework.
GUIDED PRACTICE STRATEGY
The teacher will check for accuracy while students are working on assignment and provide written and oral feedback.
Students will share their facts with their shoulder partner and edit for capitals and punctuations.
Check each students work and edit as necessary before the students complete the assignment.
Remind students to check for spelling, punctuation, capitalization and sentence structure.
Prompt students to check their maps for accuracy, appropriate labels, and a key that is coordinated with the map.
7. CLOSURE
EL/SDAIE: Questioning for review. Check written notes. Evaluate social studies journal work.
Ask students to share facts they have in their journals.

Ask students to share the maps they drew.
Go back to the KWL chart, ask the students what they have learned about the Nile River and its influence on cultivating a
civilization.
Fill in the L section of the chart.
Ask some specific questions about the Nile River, the fertile valley, the delta, the surrounding desert, and the early
20
Egyptian civilization. (Example of questions might be why was the fertile valley a safe place to create a settlement, why
did the Nile River flood each year, why was there a fertile valley around the Nile River).
Call on some of the students to define the vocabulary terms.
o Delta
o Cataract
o Arid
o Predict
o Afterlife
Assign all unfinished work as homework. Remind students to utilize their notes and their text books and to complete
the task with accuracy, proper spelling, and correct punctuation and sentence structure. Explain to students that a
completed Nile River map drawing with labels, colored, and a corresponding key is also a required journal entry.
Learning facts about the Nile River and its geographic setting that influenced early Egyptian
civilization.
K (What we know) W (What we want to L (What we learned) Q (What new questions
learn) emerged?)
They had papyrus. Why did they mummify The Nile flooded every Did any civilization
cats? year. conquer Egypt?
They built the Sphynx, Why did they build the The flooding of the Nile Did the river ever dry up?
pyramids, and made Sphynx? lead to rich fertile land
mummies. that was perfect for
farming.
They invented Why were they buried The Nile flows North and Did they build aqueducts
hieroglyphics. with games? is 4,160 miles long. or just irrigation ditches?
The Nile is a big river. What were the pyramids The cataracts south of What were the first boats
for? Egypt kept ships from they used like and when
invading Egypt. did they start building
them?
The Nile has crocodiles. Why was the Nile so There has been farming Do people still farm the
important? settlements from the fertile valley and the
delta to the first cataract delta?
for 6,000 years.
They had many gods, Who were the Egyptian The surrounding desert
they were polytheistic. gods/ protected the settlements
along the Nile from
invaders.
King Tut and Cleopatra How many gods did they The Egyptians created
have? gods to explain many
things including why and
when the river would
flood each year.
Ask the students if anyone has anything to add about what they have learned about how the Nile River and the
surrounding geography influenced early civilization.
Remind the students about key elements of the facts they have learned.
Teacher will take a picture of the K-W-L chart and send it to each students school email account. Direct students to copy
the picture into their google.docs page for social studies.
8. INDEPENDENT PRACTICE
Provide a rationale for the independent practice assignment/homework you have assigned based on
what you know about this class.
The independent practice will be assigned and started in class while the teacher is monitoring the
room and checking for understanding. Students were assigned completion of the class activity. Most
students will be unable to complete the assignment in class to an acceptable level. Utilizing their
notes and their textbooks to complete the assignment at home will provide them with the time needed
21
to thoroughly write their facts and draw/label their map to a satisfactory level. By allowing the
students to complete the task as homework, they will not feel rushed and will be able to take their time
to focus on the assignment and build an acceptable understanding of the content that was taught.
The students will be directed to complete the coloring and labeling of their map in their journals at home.
Students will be directed to complete the list of facts as homework. They will be reminded to utilize their notes and the
textbooks to ensure that the facts are accurate.
Tell the students that the work they do at home is to be completed at an acceptable level. They need to use good
penmanship, correct spelling and sentence structure, and correct capitals and punctuation.
The homework will become part of their Social Studies journal that they can review and utilize as they continue to build
their knowledge.
9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed description of

three students and the adaptations for each student in the three areas in chart below.
1. Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students
that will affect your literacy instruction in this learning segment.
Students with IEP and 504 plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Social Skills 1 Conflict resolution strategies, verbal encouragement for
positive peer interactions, weekly on-site counseling
Female student Lynn is in the 1. 50 Social Studies Strategies: Games (page 102)
sixth grade. She is GATE and Teacher selects games from on-line sources to improve
is academically very high students understanding of social studies concepts (i.e,
functioning. She scores high maps, geography, city planning, transportation.) Pairing
on her classroom and Lynn up with one or two peers to play a social studies
standardized tests. If she is game where she must appropriately communicate with
having an interpersonal others will provide her with the opportunity to learn and
difficulty, she will not focus practice interpersonal communication.
and complete the class work.
2. 50 Social Studies Strategies: Informal Learning (page
When she completes work, it
136) Teacher designs and constructs as place with many
is above level. She
items for the students to explore and learn about the
consistently needs assistance
theme being reviewed. For example, a steamer trunk full
with interpersonal
of items that an individual would bring when crossing the
relationships. She repeatedly
Atlantic in the late 1800s. Lynn will have to communicate
says offensive things to peers
her ideas, thoughts, and feelings with peers while
and needs guidance on how to
exploring the informal learning center. She will be given
communicate her thoughts,
guidance on conflict resolution and respectfully sharing
feelings, and ideas to others.
her thoughts to maintain positive interactions with others.
When upset, she verbally
For the unit on Ancient Egypt, a collection of statues
assaults peers.
representing many of the Egyptian gods will be available
for the students to interact with.
3. 50 Social Studies Strategies: Readers Theater (page
194) Teacher will select an appropriate passage and
assign characters to the students. The students will have
to work together to learn their part in the reading to
successfully present it to others. As Lynn participates in
22
this activity, she is practicing interpersonal skills. If a
conflict arises, she will utilize the conflict resolution skills
she is learning to progress through the difficulty and reach
a resolution. She may have to help others who are not as
strong at reading as her which helps improve her
interpersonal relationships skills and builds her
confidence.
Auditory Disability 1 Student participates in small group and one-on-one

instruction with the teacher. Student participates in
speech services once a week.
Students with Specific Language Needs

Language Needs Number of Supports,
Accommodations,
Students Modifications
English language learner with 2 Pre-teach vocabulary words, key words, and important
minimal understanding of phrases through examples, visuals, and translations
English when necessary.
Asked specific questions and directed to partner share to
check for understanding. Student keeps notes on
vocabulary and key words available while class is
reading to refer to.
English learners at the 4 Students are given more visual examples of vocabulary
bridging stage of English words. Students have small group instruction to improve
acquisition. their understanding of the text and listening
comprehension skills. They are asked many
comprehension questions as the teacher/students reads
sections to improve and assess their listening
comprehension. Students are asked direct questions and
told to partner share during class review to ensure their
comprehension.
Kami is a 6th grade English 1. 50 Literacy Strategies: Double-Entry Journals (page 34)
learner student at the bridging Student is directed to write each day in a journal.
level of language acquisition. Sometimes, the students is given a prompt; other times, it
Her native language is is a free write. Teacher replies to student based on their
Spanish. She is extremely entry. This activity would help Kami with her language
social and talkative with peers acquisition because she will have to read the teachers
in both English and Spanish. entries and understand them to further reply to them.
She has a desire to do well Kami has adequate writing skills but needs to improve her
and succeed in assigned reading skills this activity will enable her to continue
tasks. Her current reading progressing in writing while improving in reading.
level is below average (at the
2. 50 Literary Strategies: Clusters (page 21) Student will
2nd grade level.) Although, her
use a variety of diagrams to help understand the text.
writing level is near grade
Student will make a visual representation of the
level (5th grade.) Her math
information reviewed in the text to improve their
scores are also low but it is
23
believed that the language understanding of the key concepts, words, and phrases.
barrier adds to this low Kami will improve her reading comprehension as she
achievement. Kami is makes various types of clusters for different text
involved in small group assignments. For example, when she was reading the
instruction, one-on-one Egypt chapter, she made a pyramid and filled each layer
instruction, and her of the pyramid with a main title and many key words that
assignments are modified so associated with the key title.
she can successfully complete
3. 50 Literary Strategies: Question-Answer-Relationships
them. She is also given grade
(page 93) Student analyzes and identifies the type of
level text to improve her
question before answering it. The student decides if it is a
understanding of concepts
Right There Question, Think and Search Question, Author
being reviewed in class.
and Me Question, or a On My Own Question then proceeds
to answer the question. This strategy will assist Kami with
reading comprehension because she will have to review
the text after reading while answering questions. She will
first have to identify what type of question it is and then
proceed to answer it from text material or her own
thoughts and ideas. This strategy will help improve her
reading comprehension skills.
Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Struggling readers 5 Small group instruction (daily,) grade-leveled text,
vocabulary assistance, listening comprehension tasks,
asked direct comprehension questions during readings,
fluency practice, ongoing reading assessment (e.g.,
running records, miscue, conferencing)
Brad is a struggling reader in 1. 50 Literacy Strategies: Reading Logs (page 113)
the 6th grade. He reads at the Students keep tract of the books they have read in a
3rd grade level. His reading journal, writing their thoughts, ideas, feelings, and
level has been improving conclusions about the book. Brad will benefit from this
since the beginning of the activity because it will help keep him accountable for daily
school year. He does not like reading while improving his reading comprehension and
to read, therefor, he given writing skills.
books from the classroom
2. 50 Literary Strategies: Choral Reading (page 18)
library at his grade level and
Student, in small group and whole group, all read
something that he enjoys (the
selections with peers and teacher in various ways (Echo
I+I Strategy.)
Reading; Leader and Chorus Reading; Small-Group
Reading, and Cumulative Reading.) Choral reading helps
struggling readers because it provides them with
beneficial oral reading practice. Brad will engage in Choral
reading whole group when reading the assigned grade
level text. He will also engage in choral reading in small
group with instructional level passages. These activities
will improve his fluency by providing him with guided
24
practice in a whole group setting and in small group
setting.
3. 50 Literary Strategies: Sustained Silent Reading (page
138) Students engage in silent reading with a book of
their choosing at their independent reading level for 15-
30 minutes. Brad will benefit from this activity because it
will encourage him to read independently with a self-
selected book. He will improve his appreciation of reading
and the knowledge he gains by reading books that
interest him and learning about these topics. Throughout
sustained silent reading, his fluency and comprehension
will improve due to the repeated practice and exposure to
reading.
GATE 3 Small group assignments to broaden their depth of

understanding, special projects, creative writing
assignments based on the unit theme, and Fabulous
Five (students who always raise their hands and answer
correctly) must wait till another student(s) tries before
they get to answer.
10. ATTACHED STUDENT WORK:
11. THEORETICAL OVERVIEW:
This direct instruction lesson is based on the behaviorist learning theory. Direct instruction was utilized because the
students lack knowledge; therefore, the knowledge needs to be given to them in an explicit manner. Scaffolding was used
in writing facts on the board in order to guide the students in writing their facts using complete sentences and by providing
struggling students and EL students with a small group session to activate their knowledge prior to the lesson.
Structure of Knowledge
25
Cognitive Rationale for using this Lesson Model in relationship to the cognitive level.
Level
Creating
Evaluating
Analyzing
Appling
I used a Direct Instruction lesson for this standard to provide information to the students so
Understanding
they learn facts about the settlement of the Nile River Fertile Valley.
Students will complete an assignment on their own in their social studies journal remembering
Remembering
the facts discussed and reviewed during the lesson.
26
CONCEPT ATTAINMENT LESSON PLAN FORM
California Baptist University School of Education
Making Knowledge of Permanent Settlements Permanent

Concept Attainment Lesson Plan
Lesson Number - 2
27
1. MATERIALS/PREPLANNING
Materials must include examples and non-examples of the concept being taught.
Textbook: Reflections: Ancient Civilizations
Social Studies notebook
Pencil
Pictures/Visuals of permanent settlements
Pictures/Visuals of nonpermanent settlements
Computer
Overhead projector
Vocabulary List key vocabulary term

Permanent Settlement area where people build dwellings that are intended to exist for an indefinite period of time
due to having access to water, animals, and food
Literature List supporting literature or reading materials

The Old Kingdom of Ancient Egypt: The History and Legacy of the Beginning of Egyptian Civilization by Charles River
Editors
The African Origin of Civilization by Cheikh Anat Diop and Mercer Cook
Egypt Before the Pharaohs: The Prehistoric Foundations of Egyptian Civilization by Michael A Hoffman
Ancient History: History of the Ancient World: Ancient Civilizations and Ancient Empires by Robert Dean
2. OBJECTIVE (10 points) Must contain the word concept You should be able to know this lesson will be on
developing a concept by reading the objective.
After the lesson on the concept of human settlement and growth of civilization students in grade 6 will be able to
state both orally and in writing the correct definition and complete a drawing sample of a permanent settlement.
Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)
Hist. Social Science Standard

State Blooms Level on the Taxonomy in Bold Type Application/Analysis
CCSS ELA Standard


CCSS ELA Standard

CCSS ELD Standard

Interpretive

sources.
28
ELD Standard(s)
o Emerging
Section 2: B-5: Demonstrate active listening in oral presentation activities by asking and answering basic
o Expanding
o Bridging
questions, with minimal prompting and support.
Language Demand Statement: edTPA p. 61

Students will use academic language (vocabulary, functions, discourse, syntax) when
communicating verbally, when reading, in writing, and when listening to exhibit their
understanding of the concept.
Language Function Statement: edTPA p. 61

Students will learn what defines a permanent settlement during this lesson. They will identify
the characteristics that define a permanent settlement. They will compare permanent
settlements and non-permanent settlements and evaluate these different living situations.
3. ASSESSMENT
Proficient (5 pts.) Basic (3pts.) Below Basic (1pt.)

Student completed an Student completed an Student completed an
accurate, labeled drawing accurate, labeled drawing accurate, labeled drawing
of a permanent and non- of a permanent and non- of a permanent and non-
permanent settlement in permanent settlement in permanent settlement in
their journal. their journal. their journal.
Student wrote the Student wrote the Student wrote the
definition of permanent definition of permanent definition of permanent
settlement in the social settlement in their social settlement in their social
studies journal. studies journal. studies journal.
The definition will include The definition included 2 The definition included
three descriptors of what descriptors of what less than two descriptors
constitutes a permanent constitutes a permanent of what constitutes a
settlement. settlement. permanent settlement.
Definition and paragraph Definition and paragraph Definition and paragraph
will utilize vocabulary, will utilize vocabulary, utilized inaccurate
proper punctuation, and proper punctuation, and vocabulary, punctuation,
appropriate grammar. appropriate grammar. and/or grammar.
This lesson will be assessed by the written definition in the student journal. The definition must include three descriptors
and three examples of the term/concept permanent settlement. Students will also have to draw and label a permanent
settlement and a non-permanent example in their social studies journal. As homework, students will write a paragraph
describing the differences between permanent and non-permanent settlements in their social studies journals.
Students will also be assessed informally by listening to their oral definitions of the concept of permanent settlement.
4. MOTIVATION FOR LEARNING ANTICIPATORY SET
When the students walk into the classroom, each table will be set up with numerous item to elicit their interest in the
lesson. Each table will contain a box with items such as: popsicle sticks, glue, pieces of cloth/felt, paper, sticks, rocks,
cardboard, string, and Play-Do. Students will be directed to build a home structure out of any of the items. They will be
notified that they do not need to use all of the pieces, they can utilize any pieces that they want. They will be encouraged
29
to be creative and think about the kind of shelter one could make out of items such as these in reality.
5. PURPOSE
Today, we will discuss and learn about permanent settlements. It is important to learn what characteristics a permanent
settlement possesses to improve our understanding of when, how, and why people began building permanent settlements
that led to civilization.
LESSON BODY
This lesson will define the key concept of permanent settlement. It will provide numerous examples of
permanent settlement and examples of non-permanent settlement to clarify the idea for the students.
The students will also have the opportunity to research the concept on their own. They will also write
and draw the concept in their journals which will improve their understanding and ownership of the
concept.
Prior to starting the lesson body do the following:

Restate the Objective in Kid terms
Today, you will learn what makes a permanent settlement. You will be able to describe what makes a dwelling a
permanent settlement and tell the difference between permanent and non-permanent settlements.
SDAIE: SDAIE will be shown visual representations of different dwellings to reinforce their understanding of the
concepts.
Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:
Step One- Definition:
Give several key attributes of the concept that are age appropriate and scientifically correct!
Today we are going to study the concept of permanent settlement.
According to the dictionary permanent settlement means: area where people build dwellings that are intended to exist
for an indefinite period of time due to having access to water, animals, and food.
Step Two - Examples:
Bullet each example and leave space between each new example.
The teacher must present (5 6) examples of the new concept.
This is Jamestown, Virginia. It was settled in 1607 and was the first permanent settlement in the Americas by
Europeans. It is a permanent settlement because it has dwellings intended to last a long time, and access to
food, water, and animals.
This is a city on the Nile River. The Nile River was first settled over 8,000 years ago. This is also a permanent
settlement because it has dwellings intended to last a long time, and access to food, water, and animals.
This is an early settlement in the American Colonies. The early colonies were settled near water. They settlers
planted gardens and hunted for food. They used the surrounding timber to build their dwellings. This is a
permanent settlement because it has dwellings intended to last a long time, and access to food, water, and
animals.
This is Taos, New Mexico. The Taos Pueblo is the longest continually inhabited habitat in the United States.
There is evidence of human settlement there as long ago as 3,000 B.C. This is also a permanent settlement
because it has dwellings intended to last a long time, and access to food, water, and animals.
This is a modern home in Riverside, California. In modern society, we live in houses or apartments, our water
comes in pipes to our homes, and we get our food from stores. Some people hunt and some people have
30
gardens but this is not a necessity in modern society. This is a permanent settlement because it is dwelling
intended to last a long time, and access to food, water, and animals.
Continue this format for 5-6 examples. The repetition is the key to teaching this lesson well.
Step Three - Non-examples:
This is a Native American thatched wichiup. Some western Native American tribes made their dwellings from the
brush that they found in the area that they were inhabiting at the moment. It is not a permanent settlement.
because there is no suitable ground to grow plants to harvest even though it does provide some shelter and there
may be food to eat nearby. They were not intended to last an indefinite period of time.
This is a hide wigwam that some Native American tribes used for shelter when they stopped in an area. They are
not permanent settlements because they would be moved as the group moved to follow the season for hunting
and gathering in different areas where food was plentiful at that time of the year. It was not intended to remain
inhabited in for an indefinite period of time.
This is a plains buffalo hide tipi. This is not a permanent settlement because it is often moved as the group
follows the buffalo herds through their yearly migration. It is not intended to last an indefinite period of time. This
community grows little to no food because their travel as the herd moves.
This is a modern non-permanent settlement that people made to provide shelter. It is made of things that were
available to the individuals: blankets, tarps, pieces of wood/cardboard/plastic. It is moveable. It is not intended to
last an indefinite period of time. Those living here would be unable to grow food because all the surrounding
ground is pavement.
This is a camp ground full of recreational vehicles. It is not a permanent settlement because the people can
move their dwellings (they can drive them someplace else.) It is not intended to last an indefinite period of time.
This is a dwelling made from the hides of camels in the Sahara desert. These are not permanent settlements.
They are intended to protect people from the elements for a short time. They will not last an indefinite period of
time. There is no water, no food (cannot grow food in the sand of the desert) and few animals.
Give 5 more examples of what is not an example of the concept and the reasons why it is not. It is very important
to go over each item and compare and contrast them so students can clearly understand the concept.
Step Four - Mixed Examples:
Present them and ask students to distinguish between them. Give 5 mixed examples with clear responses of why
and why not.
Here is a Native American Long House. Is this an example of a permanent settlement? It is a permanent settlement
because the structures are intended to last a long time, and there is the availability of food, water, and animals.
Here is Paradise Campground in Oregon. Is this an example of a permanent settlement? It is not a permanent
settlement because it is not intended to last an indefinite period of time. It has access to food and water but the
structure will not last a long time.
Here is a Walnut Canyon Cliff Dwelling. Is this an example of a permanent settlement? It is a permanent settlement
because a community of people inhabited these homes cut out of the rock for hundreds of years. They were
dwellings intended to last for an indefinite period of time. There is a river at the bottom of the cliffs to provide water,
there was game (animals) for food, and they grew some crops and gathered other food in this area.
This is a nomadic Finnish dwelling. Is this an example of a permanent settlement? It is not a permanent settlement
because it is not intended to last an indefinite period of time. The dwelling is made from sticks and animal hides that
can be taken down and moved when the family is ready to relocate based on the movement of the herds it hunts for
food.
31
This is a log cabin. Is this an example of a permanent settlement? It is a permanent settlement because it is
intended to last an indefinite period of time. There is a garden in the front of the log cabin for food and the
inhabitants would have water and access to food sources.
Vocabulary. This is where students have a chance to develop the correct

terms/vocabulary and really own the terminology.
Step Five - Redefine Concept:
The teacher must ask students to define the concept in their own words. You should have given several clear
attributes of the concept that students can easily repeat and write in their journals. Now it is their task to write
the new term with the meaning and description in their journal under the vocabulary for this unit.
They could also illustrate the term and give various examples and non examples. Let them be creative in how
they enter the vocabulary terms. This will help them remember the vocabulary and make it useful for them.
You could say: (Word this part according to the group you are addressing)
Class, now turn to your elbow partner and share the definition of a permanent settlement. I want each of you to give
the definition to your partner and describe two or three examples of a permanent settlement. I also want you to share
two to three examples of a non-permanent settlement.
Fully script 2 or 3 student responses.
Student 1: A permanent settlement is a home that people stay in for a long time. They dont move around and carry
their home with them to a new place. A permanent settlement is like a town or city. A non-permanent settlement is how
the native Americans used to live.
Student 2: A permanent settlement is a dwelling where people live for their whole life and other people can live there
after the first people are gone. A permanent settlement is like my house, or the cabins in Big Bear, or the villages we
visited in Arizona where people built there houses out of adobe a long time ago. A non-permanent settlement is like tents
or RVs.
This is also a permanent settlement because it has dwellings intended to last a long time, and access to food,
water, and animals. Or a non-permanent settlement because it does not intended to last an indefinite period of
time and may or may not have access to food, water, shelter.
Now, have them write the definition in their own words in their journal.
Please take out your social studies journals and enter the vocabulary term: permanent settlement.
Write the definition of permanent settlement in your own words.
Be sure to describe the characteristics that a permanent settlement must have (intended to last an indefinite period of
time, and access to food, water, and animals.)
Draw an example of a permanent settlement. Be sure to label the characteristics that make it a permanent settlement
and not a non-permanent settlement.
Lesson Step Six - Student Examples:
The teacher must ask the students to find or suggest additional examples of the concept to show their
understanding.
Students, now it is your turn to broaden your own understanding and mastery of the concept. You are to find
additional examples of permanent and non-permanent settlements. You may look in your social studies book, the
additional resources I brought, or the approved sources on you Chromebook.
Now, we will go around the room and each group will describe the permanent settlement they built at the beginning of
32
the lesson. You will describe how it is a model of a permanent settlement or a non-permanent settlement.
Step Seven Response to Learning the Concept:
Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on
the EL/ELA objectives and the Social Studies content of the lesson body.
ELD Level Emerging Response to learning:
Listening: They will listen to demonstration.

Speaking: Repeating words when directed, Say permanent settlement.
Reading: No reading.
Writing: Copying the definition into their social studies notebook.
ELD Expanding Response to learning:
Listening: Listening to the demonstration.

Speaking: Answering direct questions about what a permanent settlement is, with prompting and support if needed
Writing: Writing a definition of permanent settlement in their social studies notebook, with support if needed.
ELD Bridging Response to learning:
Listening: Active listening to the demonstration.

Speaking: Answering detailed questions with little to no support. Offering ideas and asking relevant questions.
Writing: Completing the journal entry by writing a definition of permanent settlement and giving examples with little to no
support.
7.CLOSURE
Students are at their seats, prepared to go home for the day.
Class, we have learned a great deal today about permanent and non-permanent settlements. Let us remember what
makes a settlement a permanent settlement instead of a non-permanent settlement. Remember the characteristics that
make a permanent settlement. Recall the examples we examined. Who would like to begin by giving their definition of a
permanent settlement?
Continue this dialogue until students have rehearsed their learning several times.
End with each student stating the learning to the person next to him/her.
Provide a rationale/justification for your choices.

Students will research and find additional examples of settlements and non-settlements to improve
their understanding of the key concept. By researching the concept on their own, they will broaden
their depth of understanding of the concept. They will be reviewing the characteristics of what makes
a dwelling a permanent settlement as they look at examples and think of ways that these are or are not
a permanent settlement. They will draw a picture of a non-permanent settlement in their notebook and
write a paragraph comparing their drawings of a permanent and non-permanent settlements which will
deepen their understanding of the characteristics that constitute a permanent settlement.
Students will find additional examples of permanent settlements and non-permanent settlements in books,
encyclopedias, or the internet.
In the students social studies journals, they will add a drawing of a non-permanent settlement and label the
33
characteristics that make it a non-permanent settlement (i.e., no soil for food to grow.) They will also have to write a
paragraph describing the difference between their permanent settlement drawing and their non-permanent settlement
being sure to describe the characteristics that are in the permanent settlement but lacking in the non-permanent
settlement.
9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION
Provide feedback for each of the 3 focus students on the work sample. (See edTPA for
directions on feedback)
ELL Learner W/Few Individually, the student was shown a picture of a permanent settlement and a picture of
Words a non-permanent settlement and told which one was which and asked to repeat. Student
was instructed to say permanent settlement and point to the picture of a permanent
settlement. Student was instructed to say non-permanent settlement and point to the
non-permanent settlement. Student will have prompting and support to encourage her
active listening due to being shown a picture of settlement, told whether it is permanent
or non-permanent, and asked to point to it and repeat.
Student with low To complete the journal, the student will be able to utilize his book and look at the
writing ability teachers sample for guidance. The student will be shown were the description of
permanent settlement is in his social studies book so he can refer to it when writing his
definition and completing the paragraph as homework.
Student with Student will utilize additional resources, books, and internet sources to identify
advanced literacy additional permanent settlements and non-permanent settlements. Student will be able
skills to complete a google slide document to organize the images.
Fill in chart below with additional strategies to support the learning or extend lesson
Wright Text Description of strategy How strategy is helpful Rationale for selecting &
links to student/standards
1. Keywords: a Students will be directed to This strategy allows a Student will be able to
Memorization create a mental image of student to focus on a draw from information
Strategy (page 28) keyword that will trigger keyword and then add they have learned to
additional facts that relate to additional facts. It lets a create a mental image of a
the keyword. student focus on an image permanent settlement.
of the keyword that will They will be able to create
elicit additional facts. a coherent understanding
of what constitutes a
permanent settlement and
its characteristics, making
a mental image of the
keyword to remember
these facts.
2. Prior Knowledge: Students will describe ideas Students will activate the Students understanding of
Activating the they have about permanent knowledge that they the concept permanent
Known (page 40) settlement before the lesson. already have of permanent settlement will be
A list will be created for the settlements which will enhanced as their
students to see that describes improve their ability to background knowledge is
their ideas of what comprehend the concept. activated. They will form a
characteristics a permanent They will be linking new coherent understanding of
settlement will possess. information to information the concept as they link
that they already prior knowledge with new
understand. This will information.
improve their ability to
34
recall the new information
that is integrated into old
information.
50 Social Studies
Strategies
1. Architecture and Students utilize their Students will expand their Students will improve
Landscape design understanding of geography understanding of the their coherent
Significance (page 57) and community to describe characteristics of a understanding of the key
how humans settle and settlement as they concept permanent
change a landscape over time. compete an activity, settlement by analyzing
identify the ways a how a landscape is altered
location is changed over when humans build
time due to human permanent settlements,
settlement. They will be farm the land, and utilize
able to complete drawings the animals for food and
or attach pictures to a products.
presentation board that
displays how a landscape
is altered by settlement.
2. Custom Boxes Teacher will make custom A custom box will be Students will improve
(page 76) boxes with artifacts Boxes will created that contains their coherent
contain items related to the items from early understanding of the
concept being taught about a settlements such as permanent settlement
particular time, place, or farming tools, pottery, concept by analyzing
people. religious icons. Another custom boxes of
box will contain artifacts permanent and non-
from a non-permanent permanent settlements.
settlement such as shelter
poles, animal hides used
for shelter, and baby
carrying devices.
50 Literary Strategies
1. Cluster for Root Students are taught root Students will better By learning more about
word understanding words to improve their ability understand settlement the root word settle,
(page 192) to comprehend complex as they focus on the students will improve their
words that have affixes definition of the word comprehension of the
attached to the root word. settle. They will analyze concept settlement.
They complete a word graph additional words that
where they attach words that contain settle to broaden
contain settle to the root their vocabulary, for
word that is in the middle. example presettle,
resettle, unsettle, and
settleable.
2. Word Sort (page Students are given words and Students improve their Students comprehension
207) categories to sort words. The understanding of the of the concept of
categories are broad ideas characteristics of a settlement will improve as
and they place the specific permanent and non- the categorize words into
words into the broader column permanent settlement by permanent settlement and
to improve students placing words that non-permanent
vocabulary understanding. describe each concept in settlement.
the correct column.
Technology Teacher will provide images to The images will allow the Students understanding of
Resources ensure the students students to see a graphic permanent settlement will
Google search images understanding of the concept representation of the improve as they link
of permanent and of permanent settlement. definition being verbally pictures with permanent
non-permanent Teacher will show images of taught to them on the and non-permanent
settlements shown permanent settlements and concept of a permanent settlements.
with an overhead non-permanent settlements to settlement.
projector. allow the students to witness
35
and then analyze the
differences.
THEORETICAL OVERVIEW: 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., analyze, compare).
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Evaluation
Synthesis
Analysis
Classroom practice and Independent practice were utilized to teach students to apply their
understanding of permanent and non-permanent settlements. They had to apply their understanding of
Application
permanent and non-permanent settlements while analyzing images and while illustrating settlements in
their journals.
I used a Direct Instruction lesson for this standard to describe, explain, and identify the characteristics
Comprehension
that are involved in the concept of permanent settlement.
Knowledge A direct Instruction lesson was utilized to define the concept of permanent settlement.
11. ATTACHED STUDENT WORK
Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
36
Preparation Scaffolding Grouping Adaptation
3. Adaptation of Content o Modeling o Whole group o Advanced
4. Background o Guided Practice o Small groups o EL
Knowledge o Independent Practice o Pairs o Other
5. Links to past learning o Comprehensible Input o Works Independently
6. Strategies Used o Mixed groups EL students will have a pre-
7. Resources Selected EL students were pre-exposed o Flexible groups lesson group to assist them
8. E-resources to the vocabulary and shown with becoming familiar with
pictures of permanent and non- A small EL group will be the concept of permanent
Pictures were selected permanent settlements. During settlement. Advanced
utilized before the lesson to
from a web search to guided practice, students wrote students will be encouraged
pre-expose students to the
illustrate permanent and the definition of permanent to complete a google slide
concepts. Students will
non-permanent settlement and drew a picture of document where they have
share with their elbow
settlements. a permanent settlement. uploaded additional images
partner their thoughts
Teacher offered guidance and during the lesson. Students of permanent and non-
feedback as work was will work independently permanent settlements to
monitored. Students were when completing their expand their breath of
assigned independent practice journals. knowledge on the concept.
to complete at home where they
drew a non-permanent
settlement and wrote a
paragraph on the similarities
and differences between the
two. A model of all work will be
available for the students to
look at.
Integration of Processes Application Assessment Objective
o Reading o Hands on o Rubric o Linked to Standard
o Writing o Meaningful o Group o Integrated with Language
o Speaking o Linked to objectives o Written Arts
o Listening o Engaging o Oral o Age Appropriate
o Viewing o Active Learning o Formative
o Vocabulary o Summative Students will understand the
Students will improve their o Test characteristics of a
Students verbalized their understanding of why the Nile o Checklist permanent settlement and
thoughts, ideas, and River led people to develop how the properties of the Nile
questions about the permanent settlements. A simple rubric will be River led to a permanent
concept of permanent Students will improve their applied to determine their settlement 8,000 years ago.
settlement. Students comprehension of the concept understanding of the
listened to the definition of of permanent settlement. concept of permanent
permanent settlement. settlement by analyzing
They viewed images of their completion of the
permanent and non- social studies journal entry
permanent settlements. requirement.
They improved their social
studies vocabulary.
37
GENERALIZATION LESSON PLAN AND RUBRIC
Revised by Dr. R. Timmons
38
California Baptist University School of Education
Exploring Settlement of the Nile River Valley to the

Colonial Settlement of America
Lesson Number 3
1. MATERIALS
California Reflections Ancient Civilization textbook
Social Studies Journal
Pencils
Whiteboard and whiteboard markers
Pictures of Nile River valley settlement
Pictures of the Colonial Settlement in North America
2. OBJECTIVE
After the lesson on using data to support generalizations, students in the 6 th grade will apply the knowledge gained to
develop generalizations on the concept of settlements in the Nile River fertile valley and in the colonial North America
with accuracy.
State the objective in behavioral terms, as follows:

1. A=Audience 6th grade
2. B=Behavior: Apply knowledge and develop generalization on the concept of settlements in the Nile River fertile
valley and colonial north America.
3. C=Conditions: Students should understand and apply the understanding they gained about generalization about
settlements in the Nile River fertile valley and colonial north America.
4. D=Degree of accuracy needed to achieve the objective: Students, with 100% accuracy, will demonstrate in
their social studies journal entry the knowledge they have gained and develop generalization concerning the
settlement of the Nile River fertile valley in comparison to the settlement of the colonial north America.
The key question to ask: Can this objective be assessed and what will the student be able to think, say, or do when
the objective is accomplished?
Note: In this lesson plan, the objective will include the following words: finding
generalizations that are supported by data.
Objective: After the lesson on using data to support generalizations, students in grade 6 will
apply this knowledge and develop generalizations concerning the topic of settlement of the
Nile River Valley and Colonial North America with accuracy.
Hist. Social Science Standard
State Blooms Level on the Taxonomy in Bold Type: Synthesis/ Evaluation
CCSS ELA Standard


CCSS ELA Standard

39
CCSS ELD Standard

Interpretive

sources.
Language Demand Statement: edTPA p. 61
Students will use specific academic language (vocabulary, function, discourse, syntax) while writing their generalization of
knowledge summary to engage in a learning task that demonstrates their disciplinary understanding while
comparing/contrasting.
Language Function Statement: edTPA p. 61
The content and language in this lesson will concentrate on the student learning task of comparing/contrasting settlement
of the Nile River fertile valley and the settlement of the colonial north America. Students will identify main ideas and
supporting details to differentiate between two different settlements while evaluating similarities and differences.
3. ASSESSMENT
Standard Excellent (3 points) Satisfactory (2 points) Unsatisfactory (1 point)

Generalize the data by In social studies journal, In social studies journal, In social studies journal,
integrating information student generalized the student generalized the student generalized the data,
presented in different data writing 3 data, writing 3 writing less than 3
formats as well as in words generalizations with generalizations with generalizations with cursory
to develop a coherent accurate, detailed explanations. They explanations. They copied
understanding of a topic or explanations. They accurately copied the data the data chart into their
issue. accurately copied the data chart into their journal. journal. They superficially
chart into their journal. They illustrated their illustrated their
They illustrated their generalizations correctly. generalizations. Utilized
generalizations correctly. Utilized sufficient grammar, improper grammar, sentence
Utilized correct grammar, sentence structure, structure, spelling academic
sentence structure, spelling, spelling, academic language and vocabulary.
academic language and language and vocabulary.
vocabulary.
Students will be assigned a journal writing task to evaluate their understanding of the learning task taught. They
will complete a journal entry where they write 3 or more sentences, with competent grammatical skills, evaluating the
generalizations of the settlement of the Nile River fertile valley and the settlement of colonial north America. Their
generalization sentences will integrate information from the data chart completed in class in a competent manner with
detailed explanations to display their understanding of the lesson task. The rubric will be utilized to assess their
competency in generalization of information and the score will be recorded in the teacher grade book for homework task
completion.
4. PURPOSE
40
Students will improve their understanding of the concept of settlements by generalizing information gained during the
class discussion about the settlement of the Nile River Fertile Valley and the settlement of the Colonial North America.
Students will enhance their knowledge and develop generalizations about both settlements through class discussion
and assignment in order to synthesis and evaluate information during the learning task.
Class, we are now going to discuss and learn about how to generalize information to improve our
understanding of a concept. We will make a chart to display things we have learned about the settlement of
the Nile river fertile valley. We will activate our knowledge, from our lessons on the settlement of north
America by the colonists, to complete the other half of the comparison chart. Then, we will evaluate and
synthesize the information to determine how the two settlements compared. Our knowledge of settlements
will improve as we generalize information about two different cultures we have studied.
5. ANTICIPATORY SET/Motivation for Learning
Students will be shown several pictures of settlements on the Nile River fertile valley and several pictures of colonial
settlement of North America. Each student will have drawing paper and colored pencils at their tables. After being
shown several pictures, they will be encouraged to draw an early settler of the Nile River and early colonial settler of
North America. Each table will select one picture of an early Nile River settler and colonial North American settler
(each table: 2 students, 1 picture each) to share with the class and to post on the art display wall.
6. LESSON BODY
Students will create a data chart where they apply new information and background knowledge to
compare/contrast two similar concepts. They will construct data then evaluate the information to draw
conclusions which will improve their ability to make generalizations.
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.
Class, we have previously studied about the colonization of North America. We have been studying about Ancient
Egypt and the settlement of the Nile River fertile valley. We are going to complete a data chart where we write the
things we know about the settlement of each of these lands. Students, please raise your hand to share an idea you
have about the settlement of the Nile River Fertile Valley or the settlement of Colonial North America.
Settlement of the Nile River Fertile Valley Settlement of Colonial North America
Walked to the unfamiliar fertile valley Took boats from Europe to colonize the area
Settled by water and available food sources Settled by water and available food sources
Built adobe dwellings Built forts and dwellings out of wood
Created Egyptian religion to explain things they Religious (mostly Christian)
did not understand Leaders were not gods or kings
Leaders/kings/pharaohs were gods Built farms, planted crops, had domesticated
Built irrigation ditches to develop farm land and animals, and hunted and fished
raise animals for food sources Changed landscape by cutting down trees and
Changed the landscape through farming and introducing new crops and animals
irrigation canals Took over more and more land as they became
Took over more and more land as they learned better at defending themselves, feeding
41
to farm the land as their boating expertise grew themselves, and governing themselves
Hunted and fished
How do you think we might organize this information?

Student 1: We can look at the similarities.
Student 2: We can look at what is different about the settlements.
Student 3: We can make a Venn diagram.
Step 2. Pupils compare or contrast data, discuss and note relationships and general trends.
Script the discussion.
How were the settlements alike?
Student 1: They both farmed and hunted around the area they settled.
Student 2: They both took over more land as their settlement became bigger.
Student 3: They both changed the landscape but in different ways.
What how where the settlements different?

Student 1: They built different types of houses out of the things that were in that area.
Student 2: Egyptians walked to their new land and the colonists used a boat to get to North
America from Europe.
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.
What kind of generalizations can we make from the data we generated about the settlement of the Nile
River fertile valley and the colonial settlement of North America?
Student 1: People make settlements by food, water, and animals they can hunt.
Student 2: People group together in settlements to help each other.
Student 3: People build communities for protection.
Student 4: People change the landscape when they live there.
Student 5: Settlements encourage more people to live there.
Is there anything we could say about how this could apply in a similar situation or in another place?
Student 1: When people settle a new place, they will settle by water, food, animals, and in an area
that they can find shelter.
Student 2: People group together to help each other and protect each other from other groups,
animals, and weather events.
Have students consider each of the proposed generalizations. Is each generalization

supported by the data?
Let us know think about each of the generalizations we identified.
1: People make settlements by food, water, and animals they can hunt. Is this supported by the data?
Student 1: Yes, because the data says that both the Egyptians and the Colonists settled by water,
grew crops, and hunted animals.
2. People group together in settlements to help each other.
Student 3: The data chart says that they built adobe houses, and wood houses and forts, irrigation
ditches, and farms. People need to help each other to do all this, one person could not do it alone.
3. People build communities for protection.
Student 5: Yes, the data says this because the colonists built forts. The data chart does not say this
42
but we know that the Egyptian built armies and boats, and they had the desert and the river to protect
them from invading armies.
4. People change the landscape when they live there.
Student 3: Yes, the data says that the Colonists changed the landscape when they cut down trees
and the Egyptians built canals. They both changed the landscape to farm the area and to provide
places for the animals the domesticated.
5. Settlements encourage more people to live there.
Student 4: Yes, the data says that the settlements kept getting bigger. The data chart doesnt say this
but we also learned that settlements must have excess food to grow bigger.
7. CLOSURE
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.
Ask:
What did you learn from the data today concerning settlements in the Nile River Fertile Valley?
Student 1: Both settlements were similar even though when we think about Egyptians and Colonists
we think they are very different.
Student 2: When they were settling the area, they both wanted to be by food, water, animals, and be
able to build shelters.
What have we learned about using facts/data/evidence to solve problems (generate new ideas, form conclusions,
etc.)
Student 4: We can write all our ideas down so we can see the similarities and differences between
two things.
Student 5: When we think of ideas for one thing, it will help us think of ideas for another thing.
Ask them if they have any other comments. Script possible responses.
Why were the Egyptians conquered but not the colonists?
How many people were in the Egyptian civilization when it was the biggest?
Did other civilizations, like China and Roma, settle their area the same way?
Teacher should restate the learning one last time in another way.
Class, today we learned about how to generalize information when we think about two different concepts. We
discovered the similarities and differences in settlement of the Nile River Fertile Valley and the Colonial North
America. We discovered that although there are many differences when we think of Egyptians and Colonists,
there were many similarities in how and why these communities settled their particular land.
Student 2: I never thought there was anything similar about the Colonists and Egyptians but now I
can see that because they settled an area, they have similarities.
Student 3: When people settled, it must have been really hard and a lot of work.
Student 5: I wonder if every civilization that settled some place changed the landscape?
Provide a rationale.
Students will have the opportunity to integrate classroom knowledge into their own thoughts and
ideas to make the information their own. They will integrate the information into their existing
knowledge by writing and drawing pictures of their conclusions. They will practice competent writing
skills by completing the journal writing assignment.
Journal Assignment:
Students, you will now utilize your social studies journals to complete a classroom assignment that you will then
complete as homework. Please, copy the data chart into your social studies journal. Then write, at least, three sentences
where you drew generalizations from the data chart. Your sentences will utilize proper grammar, spelling, and
punctuation. You are also to include content vocabulary and add details to your sentences. Each sentence should have
a corresponding picture. I will be walking the room to monitor your work and offer guidance/assistance. Please, ask
questions and seek help if needed. What you do not finish, you will take home and complete as homework, being sure to
43
complete the work to a high quality standard.
Excellent (3 points) Satisfactory (2 points) Unsatisfactory point)

In social studies journal, In social studies journal, In social studies journal,
student generalized the student generalized the student generalized the data,
data writing 3 data, writing 3 writing less than 3
generalizations with generalizations with generalizations with cursory
accurate, detailed explanations. They explanations. They copied
explanations. They accurately copied the data the data chart into their
accurately copied the data chart into their journal. journal. They superficially
chart into their journal. They illustrated their illustrated their
They illustrated their generalizations correctly. generalizations. Utilized
generalizations correctly. Utilized sufficient grammar, improper grammar, sentence
Utilized correct grammar, sentence structure, structure, spelling academic
sentence structure, spelling, spelling, academic language and vocabulary.
academic language and language and vocabulary.
vocabulary.
9.DIFFERENTIATION /ADAPTATION OF INSTRUCTION

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. (See edTPA for directions on feedback)
ELL Learner W/Few Throughout the discussion, ELL will be asked specific questions to ensure their
Words understanding of the discussion. They will be provided with pictures of the concepts to
enhance their ability to learn the ideas being reviewed.
Student with low The key vocabulary will be pre-taught with the student in a small group setting where
reading ability they can take notes in their social studies journal in order to participate in the
discussion and improve their understanding of the concepts. Data chart will be read to
improve the students to read it by themselves in the future.
Student with Student will be given additional resources to broaden their depth of knowledge on the
advanced literacy settlement of the Nile River Fertile Valley and Colonial North America. Student will also
skills/other be given the opportunity to broaden their knowledge by learning about different
settlements, (i.e., China, Russian, Europe, India.)
Strategies to extend the lesson- Fill in chart below:
1. Main-Idea Maps Graphic organizers are Students who have a Students ability to develop
(page 33) generated by the student, with visual representation of a competent
or without help from the the information being understanding of the topic
teacher/peers, to improve the presented can improve will be improved as they
students ability to their comprehension of complete a graphic
comprehend the information the main ideas. organizer because they
being read and reviewed. are linking the facts being
Students make a visual discussed, reviewed, and
representation, writing read into a visual
information in some sort of representation.
chart, that allows them to see
the gist of the data.
2. Mental Imagery: Students create a mental Students create a mental Student will improve their
Improving Text Recall image of the concepts being picture of the information understanding of and
(page 36) discussed and passages they are learning to ability to describe a
being reviewed to improve improve their permanent settlement in
44
their comprehension of the comprehension. When the Nile River Fertile
information. they are visualizing an Valley when they can
image of the concept create a mental image of
being reviewed, students it.
are using a different
learning pathways which
will improve their ability to
fully understand the
concept.
50 Literacy Strategies
1. Venn Diagram Students complete a diagram Students understanding Student will be able to
(page 219) that has two circles that of the similarities and identify and describe the
overlap. The overlapping differences of two similarities and
circle is where the student concepts is improved as differences between the
writes the similarities between they complete a Venn settlement of the Nile
the two concepts being diagram. Students have River Fertile Valley and
reviewed. In each of the non- to review the material to Colonial North America
overlapping circles, student put it into the correct after they complete a Venn
writes concepts that only place in the diagram, thus diagram where they must
pertain to one of the concepts improving their write these facts
in each circle. comprehension of the key accurately.
ideas.
11. Word Wall The class completes a word As students content Students understanding of
on Ancient wall where various vocabulary vocabulary improves, they ancient Egypt will improve
Egypt words are posted. Students were better their as their knowledge of the
(page 185) will then look at the affixes, comprehension of the vocabulary is broadened.
root words, and word concepts being read and They will have an easier
etymology to improve their discussed. Students who time reading and
understanding of the have a broader content comprehending the
vocabulary terms. and academic vocabulary classroom text and
are able to comprehend additional resources as
more diverse texts and their vocabulary is
expand the depth of expanded.
knowledge.
50 Social Studies
Strategies
1. Graphic Novels Students (independently, with Strategy helps students Students understanding of
(page 112) partners, or in small groups) utilize the concepts they settlements will improve
write graphic novels on are learning in the lessons as they use the
concepts being reviewed. to create a graphic novel information they know to
Students are able to combine that will enhance their create their own story.
cartoon illustrations with understanding. They will They will be able to
novel writing to examine explore cause/effect, illustrate and write
cause/effect, sequencing, sequencing, and dialogue to enhance their
chronology, geography and characters which appreciation of life during
history. While writing a story, improves their the settlement of the Nile
students must focus on comprehension of the River Valley or Colonial
sequence of events, concepts being reviewed. North America.
individuals roles, and story
elements (i.e., plot, theme,
setting.)
2. Historical Students learn about a Students improve their Students can improve
Characters (page 121) historical figure and then understanding of a their understanding of
present this information to the historical person and Egypt and Colonial
class. They talk to the class time-period through America by learning about
as if they were the historical research. They expand and being historical
figure. Other students witness their depth of knowledge characters (i.e, King Tut,
the performance and are able of the historical person John Carver). They will
to interact with the character and the time. Students improve their
student as if they were the who are witnessing the understanding of the time-
45
actual historical figure. performance learn about period and the historical
the historical figure and figures associated with
time-period by interacting that point in history.
with the historical
character.
Technology Google images of settlements Students understanding Students will see images
Resources on the Nile River Fertile Valley of the settlements will be of the settlements on the
Google images and Colonial North America. visually represented Nile River Fertile Valley
displayed by an which will improve and Colonial North
overhead projector students mental image America, this will improve
and their understanding of their comprehension of
the concepts. the concepts. As they
have a visual
representation of the
settlements, their ability to
develop a coherent
understanding of
settlements of the Nile
River Fertile Valley will be
improved.
10. THEORETICAL OVERVIEW:
Level Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
Generalization instruction was utilized because students took the data from the chart and evaluated the
differences and similarities between settlements in the Nile River Fertile Valley and Colonial North
Evaluation
America. They compared present learning of settling the Nile River Fertile Valley and background
knowledge of settling Colonial North America.
Generalization instruction takes two main concepts and constructs a data chart by assembling
Synthesis information into a coherent and organized display. The information is arranged in a coherent manner to
enable the students to synthesis the data and make reasonable conclusions.
Analysis
Application
Comprehension
Knowledge
46
11. ATTACHED STUDENT WORK
Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Preparation Scaffolding Grouping Adaptation
9. Adaptation of Content o Modeling o Whole group o Advanced
Pre-reviewed key Teacher wrote data into the Whole class Given additional
vocab with EL and chart. Teacher had a journal generalization resources to add data to
struggling readers. entry complete for students instruction the data chart in their
to refer to. o Small groups journals.
10. Background Differentiation
Knowledge o Guided Practice instruction to assist o EL
Activate background Students completed a struggling readers and Small group instruction
knowledge on Colonial journal entry after teacher EL with vocabulary to improve their
North America to modeled. understanding understanding of the
complete the data o Works Independently concepts.
chart o Independent Practice Journal assignment
Journal entry of data chart,
11. Links to past learning sentences and illustrations
Colonial North America
lesson o Comprehensible Input
Students expressed their
12. Strategies Used ideas coherently
Generalization
Instruction, Data Chart,
Guided Practice
13. E-resources
Google images of
settlements on the Nile
River Fertile Valley and
Colonial North America
Integration of Processes Application Assessment Objective

o Reading o Hands on o Rubric o Linked to Standard
Reading the data chart Completing drawings about Basic Rubric was Lesson and assignment
settlements in the Nile River utilized to assess their linked to assessment
o Writing Fertile Valley and Colonial completion of the because the activities
Copying the data chart North America journal assignment. will improve students
and writing sentences Score was recorded in ability to develop a
in their journal o Meaningful the homework score coherent understanding
Improving understanding of sheet. Students of the settlement of the
o Speaking the similarities and participation in the Nile River.
Expressing their differences among the discussion was
thoughts and ideas on settlements being reviewed. monitored, notes were o Integrated with Language
settlements. placed in student Arts
o Linked to objectives portfolio. Students have to write
o Listening Drawings, discussion, sentences, in proper
Listening to the completing the data chart, grammar, in their
discussion and journal entry journals.
assignment improved
o Viewing students ability to develop o Age Appropriate
Viewing the pictures a coherent understanding of Lesson was sixth grade
and the data chart permanent settlements appropriate.
o Vocabulary o Engaging
Academic and concept Participated in drawing,
vocabulary on discussion and journal
settlements of the Nile activity
47
River and Colonial
North America o Active Learning
Students offered their ideas
and wrote sentences
drawing conclusions about
the different settlements.
Notes for next lesson based on lesson results:
o Strengths/Weaknesses of student learning
o Students needing more help
o Content adaptations
o Reading skills
o Vocabulary clarification
48
49
INQUIRY - MINI LESSON PLAN
EDU 512
Settlement of the Nile River Fertile Valley

Inquiry Mini Lesson Plan (Based on SIOP Model)
Understanding the Settlement of the Nile River Fertile Valley
Name: Denice Cahill Date: 2/28/2017

Grade Level: 6
Social Studies Content Learning Objective(s): Grade Level Content Standards:

After the lesson on the early settlement of the Nile 6.2.1 Locate and describe the major river systems and
River Fertile Valley, students will be able to describe discuss the physical settings that supported permanent
the characteristics of the river and the area that settlement and early civilization
enabled people to settle the area and build a
civilization. They will be able to satisfactory complete ELA Language Standards for Grade Level
an exhibit based on the content learned and make a RI 6.7 Integrate information presented in different media or
competent presentation to the class. formats (e.g., visually, quantitatively) as well as in words to
ELA (Academic) Language Objective: SL 6.1 Engage effectively in a range of collaborative
Students will integrate information they have learned discussions (one-on-one, in groups, and teacher led) with
in lessons and independent study to create a group diverse partners on grade 6 topics, texts, and issues, building
exhibit and present their ideas to the class. on others ideas and expressing their own clearly.
SL 6.4.a Plan and deliver an
ELD (Academic) Language Objective: informative/explanatory presentation that:
Students will improve their ability to communicate develops a topic with relevant facts, definitions,
with academic language to broaden their and concrete details; uses appropriate
understanding of the concepts. They will
transitions to clarify relationships; uses precise
demonstrate effective listening and communicating
skills while engaged in the group and class
language and domain specific vocabulary; and
discussion. provides a strong conclusion.
Cog. Taxonomy/DOK Levels: ELD Standards (2014) for Grade Level

Level 2: Collect and display, Organize, Construct Collaborative 1. Contribute to class, group, and partner
Level 3: Investigate, Construct discussions by following turn-taking rules, asking relevant
Level 4: Design, Apply Concepts, Create questions, affirming others, adding relevant information, and
paraphrasing key ideas.
Interpretative 5. Demonstrate active listening in oral
presentation activities by asking and answering detailed
Productive 9. Plan and deliver longer oral presentations on a
variety of topics and content areas, using details and
evidence to support ideas.
Central Focus Statement:

Students will take information they learned in unit lessons and independent research and apply it to the
creation of a project to make a coherent synthesis of the information.
Language Demand Statement: edTPA

While engaging in group discussions and when describing their project to the class, students will use
academic language (vocabulary, functions, discourse, syntax) to competently express their conclusions
50
based on the settlement of the Nile River Fertile Valley.
Language Function Statement: edTPA

The academic content language used in this lesson will focus on communicating their thoughts, ideas, and
questions on the settlement of the Nile River Fertile Valley.
Materials Key Academic Vocabulary Research Based Learning

Reflections Ancient Civilization Nile River Strategies (provide text
textbook Settlement chapters/reference)
Chromebooks with access to Civilization K-W-L Chart: (50 Literary Strategies
printer pg.60) The completion of the chart will
Delta
Shoeboxes activate students background
Cataract
Construction paper knowledge.
Arid Prior Knowledge: Activating the
Glue, markers, crayons, colored Irrigation ditches Known: (Wright pg. 40) Activating
pencils, pencils Population prior knowledge helps students link old
Colored tissue paper
Surplus information with new information.
Access to school and classroom Museum Exhibits: (50 Social Studies
library to look up additional pg.167) Students, in small groups, will
information on the Nile River utilize lesson knowledge, background
knowledge, and research to construct
a project that depicts the settlement of
the Nile River Fertile Valley.
Pre-Assessment: How will you Motivation Strategy: How will you Real World Connection: How are
determine prior knowledge? catch attention of students and focus learning goals relevant to students
In small groups, students will complete their minds on the learning goals? lives?
a K-W-L chart on what they have Each small group will be given a Students learning goals will be
already learned about the settlement shoebox and a supply of items to activated as they engage in group
of the Nile River Fertile Valley. They create a museum exhibit that discussion utilizing their background
will utilize the copy of the K-W-L chart demonstrates their understanding of knowledge and the research skills to
from the first lesson that is in their the Nile River Fertile Valley. Each expand their understanding of the
notebooks, completing the L portion of group will be given a Chromebook and settlement of the Nile River Fertile
the chart. Afterwards, a group encouraged to utilize the classroom Valley. They will expand their ability to
discussion will utilize the strategy, and school library to expand their integrate new and old information to
Prior Knowledge: Activating the Known. knowledge of the Nile River Fertile create a synthesis of the vital facts
The group discussion will focus on Valley. that will enable them to create a
what the students have learned in the project that depicts their conclusions.
lessons thus far and where their
independent research can focus to
complete the assigned project.
All strategies will be research based and from one of Students: Practice and Application
the texts. Please provide reference for each. Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Teacher: Presentation/ Learning Activities (Strategy
Steps) 1. Students will complete the K-W-L chart in their notebooks
(includes language and content objectives, comprehensible based on what they have learned in the lessons on the Nile
input, strategies, interaction, feedback. Use bullet points in River Fertile Valley
each of the three areas below. 2. Students will answer direct teacher questions based on
the knowledge they gained in the previous lessons on the
1.Prompt the students memory of what the class learned in settlement of the Nile River Fertile Valley.
the lessons on the Nile River settlement so they can 3. Students will learn more information, independently
complete the L in the K-W-L chart in their notebook. about the Nile River Fertile Valley Settlement thorough
2. Utilizing Prior Knowledge: Activating the Known, a brief research in books and the internet in order to complete a
class discussion will prompt the students memory of the museum exhibit project depicting this historical event.
previous lessons on the settlement of the Nile River
(Anticipatory Set.) Collaborative (engagement with others)
3.Motivation will be utilized to encourage students to
participate in the building of a Museum Exhibit by providing Students will be expressing their ideas in their groups
them with access to materials, books, and the internet to as they complete the L (what I Learned) of the K-W-L
conduct research and build a project. chart in their social studies notebook.
51
Students will express their ideas and listen to peers and
Collaborative (engagement with others) teacher while engaged in the whole group discussion.
Students will work with peers in their small groups to
K-W-L chart completed in small groups. complete a museum exhibit that will depict their
Prior Knowledge: Activating the Known completed as a synthesis of lesson learned information and
whole group discussion. independent research information
Museum Exhibits completed in small groups. Students will work with peers to competently describe
Students will work in mixed groups of the teachers their museum exhibit while presenting it to the class.
selecting.
Students, with their group, will present their museum Interpretative (comprehension and analysis of
exhibit to the class upon completion. written and spoken texts)
Interpretative (comprehension and analysis of Students will take background knowledge, information
written and spoken texts) learned in previous lessons on the settlement of the Nile
River Fertile Valley, and any additional information they
Museum Exhibits (50 Social Studies Strategies page 167): gathered from independent research to build a museum
Students will be directed to utilize sources provided exhibit that synthesizes the knowledge. They will
(Chromebooks for internet research and the classroom and communicate their knowledge with their peers to form a
school library for book research) to further their synthesis of what they should create. They will
comprehension of the settlement of the Nile River. They will communicate effectively with peers to create a project that
be given various materials to build a project that features depicts the groups ideas on the settlement of the Nile River.
their ideas of the Nile River Fertile Valley settlement. They
will analysis the information they have gathered to organize Productive (creation of oral presentations and
and create a display depiction of the knowledge gained. written texts)
Students will organize their thoughts and depict
Productive (creation of oral presentations and information on the museum project in a coherent
written texts) manner utilizing proper grammatical skills.
Students displays will have labels and descriptions. Students will make a competent, will organized oral
Students will describe their museum piece to the class presentation of their museum piece to the class.
with an oral presentation. All students in the group must participate in the writing
of labels on the museum piece and in the oral
presentation.
Review and Assessment: What specific assessment tools Student Reflection: How will you provide for student
are being used? reflection on learning?
Anecdotal Notes: will be collected on the students Learning Logs (50 Literary Strategies pg. 67): Students
involvement in the class discussion and for the group will complete an entry into their social studies journal
collaboration work. These will be placed in the students describing what they have learned and describe their
folder. experience with building a museum exhibit.
Simple Rubric: Simple rubric will determine if their Teacher will take a picture of each Museum Exhibit and
completion of the L on the K-W-L chart and a journal entry email it to the students so they can add it to their
on what they learned and how they felt about completing googledocs.com portfolio.
the museum piece was completed with competency.
Museum Exhibit Rubric: a rubric will be created that

assesses the museum exhibits accurate depiction of Nile
River Fertile Valley settlement, the written labels on the
exhibit, and the oral presentation. An excellent score
museum exhibit will be an accurate depiction of a
settlement of the Nile River, synthesizing classroom lesson
information with independent information. It will have
accurate and detailed labels on the exhibit. The oral
presentation will describe the display with accurate
information using proficient standard English grammar.
Teacher Reflection
What do you anticipate to be a problem for specific students in completing either objective?
ELD Objective: Students may struggle with combining information from various sources into one coherent project.
They will have to interpret and analyze various sources of information from classroom lessons and independent
research which may be difficult if their grasp of academic language is inadequate.
Content Objective: Students may have difficulty synthesizing their own research with the classroom lessons if they
over-broaden their research. If students start researching pharaohs and Egyptian mythology, they will lose the focus
52
of the lesson and project which is centered on the settlement of the Nile River Fertile Valley.
What would likely go well? Why?

Students will enjoy creating a museum project with the items supplied to them because they get to utilize their
imagination and creativity.
Students will enjoy collaborating with peers on the K-W-L chart, research, and building a museum exhibit.
In what area(s) would you like to develop more proficiency?

Helping the students focus their research to one topic and not becoming involved in additional ideas that are off
task (i.e., Egyptian mummies).
Give the students a list of web sites and images that will directly enhance their understanding of the settlement
of the Nile River so they do not waste their time and class time looking for information.
What theory or theorists would most strongly support use of this strategy?
Constructivist Learning by Dewey, Piaget, and Vygotsky supports this strategy because it requires students to acquire
knowledge through direct application of education. In this lesson, students will take their background knowledge,
information they learned in classroom lessons, and their independent research to create a museum exhibit that
synthesizes the information.
Attach copy of student work

1. Question-Generation Students read a passage and To improve comprehension Students will better
(page 44) create questions, based on the of the passage being read, understand additional texts
passage, that boost their students determine the main on the settlement of the Nile
comprehension. Students locate ideas and key details of the River Fertile Valley as they
the main idea and create passage. Then, they read additional resources
questions based on the generate questions based and expand their knowledge
information. on this information to build with comprehension of
on their comprehension. various sources of
information.
2. Main-Idea Maps Students complete a graphic Students ability to As students select additional
(page 33) organizer based on the passage comprehend text is resources to expand their
they read. They write the main improved as they focus on knowledge of settling the
ideas and supporting details for the main ideas and Nile River Fertile Valley, they
each paragraph on the supporting details for each will build their knowledge.
organizer. paragraph. They will comprehend the
texts by completing a
graphic organizer based on
the main ideas and
supporting details of each
paragraph.
1. Exclusion Teachers supply students with Teachers use the strategy to Before students begin
Brainstorming vocabulary words that relate to activate background researching the topic, the
(page 37) the topic and words that do not knowledge and expand exclusion brainstorming can
belong. After reading a text, student knowledge of a focus students attention on
students decide which words topic. locating facts that apply
belong and which do not. specifically to the settlement
Students engage in group of the Nile River Fertile
discussion, led by the teacher, Valley and not all things
about the words on the list. related to ancient Egypt.
2. Clusters Students create a spider-like A cluster will provide a Students will improve their
(page 21) diagram to help organize the visual representation of the understanding of the
information that they are words and phrases that are settlement of the Nile Fertile
gathering on a main word, important and relate to the Valley as they read various
phrase, or topic. A cluster is a main idea. It will enhance sources and identify key
53
tool for learning because it the students ability to words and phrases that
allows the students to organize organize the information and relate to this concept. They
information which improves stay on topic. will write the key words and
comprehension. phrases into the graphic
organizer to build their
comprehension and
understanding of the topic.
50 Social Studies
Strategies
1. Archaeological Digs Students will participate in a Students are able to build Students will expand their
(page 52) discovery of artifacts to improve their knowledge and understanding of settlement
their understanding of the time. understanding for the time of the Nile River by
The teacher will either have the based on the artifacts they engaging in an
artifacts buried in sand and the recover and their archaeological dig of a site
students will first have to find interpretation of the facts along the Nile. They can
them or they will be already gathered. Students learn to analyze tools that individuals
found and the students will just utilize evidence to explain would have used to cook,
be analyzing the artifacts. historical events and time garden, hunt, ect. They can
Students will have to analyze the periods. evaluate evidence of early
artifacts, find supporting details homes. By looking at
in research, and create a report various artifact pieces, the
of the information they gathered. students will expand their
comprehension of the
settlement of the Nile River
Valley.
2. Maps and Globes Students exposure to the Students understanding of Students will further their
Using Google Earth geographic properties will how geography relates to comprehension of how early
(page 150) improve their understanding of the settlement of a particular settlement along the Nile
location, migration, and area is enhanced by River was accomplished and
geographic properties analyzing a virtual globe. why it was successful when
associated with this location. They are exposed to a more they evaluate a virtual globe.
Students will utilize technology to realistic representation of Students will be able to
answer geographic questions. the geographic location analyze how the Nile River
They will also research, interpret, which improves their has a fertile valley but is
and evaluate information from understanding of the surrounding by desert to
maps and globes in relation to information being learned. provide protection. Their
geographic factors and history. understanding of the
settlement of the Nile will be
improved as they gather
authentic experience with
the virtual globe and
exposure to the geographic
features of the area.
54
Social Studies Vocabulary and Handwriting
MINI LESSON PLAN
Building Vocabulary
Mini Lesson Plan (Based on SIOP Model)
Lesson Plan Title: Building Vocabulary on the Nile River Fertile Valley
Name: Denice Cahill Date: 3/14/2017

Grade Level: 6
Social Studies Content Learning Objective(s): ELA Language Standards for Grade Level
With 95% accuracy, students will be able to 6.2.1 Locate and describe the major river systems
determine the meaning of vocabulary words in the and discuss the physical settings that supported
Nile River Fertile Valley unit. Students will apply word permanent settlement and early civilization
learning strategies to create a word map for each of RH 4 Determine the meaning of words and phrase as
the vocabulary words being studied. When they are used in a text, including vocabulary specific
presenting their poster, they will utilize academic to domains related to history/social studies.
language and correctly identify the meaning of the
vocabulary words. ELA Content Standards for Grade Level
RI 4. Determine the meaning of words and phrases
ELD Language Objective: as they are used in a text, including figurative,
Students will listen and communicate their thoughts, connotative, and technical meanings.
ideas, and questions while utilizing academic and L 4. Determine or clarify the meaning of unknown
domain language. and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a
ELD Content Objective: range of strategies.
Students academic language and vocabulary L 6. Acquire and use accurately grade-appropriate
understanding will improve as they complete the general academic and domain-specific words and
learning tasks. Students, with 95% accuracy, will phrases; gather vocabulary knowledge when
complete they assignment by determining the considering a word or phrase important to
mearing on the vocabulary words. comprehension or expression.
Cog. Taxonomy/DOK Levels ELD Standards (2014) that apply

Level 1: Illustrate, Define, Recognize 6.c Use knowledge of morphology (e.g., affixes, roots,
Level 2: Organize, Collect and Display and base words), context, reference materials, and
visual cues to determine the meaning of unknown
and multiple-meaning words on familiar topics.

55
Students will receive direct instruction on the eight vocabulary words/phrases. Students, after instruction,
will be able to explain the meaning of each word/phrase with a student created display.

To engage in the learning task, students will use specific academic language (vocabulary, functions,
discourse, syntax) to demonstrate their understanding of the Nile River Fertile Valley vocabulary words.

The content and language in this lesson will focus on the learning task of improving vocabulary knowledge
in relation to the Nile River Fertile Valley. Students will complete a vocabulary assignment demonstrating
their understanding of the vocabulary. Students will present their project to the class utilizing proper
grammar, content vocabulary, and academic vocabulary.
Materials Key Academic Vocabulary Research Based Learning

Strategies (provide text
Student textbook: Reflections, 1. Delta chapters/reference)
Ancient Egypt 2. Cataract
Construction Paper 3. Arid Word Poster; Tompkins (page 205):
Markers 4. Predict Students choose a word from the
Crayons 5. Afterlife unit being reviewed and create a
Colored pencils 6. Irrigation ditches poster. On the poster, they make
7. Upper Egypt an illustration of the word. They
8. Lower Egypt may also write sentences,
synonyms, antonyms, definition,
and examples on the word the
selected.
Pre-Assessment: Motivation Strategy: Real World Connection: How are
learning goals relevant to students
The words will be listed on the Class, we have been learning lives?
board. The students will think-pair- about the settlement of the Nile
share their understanding of the River Fertile Valley. Today, we are Students improvement in
vocabulary words. After they have going to expand our understanding understanding how to learn new
a chance to share their ideas with of the vocabulary words. You are words will improve their ability to
their partners, we will have a class going to be able to use your be successful across various
discussion on their ideas. For each creativity to create a poster on a academic disciplines. Students
word, the teacher will write down vocabulary word of your own improving their ability to utilize
their ideas on the white board for choosing. You must showcase your word learning strategies will aid
what they believe the definition of vocabulary word so everyone who their future ability to
the word is. looks at your poster will have a understanding and clarify the
thorough understanding of the meaning on unfamiliar words.
word.
All strategies will be research based and from Students: Practice and Application
one of the texts. Please provide reference for Note meaningful activities, interaction, strategies, practice
each. and application, feedback in each of the three areas below.
Students engaged in the group discussion,

Teacher: Presentation/ Learning Activities
communicating ideas proficiently.
(Strategy Steps)
Students listened to the review of word learning
(includes language and content objectives,
strategies, asking questions when clarification was
comprehensible input, strategies, interaction, needed.
feedback. Use bullet points in each of the three areas Students listened to new vocabulary definitions
below. asking and answering questions.
Teacher will lead a group discussion on the They wrote the vocabulary definitions in the social
Nile River Fertile Valley, eliciting from studies notebooks.
students concept they already know about Students completed the word map activity
56
the Nile. with one of the vocabulary words.
Teacher will review word learning strategies Students presented their poster to the class.
(root words, affixes, and etymology)
New vocabulary words will be on the white Academic Language Development: (What will students
board: do to develop academic language?)
1. Delta triangular piece of rich farmland
formed by soil deposits at the mouth of Collaborative (engagement with others)
some rivers Students engaged in the group discussion,
communicating their thoughts, ideas, and questions
2. Cataracts waterfalls
in an appropriate manner.
3. Arid dry
During think-pair-share, students expressed their
4. Predict tell in advance thoughts and listened to peers appropriately.
5. Afterlife a life after death Students shared their posters and listened to peers
6. Irrigation ditches artificial, manmade presentations.
ditches used to irrigate land for farming
7. Lower Egypt the northern part of Egypt Interpretative (comprehension and analysis of
around the delta, where the Nile River written and spoken texts)
flows into the Mediterranean Sea Students listened to the review of word learning
8. Upper Egypt the southern part of Egypt, strategies.
the fertile valley around the Nile till the Students listened to the review of the vocabulary
river develops cataracts words.
Students are directed to write vocabulary Students utilized the textbooks to improve their
words and definitions in their notebooks. understanding of the vocabulary words.
Words will be presented and discussed with
the class Productive (creation of oral presentations and
Students will be assigned a word map activity written texts)
Students completed a journal entry, writing the
to further their understanding of the
definitions of the vocabulary words.
vocabulary words. (Tompkins page 204-205)
Students completed a poster on the vocabulary
A teacher created example of a poster will be words, writing synonyms, antonyms, sentences,
on display for the students to see. examples, and drawing a picture.
Students will share their posters with the class Students presented their poster with academic
utilizing content and academic vocabulary. language and content vocabulary.
Academic Language Development: (How will this
happen in the following three areas?)
Collaborative (engagement with others)

Students will be directed to communicate their
thoughts, ideas, and questions in an effective
manner.
Students will be directed to utilize think-pair-
share to communicate respectfully and to
improve their understanding of the vocabulary
being reviewed.
Students will present their individual posters
to the entire class.
Interpretative (comprehension and analysis of

written and spoken texts)
Students will be directed to listen, answer
questions, and ask questions during the
review of the vocabulary terms.
Students will be directed to utilize their
Reflections, Ancient Civilizations textbooks to
further understand the vocabulary words
being reviewed by reading the passages that
contain the words and looking the words up in
the glossary.
Productive (creation of oral presentations and

written texts)
Students will be directed to create a poster
57
depicting the vocabulary words along with the
numerous keys to assist one in understanding
the word (synonym, antonym, sentence,
example, picture)
Students will be directed to present the
posters to the class while communicating with
proficient verbal skills, including the use of
academic language.
Review and Assessment: What specific assessment Student Reflection: How will you provide for
tools are being used? student reflection on learning?
Students will be monitored and anecdotal notes will After the instruction on the new vocabulary
be recorded based on students involvement in the words, students will write them in their
discussions and participation in the word map poster. notebooks, gaining more practice with the
words and their definitions.
A rubric will assess students proficient completion of Students will further their understanding of the
the word map poster, completion of their journal words as they look at them in the context of
entry (writing the definitions) and presenting their their social studies textbook.
poster to the class. Students will complete a word map poster,
improving their understanding of the
vocabulary words as they think about
synonyms, antonyms, sentences, examples,
and draw a picture of the words.
Teacher Reflection
What do you anticipate to be a problem for specific students?
ELD Objective: ELD students may have difficulties with understanding the vocabulary terms and
completing the word map poster without additional scaffolding. A small group can give the ELD students
additional assistance with understanding the vocabulary words.
Content Objective: Some of the vocabulary words may be completely unfamiliar to the students (for
example, cataracts). They may need numerous exposure to the words to fully understand them and to
incorporate them into their usable vocabulary.
What would likely go well? Why? Students will enjoy making the word map poster because they will be
able to utilize their own creativity and imagination. They will be able to express their own thoughts and ideas
on the vocabulary word. They will be able to draw a picture about the vocabulary word, utilizing their own
imagination.
In what area(s) would you like to develop more proficiency? I would like to improve students exposure
to new vocabulary words so the words can become part of their academic vocabulary. As students are
repeatedly exposed to new words, they gain knowledge, familiarity and comfortability with using the words in
their communication regarding the content area.
What theory or theorists would most strongly support use of this strategy? Constructivist theory by
Dewey, Piaget, and Vygotsky demonstrates how one learns new information and applies it. By the students
learning the word and taking that information and applying it to a word amp poster, they will be gaining
knowledge and meaning from the experience of working with a vocabulary word.
Attach copy of student work

58
1. Prior Knowledge: Teacher asks students questions When background Students understanding of
Activating the Known to activate their background knowledge is activated, new the vocabulary words will be
(page 40) knowledge about a particular information is able to link improved when they have
topic. with the old information, activated their background
enabling the student to knowledge because they
better understand and have a point of reference for
remember the new the new information.
information.
2. Repeated Reading Students will repeatedly read a By repeatedly exposed to Students competency with
(page 19) passage to build understanding the information and the the vocabulary words is
and fluency. They can read vocabulary, students build improved as they have
silently or aloud and receive help fluency with the passage repeated exposure to them
with mistakes. and competency with the while rereading the text.
information as their
comprehension improves.
1. Quilts (page 103) Students create quilt squares Students integrate Students will integrate the
based on information they learn information they learn in the vocabulary words into a quilt
in the unit/book being studied. unit into a self-created visual square suing creativity and
They then piece the different representation. They will imagination in the visual
quilt squares together to make a think about the unit representation of the word.
classroom quilt to be on display, concepts/ideas to create Students determine how
showing the students their quilt square, improving visual elements relate to the
interpretations of the information their understanding of the vocabulary words being
being learned. information. studied.
2. Clusters (page 21) In a whole class, small group, or Students expand their Students expand their
individual, students create a web knowledge of vocabulary understanding of the
like diagram of a focus word. words and key concepts by vocabulary words by
Around the focus word, other identifying the identifying various
words and phrases that relate to words/phrases that related words/phrases that are
the focus word will be written. to the focus word. associated with the key
vocabulary terms.
50 Social Studies
Strategies
1. Learning Centers The classroom is set-up with Students who engage in Students understanding of
(page 141) various stations to improve centers, practice the skills the vocabulary terms and
students learning on the and review the information the text information will be
concept/unit being taught. The thorough various tasks and improved as they engage in
students work in various discovery. These various various centers. For
stations, usually over multiple activities improve students instance, one station can be
days, to improve their understanding of the the students drawing a river
understanding and collaborative concepts being taught. and delta. One station can
learning on the unit concepts. be the students using
Chromebooks to find other
examples of irrigation
ditches and then completing
a compare/contrast
worksheet. These and other
activities will improve
students understanding of
the words by allowing them
to work with the information
in a different way.
2. Pen Pals (page 189) Students write letters to Students improve their Students could utilize the
individuals of other cross-cultural understanding vocabulary terms to write a
cultures/countries to gain insight by engaging in a letter to an Egyptian student.
into another way of life. correspondence with Students could also write a
Students communicate their someone from a different letter to a fictitious person in
thoughts, ideas, feelings, and culture/country. ancient Egypt. They would
questions in a competent and still be able to utilize the
59
proficient manner. vocabulary words, gaining
exposure to the new words,
and improve their
understanding of the culture
by thinking about their way
of life in Ancient Egypt when
writing the letter.
Technology
Resources
Standard whiteboard or
electronic whiteboard
Listening /Talk (Social Studies Topic)

MINI LESSON PLAN
Settlement of the Nile River

Mini Lesson Plan (Based on SIOP Model)
Egyptian Way of Life During the Settlement of the Nile River
Name: Denice Cahill Date: March 28, 2017

Grade Level: 6
ELD Objectives: What do you want students to be ELA Language Standards for Grade Level
able to do as a result of this lesson? Include 6.2.1 Locate and describe the major river systems
academic language and vocabulary objectives. and discuss the physical settings that supported
Objectives must be measurable. permanent settlement and early civilization
RH 4 Determine the meaning of words and phrase as
ELD Language Objective: They will listen to a they are used in a text, including vocabulary specific
reading about life in ancient Egypt along the Nile to domains related to history/social studies.
River Fertile Valley. They will engage in a discussion L 6.3. Use knowledge of language and its
with peers based on the information they gathered conventions when writing, speaking, reading, or
from listening to the reading. They will utilize listening.
academic language and content vocabulary to
complete a data chart with 95% accuracy based on ELA Content Standards for Grade Level
the reading they listened to and discussed. RI 4. Determine the meaning of words and phrases
as they are used in a text, including figurative,
ELD Content Objective: Students will improve their connotative, and technical meanings.
understanding of the settlement of the Nile River and L 4. Determine or clarify the meaning of unknown
60
those that lived there by listening to a reading and and multiple-meaning words and phrases based on
engaging in a conversation about the reading. grade 6 reading and content, choosing flexibly from a
Students will display their understanding, with 95% range of strategies.
accuracy, when completing their data chart. They L 6. Acquire and use accurately grade-appropriate
will utilize academic language and vocabulary words general academic and domain-specific words and
while participating in the discussion and completing phrases; gather vocabulary knowledge when
the data chart. considering a word or phrase important to
comprehension or expression.
Cog. Taxonomy/DOK Levels
Level 1: Recall arrange, recall, illustrate ELD Standards (2014) that apply
Level 2: Skill/Concept organize, summarize, graph, Productive 6.12.a. Use a select number of general
classify, separate academic words (e.g., author, chart) and domain-
Level 3: Strategic Thinking assess, differentiate, specific words (e.g., scene, cell, fraction) to create
compare some precision while speaking and writing.
Productive 6.11.a. Justify opinions by providing
some textual evidence (e.g., quoting from the text) or
relevant background knowledge, with substantial
support.
Interpretative 6.5. Demonstrate active listening in
oral presentation activities by asking and answering
basic questions, with prompting and substantial
support.

Students will listen to the teacher read a selection about life in ancient Egypt during the settlement of the Nile River
Fertile Valley. Students will talk in small groups to complete a data chart based on the information they learned while
listening to the article being read on life in ancient Egypt.

Students will use specific academic language (vocabulary, functions, discourse, syntax) while participating in
discussions about life in ancient Egypt during the settlement of the Nile River Fertile Valley.

Students will utilize academic language and vocabulary words while participating in a discussion to further their
understanding of the selection that was read to complete the data chart accurately. Students will assess the
information they have learned to organize the details into the data chart.
Materials Key Academic Vocabulary Research Based Learning Strategies

Time Readers: Life in Ancient Egypt Nile River 50 Literary Strategies (page 31): Data
Data chart worksheet Class system Charts: Students complete a chart based on
Pencils Occupation the knowledge they learned while listening
Social Studies Journal Agriculture to the teacher read a selection based on
Irrigation Ditches living in Egypt during the settlement of the
Nile River Fertile Valley.
Pre-Assessment: Motivation Strategy/Positive Mindset: Real World Connection:

Students will be directed to write the key A large picture of life in ancient Egypt will Students ability to listen to another to
academic vocabulary in their social studies be displayed as the teacher is reading the gather relevant information from what they
journal and write their idea of the definition. selection. Students will be able to draw the are saying is a critical skill that will be
Then, they will think, pair, share their picture and take notes in their social studies utilized throughout ones life.
definition. Teacher will then clarify meaning journal while teacher is reading the
of the vocabulary words before reading the selection.
selection.
Central Focus of lesson: Academic Language Development: EL Modification:
Student will be able to deduce the relevant information Students will listen to academic language EL students will participate in a pre-lesson
that someone is saying through listening alone is the and utilize it in their discussion and small group discussion led by the teacher.
goal of the lesson and a lifelong skill that will assist completion of their data chart. They will Teacher will teach the content vocabulary
students in the future. improve their understanding and ability to words before the lesson, showing pictures,
61
use the academic language being reviewed. giving the definition, and providing
examples, to improve students ability to
understand the selection being read to the
class.
the texts. Please provide reference for each. Note meaningful activities, interaction, strategies, practice
and application, feedback in each of the three areas below.
Teacher: Presentation/ Learning Activities (Strategy
Steps) Academic Language Development: (What will students
(includes language and content objectives, comprehensible do to develop academic language?)
input, strategies, interaction, feedback. Use bullet points in
each of the three areas below. Collaborative (engagement with others)
Academic Language Development: (How will this Students will listen to the introduction of the
happen in the following three areas?) vocabulary words
Students will write their ideas of the definitions of
the vocabulary words in their notebook. Think-Pair-
Collaborative (engagement with others) Share their ideas.
Teacher will introduce the vocabulary words. Students will listen and adjust their notebook, if
Students will write what they think are the needed, to the vocabulary definitions
definitions in their notebook then Think-Pair-Share Students will listen to the teacher read the selection
their ideas on ancient Egypt.
Teacher will clarify meaning of the vocabulary Students will express their thoughts, ideas, and
words. questions while collaborating with peers in small
Teacher will read a Times Reader: Life in Ancient groups.
Egypt to the class.
Students will work in small groups to complete Interpretative (comprehension and analysis of
individual Data Charts written and spoken texts)
Students listen to the teacher as she reads the
Interpretative (comprehension and analysis of selection on life during the settlement of the Nile
written and spoken texts) River Fertile Valley.
Teacher will read a selection based on life during Students take notes in their social studies journal
the Settlement of the Nile River Fertile Valley. based on the reading.
Students will be directed to take notes during the Students collaborate with peers, referring to their
reading notes to discuss the important points they learned
Students will analyze the notes during small group while listening to the reading.
discussion to complete a data chart.
Productive (creation of oral presentations and
written texts)
Students utilize their notes and the small group
Productive (creation of oral presentations and discussion to complete an individual data chart.
written texts)
Teacher directs students to complete individual
data charts while engaging in the group discussion.
Review and Assessment: What specific assessment tools Student Reflection: How will you provide for student
are being used? reflection on learning?
Informal Assessment: While participating in the small group discussion, students

In teacher log, anecdotal notes will be recorded based on will
students participation in the small group discussions. Improve their understanding of life in ancient Egypt and the
Notes will also be recorded denoting students behavior settlement of the Nile River Fertile Valley.
during the teacher reading of the selection.
After the reading, small group discussion, and completion of
Formal Assessment: the data chart students will create a social studies journal
A rubric will determine students accurate completion of the entry answering the following question.
data chart. The data chart will need to have accurate
information based on the selection that was read. It will If you lived in ancient Egypt, which occupation would you
need to be organized in a logical manner. Academic prefer? Why?
language and content vocabulary will be included in the
students data chart.
62
A simple rubric assessing students journal entry will
determine students completion of the task. The rubric will
evaluate student staying on topic during the writing, grade
level language application, and writing skills.
Teacher Reflection
Impact: (Analysis of Student Achievement from this lesson)
Students participated in the lesson. They completed their vocabulary review and discussion by expressing their ideas in a
competent manner. Most of the students listened and took notes during the reading. Some students were not paying
attention. During the small group discussions, most students participated by expressing their thoughts, ideas, and
questions in a respectful manner using academic and content specific language. Students completed their data chart and
their final journal entry.
How many students met performance criteria for objectives? How many did not meet the performance criteria for
objectives?
28 students completed their social studies assignments competently and their data chart in a meets performance level.
2 students did not complete their social studies journal entries to a proficient level. They completed their data chart at a
basic level, they did not meet expectation.
Next Steps: How will you change the lesson to increase student achievement?
1. What did your analysis tell you about how your students learn?
Some students demonstrate difficulty staying on task and involved in group activities. These students can be
given more individual tasks that help focus their attention while still meeting content standards and learning
objectives. Most students enjoy engaging in small group discussion with their peers. They are able to extend their
learning as they listen to their peers ideas, thoughts, and questions. Students actively participated in the
completion of the data chart, demonstrating their willingness to accept responsibility for their own learning.
2. What did your analysis tell you about the success of the strategies you used?
All but two of the students completed the data chart in a proficient or advanced manner. All students actively
participated in the discussion which assisted their analyses and organization of the notes and information they
learned.
3. How useful were the assessments in terms of student learning?
The assessments accurately determined students ability to listen to a selection and gather the relevant
information. The data chart needed accurate academic language and content vocabulary which demonstrated
students understanding of the content and listening of the selection. The journal completion, both writing the
paragraph and taking notes, demonstrates students understanding of the content. The notes are a written
example of their listening during the reading. Teacher monitoring of students involvement in the tasks provides
encouragement for the students to participate in the classroom assignments.
4. What resources and/or personnel might assist you in improving student achievement?
Utilizing resources such as strategy books will assist me in achieving the proficient involvement of all the students
in the tasks so they successfully achieve the content standards. The grade team and professional development
team personnel is a resource that can be utilized to gather ideas to improve the learning of the students.
5. How will you differentiate instruction so that all students achieve?
EL students will be taught the vocabulary words before the selection is read so they have some familiarity with the
content which will improve their ability to listen to the reading, take accurate notes, and learn from the activity.
Struggling writers will be provided with scaffolding that will assist in their note taking. They will be given a note
taking format which will enable them to take accurate notes, a structure, so they can record relevant information
without their writing ability impeding their learning.
6. How will you differentiate instruction for students who easily achieved the performance criteria and need to move
forward?
Advanced learners will be encouraged to use most to all of the vocabulary words in their journal entry. They will be
given the opportunity to research the Ancient Egyptian occupations that were discussed to expand their depth of
63
knowledge before writing a more competent and informative paragraph.
Strategy for EL students Description of strategy How strategy is helpful Rationale for selecting &
1. Note-Taking Sheet A scaffolding note-taking form EL students will have a The students will have a
Tompkins (page 111) will be given to the EL students. structured way to note-taking form that has
The form will have titles and understand the selection some parts completed for
subtitles related to the passage that is being read to them. them to scaffold their
being read. Students will write Their ability to organize the learning which will facilitate
notes in the appropriate section information is structured to and allow them to
as they listen to the selection. improve their demonstrate active
comprehension as they are listening. They will write
listening to the selection. textual evidence in their
notes that they hear while
the selection is being read
to them. Students will write
with academic language
and content vocabulary on
the note-taking form
Strategy for Struggling

Students
1. Pre-reading Plan 50 During a small group session Struggling students need Students ability to
Literary Strategies (page before the listening/talk lesson, multiple exposure to comprehend the content
87) students will engage in a content to build their area vocabulary and
discussion with the teacher to comprehension. By having academic language being
activate their background a small group discussion read during the selection
knowledge. The teacher will before the listening/talk will be improved due to the
assess their background lesson, the students will be pre-lesson exposure.
knowledge to activate it and to able to understand the Students background
build additional knowledge if selection be read to them knowledge will be activated
necessary before the lesson. with better understanding. and improved so they will
The key concept is discussed to be able to understand the
prepare the students for the selection as it is read to
lesson. them.
Advanced Learners
1. Games 50 S.S. Games can be utilized in This strategy will allow the The students understanding
Strategies (page 102) various ways in the classroom. advanced learners to of how the river influenced
To extend this lesson, the extend their learning. In daily life, including their
students could research and ancient Egypt, potters games, will expanded due
create a game that ancient would have made game/toy to their research and
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Egyptian would have played. pieces. The students will creation of a game in a
broaden their depth of group project. They will
knowledge and improve improve their academic and
their understanding of the content specific language
potters occupation and life skills during the research
in ancient Egypt. and group discussions.
Technology Resources
Chromebooks
Electronic
whiteboard
65
Writing for Information in Social Studies
MINI LESSON PLAN
Ancient Egypt Stories
Candidate Name: Denice Cahill Grade: 6 Date: 3/4/2017
Central Focus of this Lesson

Students will utilize information they have learned through various lessons to write a narrative essay they create to tell a
story about Ancient Egypt.
California Common Core State Standards

RH 4 Determine the meaning of words and phrase as they are used in a text, including vocabulary
specific to domains related to history/social studies.
W 6.3 Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
W 6.4 Produce clear and coherent writing in which the development, organization, and style are
W 6.4 With some guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach.

WHST 6.4 Produce clear and coherent writing in which the development, organization, and style are

Productive 6.12.a. Use a select number of general academic words (e.g., author, chart) and domain-
specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing.
Productive 6.11.a. Justify opinions by providing some textual evidence (e.g., quoting from the text) or
relevant background knowledge, with substantial support.
Productive 10. Writing a. Write short literary and informational texts (e.g., an argument for protecting
the rain forests) collaboratively (e.g., with peers) and independently.
Student Learning Objectives associated with the standards

Objectives to be achieved by the end of the lesson or end of multi-lesson learning segment
1. Students will expand their depth of knowledge about what life entailed for individuals who settled along the Nile River
and lived in Ancient Egypt.
2. Students will utilize content knowledge and vocabulary to complete a narrative writing about life along the Nile River
in Ancient Egypt
3. Students will complete a narrative writing utilizing clear and coherent writing to express their thoughts, ideas, and
feelings while employing basic writing strategies.

After reviewing what students know about the settlement of the Nile River and life in Ancient Egypt, students will complete
several idea provoking tasks before writing a narrative essay.

To complete the writing assignment, students will use specific academic language (vocabulary, functions,
discourse, syntax) to demonstrate their understanding of life during Ancient Egypt along the Nile River
Fertile Valley.
66
Students will utilize academic language and vocabulary words while participating in discussions. Students will utilize
academic and domain language when completing the writing assignments, demonstrating their understanding of life in
Ancient Egypt during the settlement of the Nile River Fertile Valley.
Academic Language Development

Description of how lesson supports students subject matter development as well as general academic language
development
Students will participate in discussions and activities that enhance their understanding of Ancient
Egypt and the settlement of the Nile River Fertile Valley. Students will complete several writing
Subject Matter:
activites before writing an essay where they must utilize the content vocabulary and proficient
grammatical techniques.
Students language and writing skills will be improved as they participate in discussions on their
General Terms: understanding of the settlement of the Nile River Fertile Valley. They will enhance their academic and
domain language as they utilize it to complete the different activities.
List Instructional Materials and Resources Assessment formal and informal
1.Textbook: Reflections, Ancient Civilization Informal: Students will be monitored and anecdotal notes
2. Social Studies Journal will be kept in students file denoting their involvement in the
3. Book: Eyewitness Books, Ancient Egypt discussions, individual and group tasks.
4. Book: Jr. Graphic Ancient Civilizations, Everyday Life in
Ancient Egypt Formal: A teacher generated rubric, based on CCSS, will
5. Paper assess the narrative essay.
6. Pencils, Colored pencils, Crayons, Markers
7. Chromebooks
8. Poster Paper
9. Pictures of Ancient Egypt folk culture
10. Cartoon worksheet
Instructional Strategies:
the texts. Please provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy 1. Students participate in the Exclusion Brainstorming
Steps) by describing thoughts and ideas about the words
being presented on Ancient Egypt. Students write
1. Teacher will lead Exclusion Brainstorming (50 the content words in their social studies notebook.
Literary Strategies page 37) to prompt students 2. Students listen and respond to the examples of Folk
background knowledge about Ancient Egypt and Culture artifact images from Ancient Egypt.
the settlement of the Nile River Fertile Valley by Students draw several pictures and take notes in
giving the students a list of words that may or may their notebook pertaining to the artifacts that
not relate to the content interest them.
2. Teacher shows students images of Ancient Egypt 3. With their partner, students read a section of the
Folk Culture (50 Social Studies Strategies page 97) graphic novel.
and leads a discussion on why these practices and 4. Students, with their partner, complete the comic
art where important to Ancient Egyptians. Direct worksheet where they illustrate and write a story
students to draw pictures of several of the artifacts concept about life in Ancient Egypt
and take notes in their notebooks. 5. Students listen to the review of the writing process.
3. Teacher assigns pairs to read a section of the Student writing the steps to the writing process in
graphic novel: Everyday Life in Ancient Egypt their social studies journal.
4. Teacher assigns the students to work with their 6. Students write a narrative essay in their social
67
partner to complete a one sheet cartoon illustration studies journal utilizing their knowledge of
worksheet of Ancient Egypt (50 Social Studies settlement of the Nile River Fertile Valley in Ancient
Strategies, Graphic Novels page 112) Egypt, their social studies notebook, and writing
5. Review writing process with students (Tompkins strategies.
page 130) Prewriting, Drafting, Revising, Editing,
and Publishing. Direct students to take notes in
their social studies journal.
6. Teacher directs students to use their social studies
notebook, prior knowledge, and writing strategies
to write a narrative essay.
Differential Instruction
Based on differing abilities of specific students in your classroom, how will you differentiate instruction?
EL students and struggling students will have a small group session before the lesson to pre-activate their knowledge of
Ancient Egypt and the writing process. Students will be asked comprehension questions to ensure their understanding of
the social studies concepts and the writing process.
Student Feedback
How will you provide immediate (within 24 hours.) feedback to struggling students?
Social studies journal entries will be assessed with comments so the students understand where they succeeded and
where they need to improve.
Student Engagement
How will you ensure that all students are continually engaged (not idle)?
Throughout the lesson, the teacher walks around the room monitoring students involvement in the activities. Students
who finish early will be able to utilize Chromebooks to continue their research on Ancient Egypt and the settlement of the
Nile River Fertile Valley.
After delivering this lesson, it is recommended that you promptly reflect on it.
Personal Reflection
What evidence of learning came as a result of your lesson?

Students essay accurately reflects content knowledge and content vocabulary on Ancient Egypt and the settlement of the Nile River
Fertile Valley. The essay is written with proper English grammar writing aspects based on the writing process outlined in the lesson.
How will you help students who did not learn the lesson?
Students who are not able to complete the writing to standard will be put in a small group. Through several small group sessions,
students will be retaught the writing stages: prewriting, drafting, revising, editing, publishing. They will rewrite a narrative essay on
Ancient Egypt during the small groups, utilizing the five writing stages.
How did the novel technique help motivate students? Improve Learning?
Students were engaged in several quick activities to motivate their background knowledge and improve their understanding of life in
Ancient Egypt. These activities enhanced their ability to cultivate ideas to utilize while writing their narrative essay. Reviewing the
stages of narrative writing before the students engaged in the activity improved their ability to proficiently complete the task. Through the
activities, students understanding of Ancient Egypt and the settlement of the Nile River Fertile Valley was enhanced along with their
ability to complete a narrative writing.
How did this lesson promote critical thinking?

Through the activities, students thought about and discussed life in ancient Egypt. They then took the information they gathered and
applied it to creating a narrative essay about life in Ancient Egypt.
68
Additional Learning strategies from your texts and technology from web research:
Strategy for EL Description of strategy How strategy is helpful Rationale for selecting &
learners links to student/standards
1. Adapting the Writing EL students use the same Students are given support El students who are given
Process (Tompkins, writing process as non-EL and guidance throughout extra support are able to
page 144) learners but they are assisted by the writing process which complete the task. They will
the teacher throughout. provides them with the have a better understanding
Teachers help ELs with opportunity to improve their of the academic and content
vocabulary, language, and ideas. understanding of the English vocabulary. They will be
Teachers scaffold by providing language and the writing able to work through the
ELs with assistance in turning process. writing with guidance and
words, ideas, and phrases into assistance to express their
sentences. Teachers provide thoughts and ideas in a
assistance with spelling and competent manner.
grammatical structure.
Strategy for
Struggling Learners
1. Sketch to Stretch (50 This is a visual activity that This strategy helps students Struggling learners have
Literary Strategies, improves comprehension. deepen their understanding difficulty with
page 126) Students create pictures or a of stories they are reading. comprehension. By
diagram that depicts what the Students practice applying engaging in this task, the
story they have read/listened to their knowledge and struggling learners will better
meant to them. interpretation to the story. understand the concept
being taught because they
have worked with the
information in a creative
way. The additional learning
with enable them to broaden
their understanding of the
concepts and vocabulary
being taught.
Strategy for GATE
Learners
1. Historical Fiction (50 Students read historical fiction Students improve their Advanced learners can
S.S. Strategies, page based on the content area being literacy and comprehension broaden their understanding
146) studied to promote literacy and by reading books that are of a historical time by
comprehension. interesting and relevant to reading quality historical
the content area being fiction that promotes critical
reviewed. Quality historical historical thinking/problem
fiction that is read as part of solving skills. Reading
the overall learning unit will quality historical fiction will
enhance students interest enhance students ability to
and understanding of the think critically about the
concept. history being used to create
the story.
69
70
Professional Reflection
Provide a thorough answer for each question.
1.
Select one Social Museum Exhibits (50 Strategies, page 167)
Studies Strategy
from your text and
explain how it can Students create a meaningful exhibit by taking a large amount of information they have learned and
be used to: synthesizing it into a representation of the topic. While teaching the unit, the teacher must go beyond
the text and demonstrate the connection between the text information and artifacts. The teacher will
set the parameters of the exhibit: how big, what is the context, wall hanging, table display, materials
Extend social
to be used, etc. Students will create the exhibit and present an oral presentation of the exhibit. By
studies
engaging in this activity, students must involve themselves in independent inquiry to expand their
knowledge,
knowledge of the topic to create an informative museum exhibit. As they engage in research, they
will be reading articles, books, and websites which extends their literacy learning. Their
Extend literacy comprehension is expanded as they broaden their understanding of the topic. Students can
learning compare and contrast a topic which requires a deeper level of thinking. Students expand their depth
of knowledge by engaging in self-directed research of a concept and integrating the information into
Engage classroom learning to create a thorough museum exhibit.
students at a
deeper level of
learning
2.
Select one Sketch-to-Stretch (50 Literacy Strategies, page 126)
Literacy Strategy
from your text and
explain how it can Sketch-to-Stretch is used to extend students level of comprehension beyond literal comprehension
be used to: when reading a story. They think about deeply about a storys characters, theme, setting, plot, and
conflict. Students work in small groups to create a visual representation (picture, diagram, graph)
that displays what the story meant to them. In their drawings, they must use lines, shapes, colors,
Extend social
symbols, and words to express their feelings. As they share their ideas in their groups, they gain
studies
further insight into what the story means to themselves and to others. Students extend their social
knowledge,
studies understanding as they read a story, engage in a group discussion of what the story meant,
and complete a visual representation of the storys meaning. Students read a story and interpret its
Extend literacy meaning, thinking about the story elements to complete a sketch which improves their literal and
learning figurative comprehension. Students engage in deeper level thinking as they read a story, analyzing
the storys characters, theme, setting, plot, and conflict. They broaden their depth of knowledge as
Engage they discuss their ideas and feelings on the story and listen to their peers during the small group
students at a discussion. Students must choreograph their ideas with their peers to complete a visual
deeper level of representation of the meaning of the story with the group.
learning.
71
The Nile River Fertile
Valley
Denice Ann Cahill
72

Direct Instruction Lesson Plan Design and Rubric

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Settlement of the

The Nile River and its support of early civilization.

Making knowledge of permanent settlements vs. non-permanent settlements.

River Fertile Valley.

Building vocabulary on the Nile River Retile Valley.

Writing ancient Egyptian stories.

Objectives and Standards

Direct Instruction Lesson Plan

Concept Attainment Lesson Plan...

Generalization Lesson Plan

Inquiry Lesson Plan.

Vocabulary Lesson Plan.

Listening/Talk Lesson Plan.

Writing Lesson Plan.

Unit Reflective Commentary..

Social Studies Standard

CCSS ELA Standard

CCSS ELD Standard

College and Career Readiness Anchor Standard CCSS

Social Studies Standard

CCSS ELA Standard

CCSS ELD Standard

College and Career Readiness Anchor Standard CCSS

ELA Language Standards for Grade Level

ELA Content Standards for Grade Level

ELA Language Standards for Grade Level

ELA Content Standards for Grade Level

ELD Standards (2014) that apply

ELA Language Standards for Grade Level

ELA Content Standards for Grade Level

ELD Standards (2014) that apply

Gender General SES General Ethnic Describe

13 Boys 7 on free lunch 7 above proficient, 5 8 Hispanic, 5 4 Special needs: 3

Concept Attainment Lesson Plan

Generalization Lesson Plan

Inquiry Lesson Plan

Building Vocabulary Lesson Plan

Listening/Talk Lesson Plan

Eyewitness Books, Ancient Egypt. George L. Hart, 2000.

Proficient (5 pts.) Basic (3pts.) Below Basic (1pt.)

5. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set

Video: Ancient Egypt: Gifts of the Nile youtube.com/watch?v+=m-NGnF_9Qnc

RESTATE OBJECTIVE IN STUDENT TERMS

CHECK FOR BACKGROUND KNOWLEDGE STRATEGY SDAIE-Tapping into prior knowledge

K (What we know) W (What we want to learn) L (What we learned)

Explain how your strategy incorporates EL students background.

(Ideasselect several of these or add your own ideas.)

MODELING SDAIE: Demonstrations and modeling

CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: Questioning

GUIDED PRACTICE STRATEGY

Ask students to share facts they have in their journals.

9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed description of

Students with IEP and 504 plans

Auditory Disability 1 Student participates in small group and one-on-one

Students with Specific Language Needs

Students with Other Learning Needs

GATE 3 Small group assignments to broaden their depth of

10. ATTACHED STUDENT WORK:

11. THEORETICAL OVERVIEW:

Making Knowledge of Permanent Settlements Permanent

Vocabulary List key vocabulary term

Literature List supporting literature or reading materials

Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)