LESSON PLAN TEMPLATE
NAME: Phineas Sparrow SUPERVISING
PRACTITIONER: n/a
SCHOOL:N/A GRADE:6th DATE:
LESSON INFORMATION
Subject Area Social Science
Topic or Unit of Study Civics
Allotted Time for Lesson 2Days
Instructional Setting (Check all that apply):
Whole group: X Small group: ____ One-on-one: ____ Other:____
Stage 1 - DESIRED RESULTS: I.A.1: Subject Matter Knowledge
The way information is presented can influence how we think
Big Idea - List the broad
concept/topic or theory to about an issue, so recognizing bias is essential for understanding
be introduced news and forming informed opinions
Essential Question(s) ● Is everything we see on TV true?
● Is the media reliable?
● How can we identify bias in the news?
● Is it fair for the news to be biased?
Content Standard(s) Standard 1 (Standards for History and Social Science Practice,
MA Curriculum Framework
Pre-K to Grade 12): “Demonstrate civic knowledge, skills, and
dispositions.”
Content Objective(s) Students will be able to analyze a news segment or article to identify examples of bias and
explain how bias can influence the audience’s understanding of an issue.
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Mastery Objective: Students will be able to analyze a news segment or article to identify examples of bias, explain
how that bias influences audience understanding, and support their explanation with
Students will know evidence.
(content/fact) and
demonstrate
(verbs/skill/practice)
Language Objective(s)
Students will use academic vocabulary (e.g., bias, perspective, credibility, fact, opinion) to discuss
Language function + Content Stem + and write about the bias they identify, supporting their ideas with evidence from the media
Support source.
Stage 2 - Assessments: I.A.1: Subject Matter Knowledge, I.B.2: Adjustment to Practice
Criteria to Assess Understanding
Attach assessment tool(s) that Students will complete an exit ticket at the end of class to review and reinforce key concepts and
students will use to demonstrate vocabulary from the day’s lesson. This will serve as a quick check for understanding and help
their acquisition of the mastery identify areas that may need reteaching.
objective
Other Assessment Evidence
List or attach other forms of Additionally check-ins will be done during independent work to gage whether or not they
assessment(s) that you will use to understand.
inform your instruction during the
lesson (check in, quiz, test, journal,
observation, student
self-assessment, etc.)
Stage 3 – Learning Plan: I.A.1: Subject Matter Knowledge, I.A.4: Well-Structured Lessons , II.A.3: Meeting
Diverse Needs, II.B.1: Safe Learning Environment, II.D.2: High Expectations
Materials and Resources List the materials and resources needed – both by the teacher and the student.
I.A.4: Well-Structured Lessons For the teacher: For the students:
II.A.3: Meeting Diverse Needs ● Whiteboard ● Pencil
II.D.2: High Expectations ● Deliverable packet ● Paper
Identify Digital Resources and 1. In what ways will you leverage classroom technology in order to make content accessible to
Technology all students?
I.A.4: Well-Structured Lessons
II.A.3: Meeting Diverse Needs For the teacher: For the students:
● Smart Board ● Chrome book
MA Digital Literacy and Computer ● Digital Deliverable packet
Science Curriculum Framework.-
Grades Kindergarten to 12 (2016)
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Helpful Resource: Merrimack College
Educational Resource Center Digital
Literacy Computer Science
Classroom Management, Classroom This section discusses the considerations for creating a safe learning environment.
Routines, Transitions and Layout
Considerations Needed for This 1. CLASSROOM LAYOUT: Single desks in a grid layout
Lesson
II.B.1: Safe Learning Environment Strategically arrange
2. CLASSROOM BEHAVIOR MANAGEMENT STRATEGIES:
seating by mixing students, placing those who are less engaged
toward the front of the class to encourage participation and
focus
LESSON DELIVERY: 1.A.1: Subject Matter Knowledge, 1.A.4: Well-Structured Lessons, 2.A.3: Meeting Diverse Needs, 2.B.1: Safe
Learning Environment, 2.D.2: High Expectations
Timeline What will the teacher do? What will the students do?
Introduction ● Students will connect real world experience
Make meaningful to our classroom discussion
connections between ● Students Participate in class room
lesson content and discussions
● Lead a brief discussion connecting ● Students will connect the lesson to real
background knowledge, today’s topic (bias in media) to students’
prior learning, real world. world media
daily experiences with social media and
news.
Check for Understanding:
Assess prior ● Pose a question: “Have you ever seen
knowledge/understanding two news stories about the same event
of a topic that sounded completely different?”
● Co-teacher circulates, prompting quieter
students to share examples.
Share Objectives with
Students (Written/Oral)
● Students Will listen to the
objective
● Content: “Today, you will analyze a short
news clip to identify bias and explain its
effect on the story.”
● Language: “You will use key vocabulary
to discuss your findings with a partner.”
Step by Step Sequence
Teacher: Shows news clips, models bias Students: Watch clips, complete packet questions,
State detailed lesson identification, hands out packets, leads discussion. discuss findings
procedures in sequential
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order incorporating Co-Teacher: Hands out packets, supports group
differentiation from above work, prompts participation.
and assessment of all
objectives.
Check for Understanding:
Assess students’ progress Teacher: Circulates to monitor analysis while Students: Watch clips, complete packet questions,
toward objectives during students watch clips, facilitates discussion. share findings.
the lesson
Co-Teacher: Plays news clips, hands out packets,
supports groups
teacher will pause clip
Teacher/Co will initiate class room, discussion Students will be able to discuss their findings
about news clip
repeated 3x times repeated 3x times
Cognitive Closure/ teacher and Co teacher will lead final discussion, Students will discuss findings with teacher, ask
Student Reflection teacher will wrap up loose ends or questions questions and wrap up
Check for
Understanding/Lesson
Closure:
Assess students’
attainment of objectives
Homework or Home Connection students will do reflection activity at home
Diverse Learners Resource List
Learner Factors: How will you provide access to the curriculum for all students, including students with different strengths, abilities, & learning
styles, students with IEPs and 504s, and English learners (ELs)? Check off all that apply or add when needed)
Use Multiple Modes of Representation Give Additional Examples Use Computer/Tablet
(gestural, oral, pictorial, graphic, textual) Post Visuals/Pictures Use Assistive Devices
Handout/Share Copy of Directions Give Verbal Reminders Group Students Intentionally
Model Directions Use Native Language Use Graphic Organizers
Reread Directions Allow Oral or Signed Responses Add Review Activities
Give Verbal Cues to Emphasize Main Ideas Allow Drawing, Labeling, or Pointing Adjust the Number of Problems/Exercises
Allow for Student Choice (Ex: topic) Responses Provide an Adapted Text
Extend Time Use Braille or Large Print Provide Text at a Different Reading Level
Handout/Share Copy of Board Notes Use Page Markers Create Differentiated Assignment/ Assessment
Give Frequent Breaks
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Student Needs Context:
Class includes English learners, students with IEPs/504s, and advanced learners. Supports and
challenges are built in.
Accommodations & Strategies:
● Use multiple modes of representation (oral, visual, written).
● Handouts with directions and board notes.
● Modeling and verbal cues for main ideas.
● Allow extended time for tasks.
● Provide differentiated reading levels for articles.
● Group students intentionally for peer support.
● Graphic organizers for structuring analysis.
● Allow oral, written, or visual responses.
● Review activities to reinforce key concepts.
●
●
References
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Massachusetts Department of Elementary and Secondary Education. (2018). 2018 Massachusetts
history and social science curriculum framework. Commonwealth of Massachusetts.