Generalization Lesson Plan Rubric 100 Points

Preliminary Information
Teacher Name: Mrs. Chayla Hair Date: 6/12/21

Add two TPEs to your lesson and justify how you have met them in your lesson.
Standards: List the 1 or 2 standards that are the focus of your learning segment.

TPE: 3.1: Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.
- Below I have effectively displayed various standards that the California State educational system has put into place that relate to
the lesson material.

Content standards:
Social Studies Standard
 1.4 Students compare and contrast everyday life in different times and places around the world and
recognize that some aspects of people, places, and things change over time while others stay the same.
 1.4.3 Recognize similarities and differences of earlier generations in such areas as work (inside and
outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral
histories, and folklore.

ELA and ELD standards:

CCSS ELA Standard
 SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
 RI 1.7 Use the illustration and details in a text to describe key ideas.

CCSS ELD Standard

 Productive 12: Selecting and applying varied and precise vocabulary and language structures to
effectively convey ideas.
 Interpretive 5: Listening actively to spoken English in a range of social and academic contexts.

Student Learning Objective(s): Identify 1 or 2 objectives for students.

What would you like your students to be able to do at the end of the lesson? Observable & Measurable

 Social Studies Content objectives: After

the lesson, students will be able to explain how the present is
connected to the past, identifying both similarities and differences between the two, and list 5 changes
made over time and 5 things that have stayed the same.

ELD/ELA Language objectives: After the lesson is completed, students will be able to describe people, places,
things, and events with relevant details in a one paragraph written or oral paper.

Academic Language Demand: Use the Tool Kit for Academic language for this section. Identify supports you will put in place to
help students achieve the language function within the context of the lesson.

Language Demand Language Support

Language Functions: (Analyze, Argue, Categorize,
Compare/contrast, Describe, Explain, Interpret, Predict, Question,

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018

 Retell, Summarize)

Analyze, categorize, and compare/contrast.

Vocabulary: Identify academic language (words and structures)

essential to learning the content of this lesson.

Past, present, compare, contrast, analyze, inquiry, and

categorize.

Discourse: Students will make/explain a graphic organizer Add any supports you will put in place to help students understand the
to show similarities and contrasts; Write in bullet or structure of discourse used by the discipline to achieve the language
function and central focus.
paragraph format to specify similarities / differences;
Categorizing to organize terms or ideas; Verbal
clarification of similarities or differences through
questioning or pairing activities, by using a think-pair-
share.

Syntax: Describe similarities and differences in ideas. Add any supports you will put in place to help students understand the
Students will use a Venn Diagram to create a visual on language sentence structure necessary to write or speak about the
central focus and language demand.
how life was different from today and also the similarities
we still see today. Students will be given a sentence starter
to share their ideas within their group or whole class.
“One similarity/difference between life today and life long
ago is….”
2. Evidence and Assessment of Student Learning
Define what it is you are measuring. Be sure what you measure is connected to the objective for the lesson. If you are measuring
multiple dimensions, be sure to address each of them in the table below.

Dimension (what you are Below Expectations At Expectations Above Expectations

measuring?)
Are students able to Students are unable to Students are able to Students will be able to
differentiate how life has differentiate how things categorize the categorize and justify their
changed or stayed the same have changed or stayed the differences/similarities of reasonings on the
today compared to the past. same from the past and the life today and life long ago. differences/similarities of
present. life today and life long ago.

Accommodations: Note any accommodations you will need to make to the assessment for students with special needs.

I will provide students with many options to show what they know, because students have
different strengths in how they express their work. For my English Learners I will prove as
many visual aids as possible and have my lesson plans be more concrete with the use of
manipulatives. Students will be given more time to finish assessment and some students may
have less questions to answer. I will give the assessment orally, if needed, to my students with
special needs.

Student Feedback: How will you provide students with feedback (their strengths and next steps)? What is your plan for helping students to

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018

 use this feedback to extend their understanding?
I will constantly apply students with feedback during and shortly after completion of the assignment. I will
integrate tasks that yield specific products. I prefer to provide feedback one on one with students and not do
written feedback. It makes or more personable and also provides them with the opportunity to ask me
questions about the assignment on what was missed. If at that point, we have multiple students missing
content from the same area we will go back over it as a whole class or in small homogenous groups.

3. Instructional Plan
Introduction: How will you access prior knowledge and get students interested in the content?
Begin with a way to grab students’ attention. How does this lesson relate to what students already know (life outside of school)? How does the lesson relate to what
the students learned in previous lessons? Why is it important for students to learn this?

I will begin to talk about the prior two lessons. We have already discussed how schools were different in the
past than they are today. The concept assignment went into specifics on the healthy choices we make today
compared to people in the past. This lesson will combine those so students can now categorize more generally
how life today compares to life long ago. I will begin today’s lesson with a powerpoint that includes real
photos of how kids have changed over time. We will work together to create a T-chart comparing life today
and life long ago.
Students will have an opportunity to write an opinion piece about what they believe was to be a better time to
live, today or long ago. “In my opinion _____ is better than _____.”

Instruction: How will you engage students with the content? (Instructional model, engagement strategies, use of technology, purposeful
practice, grouping strategies, closure) Attach all instructional resources used at the end of this lesson plan.
Instructional Model: Induce a Generalization/ Generalizing from Data
*** TPE 4.7 – Plan instruction the promotes a range of communication strategies and activity modes between teacher and student
and among students that encourage student participation in learning.

I picked this TPE because it takes into account that the learning environment is not solely focused on the teacher and student interaction.
The students are being active in teaching one another through the pare-share activity.

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

Step 1. Pupils look at evidence the teacher has made available such as lists, data charts, artifacts, videos and
science demonstration activities.

Class, we have learned about “life long ago and life today” in our previous lessons. We have discovered
many facts about schools and healthy choices, such as their special qualities and differences. Today, we
are going to look deeper into two specific areas dealing with life long ago focusing on kids and how they
have changed over time. I am dividing our classroom into two groups. I want the first group to list facts
about kids today and the second group to list facts about kids in the past on our classroom white board (the
chart will already be posted on the board – T Chart). When your group has finished listing facts, I would like
for you to quietly sit on the floor with your group so we can see with what we came up with. (Students are
allowed to use recourses, texts, and pictures to assist them in finding information regarding kids either past
or present.

Life Today Life in the Past

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018

  You must be 16 years old to get a job.  Kids worked at factories.
 Kids do chores.  Kids did chores.
 Kids ride a bus or car to school.  Kids walked to school.
 Schools have many rooms.  Schools had one room.
 We have electric lights.  They had no electricity-used candles or
 Kids play video games. lanterns.
 People have cell phones.  Kids played with marbles, jump rope, and
 Kids play ball outside. kick the can.
 Families go out to restaurants.  They had no phones.
 Students use computers.  Families stayed home to eat most of the
 Kids ride their bicycles. time.
 Students used pencil and paper only.
 Kids rode their bicycles around town.

 TPE: 4.8: Use digital tools and learning technologies across learning environments as appropriate to create new content and provide
personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple
means to demonstrate their learning.
- My students are expected to be able to effectively use the technology aspects that I implement into the classroom. Between the use of their
Chromebooks, the watching of the video(s), and the use of their digital journals I feel I have effectively provided ample usage of appropriate
technology to engage my class.

 Class, can you share what you notice about the facts we have in front of us? I see a lot of things that
we can study.

S1: It looks like kids today and in the past share similar things, like doing chores and riding bicycles.
S2: I also see differences in both charts since kids before had no TV or electricity. I would not like to live
back then because I like to watch TV and play video games.

 How do you think we might organize this information? (Student answers)

S1: We can organize it using a graphic organizer. That one with all the circles.
S2: We can put together the things they share the same.
S3: We can also put together the things that are different from each other.

Step 2. Pupils compare or contrast data, discuss and note relationships and general trends. Script the
discussion.

Some ideas are as follows. If necessary use Mind Talk (where teacher speaks out loud so students can
follow the thinking) here to help them get started:

 Let’s see, what do we notice about the information we have? Give student answers.
S1: We have a lot more we can do today.
S2: I see that they rode bikes long ago just like we do with our friends today.
S3: I see that no matter if it was in the past or life today, but all kids have to do chores.
S4: I see that kids had to walk to get to school, but today we are able to ride the bus or ride in a car.

 What can we say, in general about this information?

S1: I learned that kids in the past share some of the same things with us today.
S2: Kids in the past could not do to many things we do today
S3: I see that families today and in the past are a little different.

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018

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

 Class, how do you think we could explain the relationships and general trends we see? Can
anyone think of a way to say it? Script… (Ex. What have they learned about building boats,
floating objects, etc?) Add several student responses and script the discussion.

S1: I learned that kids in the past share some of the same things with us today.
S2: I see that we are able to do a lot more today than the kids in the past like play video games and
watch tv.
S3: I learned that kids in the past didn’t get to go to restaurants to eat very often like we can today.

 Is there anything we could say about how this could apply in a similar situation or in another
place?
S1: Kids around the world share same things like we do here. I think they would also have bicycles.
S2: Kids all around the world go to school just like we did in the past and today.
S3: Just like in the past, not all kids may be able to watch tv and play video games.

 Write the student’s generalizations on the board or on an overhead transparency as they think
of them. Accept all that are suggested

Add the list here - Bullet responses:

 I see that both charts have similar things and I do a lot of those things.
 All kids have to chores like cleaning up their own room or helping with the dishes.
 Kids in the past had to do a lot of things on their own that look hard. Like, they hunted for food and
walked to places.
 Kids today don’t have to walk. They usually ride cars, but I have seen people walking, but they
usually walk to the park, or my family go hiking by our house.
 Families today go on vacations, like go on a plane or train. It was hard for families in the past to do
this because there were no planes or trains back then. We have theme parks we can go to today.
Kids in the past didn’t get to do anything like that. (Teach students about when planes and trains
were invented if time permits)

Have students consider each of the proposed generalizations. Is each

generalization supported by the data? Script this discussion in bulleted points.

 Facts on the chart are from things we have studied in our other lessons.
 I remember the pictures we saw about different kids these past few days.
 I remember learning about how schools were much different than they are today.
 Our textbook shared a lot of these things that help us see the differences.
 The PowerPoint that we saw as a group has a lot of pictures from the past and from today.

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018

 Step 4 - 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 life from the past and life today?
 What have we learned about using facts/data/evidence to solve problems (generate new ideas, form
conclusions, etc.)
The issue here is to help students learn the PROCESS as well as to develop the PRODUCT. They should be
able to express in their own words the learning they acquired.
 Ask students if they have any other comments. Script possible responses.
S1: Do you think that we will have robots in the future? I want a flying car!
S2: Why were they not able to watch tv a long time ago? I can’t imagine not being able to watch
Netflix!
 Teacher should restate the learning one last time in another way.
 Fully script what you will say as well as possible student responses.
 Class, today we used our knowledge about life today and life in the past to discover they have influenced each
other. We also used the information we studied to make generalizations between the two, such as their
similarities and differences. As you can see some things have existed forever and they tend to make us who
we are today. In addition, kids down through the ages are similar and will likely continue to be similar. If you
looked at data from other countries it would also be similar. You too one day will have a family of your own and
influence the new generations to come like your great grandparents and grandparents have.
S1: I love being a kid today and like to do a lot of the things we listed on the chart like playing video
games.
S2: Being able to ride cars everywhere is much faster than having to walk to places.
S3: I am glad that we aren’t the only ones that have to do chores. What kind of chores did they
have to do as kids in the past?

Differentiation/Extension: How will you provide access to key concepts by all students at their ability levels?
Learning Need Supports: What are your plans for supporting IEP/504 students?

I have a few students that require an IEP or a 504 to be used for accommodates and modifications made in the lesson plan. I will
provide students with the OREO strategy to help with their opinion writing. Some students will be able to orally tell me their
opinion rather than writing it down. When we read books about life today and life long ago, I will provide multiple forms for my
students that include text-to-speech, digital text, and large print. I will encourage my students to reflect on their learning and show
and tell them how to meet the goals of the lesson.

Language Need Supports: What are the supports your EL students need? Refer to the ELD Framework and the strategy suggestions.

In my class I have a five English Language Leaners who may struggle in writing out the opinion piece on their own based off what
we have previously gone over and the strategies of the OREO model. Though the lesson is set up with these students in mind and I
have implemented an equitable aspect of the lesson in the students working through the ten facts together and with my guidance it
is possible that another activity will be useful. The Studies Weekly (week 11) teacher supplement has an activity that may prove
useful. I can have the students work at organizing and summarizing what they have learned with the use of a scaffolding by having
students read closely reading literary and informational texts and viewing multimedia to determine how we can categorize the
differences/similarities of life in the past and life today. . Partners will talk about the photo and compare it to life today. I will
encourage them to use academic language, such as past, present, artifact by providing them with sentence frames.

Gifted/Advanced Need Supports: What are your plans for advanced learners and gifted students? How can they learn the material differently? This activity
should be related to the learning objective and extend students’ understanding of the topic.

I have three students in my class who are a part of the Gate program who may not be challenged enough by the lesson I have
developed. These students can work on writing out a narrative prompt that I found in the Studies Weekly teacher supplement.

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018

 Students will not only fill out the opinion piece writing but will also justify their opinion with the sentence frame of, “My primary
reason for thinking so is…”.

What Ifs: Be proactive. What are common misconceptions related to the learning objectives? Consider what might not go as planned with the
lesson in regard to students learning content. What will you do about it?

I cannot assume that all students know what a cell phone, bicycle, or a television is. I will provide realia
as we speak about these items as a whole group and open up the discussion. Students needing more help
can be retaught some of the information in a small group. More information from the use of videos or
articles can be provided.
When students needed more help, they will be given an opportunity to ask their peers during think-pair-
share and even ask me during large group instruction.

Technology, Resources and Materials: Describe the instructional resources/materials/technology used to engage students in learning.
 Scholastic News SN2-Sept2019-LongAgo-LEXILE-HIGHER.pdf (scholastic.com)
 California Studies Weekly (Week 11)
 Anchor chart (T-Chart)
 Non-fiction PowerPoint that compares life today to life long ago.

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018