Lesson Plan Unit Part 1: Reading, Writing, and Social Skills
Standards:
Standard R.I.7.3
Standard W.7.3
Objective/Goals:
1) To examine and understand the interactions between
individuals, events, and ideas in a text (e.g., how ideas influence individuals
or events, or how individuals influence ideas or events) in order to realize the
impact of influence on history.
2) To write narratives to develop real or imagined experiences
or events using effective technique, relevant descriptive details, and
well-structured event sequences.
Activities/Procedures (Day 1; Period 2 Time allotted 50 minutes):
1) Have previously asked students questions on “what they know” on ancient rulers of
Mexico; teacher instruction implements prior knowledge discussion to assist students in
making connections to the text Moctezuma: Aztec Ruler: World Cultures Through Time
prior to their reading of this text; have previously read and discussed text Moctezuma:
Aztec Ruler: World Cultures Through Time as a whole class so now review with students
by summarizing facts/events in text before starting lesson (5 minutes allotted).
2) Share plans of the day. Ask students to get in groups of three and discuss the following
questions in their groups: “What did you learn that most surprised you?” & “How did historical events
and people in the text lead influence the way Mexico is now.” Model the activity of filling out the graphic
organizer by using the projector to demonstrate an example (5 minutes allotted).
3) Have students record their analysis on the graphic organizer provided for them;
each student must fill out one part of the chart. The chart consists of three columns to
be filled out: 1) Surprising Fact; 2) Example of Influence of People; 3) Example
of Influence of Events (15-20 minutes allotted).
4) Upon completion, have groups shared their findings with the class; each person must
share their written section of the chart (5-10 minutes allotted).
5) Have students turn in charts for assessment after completion of activity and assign
students a brainstorming activity for homework and let them work on it the remainder
of the designated period. They are to think about ways that history may have been different
if certain events had been different in the story and give examples with each idea; students
should write down ideas in their journal. They can make a web or list of the ideas.
Activities/Procedures
(Day 1; Period 2; Time allotted—50 minutes):
1) Share plans of the day. Have students get out their journals to refer to their brainstorming
and assign students to write a narration based on their brainstorming ideas. Hand out and discuss
rubric for narrative writing. Clearly explain the assigned task through modeling of own idea and
reading of own related narration. Point out elements such as narrator’s style/voice, introduction,
body, conclusion, main ideas and supporting details (Time allotted 10 minutes).
2) Allow students to work on their narration. Remind them write about characters and events and their
influence of Mexico. Walk around the classroom to confer, assist, and observe (Time allotted 40 minutes).
3) Assign students to create a picture illustrating their brainstorming ideas for homework and to work
on their narration according to rubric guideline. Remind them to bring their narrations back the
next day for future activities. Make sure students understand rubric expectations of narration.
Day 1; Periods 1 & 2:
Materials/Resources
Pens, pencil, graphic organizer chart for group activity, students’ journals for brainstorming,
rubric for narration, paperback book called Moctezuma: Aztec Ruler: World Cultures Through Time
(Primary Source Readers) by Wendy Conklin, and projector/computer combination for modeling chart
Differentiation:
Using scaffolding from prior knowledge and newly taught information to help students make connections.
Students will have observed modeling from the teacher of the graphic organizer method to provide clarity
and support. Students will have already learned some historical information regarding the
lesson so it will be familiar during activities. They will have read relevant material prior to the lesson.
Evaluation and Reflection:
Assessment consists of class observation, group collaboration
observation, group presentation evaluation, and journal tasks checks. Reflection opportunities consist of
students reflecting on class discussion questions, graphic organizer topics, group collaboration, and
journal tasks such as brainstorming ideas and visual representation of ideas.
Behavior Management:
Keeping students actively engaged while observing and supporting
their tasks at hand assists behavior management. Previously providing explicit
instruction on class expectation and consequences, as well as explicit
instruction on lessons and tasks at hand in order to decrease behavior issues
and increase overall learning.
Activities/Procedures (Day 2; Period 1 Time allotted—50 minutes):
1) Share general plans of the day. Have students get out their pictures. Have them get in their
groups of three. They are to discuss their illustrations (Time allotted 5 minutes).
2) Handout out poster board to each group. Have students draw or print out pictures from
computer that demonstrate their ideas. Teacher will model with own poster from the previously modeled
narration. Walk around the classroom to confer, assist, and observe (Time allotted 40 minutes).
3) Upon completion, have groups shared their findings with the class; each person
must share their ideas on the poster (5-10 minutes allotted).
4) Assign students to complete their rough draft work on their narration.
Remind them to bring their narrations back the next day for future activities.
Make sure students understand rubric expectations of narration.
Activities/Procedures (Day 2; Period 2 Time allotted—50 minutes):
1) Share general plans of the day. Explain peer feedback task regarding their narrations.
Discuss peer feedback assessment form. Briefly review rubric criteria again for narration.
(Time allotted 5 minutes).
2) Ask students to brainstorm in journals on meaning of positive feedback in their
minds prior to discussing its meaning. Instruct them to reflect on each word individually as well.
(Time allotted 5 minutes).
3) Discuss the meaning of positive feedback with students and model how to give positive
feedback and how not to do so. (Time allotted 5 minutes).
4) Assign students partners for peer feedback on their narration.
Make sure students understand rubric expectations of narration. Have the students get into their
partner groups to peer critique each other’s narration. Walk around the classroom
to confer, assist, and observe. (Time allotted 15 minutes).
5) For the remaining of the period, assign students to consider peer feedback and
revise drafts. (Time allotted 10 minutes).
Day 2; Periods 1 & 2:
Materials/Resources:
Pens, pencil, poster board, markers, paperback book called
Moctezuma: Aztec Ruler: World Cultures Through Time (Primary Source Readers) by
Wendy Conklin, narration rubric, peer feedback assessment form
Differentiation:
Using scaffolding from prior knowledge and newly taught
information to help students make connections. Students will have observed modeling
from the teacher of the graphic organizer method to provide clarity and support.
Students will have already learned some historical information regarding the
lesson so it will be familiar during activities. They will have read relevant
material prior to the lesson.
Evaluation and Reflection:
Assessment consists of class observation, group collaboration
observation, group presentation evaluation, journal tasks checks, and partner
collaboration observation. Reflection opportunities consist of students reflecting on class
discussion questions, group collaboration, partner peer feedback, and journal
tasks such as brainstorming ideas and visual representation of ideas.
Behavior Management:
Keeping students actively engaged while observing and supporting
their tasks at hand assists behavior management. Previously providing explicit
instruction on class expectation and consequences, as well as explicit
instruction on lessons and tasks at hand in order to decrease behavior issues
and increase overall learning.
Activities/Procedures (Day 3; Period 1 Time allotted—50 minutes):
1) Share general plans of the day. Assign new partners and explain that they repeated partner feedback
process on their narrations for additional feedback. (Time allotted 5 minutes).
2) Have them get in their partner groups and begin. Walk around the classroom to confer,
assist, and observe (Time allotted 15 minutes).
3) Have them return to their seats for the remainder of the period. Assign editing/revising on
narration draft. Upon completion, they may begin typing their final draft (Time allotted 30 minutes).
Activities/Procedures (Day 3; Period 2 Time allotted—50 minutes):
1) Share general plans for the day. Students must type up their drafts to complete a polished final copy of
their narration. They can go to the computer lab if not enough available in the classroom (Time allotted 30 minutes).
2) Once typed, they must write and draw in journals about their narration if their group members are still typing.
They must reflect on what parts of the assignment that they liked and what parts were more difficult and why.
They can discuss what they learned during the writing process. They can tell how they felt about a
partner’s or group member’s writing. The remaining 20 minutes are for either the journal assignment or meeting
with assigned group members if they are available. Each group must share their narration with members;
they can read aloud or silently. Walk around the classroom to confer, assist, and observe.
Day 3; Periods 1 & 2:
Materials/Resources:
Pens, pencils, journals, narration assessment form, feedback rubric
Differentiation:
Using scaffolding from prior knowledge and newly taught information to help students make connections.
Students will have observed modeling from the teacher of the graphic organizer method to provide clarity and support.
Students will have already learned some historical information regarding the lesson so it will be familiar during activities.
They will have read relevant material prior to the lesson.
Evaluation and Reflection:
Assessment consists of class observation, group collaboration observation, group presentation evaluation,
journal tasks checks, and partner collaboration observation. Reflection opportunities consist of students
reflecting on class discussion questions, group collaboration, partner peer feedback,
and journal tasks such as brainstorming ideas and visual representation of ideas.
Behavior Management:
Keeping students actively engaged while observing and supporting
their tasks at hand assists behavior management. Previously providing explicit
instruction on class expectation and consequences, as well as explicit
instruction on lessons and tasks at hand in order to decrease behavior issues
and increase overall learning.
GRAPHIC ORGANIZER
SURPRISING FACT
PEOPLE INFLUENCE
EVENT INFLUENCE
Narrative Writing Rubric
Write a narrative essay relating to possible alternative
influence on Mexico’s history.
Grammar and mechanics____________ (10 points possible)
Creativity___________ (20 points possible)
Structure and flow___________ (20 point possible)
(***Include a good lead, introduction, body, conclusion,
narrator’s voice/style.)
PEER FEEDBACK ASSESSMENT FORM
Self-Assessment: Name_______________________________
1. Consider if you modeled positive feedback, followed directions, remained on task,
respected your partners, and contributed helpful information.
Rate your own performance 1 to 10 (10 being the highest):_______
2. Consider if your partner modeled positive feedback, followed directions, remained
on task, respected you as a partner, and contributed helpful information.
Rate your own performance 1 to 10 (10 being the highest):_______
Standards:
Standard R.I.7.3
Standard W.7.3
Objective/Goals:
1) To examine and understand the interactions between
individuals, events, and ideas in a text (e.g., how ideas influence individuals
or events, or how individuals influence ideas or events) in order to realize the
impact of influence on history.
2) To write narratives to develop real or imagined experiences
or events using effective technique, relevant descriptive details, and
well-structured event sequences.
Activities/Procedures (Day 1; Period 2 Time allotted 50 minutes):
1) Have previously asked students questions on “what they know” on ancient rulers of
Mexico; teacher instruction implements prior knowledge discussion to assist students in
making connections to the text Moctezuma: Aztec Ruler: World Cultures Through Time
prior to their reading of this text; have previously read and discussed text Moctezuma:
Aztec Ruler: World Cultures Through Time as a whole class so now review with students
by summarizing facts/events in text before starting lesson (5 minutes allotted).
2) Share plans of the day. Ask students to get in groups of three and discuss the following
questions in their groups: “What did you learn that most surprised you?” & “How did historical events
and people in the text lead influence the way Mexico is now.” Model the activity of filling out the graphic
organizer by using the projector to demonstrate an example (5 minutes allotted).
3) Have students record their analysis on the graphic organizer provided for them;
each student must fill out one part of the chart. The chart consists of three columns to
be filled out: 1) Surprising Fact; 2) Example of Influence of People; 3) Example
of Influence of Events (15-20 minutes allotted).
4) Upon completion, have groups shared their findings with the class; each person must
share their written section of the chart (5-10 minutes allotted).
5) Have students turn in charts for assessment after completion of activity and assign
students a brainstorming activity for homework and let them work on it the remainder
of the designated period. They are to think about ways that history may have been different
if certain events had been different in the story and give examples with each idea; students
should write down ideas in their journal. They can make a web or list of the ideas.
Activities/Procedures
(Day 1; Period 2; Time allotted—50 minutes):
1) Share plans of the day. Have students get out their journals to refer to their brainstorming
and assign students to write a narration based on their brainstorming ideas. Hand out and discuss
rubric for narrative writing. Clearly explain the assigned task through modeling of own idea and
reading of own related narration. Point out elements such as narrator’s style/voice, introduction,
body, conclusion, main ideas and supporting details (Time allotted 10 minutes).
2) Allow students to work on their narration. Remind them write about characters and events and their
influence of Mexico. Walk around the classroom to confer, assist, and observe (Time allotted 40 minutes).
3) Assign students to create a picture illustrating their brainstorming ideas for homework and to work
on their narration according to rubric guideline. Remind them to bring their narrations back the
next day for future activities. Make sure students understand rubric expectations of narration.
Day 1; Periods 1 & 2:
Materials/Resources
Pens, pencil, graphic organizer chart for group activity, students’ journals for brainstorming,
rubric for narration, paperback book called Moctezuma: Aztec Ruler: World Cultures Through Time
(Primary Source Readers) by Wendy Conklin, and projector/computer combination for modeling chart
Differentiation:
Using scaffolding from prior knowledge and newly taught information to help students make connections.
Students will have observed modeling from the teacher of the graphic organizer method to provide clarity
and support. Students will have already learned some historical information regarding the
lesson so it will be familiar during activities. They will have read relevant material prior to the lesson.
Evaluation and Reflection:
Assessment consists of class observation, group collaboration
observation, group presentation evaluation, and journal tasks checks. Reflection opportunities consist of
students reflecting on class discussion questions, graphic organizer topics, group collaboration, and
journal tasks such as brainstorming ideas and visual representation of ideas.
Behavior Management:
Keeping students actively engaged while observing and supporting
their tasks at hand assists behavior management. Previously providing explicit
instruction on class expectation and consequences, as well as explicit
instruction on lessons and tasks at hand in order to decrease behavior issues
and increase overall learning.
Activities/Procedures (Day 2; Period 1 Time allotted—50 minutes):
1) Share general plans of the day. Have students get out their pictures. Have them get in their
groups of three. They are to discuss their illustrations (Time allotted 5 minutes).
2) Handout out poster board to each group. Have students draw or print out pictures from
computer that demonstrate their ideas. Teacher will model with own poster from the previously modeled
narration. Walk around the classroom to confer, assist, and observe (Time allotted 40 minutes).
3) Upon completion, have groups shared their findings with the class; each person
must share their ideas on the poster (5-10 minutes allotted).
4) Assign students to complete their rough draft work on their narration.
Remind them to bring their narrations back the next day for future activities.
Make sure students understand rubric expectations of narration.
Activities/Procedures (Day 2; Period 2 Time allotted—50 minutes):
1) Share general plans of the day. Explain peer feedback task regarding their narrations.
Discuss peer feedback assessment form. Briefly review rubric criteria again for narration.
(Time allotted 5 minutes).
2) Ask students to brainstorm in journals on meaning of positive feedback in their
minds prior to discussing its meaning. Instruct them to reflect on each word individually as well.
(Time allotted 5 minutes).
3) Discuss the meaning of positive feedback with students and model how to give positive
feedback and how not to do so. (Time allotted 5 minutes).
4) Assign students partners for peer feedback on their narration.
Make sure students understand rubric expectations of narration. Have the students get into their
partner groups to peer critique each other’s narration. Walk around the classroom
to confer, assist, and observe. (Time allotted 15 minutes).
5) For the remaining of the period, assign students to consider peer feedback and
revise drafts. (Time allotted 10 minutes).
Day 2; Periods 1 & 2:
Materials/Resources:
Pens, pencil, poster board, markers, paperback book called
Moctezuma: Aztec Ruler: World Cultures Through Time (Primary Source Readers) by
Wendy Conklin, narration rubric, peer feedback assessment form
Differentiation:
Using scaffolding from prior knowledge and newly taught
information to help students make connections. Students will have observed modeling
from the teacher of the graphic organizer method to provide clarity and support.
Students will have already learned some historical information regarding the
lesson so it will be familiar during activities. They will have read relevant
material prior to the lesson.
Evaluation and Reflection:
Assessment consists of class observation, group collaboration
observation, group presentation evaluation, journal tasks checks, and partner
collaboration observation. Reflection opportunities consist of students reflecting on class
discussion questions, group collaboration, partner peer feedback, and journal
tasks such as brainstorming ideas and visual representation of ideas.
Behavior Management:
Keeping students actively engaged while observing and supporting
their tasks at hand assists behavior management. Previously providing explicit
instruction on class expectation and consequences, as well as explicit
instruction on lessons and tasks at hand in order to decrease behavior issues
and increase overall learning.
Activities/Procedures (Day 3; Period 1 Time allotted—50 minutes):
1) Share general plans of the day. Assign new partners and explain that they repeated partner feedback
process on their narrations for additional feedback. (Time allotted 5 minutes).
2) Have them get in their partner groups and begin. Walk around the classroom to confer,
assist, and observe (Time allotted 15 minutes).
3) Have them return to their seats for the remainder of the period. Assign editing/revising on
narration draft. Upon completion, they may begin typing their final draft (Time allotted 30 minutes).
Activities/Procedures (Day 3; Period 2 Time allotted—50 minutes):
1) Share general plans for the day. Students must type up their drafts to complete a polished final copy of
their narration. They can go to the computer lab if not enough available in the classroom (Time allotted 30 minutes).
2) Once typed, they must write and draw in journals about their narration if their group members are still typing.
They must reflect on what parts of the assignment that they liked and what parts were more difficult and why.
They can discuss what they learned during the writing process. They can tell how they felt about a
partner’s or group member’s writing. The remaining 20 minutes are for either the journal assignment or meeting
with assigned group members if they are available. Each group must share their narration with members;
they can read aloud or silently. Walk around the classroom to confer, assist, and observe.
Day 3; Periods 1 & 2:
Materials/Resources:
Pens, pencils, journals, narration assessment form, feedback rubric
Differentiation:
Using scaffolding from prior knowledge and newly taught information to help students make connections.
Students will have observed modeling from the teacher of the graphic organizer method to provide clarity and support.
Students will have already learned some historical information regarding the lesson so it will be familiar during activities.
They will have read relevant material prior to the lesson.
Evaluation and Reflection:
Assessment consists of class observation, group collaboration observation, group presentation evaluation,
journal tasks checks, and partner collaboration observation. Reflection opportunities consist of students
reflecting on class discussion questions, group collaboration, partner peer feedback,
and journal tasks such as brainstorming ideas and visual representation of ideas.
Behavior Management:
Keeping students actively engaged while observing and supporting
their tasks at hand assists behavior management. Previously providing explicit
instruction on class expectation and consequences, as well as explicit
instruction on lessons and tasks at hand in order to decrease behavior issues
and increase overall learning.
GRAPHIC ORGANIZER
SURPRISING FACT
PEOPLE INFLUENCE
EVENT INFLUENCE
Narrative Writing Rubric
Write a narrative essay relating to possible alternative
influence on Mexico’s history.
Grammar and mechanics____________ (10 points possible)
Creativity___________ (20 points possible)
Structure and flow___________ (20 point possible)
(***Include a good lead, introduction, body, conclusion,
narrator’s voice/style.)
PEER FEEDBACK ASSESSMENT FORM
Self-Assessment: Name_______________________________
1. Consider if you modeled positive feedback, followed directions, remained on task,
respected your partners, and contributed helpful information.
Rate your own performance 1 to 10 (10 being the highest):_______
2. Consider if your partner modeled positive feedback, followed directions, remained
on task, respected you as a partner, and contributed helpful information.
Rate your own performance 1 to 10 (10 being the highest):_______