McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Miss Brammer Date: February 20, 2018

Title of Lesson: Democracy Cooperating Teacher: Mrs. Heustis

Core Components
Subject, Content Area, or Topic
Social Studies
Student Population
Fifth Grade
12 Boys
10 Girls
Gifted Cluster
Learning Objectives
Students will know why George Washington was called the “Father of our Country” and why James
Madison is called the “Father of the Constitution”
Students will know the ideas of George Mason and Thomas Jefferson
Students will know the influence of geography on the migration of Virginians into western
territories.
Virginia Essential Knowledge and Skills (SOL)
VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new
American nation by
a) Explaining why George Washington is called the “Father of our Country” and James
Madison is called the “Father of the Constitution.”
b) Identifying the ideas of George Mason and Thomas Jefferson as expressed in the
Virginia Declaration of Rights and the Virginia Statute for Religious Freedom;
c) Explaining the influence of geography on the migration of Virginians into western
territories.
VDOE Technology Standards
English Language Proficiency Standards (ELPS)
Materials/Resources
Chromebooks

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
 Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
 Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
  Discussion 50%
Demonstration 30%
Audio Visual 20%
 Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
5-10 *Anticipatory Set
mins TSW practice their Reader’s Theater play
*State the Objectives (grade-level terms)
I can explain why George Washington is called the “Father of our Country” and James
Madison is called the “Father of the Constitution”;
I can identify the ideas of George Mason and Thomas Jefferson as expressed in the
Virginia Declaration of Rights and the Virginia Statute for Religious Freedom;
I can explain the influence of geography on the migration of Virginians into western
territories.
25-30 *Instructional Input or Procedure
mins TTW introduce brainpop activity. – if available – If not available, students will continue
working on their slides or trading cards from yesterday.
*Modeling
TTW show the students the different things they can do with the activity
*Check for Understanding
TTW ask if there are any questions about what they are supposed to being doing.
*Guided Practice
None
*Independent Practice
TSW work on their brainpop activity – if available – If not available, students will continue
working on their slides or trading cards from yesterday.
Assessment
None
*Closure
Students will transition to L.A.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
TTW walk around the room to check up on students and help them if they are struggling.
Classroom Management Issues (optional)
TTW walk around the room to make sure students are not playing on other sites.
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015