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Name: Christy Chen School: Saint Gregory the Great Academy Date: 4/28/16
Cooperating Teacher(s): Mrs. Robin Muccia
Primary Subject Area and Grade Level: List the primary content area for this lesson. List the beginning and ending grade levels for
which this lesson is appropriate.

This lesson is for a 5th grade Social Studies class. Specifically for 5A at Saint Gregory the Great Academy.
Interdisciplinary Connections: Provide a listing of the subject area(s), in addition to the primary subject area that is incorporated in this
lesson.

(1a: Demonstrating Knowledge of Content and Pedagogy)

Language Arts- Reading, writing, comprehension

Social Studies- Navajo Culture/ Window Rock, Arizona

Technology- Starboard, Google Maps
Lesson Duration: State the approximate time frame for this lesson.
(1e: Designing Coherent Instruction)
8:55-9:38 (40 Minute Period)
Relevance/Rationale: Consider how your outcomes and plan will engage students cognitively and build understanding.
Why are the lesson outcomes important in the real world? How is this lesson relevant to students in this class (interests,
cultural heritages, needs)?
(1b: Demonstrating Knowledge of Students)
th
This lesson is designed for 5 grade Social Studies. The class is studying regions of the United States. We
have just finished the Midwest region. We have now moved on to the Southwest. Students learned briefly
about the Navajo culture and about Arizona in the class before. This class period they will be diving into the
details. Students will learn not just what is in the textbook but other information. They will practice
organizing this information in order to practice reading comprehension strategies. I will have students
summarize, create a threefold, answer comprehension questions, and utilize technology to connect the reading
with real images.
Outcomes/Objectives: What will students know and be able to do as a result of this lesson? Outcomes should be
written in the form of student learning and suggest viable methods of assessment. For teachers of English language
learners: What language objectives will be addressed?
(1c: Setting Instructional Outcomes)
At the end of this lesson you (students) will be able to
1. Create a threefold about Henry Chee Dodge
2. Utilize Google maps to view Window Rock Arizona.
3. Describe images utilizing knowledge from the chapter
4. Understand Navajo life today
5. Read and summarize a Navajo Legendary story
Content Standard(s) and/or Common Core Learning Standard(s): For example: (CCSS) 4.NBT.3 Use place value
understanding to round multi-digit whole numbers to any place. Content area teachers should include appropriate English
Language Arts Common Core Standards for Content Areas, if appropriate, in addition to content standards.
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(1c: Setting Instructional Outcomes)

Language Arts Common Core
(Navajo Short Story) R.L.6.3 Reading; Literature- Describe how a particulars storys or dramas plot unfolds
in a series of episodes.
(Navajo Short Story, Biography) R.L.6.2 Reading; Literature- Determine a theme or central idea of a text and
how it is conveyed through particular details; provide a summary of the text distinct from personal opinions
or judgments.
(Navajo Short Story, Navajo Present Day Life) R.L.6.10 Reading; Literature- By the end of the year, read and
comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Social Studies CurriculumSouthwest Region- Geography 6.6
Demonstrate geographic knowledge of the southwest states.
List the states in the Southwest
Describe landforms of the Southwest
Use of Formative Assessment to Inform Planning: Describe your students current levels of understanding of the content related to
the outcome for this lesson. What are some of the indicators that let you know that these outcomes and the lesson activities represent the
appropriate amount of cognitive challenge for all students?

(1f: Designing Student Assessments)

Students completed Chapter 10, which was about Southwest Land and Resources. Students did well on their
tests therefore their knowledge about the land and geographic features of the Southwest is good. We are now
moving on to culture and the actual states of the Southwest. I started teaching the class about the Navajo on
Wednesday. Students read and learned about early culture, Navajo Tribal Council and The Long Walk.
This lesson will allow students to not only read the text from the textbook but to go above and beyond by
reading articles and seeing what the area is like in present day. They will be learning about a Navajo member
and they will describe his life and organize the reading based on different themes. This will help with reading
comprehension.
Class Information: Describe any unique characteristics of the class (considerations may include: special needs,
language levels, learning styles, etc.). Describe how other adults (paraprofessionals, volunteers, co-teachers, resource
teachers, etc.) will support student learning, if applicable. Also include any other circumstances an observer should know
about.
(1b: Knowledge of Students)
MO has an IEP so his notes are usually guided. He also has a chromebook in which he uses to help
him with information. Many times he asks to utilize it to also do research and find more information
about the assignments topic. The guided notes help him follow along in the reading and complete a
set of notes that will eventually become his study guide for the test. I use different types of learning
styles within my lesson; students will hear the lesson, will read the lesson out-loud, see the lesson in
their textbooks and write out the answers to questions.
There are 13 boys and 10 girls.
The class is mostly Caucasian with a few that are Spanish/Latino.

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Overview: Provide a brief overview of the lesson. The overview should provide the observer with a description of the lessons content and how
it relates to the larger unit. Include prerequisite knowledge required to meet lesson outcomes and relationship to future learning.

(1a: Demonstrating Knowledge of Content and Pedagogy)

Recent Past Lessons
The students and I have been working on the Southwest region for the past week. We just started the unit on
states and culture this week. Students recently took a test about the geographic features and the economy of
the Southwest. On Wednesday students learned a bit about Navajo life, specifically past life, tribes and the
long walk.
Present Lesson
Students will complete a do now. This do now will refresh their memory abou the Navajo lesson we did on
Wednesday.
Students will then watch a short video where they are able to see visually some of the cultural features and the
geographic features of Window Rock, Arizona and the Navajo people.
Students will then break off into groups where they will be working station to station to complete a series of
activites based on the textbook.
Future Lessons
Students will finish off this lesson and then we will move on to Sante Fe, New Mexico
Technologies and Other Materials /Resources: List all materials, handouts, resources, and technology tools that are
needed by the student or the teacher to execute the lesson. Technologies may include hardware, software, and websites,
etc. Materials and resources may include physical resources (e.g. books, manipulatives, supplies, equipment, etc.) and/or
people resources (e.g. guest speakers, librarian, etc.).
(1d: Demonstrating Knowledge of Resources)
Video: http://www.teachertube.com/video/navajo-philosophy-212779
Window Rock Google Map: https://www.google.com/maps/place/Window+Rock,

+AZ/@35.6672368,-109.0531052,13z/data=!4m2!3m1!
1s0x872531efd3652097:0x9a565a859557996c
Navajo Legend/ Story http://www.native-languages.org/navajo-legends.htm
Navajo Life Today https://www.crowcanyon.org/EducationProducts/peoples_mesa_verde/today_navajo.asp

Grouping Strategy: Describe how you will group students to facilitate learning of the outcomes of t
This lesson. What is the rationale for the grouping strategy?
(1e: Designing Coherent Instruction)
Students will work in groups of 5-6 during the group work. Students work well in the groups that they are
sitting in. Students have worked in these groups for most of the semester. They have completed other group
projects either with just the person sitting next to them, sitting across from them or as a whole group. Students
will be mostly kept in their table groups due to their cooperation and for classroom management purposes. I
will have to split up a group and I am thinking of splitting up the front group with the four boys. This group
particularly piggy backs from one of the students therefore Id like to spread them out so that they can stop
relying on that one student.
Academic Vocabulary: What key terms are essential to this content? What terms are essential to develop and extend

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students vocabulary?
(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)
Hogans, Kit Carson, Fort Canby, The Long Walk, Henry Chee Dodge, Window Rock, Arizona
Lesson Procedures: The procedures should clearly describe the sequence of learning activities and should identify
where and how all materials, technology tools and student-created technology products, and reproducible
materials/handouts are utilized in the lesson. Describe the lesson sequence:

How will the lesson launch?

How will the material be presented?
What questions will be posed to the students? What are the expected responses?
How and when will the teacher model?
What opportunities will there be for guided practice, group work and individual practice?
How and when will you monitor student understanding throughout the lesson?
What opportunities will there be for reflection and closure?
Include approximate time allocations for each portion of the lesson. Be very precise when explaining the teacher and
sent tasks duthe learning activities
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing
Coherent Instruction)

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Post objectives on the blackboard so that students can read them and see them throughout class.

By the end of class you should be able to

1. Create a threefold about Henry Chee Dodge
2. Utilize Google maps to view Window Rock Arizona.
3. Describe images utilizing knowledge from the chapter
4. Understand Navajo life today
5. Read and summarize a Navajo Legendary story
Do Now Students will complete a do now and once they are finished they will raise their hands. I will call on
a student and have them give me the response to the do now answer. I will ask the other students to share their
ideas so that we can as a class create a sufficient answer..
Video I will play the video for the students about Navajo Philosophy. I will ask students to pay attention to the
cultural images and the geographic features.
Stations/ Group Work- Group Work
Google Earth/ Maps- Window Rock (Photos, 360 View) Describe the area. Think about the area and the
geological features.
Navajo Legends- Summarize the story
Henry Chee Dodge- Read about him on pg. 329 + Article. Make a threefold (utilize the template at the table)
Navajo Life today- Read pg. 328 + Article Answer Questions
Individual Work/ Exit Ticket- I will stop the class 5 minutes early. I will have them write on a small piece of
paper. One thing they learned about Navajo Culture.
Homework: Lesson Notes + The Navajo Worksheet
Differentiation: Describe how you will differentiate instruction for a variety of learners, including students will special
needs, English Language Learners, and high achieving students to ensure that all students have access to and are able
to engage appropriately in this lesson. Be specific.
(1e: Designing Coherent Instruction)

I will be able to circle around and get to certain groups or students during the group work. This will allow me
to give small group instruction or one on one instruction to struggling students. The students with the IEP will
have guided notes for homework in order for him to get the main idea and comprehend the material better.
Assessment Criteria for Success:
How and when will you assess student learning throughout the lesson (formative)?
How will you and your students know if they have successfully met the outcomes?
What is the criteria for mastery of the lesson outcome(s)?
Describe any (formative and summative) assessments to be used.
(1f: Designing Student Assessments)
Student learning will be assessed throughout the lesson. I will be able to gauge students knowledge through
questions and answers I receive during presentation. I will allow students to share examples not only verbally
but through nearpod as well. These answers will be shared with the class and then put onto our anchor chart
together. Based on me walking around and guiding the students I will see which students are grasping the
concept and which students are not. At that point I will help students during group work and individual work.
They will be assessed in-group work and then through individual work through diagrams and guided
worksheets.
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Students will know if they met the outcome of the lesson if they successfully completed the stations and if
they had worked cooperatively and collaboratively with their group. Students will complete an exit ticket; I
will be able to see what facts and information the students were able to retain. Students will also complete
notes and a worksheet dealing with the Navajo lifestyle. These are guided reading notes and will help the
students in comprehending the textbook material.
Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may encounter? How will you
prevent them from occurring?

(1a: Demonstrating Knowledge of Content and Pedagogy)

Students have worked in groups before but they are not use to utilizing stations. They will need to move
quickly though each station. Usually when I give a project to the students I give them the whole class period.
This will allow students to get right to work and to utilize their group members for help. I also think the group
sizes are quite large. I may have students move in groups of 6 however they will be split into 3 at the station.
Reflections: List at least three questions you will ask yourself after the lesson is taught.
1.
2.
3.
4.
5.
6.

(4a: Reflecting on Teaching)

Did the students enjoy the stations?

Were the students challenged enough through the activities I provided them?
How was transitioning from station to station?
Which students need a re-teaching of this lesson?
Did the students understand how to organize the reading?
Did the students get more out of this lesson than if we were to just read from the textbook?

Lesson Reflection
Name: Christy Chen
School: Saint Gregory the Great Academy Date: 4/28/16
1. In general, how successful was the lesson? Did the students learn what you intended for them to
learn? How do you know?
At the end of the lesson the students should have been able to....
Create a threefold about Henry Chee Dodge
Utilize Google maps to view Window Rock Arizona.
Describe images utilizing knowledge from the chapter
Understand Navajo life today
Read and summarize a Navajo Legendary story
I thought that the lesson was successful. I typed the objective of the lesson on the slides. Students were
able to look up at the objectives throughout the lesson. I also introduced the lesson by explaining to the
students the different activities that they would be completing that day. Students did learn what I
intended for them to learn. I implemented a exit ticket at the end of the lesson and received instant data
through the exit ticket. I also asked students questions throughout the stations and I asked students
questions through the video. I asked questions to guide the students into learning what I wanted them to
learn, and to think critically about specific points of the topic that I thought were important.
Next time, I would specifically have the students read out the objectives to the class so that students can
be responsible for their own learning. I also would want a student or multiple students to explain to me
the directions at each station. This would help them take charge of their own learning and be
accountable for completing the objectives.

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2. If you have samples of student work, what do they reveal about the students levels of
engagement and understanding? Do they suggest modifications in how you might teach this lesson in the
future?
I do have samples of student work. I collected the work they did at each station and the exit ticket. I will
also collect their homework the next day, which is a guided worksheet for the lesson in the textbook.
Students answered questions on an index card for the daily life station, students created a three fold for
the Henry Chee Dodge station, and students wrote down a description of the land at the Google Maps
station. Next time I teach this lesson I would probably have one worksheet where students complete all
their answers for all the stations so that the papers would be more organized and students would just
follow the stations written on the paper. This paper would also remind students how many stations they
needed to complete and which stations they had trouble with.
3. Comment on your classroom procedures, student conduct, and your use of physical space. To what
extent did these contribute to student learning?
Class was small during this lesson due to bring your child to work day. I had about 10 kids and the
stations worked well for the kids that I did have. Students worked in groups of 4 or 3. I was able to get
to every station and help students and see where students were at. Every student was engaged and on
task because they all had a job to do. I decided to have students assign each other jobs like book holder,
writer, team leader. This allowed students again to take charge and initiative in their own activities.
Students were able to travel from station to station whenever they finished. This helped with
differentiation because some students may need more time or less time at a station. I was also able to
move students to different stations because they let me know when they were finished. I assigned the
groups to stations in which I knew they would excel at or need help in, in which I would travel to that
station with them.
4. Did you depart from your plan? If so, how and why?
My lesson was actually for a whole class of about 22 students. So I did tweak the lesson but I was able
to have more one on one with the students and I allowed students to travel to station to station whenever
they wanted since it was a small class. I think that this is better because students can travel at their own
pace. If the class were bigger I may have scheduled times for the stations because this will keep students
moving and on a schedule.
5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students,
materials, and resources). To what extent were they effective?
Students did a few activities. We watched a video before the lesson in which I introduced Navajo
culture. I asked students to focus on different cultural aspects and share what they found interesting after
the video. During the stations I had students reading different articles and comparing and combining the
information with the textbook to answer general questions about the culture of the Navajo. I also had
students read different article biographies about one of the people in the textbook. Students utilized all
the information given to them to create a threefold with information I asked them to find in the text. I
also had students read a story. I asked them to summarize the story and talk about the characters. The
last station I had students utilize Google Earth. Students were able to use the starboard to see actual
pictures and 360 pictures of the Navajo nation. They described the environment and were able to see
what the geography and buildings looked like.

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These activities were effective because it kept students engaged during the lesson. Students
always had something to do. These activities were chosen based on collaboration with the textbook.
Students utilized all the materials to form ideas and create their own work. Each activity was different as
well. I wanted students to utilize different reading or writing strategies. With the google maps students
were able to practice technology, and description writing. With the three fold students were able to
utilize articles to pull out facts and organize them into different sections. With the story students were
able to read other cultural literature and describe characters and summarize the main idea.
1. If you had an opportunity to teach this lesson again to the same group of students, what would
you do differently?
If I had the opportunity to teach this lesson again with the same group of students I would
introduce the topic differently. I would explain the lesson after the video so that students would not forget what
we were doing. I would also have students tell me what the directions are and what they were doing in each
station instead of going to a station and asking them a question about the text. Id want them to explain to me
what they were doing then base my question off of what they said.
Conference with Co-op
Mrs. Muccia liked my lesson and thought that I did a great job. She sees how many different ways I
teach a lesson (group work, individual work, utilizing technology, and cooperating other subjects.