1. Indicate grade level (for summer '13, novel-based curriculum, 4th, 5th, or 6th grade) and time frame (approximately 45 minutes).

2. State your broad goal for the cognitive domain and another for the affective domain.

3. Write the NCSS standard/s number and the specific outcome quoted from your NCSS standards text which your lesson will address.

4. State your specific lesson objective.  This statement tells exactly what the children will be able to do as a result of the lesson.

5. List materials needed to teach.

6. List resources from which you, the teacher, have developed the materials. Include full bibliographic data for adult and children’s literature.  Include full URLs for websites plus the title of the website.  Show items from each category:  adult books, childlren's books, and URL’s.

7. Script your introduction and focusing.  Here you draw upon students' previous learning, set the stage, and raise students’ interest in the new materials.  Do not use generalities such as “we will discuss….”  “we will list…”  “I will explain…”.  Rather script the words to frame out every idea you plan to share in your discussion with the students.  Give all the elements of your lists. Give each idea of your explanation, etc.

8. State (and enable the student to state) the purpose and importance of the lesson you are about to undertake.

9. Provide substantial instructional input. This is the heart of the lesson. For this assignment, this is the evidence of your own careful research and thinking about the ideas you hope to teach. Teach new material which you deem important.  Teach to the challenge level of the children. Script your writing.  Weave in higher order questions so as to be sure the students are with you and are thinking toward the concepts you wish them to grasp.  As above (#6.) use no generalities.  Script all specifics.  Hypothesize and write out the student replies which you anticipate.   Use several paragraphs and appropriate spacing.  Use perfect grammar and spelling.

Be sure to draw students’ attention to passages from the novel or passages which they will have read.
List these page numbers in your writing.

The challenging ideas in your input are verified according to the highlights which you provide in the resource xeroxes attached to the lesson (#12.)

For this assignment, do not include procedures and directions for the children's work in this instructional input section. Rather fascinate the children with the new stories, ideas, and concepts.

10. Explain and provide a model of the response activity.  This is the place for procedures and directions!  The response activity will be a plan for guided practice through which the children can demonstrate that they have learned the new facts and concepts.   Provide pages with structure and graphic organizers for the activity.  For example, list the questions the children are to answer if you choose to have them do research.  List the resources which you will provide for them.  Provide a rubric for the activity so that children can clearly assess what constitutes doing the activity well.  If you develop a worksheet, provide the blank page plus another copy with the answers you expect.

Provide your teacher model of how you went about doing the activity yourself.  For example, if the students are to write a paragraph, show them yours.  Your model can include some distractors so that students can recognize the application of the rubric. For example, you may ‘forget’ a capital letter in your model.

Avoid power language such as “you are going to have to…”  Use “will be able to…” or “will be invited to…”  Avoid “guess.”   Use “think about”  “decide”  “consider”  Avoid “feel”  Use “think”  “know”   “consider."

Avoid “create your own______________” unless substantial background information has been provided and students can exercise guaranteed expertise. For example, avoid “create your own Greek myth”  when only one Greek myth has been read to the class and ancient Greek culture has not been studied.   Avoid “write an underground railroad journal entry” when you have spent only one class period studying the situation of enslaved African Americans in the 1860’s.  Avoid “create your own totem pole” when the students have spent only two days studying Native Americans of the northwest coast.  This caution will be elaborated in class.

11. Conclude the lesson by enabling students to share their work or otherwise state the major concepts so that they can indicate to you and to each other that they have learned and have fulfilled the purpose and objectives of the lesson.  The purpose of social studies lessons is often value-based.

12. Attach xeroxes of your pertinent resources(encyclopedia articles, web print-outs), highlighted to show how you learned and how you used the sources for the lesson, especially for the instructional input.

13. If you choose to resubmit,  include your earlier draft/s with resubmit the resubmit.  Please do not use plastic sheet covers, except as pockets for manipulatives.

13. Do not write out --  but ask yourself:  Does this plan exhibit the high quality of my learning?  Does this plan exhibit the high quality of my teaching?  Does this plan enable children to learn new, important, and challenging material?

14. Do not write out --but ask yourself:  Does this plan exhibit the quality of the time I gave and the depth of research with which I prepared myself to teach?