Lesson: Chapter 13 Section 2, Trails to the West
Length: 47minutes
Age or Grade Level Intended: 8th grade, American History
Academic Standard(s):
8.1.15 National Expansion and Reform: 1801 to 1861. Explain the concept of Manifest Destiny and describe its impact on westward expansion of the United States.
8.1.23 The Civil War and Reconstruction Period: 1850 to 1877. Describe the conflicts between Native American Indians and settlers of the Great Plains.
8.3.7 Human Systems: Using maps identify changes influenced by growth, economic development and human migration in the eighteenth and nineteenth centuries.
Performance Objective(s):
8.1.15 Given the definition of Manifest Destiny, the students will write journals discussing how different groups of Americans pursued the idea of Manifest Destiny, by including at least 3 descriptive aspects of life for those Americans.
8.1.23 Given the statement, “What happened between the Native American’s and those in northern Oregon in the 1850’s,” the students will describe the event in the 1850’s, by including at least 3 correct main points of the event.
8.3.7 Given a map, students will draw where the Oregon Trail and Santa Fe Trail are with 100% accuracy.
Given a map, students will identify where the Oregon Trail, Santa Fe Trail, Oregon, and Missouri are with 100% accuracy.
Assessment:
The first objective will be assessed at the end of class and once I have graded the journals through the material included in each student’s journal on each specific group of Americans.
The second objective will be assessed when they have answered the question for homework, over the material covered in class that day.
The third objective will also be assessed after they have taken it home as homework and I have graded it.
Whether the students have mastered the objectives or not will be discovered once the journals are done, and the students have turned in their homework.
Advanced Preparation by Teacher:
The beginning of my preparation would include reading the section I intend to do my lesson over. Then I need to look through the reading again and pick out the main points I want to include on the power point I would eventually create to present to the students. Then I would gather the groups that I want to assign to the students for their journals. I would then write up instructions for how I want the journals to be done. I would also print and make copies of a map for the students to use in their drawing and identifying of a few landmarks.
Procedure:
Introduction/Motivation: Well, I would first off ask the students if any of them have ever been out west. Then I would either describe what I saw when I went out west or have some of the students who said they had been out west tell us what they saw. Then I would ask them why they think these people in the power point went west in the first place. I would then allow time for the students to come up with answers and write them down on a piece of paper. Then I would have some of the students read a few reasons they think off. I would then transition into the actually presentation.
Step-by-Step Plan:
1. Ask the students once the bell rings, if any of them have ever been out west and what did they see. (Verbal/Linguistic)
2. Allow time for them to answer.
3. I will then tell them what I saw when I went out west.
4. Then ask them why they think people went out west in the first place. They will write them down.(Verbal/Linguistic)
5. Then allow a few minutes for students to say some things they wrote down.(Verbal/Linguistic)
6. After this I will transition into the short power point.(Visual/Spatial)
7. Once the power point is over, I will ask the students the question again, as to why they think the people went west in the first place. They will then see how correct they were before the power point.
8. Next, I will hand out the journal instructions, the map, and write the homework question on the board for them to copy down.
9. “What happened between the Native American’s and those in northern Oregon in the 1850’s?”
10. I will go over the instructions for the journals.
11. Allow them about 3 minutes to get into groups of 3-4.(Interpersonal)
12. They will have about 10 min to figure out a few of the specifics.
13. Let them know that they will have another class period to work on the journals and that the map and question are due at the beginning of the next class.
Closure:
In closing, I will ask the students again the same question I asked them at the beginning. Then I will ask them what was so significant about these settlers, and others going out west, what did it accomplish? Then I will transition into the journals. The instructions will be given for the journals and students will be allowed to get into their groups. That will be the overall refresher and reinforcement of the power point. I will also assign them the map and the question I stated above for the second and third objective. The homework will be due the next class, but the students will be given a whole other class period to work on the journals together.
Adaptations/Enrichment:
Student with Learning disability in reading comprehension:
I will have them in groups, so if they can’t read the section, they will be able to listen to another group member. To make sure they are participating, I will check and make sure they are giving ideas to be included in the journal. I will also make it known that I am available for any additional help they might need.
Student with ADHD:
These students will be up and moving around for the journal project at the end. This will give them a little time to finally relax and move around out of their seat. The journal project should be a nice little change for these students, being as they won’t have to listen to me speak the whole next class period.
Student with Gifts and Talents in Creativity:
If they are gifted or talented in creativity this is the perfect activity, because they can use their creativity to come up with a story that fits a specific group of people. If they wanted, they could even draw a picture to go along with their story. They could make the journals longer and do research for deeper information than what is included in the reading.
Self-Reflection:
Did the students stay attentive?
Were the students engaged when appropriate?
Did I make sure they understood the task they were asked to do?
Did I answer their questions to the best of my ability?
Was I confident about what I was talking about?
Did I understand the subject I was teaching about?
Was I successful at getting the point across?
Did the students seem to understand what was being taught?
Did they all participate and seem to put effort forth in doing the journal?
Did they go above and beyond my expectations?
Did I keep control of the classroom?
Did I make the subject interesting?
What could I do next time to adapt better for students with the above adaptations/enrichments?
Will they retain the information and be able to remember it till the next class and even the exam?
Manchester CollegeLesson plans- EDUC 230
Name: __Ashley Tate ______/ Teacher: Dr. Korrine Gust
Date : ______/ Title of Work: _____Oregon Trail______
Criteria / Points
1 / 2 / 3 / 4
MC Lesson Plan Format with explicitly stated Academic Standards.
C1- Plans informative, developmentally appropriate lessons and/or units INTASC 2, 3, 4, 7 / Lesson does not follow MC format or state academic standards. / Lesson does not follow MC format but does state academic standards. / Lesson plan follows most of the MC format and explicitly states academic standards. / Lesson plan follows MC format correctly and explicitly states academic standards. / _4___
Lesson Plan Objectives
C1- Plans informative, developmentally appropriate lessons and/or units INTASC 2, 3, 4, 7 / Objectives are not included. / Objectives are included, but are not correctly written or do not relate to the stated academic standard(s). / Objectives are included, relate to stated academic standard(s), but are not written correctly. / Objectives are well written, and correlate well to stated academic standard(s). / _4___
Assessment
A1- Develops appropriate tools to assess learning INTASC 4, 8 / No assessment is planned. / Planned assessment does not match learning objectives. / Planned assessment matches learning objectives, but is not a part of the procedures for the lesson. / Planned assessment matches learning objectives and is embedded in the procedures for the lesson. / 3
Procedures are thoroughly written, including Gardner's MI and Bloom's Taxonomy questions.
C6- Uses effective questioning strategies INTASC 4, 5, 7 / Procedures are unclear and do not include Gardner or Bloom references. / Procedures are mostly clear and attempts to include Gardner and Bloom references. / Procedures are clear and references to Gardner and Bloom are attempted. / Procedures can be easily replicated by others including Bloom's questions and the use of Gardner's MI. / 3____
Adaptations/Modifications and Enrichment Opportunities
E1- Differentiates learning opportunities that respond to individual learning styles and learning challenges INTASC 2, 3, 4, 5 / Lesson does not include reasonable adaptations, modifications and/or enrichment opportunity. / Lesson includes one reasonable adaptation and/or modification and an enrichment opportunity. / Lesson includes more than one reasonable adaptation and/or modifications and an enrichment opportunity. / Lesson thoroughly details reasonable adaptations, modifications, and enrichment opportunities that are exemplary. / __3__
Grammar and Spelling
R5- Models appropriate written communication skills INTASC 6 / 5 or more errors in grammar and/or spelling are present. / 3-4 errors in grammar and/or spelling are present. / 1-2 errors in grammar and/or spelling are present. / No errors in grammar and/or spelling are present. / _4___
Total----> / 21/24____
Teacher Comments: