Transcript
OREGON TRAIL
J EN
NA
MI S
CH
L E
5T
H GRA
DE H
I ST O
RY
AS S U
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E S S ON
PL A
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ASSURE LESSON PLAN
Analyze learners
State Objectives
Select instructional methods, material and media
Utilize media and materials
Require learner participation
Evaluate and revise
Lesson Plan URL
SUNSHINE STATE STANDARDS
LA.5.4.2 The student develops and demonstrates technical
writing that provides information related to real-world
tasks.
LA.5.4.2.1 The student will write in a variety of
informational/expository forms (e.g., summaries,
procedures, instructions, experiments, rubrics, how-to
manuals, assembly instructions)
LA.5.4.2.5 The student will write directions to unfamiliar
locations using cardinal and ordinal directions, landmarks,
and distances, and create an accompanying map.
SUNSHINE STATE STANDARDS
SS.5.A.6.2 Identify roles and contributions of
significant people during the period of
westward expansion.
SS.5.A.6.9 Describe the hardships of settlers along
the overland trails to the west.
ANALYZE YOUR LEARNERS
5th grade students (22), ages 9-11
Male and female
Various socioeconomic/ethnic backgrounds
Group dynamics (which students work best with
each other)
ANALYZE YOUR LEARNERS
Students with special needs (ADHD, ADD, ESL)
Different learning styles (linguistic, kinesthetic,
visual)
Prior knowledge: basic writing skills, basic math
skills, some information about westward
expansion, how to use a camera, working
knowledge of Wikispaces and Microsoft Word
STATE YOUR OBJECTIVES
Using a personal journal created on a wiki,
students will be able to accurately describe 3
important events during the Oregon Trail.
The learner will be able to identify key people and
landmarks of the Oregon Trail without using
their notes with 90% accuracy.
STATE YOUR OBJECTIVES
Using the technology provided, students will be
able to explain reasons ‘for’ and ‘against’
traveling the Oregon Trail with 90% accuracy.
Using construction paper, rulers and other art
supplies, students will create a relevant map
with 85% accuracy.
SELECT METHODS, MATERIALS AND MEDIA
Methods:
Class discussion about Oregon Trail and
westward expansion
Randomly assign students to four (4) groups of
four (4) and one (1) group of five (5)
Arrange desks in four (4) groups of four (4) and
one (1) group of five (5)
SELECT METHODS, MATERIALS AND MEDIA
Materials:
“How many steps?” worksheet (22)
Wiki rubric (22)
Props for family photo and video
hats
bandanas
SELECT METHODS, MATERIALS AND MEDIAMaterials:
Art supplies
Construction paper
Markers
Pencils
Colored pencils
Modeling clay
Toothpicks
Rulers
SELECT METHODS, MATERIALS AND MEDIA
Media:
5 computers with internet access
Digital camera with video recording capabilities
Projector
UTILIZE MATERIALS AND MEDIA
Prepare materials
Ensure that:
PowerPoint works correctly
Computer works correctly
Camera has batteries and works correctly
Arrange desks in to four (4) groups of four (4) and one
(1) group of five (5)
Prepare PowerPoint about landmarks to show
students
UTILIZE MATERIALS AND MEDIA
Materials
Students will complete “How many steps”
worksheet.
Students will make a name plate using the art
supplies.
Students will use props to take a “family photo”.
Students will use the clay and toothpicks to
make an inscription rock.
REQUIRE LEARNER PARTICIPATION
Day 1:
Instructor will lead a discussion about westward
expansion and Oregon Trail (using Oregon Trail
PowerPoint).
Allow students to pick a family name (last name)
for their group and brainstorm ‘family story’.
Students will create name plaques for their desk
that state their name and a description.
EXAMPLE NAME PLAQUE
REQUIRE LEARNER PARTICIPATION
Day 1: (continued)
Students will create a wiki (see wiki
requirements) for their family following the
rubric.
Assign each group a position ‘for’ or ‘against’
traveling the Oregon Trail and allow time to
brainstorm ideas (15 minutes).
Students will take a “family photo” using props.
REQUIRE LEARNER PARTICIPATION
Day 2:
Students will create a rough script for video (30
minutes) using Microsoft Word.
Students will create a 30 second video with
group using the camera for assigned position
about traveling the Oregon Trail.
Groups will present videos to the class through
the projector.
REQUIRE LEARNER PARTICIPATION
Day 2: (continued)
Students will use modeling clay to create an
‘inscription rock’ and carve inscriptions in their
rock.
Students will create a map showing the path
from the classroom to the playground.
EVALUATE AND REVISE
• Students were able to brainstorm and work in
groups effectively and without conflict.
• Students were able to create a map of the path
from the classroom to the playground with 85%
accuracy.
• Students were able to name key people and
landmarks with 90% accuracy.
EVALUATE AND REVISE
• Students who did not meet the accuracy goals as
outlined will receive supplementary assignments.
• Supplementary assignments could include
reviewing the PowerPoint and completing a
worksheet or one on one tutoring.
• Ask post-lesson questions at the beginning of
each day to make sure that the previous days
lesson was understood by the class.
WIKI REQUIREMENTS
• Introduction page
• Where you live now (somewhere in the East)
• Where you’re planning on traveling
(somewhere in the West)
• Reasons for traveling
• Short description of each family member
• Family photo (to be added last)
WIKI REQUIREMENTS
• Page for each family member to write a journal
• Page for video
• Page with 5 facts that back up your position
• Wiki is PRIVATE (students will need to send me
an invitation)
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