Professional Documents
Culture Documents
DepartmentofElementaryEducation
LessonPlan
Candidates:
Jen,Lucy,Never,Miguel
Subject(s)/topic(s):
SocialStudies
Date:
Single/multiday
lesson:
MultiDay
Gradelevel(s):
4th
ELlevelofstudents:
Intermediate
Objective(s):
(TPE5)
StudentswillbeintroducedtothethreeroutesusedbypeopletravelingtoCalifornia
duringtheGoldRush.
CAContentStandards
:(TPE1)
History- Social Science
California:AChangingState
2.ComparehowandwhypeopletraveledtoCaliforniaandtheroutestheytraveled(e.g.,
JamesBeckwourth,JohnBidwell,JohnC.Fremont,PioPico).
CA ELD Standards:
Intermediate ELD Level:
Write legible, simple sentences that respond to topics in
languageartsandothercontentareas(e.g.,math,science,historysocialscience).
Intermediate ELD Level: Participate in social conventions with peers and adults on
familiartopicsbyaskingandansweringquestionsandsolicitinginformation.
LengthofLesson:
(TPE10)
Motivation:2minutes
Directed:5minutes
Guided:5minutes
Pair:5minutes
Independent:10minutes
Closure:5minutes
Materialand/ortechnology
:CaliforniaAtlas,laptop,projector
Vocabulary:
argonauts,CapeHorn,FortyNiner,frontier,isthmus,pioneer.
Classroommanagement/roomarrangements/studentgroupings:
Studentswillbe
workingintheirindividualseatswhileworkingontheirassignment.Thestudentswill
readtheinformationabouttheGoldRushbyreadingindependentlyandwiththeuseofa
computerusedforresearch.Studentswillworkinpairswhendiscussingthe
reading/answers.
Modifications:
(TPE4)
MapswiththedifferentroutesusedtoarrivetoCalifornia.Themapswillbelabeledso
thatallstudentsareabletoidentifytheroutes.Alistofthevocabularywordswillbe
madevisibletoallstudentswiththeirtranslationandapictureidentifyingthewordso
thatallstudentscandefinetheword.Allofthesemodificationswillbemadetohelpmy
ELDandspecialneedsstudents.FormyGATEstudents,Iwillchallengethemtofind
thedefinitionstothevocabularywordswiththeuseofadictionaryorwiththeuseof
clueswithouthavingtolookuponthelistofvocabularywordswithpicturesonthem
Procedure
Nameofinstructionalmodel
DirectInstruction,guidedpractice,pairpractice,independentpractice
Motivation
StudentswillbeshowdifferentmapsthatshowthedifferentroutestoCalifornia.The
mapswillbeshownalongcurrentmapssothatstudentscangetanideaofhowmuchthe
geographyhaschanged.
DirectedLesson:
(TPE4)
Iwillgivethestudentskeynotesfromthereadingwithdefinitionstothevocabularylist
sothattheycanbettercomprehendthereading.Studentswillusemindmapapptocreate
aflowmapinwhichtheywillstatethefactsinsequence.
GuidedPractice:
(TPE4)
Studentswillanswerthefollowingquestionsusinggoogledocsaboutthedifferentroutes
usedfortraveltoCalifornia:
1.WhydidpeopleselectthisroutetogofromtheeastcoastofPanamatothewest?
2.Whatweretheadvantagesanddisadvantages?
3.WhatfutureprojectswouldshortenthejourneyacrossPanama?
PairPractice:
(
TPE2,3)
StudentswillsharetheirGoogledocwithapartnertodiscussandexplaintheiranswerstothe
followingquestions:
1.WhydidpeopleselectthisroutetogofromtheeastcoastofPanamatothewest?
2.Whatweretheadvantagesanddisadvantages?
3.WhatfutureprojectswouldshortenthejourneyacrossPanama?
IndependentPractice:(
TPE4)
Afterdiscussingtheiranswerswithapartner,studentwillworkonaPrezipresentation
withtheirfinalanswerstosubmittotheteacherforassessment.Theywillusetheir
guidedpracticeandpartnerdiscussionstorewritetheiranswers.
Closure:
Theteacherandstudentswilldiscusswhattheyhavereadsofar.Studentswillbeasked
tosubmitaresponseusingtwitter#mrbeltran4sstothefollowingquestion.Whatwould
happenifgoldwasneverdiscoveredinCalifornia?
AlternativeandSupplementaryActivities:
None
Assessment:
Formal:
Studentswillbeaskedtoanswerquestionsaboutthereadingandcheckedfor
theircomprehension.ExitTicket:studentswillbetodescribeoneofthethreerouteswe
coveredinclass.
Informal:
Studentswillansweralistofquestionsonaworksheetaboutthereadingat
randomandcheckedfortheircomprehension.Teacherwillbewalkingaroundbetween
groupsandlisteninginonthediscussions.