Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) Grade 10: American History Who (if anybody) will assist with the presentation of this lesson, and what will their role be? There will not be any teacher assistance with this lesson What is the long range goal(s) that is tied to this lesson? This lesson is linking the concepts of American Expansion demonstrating student understanding of Chapter 19 content. What is the specific learning objective(s) for this lesson? Students will be able to demonstrate their understanding and comprehension of American Expansion: immigration concepts through their Storybird, in-class assignment. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Students need to be able to analyze and interpret why immigrants came to the United States, how their life was different after entering, the impact of immigration on the United States, and the process of immigration. When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) Learning maintenance lesson: Evaluation and class survey understanding of immigration concepts When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) Multiple day lesson (3 days) Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? This lesson will be presented in class using the mobile lab. Students will be given a lesson on using Storybird (30 minutes day 1) and then the remaining time until the end of day 3. Why are you planning to teach this lesson? Why must this information/skill be presented to the students? This lesson is being used as an evaluation of students ability to analyze, interpret, and demonstrate their understanding of immigration concepts through their Storybird. This information must be presented in order to allow for teacher/student evaluation of the topic in order to see where review is needed before the end of the unit. How does this lesson relate to the PA Academic Standards? PA-Academic Standards being addressed: 8.2.9 C & D How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson is combining the previous weeks American Expansion information by asking students to pull together and demonstrate understanding of the concepts. This lesson is a stepping stone to American Expansion in business and how immigrants played a part in that process.

How will you determine if students have met the lesson objective? (Think assessment) Student Assessment: Rubric (Attached) How should this lesson be presented to ensure maximum student access and participation? (Lecture, whole group activities, small group activities, cooperative learning groups) Lesson presentation: whole group activity/Storybird teacher demonstration using Smartboard

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 8.3.9. C: Analyze how continuity and change has influenced United States history from 1787 to 1914: Commerce and Industry and Settlement Patterns and Expansion 8.4.9. D: Identify and analyze conflict and cooperation among social groups and organizations in United States history from 1787-1914: Immigration and Migration Lesson Objective(s) (Stated in observable and measurable terms) Students Will Be Able to (SWBAT) demonstrate their ability to analyze and interpret American Expansion: immigration concepts through a Storybird using a creative message.

Assessment Plan (What will be done to determine if lesson objectives have been met?) Teacher Created Rubric Materials: Mobile Lab, chapter reference handouts, textbook, and Storybird Inclusion Techniques for Students with Special Needs: Abbreviated assignment (shorter assignment) Guided Instruction (Pre-selected images and text as necessary Additional Time as necessary Enrichment Techniques: Use of Storybird verses more traditional methods of paper/art materials

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Lesson will be completed in class; additional computer use will not be needed. One on one time with instructor will be provided if needed.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: Introduction: teacher review activity to review concepts done verbally within the first five minutes of class. Smartboard used to provide a visual focal point

Detailed Teaching Sequence (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) #1: Bell Activity Review American Expansion: Immigration Concepts (Who, Why, When, Where and How) #2: Use saved Smartboard Demonstration of Storybird: teacher account information provided [create/images/themes/text] #3 Mobile Lab Login #4 Rubric Handed Out #5 Teacher Example Day 2-3 #1 Review students projects to evaluate projects #2 Additional student examples #3 Time Management

Guided Practice/Independent Practice/Assessment Activities (See Above) Evaluation Activity

Closure: Evaluation Project: Students will present Storybird to class at the end of the week after teacher evaluation is completed.