L2+Whitney,+Christopher

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Mr. Whitney **__Lesson #:__ __Facet:__**Explain
 * __ Grade Level __**** : ** 9-10 **__Numbers of Days: 2-3__**
 * __ Topic: __** The Donner Party


 * __ PART I: __**


 * __ Objectives __**

Student will be able to design the pattern the that Donner party took and why they were not successful.
Product: Map(Shows student understanding)

Maine Learning Results Content Area: Social Studies Standard Label:E History Standard:E1 Historical Knowledge, concepts themes and patterns. Students understand major eras, themes and historical influences in U.S and World History Performance Indicators: A, D
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** This lesson meets the standards by teaching students about American expansion with specific examples from history

**Assessments**

Section I – checking for understanding during instruction: Each student will get a green yellow and red sticky note which they will use when I check for understanding. Just like a stoplight green means go (understanding is there) yellow is yield (almost there) and red is stop(understanding is not there.) Section II – timely feedback for products (self, peer, teacher) Formal teacher feedback.
 * Formative (Assessment for Learning) **

**Summative (Assessment of Learning)**: After the lesson is presented students will each be given a card with a picture of different person from this time period. Students will have to work together to put themselves in chronological order according to birth. On the opposite of the card will be a fact about that person which the student will read aloud to the class.

Technology: My presentation will be the final product they have to create using Google Maps.
 * Integration **

**Content Areas**: American History, Westward Expansion. The presentation will contain facts and a plot map of the route taken by the members of the Donner Party.

**Groupings** Section I - Graphic Organizer & Cooperative Learning used during instruction :Students get blank maps which they can use to take notes and where they will plot the trail the Donner Party took.

Section II – Groups and Roles for Product :Students will be working in pairs for this product. They will line up by height and count off numbers 1 and 2.

Differentiated Instruction

MI Strategies


 * Verbal/Linguistic** Students will be able to participate by doing the writing involved with map making (legends keys, titles)
 * Logical/Mathematical**:Students will use longitude and latitude to figure out coordinates of different landmarks
 * Visual/** **Spatial:** Making a map will help engage visual learners
 * Bodily Kinesthetic** :Have students dress up and pretend they are trying to make it to the west coast themselves
 * Musical** Playing music during the students role play
 * Intrapersonal** Students are creating maps by themselves
 * Interpersonal** : Students share maps in groups
 * Naturalist:** students can put terrain in the maps, more detailed and realistic

Modifications/Accommodations // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Plan for accommodating absent students: I will email students who are not in class a link to my Google map demonstration and the instructions for the in class activity and will have the student come see me when they are back in school for further instruction.

Extensions

Type II technology: Google Maps

Gifted Students:I will have another assignment where students have to make up their own trail to the west coast.

Materials, Resources and Technology // Laptop // // Cart // // Projector // // Dry Erase Marker // // Map Handout //

Source for Lesson Plan and Research

http://www.legendsofamerica.com/ca-donnerparty.html(Map of the route) http://donnerpartydiary.com/ (General Donner Party information) http://www.donnermovie.com/ (Hook)

PART II:

Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) // Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

Agenda Day 1:

Hook (Blank Map) 10 minutes Google Maps presentation:30 Introduce Google Maps:30 Assign project: 10 Homework: work on projects

Day 2: Students will have the period to make their maps of the Donner Party: 60 Discussion about projects:20 Homework: Finish projects

Day 3: Present projects

For this lesson it would be best if the desks were arranged in groups of fours

Students will understand different migration patterns taken by Americans heading west //Students understand major eras, themes and historical influences in U.S and World History// This lesson is to introduce migration patterns Americans took West by using the Donner Party as an example. This lesson is also to introduce the students to the Google Maps program. Students will come into class and I will have the projector set up to play the trailer for the Movie [|The Donner Party] After watching the trailer, I will ask my students what they already know about the Donner party tragedy and then transition into my lesson.
 * Where,Why,Hook,Tailors:Intrapersonal,Visual, Naturalist**

Students will know terms such as the Donner Pass, Hastings Cutoff, cannibalism, including map vocabulary and the route that the Donner Party took California. I will present my Google Map of the Donner party to the students who will copy it down to a map of their own. We will go over in detail each point on the map and what occurred there that hindered the progress of the Donner Party. I will have students reflect on the hard journey the party took and look at the life they were traveling too.Students will have a map graphic organizer to take notes and plot the path of the Donner Party. Then students will get out their laptops and work in partners to explore Google Maps. Their in class assignment is to create a map of Westward expansion that includes 4 points and 3 different states so that they are comfortable with the program. After students have created the map and feel comfortable with the program,I will have them share their map with the person sitting across with then. Each person needs to ask the other the three questions from the a worksheet that spells out the instructions for the in class assignment. After students have completed the in class assignment.

I will assign the project in which students work in pairs of two to create their own map of the Donner Party using Google Maps.For the rest of the period students will meet with their partners and start planning their map. The next day I will give students time to work on their Google Maps with me circulating the room, asking questions and giving ongoing feedback to students as they work.Their homework assignment will be to finish up the project and get ready to present the next day.On the third day students will present and then complete a reflection form.

After all the students have presented their map, I will have them fill out a reflection form on their project. The form will have students reflect on their project. What they liked, What could have been improved, one thing they learned, and any questions they still have. Giving students this paper will help them reflect and think about how they think.
 * Explore, Experience,Refine, Tailors: Verbal,,Interpersonal,Interpersonal Visual,**

Content Notes Hastings Cutoff: The "shortcut" that Landsford Hastings published even though he hadn't tested the route himself. By

Cannibalism:A animal that eats the flesh of its own species.

The Donner Pass: The Donner Party started in Springfield Illinois,1846 with 32 people making the 2,500 mile journey to California. The party stopped in Independence, Missouri to pick up provisions and other passengers that brought the group total up to 87 people. With problems of who should led the journey, the party was a week behind schedule when they arrived in Ft. Laramie. While there, James Reed met up with a friend from Illinois who urged him to stay on the traditional path instead of taking Hastings Cutoff which he said, was a unproven route. When the time came to split up at the Little Sandy River, 72 members, including George Donner and his family decided to trust Hastings and Reed and use the short cut. This decision would prove fatal as the group would lose time trying to cross the Great Salt Lake desert and get trapped in the Sierra Nevada winter.To survive the harsh cold and dwindling food supply (the party would run out of food around Thanksgiving) the party would run out of food, the people of the Donner Party resorted to cannibalism to try and survive. A search party would not reach the the group until February. Even though this is just one example of Westward Expansion, it the most popular and the most tragic.The risks the party took shows how badly people wanted to reach the West Coast. The promise of a better life was worth the risk of their own life.

Handouts // U.S Map // // Follow up assignment // // note taking worksheet //

Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale

// Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//

// Learning Styles //

// Clipboard:Powerpoint is structured and bullet-ed in a list that will be easier for these students to copy down and organize the information. //

// Microscope:Students will be able to experiment and try different scenarios during the Map Activity //

// Puppy: Students can talk about answers before answering, gives students a safety net where they can learn the right answer. //

// Beach Ball: Many activities that will help these students switch gears and look at the topic from different angles. //

// Rationale:It is important that teachers meet the learning needs of all students in order to create a safe learning environment //

// Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//

// Formative: Thumbs up, down, follow up activity //

// Summative:Map Activity //

// Rationale: Assessnment, just like instruction, should be used closely with MI's to make sure that the assessment is an accurate representation of the students knowledge of the concept. //

// Rationale: // // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//

// Content Knowledge:See content notes //

// MLR // Students understand major eras, themes and historical influences in U.S and World History

// Facet:Interpret //

// Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//

// MI Strategies:Verbal,Visual, Logical, Interpersonal, Intrapersonal //

// Type II Technology: Interactive Maps, Powerpoint presentation //

// Rationale:It is crucial to use Multiples Intelligences in the classroom in order to help students learn and gain a deeper understanding of the Donner Party. //

//NETS STANDARDS FOR TEACHERS// 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//Rationale: It is my job as a teacher to help guide creative learning in my students and to provide the tools that will them succeed.//

2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

//Rationale: It is important to assess students with different forms of assessment.// ||  ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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