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Fall 2014

Immersion I Lesson Plan Format


Field Study Teacher: Ms. Kaskalla School: Shiwi Tsana
Elementary
Grade Level: Fourth Grade Number of Students in Class:
20
Unit: Colorado History Lesson Duration: 55 minutes
Day, Date, and Time of Lesson: Friday, April 15,2017

1. Objective(s): Students will be able to complete a timeline of major events that


happened in Colorado History and US history using only primary sources and
including at least one media (adding one/two video or image.)

2. Colorado Academic Standards: Standard 1: History


Concept 1: Organize and sequence events to understand the concepts of
chronology and cause and effect in the history of Colorado
Evidence Outcome A. Construct a timeline of events showing the relationship of
events in Colorado history with events in United States and world history. (DOK 1-2)

ISTE Standard: Empowered Learner: 1c. Students use technology to seek feedback
that informs and improves their practice and to demonstrate their learning in
variety of ways.
Creative Communicator:6d. Students publish or present content that customizes the
message and medium for their intended audiences.

3. Learning Target(s): I will be able to make and describe my timeline of events


that happened in Colorado and U.S using Piktochart.

4. Assessment: While the timelines are being created, I would go around the
classroom and ask the students questions about their timeline to check for
understanding. Once the students are finish, the students would need to come to
the classroom and will need to present their timelines. This will help me understand
where the class stands in terms of understanding.

Key Vocabulary: Timeline, Chronological, URL, sequence, website, Primary


Resource

Prerequisite Technology Skills: Before the lesson, the students will need a basic
understanding of how to type, type in a URL. The students will need to how to make
a textbook on the website. The students will need to have a understanding on how
to access the internet. Making a poster on Piktochart.

5. Materials: PowerPoint about U.S History. The Colorado History book.

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Document camera to display the website of Piktochart to set the students up to


make their timeline.
Laptops, pads or tablets for the students to use.

6. Introduction/Anticipatory Set: I will activate students prior knowledge by


asking the students who created the specific documents important to the U.S (ex.
The Constitution, The Bill of Rights etc.) Then I would ask why it is important, and if
they can relate some it to their state. I would start off with a KWL Chart or a Venn
Diagram. Getting an understanding of what information students already have.

7. Essential Questions or Big Picture Statement: Today we will be making a


timeline of events important to Colorado and U.S, how has the past events
influenced us today? Why is it important to know the sequence of events related to
us?

8. ****Step-by-Step Lesson Process: ****


1)Set up a KWL on the board, asking the students what they already know related to
our U.S Government? (3 minutes) Ask what they know about the Colorado
Government (3 minutes) To have students engaged, it will be interactive I would be
picking names from the popsicle sticks.

Being that it is a 55-minute class I would have to deliver my content early so that
students will be able to work on their timelines.
2)Direct Instruction of Content. Using google docs I would present about
Colorado History. I would talk about the people who were influential to both
Colorado and the U.S. In my presentation, there will be videos to have students be
engaged within the lesson. While I am presenting I would encourage students to
take notes because it would be the information they could use in their timeline.
MODELING in my presentation I would include my example of my timeline. Having
a screenshot of my timeline included in the presentation. (10 minutes)
3) I would describe to the students the difference between a Primary and a
Secondary resource. Having students only use Primary resources to add in their
Piktochart timeline. This is where I would set the students up on how they would go
to Picktochart and set the students up in their timeline. (5 minutes) CHECK FOR
UNDERSTANDING OF THE CONTENT AND PROCESS. I would ask the students
to give me thumbs up or down to get an understanding of where students are at
with the information given to them.
4) Making the groups a head of class time, Due to time, I would split the students up
into 7 groups with 3 students in each group. I would give each group a specific time
range to research. Just to keep the students on task, I would also include the
specific things I am looking for within that period. The students in the group would

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be mix level groups. I would encourage those students who need more help with
technology to turn to their classmates. (5 minutes)
5)The students would then get worktime to work on their timelines. Adding two
types of media. It could be one video and one picture. Or two pictures or videos. (15
minutes) GUIDED PRACTICE and INDEPENDENT PRACTICE
CHECK FOR UNDERSTANDING OF THE CONTENT AND PROCESS.
Within that time, I would walk around the classroom and answer any questions, but I
would be checking for understanding. I would ask couple groups on what their
resource is and if they could tell me if it is a primary resource. I would like an
explanation on why they know it is a primary resource.

6)Once the students finish, I would have the students present their timeline.
Because the students are working in groups, I want each student to at least
contribute and say something about the timeline or what they learned. I am
checking for understanding, completion, the use of primary sources. Overall I am
looking for connection with Colorado History and U.S History. Being the students
made a timeline electronically, I would have the students use their prior knowledge
of the Doc Camera and have them present using the document camera by placing
an ipad under the doc cam. (14 minutes.)

Because there are 7 groups and 14 minutes each presentation would take about two
minutes. Due to my list that I am looking for with each group I would get through as
much presentations as I can within the class period. If there are still groups left, I
would take it to the next day but not taking no more than 10 minutes to finish the
presentations. CLOSURE After the presentation, I would reinforce the ideas brought
up by the students.
6) The follow-up assessment would be within those presentations. The presentations
would allow the students to showcase what they know and what they have gained
through researching. When including media, this would show me that the students
know how to use the program and that the students are at a higher level to start
doing more with different programs.
7) Informative Assessment would be done by finishing the last column of the KWL
chart. (5minutes) ASSESS

9. Reflection on Lesson to complete after you have taught:


1.Towhatextentdidthestudentsmeetthelearningobjective(s),andwhatevidencedoyouhaveto
supportyourconclusion?
2.Basedonthesuccessinachievingtheobjective,whatwouldbeyournextinstructionalsteps?
3.Whataspectsofthelessonwentwell,andhowdoyouknow?
4. What would you do differently next time, and how did you know this part of
the lesson did not work as well as it could have for you and/or the students?

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