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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE


(1/25/13)

Teacher Candidate

Andrea Hadley

Grade Level 5

Title: Industrial Revolution

CONTEXTUAL FACTORS (classroom factors)


Contextual Factors:
23 Students: 10 Boys, 13 Girls.
16 Caucasian, 4 Hispanic, and 3 American Indian
3 ELL students. (Ceasar: Spanish- WIDA 1; Ron: Navajo WIDA 3; Yareli: Spanish WIDA 3)
1 Student has Tourettes Syndrome (Jared)
3 Students have IEPs (Ron: Reading, Owen: Reading and Math, Alexis: Reading)
High Level Learners: Cami, Gage, Lily Darger, Taye
Behavior Issues: Owen- defiant, un-focused, physical limitations that cause anger.
Rayne- Blurts out a lot. Has a hard time being kind to other classmates. Takes things that arent hers.
Classroom environment:
The classroom is set up with 5 horseshoe tables where the students sit. There are 4-5 students at each table.
They have a tote that holds their supplies (pencils, scissors, rulers, etc.). They keep their things in a cubby that
is assigned to each student. There is a Promethean Board at the front of the room, along with a whiteboard. The
classroom is equipped with an IPad and a Chrome Book for each student. They use these devices for many
different assignments.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Fifth Grade Social Studies Standard 4: Students will understand that the 19th century was a time of incredible
change for the United States, including geographic expansion, constitutional crisis, and economic growth.
Objective 1: Investigate the significant events during Americas expansion and roles people played.
b. Examine causes and consequences of important events in the United States expansion (e.g.
Louisiana Purchase, Lewis and Clark expedition, treaties with American Indians, Homestead Act, Trail of Tears,
California Gold Rush, transportation and technology).
Content Walk Away: I will explain how technology and transportation during the Industrial Revolution played
a role in Westward Expansion.
Language Walk Away: I will identify in writing specific advances in technology and transportation during the
Industrial Revolution and how they affected Westward Expansion.
Vocabulary: Industrial, Revolution
ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Listen for understanding as students discuss ways technology and
transportation affected Westward Expansion.
Content Walk-Away Evidence (Summative): Students will complete a
technology graphic organizer to understand how the Industrial Revolution
affected Westward Expansion.
Language Walk-Away Evidence (Summative): Students will complete a
technology graphic organizer to understand how the Industrial Revolution

Modifications/Accomodations (ELL, IEP, GATE, etc.)


Pictures will be provided
along with words on the
graphic organizer. Provide a
variety of ways students will
be able to access information
on their reading level.
Pair students appropriately to
help them be successful.
Provide more challenging text
options for the advanced

affected Westward Expansion.

Approx.
Time
5 min.

learners.

ACTIVE LEARNING PLAN


Activate/Building Background Knowledge
We have been talking a lot about the expansion of our country. I want you to think for a minute and
see if you can remember some of the important events that took place we have gone over that have
to do with our country expanding. Share with your shoulder partner at least two important events we
have discussed during the Westward Expansion. Tell them why that event stands out to you.
Today we are going to talk about another important event that affected the expansion of our country.
The Industrial Revolution. Go over objectives. Discuss vocabulary.
Based off of these two words, what do you think happened during the Industrial Revolution?
Formative assessment:
Learning Goal
Students recall key events and
vocabulary.

Success Criteria
Students discuss key events
and vocabulary.

Assessment Strategy
Observe as students share with
their partners key events
during Westward Expansion
checking for understanding.

Modification/accommodations: (ELL, IEP, GATE, etc.)


Provide prompts as needed for ELL and struggling learners. Have advanced learners expand on their
explanations.

10 min.

Focus Lesson (I do it)


We are going to talk about what happened when people needed a faster way to build things, to
travel, and to communicate with the growth of the country and the population. This was known as
the Industrial Revolution. The Industrial Revolution first began in Europe. Most people during the
1700s were farmers. Farmers in that time made things by hand, including tools, clothing, and
household items. As the population was growing, people needed a much faster method to travel and
produce things. People began to explore different ways to use machines, and other new technology.
Watch video about Industrial Revolution. https://www.youtube.com/watch?v=3Efq-aNBkvc As we
watch tell students to look for things that may be surprising to them and also connections that they
see that are happening today.
After the video have students share with their partners what they were surprised to learn and what
connections they made.
Formative Assessment:
Learning Goal
Students will gain basic
understanding of Industrial
Revolution.

Success Criteria
Students can identify
connections and surprising
events.

Assessment Strategy
Listen as students share with
their partners and discuss with
the class their findings.

Modification/accommodations:
Provide clear explanations. Ask advanced learners to expand on their findings.

20 min.

Guided Instruction (We do together)


With a partner students will learn about different items of technology and transportation that played
a significant role in the Industrial Revolution and how it affected expansion. Each group will be
responsible to research 2 of the 6 items listed on their graphic organizer. I will assign the items to be
researched to specific groups. I will provide several articles on these items. Students will also be
allowed to use their IPads to research. They will answer the following questions:
1. What is the purpose of the item?
2. Provide a fun or interesting fact about the item.
3. How did it improve or change lives during this time period?

Formative Assessment:
Learning Goal
Students will research and
learn about 2 items that had an
effect on Westward Expansion

Success Criteria
Students will complete the two
assigned areas on their graphic
organizers.

Assessment Strategy
Observe students findings as
you look at their graphic
organizers.

Modification/accommodations:
Students will be placed in groups where they can support one another (i.e. high-level learner with an
ELL student). Students will be given opportunities to research multiple sources pertaining to their
reading level.
Collaborative/Cooperative (You do it together)
Students will then be placed in groups with other pairs who researched different items. They will
share their findings with the other pairs. They will finish filling in their graphic organizers as they
do so.

10 min.

Formative Assessment:
Learning Goal
Students will share what they
know with each other and
obtain new information from
their peers.

Success Criteria
Students will complete their
graphic organizer while
discussing these items with
their peers.

Assessment Strategy
Students will fill out the
graphic organizer completely.

Modification/accommodations:
Have groups strategically picked so there can be appropriate scaffolding and success can take place.
Make sure I am providing extra support where needed.
Independent (You do it alone)
Students will write a paragraph on how they think technology and transportation during the
Industrial Revolution played a role in the expansion of our country.
Summative Assessment:
Students will turn in their paragraphs and graphic organizers.

5 min.

Modification/accommodations:
Provide prompts for ELL and struggling learners as needed.
Closure/Review of walk-aways, vocabulary, and essential questions
We will restate our walk-aways and go over vocabulary. Go over advances in technology and
transportation. Have students share their paragraph with a partner. Discuss key vocabulary.

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials,
5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity
for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time
needed for this lesson?
Have graphic organizers ready along with articles.
Make sure video is ready.
REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I
transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What
goals can I set to improve my practice and student learning?

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