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Students will complete the following lesson plan template (A-2) for two lessons. One of the lessons will be taught and videotaped by the
Demographic Information
Teacher Candidate: Heather Hunt
Studies/Technology
Date: 6/25/2015
# of Students: 27
Content A
Lesson Title: 1A
b) Connect the objectives to the state curricular documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academi
CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
procedures in a text, using language that pertains to time, sequence, and cause/effect.
Academic Expectation 2.20-Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop
perspective.
Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets.
I will use the Plicker system to quiz students on previous knowledge of searching a topic. They should have some background knowledge
this lesson intends to build upon that knowledge.
Lesson Assessment
In parentheses, indicate the Blooms Taxonomy level (knowledge, comprehension, application, etc.) for each asse
learning objective/target is measured by a formative assessment item.
Formative Assessment Item: (Synthesis) Unit Assessment over textbook, online resources,
and class assignments.
Activity:
Unit Test
Activity:
Unit Test
Activity:
Tiki-Toki
Timeline
and
presentation.
Procedures
List in chronological order the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what
of the instructional strategies and activities.) Add more rows as necessary. BE SURE TO INDICATE WHAT YOU ARE DOING THROUGH
INSTRUCTION AS WELL AS WHAT STUDENTS ARE DOING. BE SURE TO MAKE YOUR I-DO, WE-DO, YOU-DO EXPLICIT IN TH
Time Range
Day 1
9:00-9:30
Description
I-Do-Review internet search rules and go over the each of the following (students have heard this
before and may need to activate prior knowledge):
Be specific- pick one person/topic to research
Be exact- use names and vocabulary to help you find more information
Be direct- Search for one thing at a time
Be distinct- Don't repeat searches
Be succinct- only use necessary key words
Be concise- have keywords in mind/be purposeful
ALWAYS ASK: Can I use this resource to help me answer any questions I have? Is this resource
reliable (can I trust it)?
We-do-Then as a class we will look at the following websites and discuss their credibility with an
elbow partner. Students will share three specific reasons about which sources are the most reliable
with the group.
http://undergroundrailroad3rdgrade.weebly.com/
http://www.britannica.com/topic/Underground-Railroad
For struggling students, activate prior knowledge, and buil-upon answers.
3
9:30-10:00
Day 2
9:00-9:30
9:30-10:00
Day 3
9:00-9:30
9:30-9:45
9:45-10:15
Day 4
9:00-10:00
Day 5
9:00-9:20
9:20-10:00
We-do-With a partner, students will watch a BrainPop video on Online Sources and take the quiz
following the video.
I-Do-Quickly review internet search rules with class and have them play Search Shark in order to
evaluate critical search terms.
We-do-Complete BrainPop activity in groups of four (see attached worksheet) and go over together as
a class.
Pair groups in mixed abilities to help struggling students and give an extra challenge to gifted students.
You-do-View a map of the Underground Railroad on
http://eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u6/index.html#top
Answer questions with partner and check those answers at the bottom of the webpage.
You-do-On bubbl.us, write one thing youve learned, and one question you have.
You-do-Go through "The Underground Railroad: Journey to Freedom"
You-do-Using kidrex.org, student partners will pick an abolitionist or famous slave to create a timeline
about. To help collect information students will use a graphic organizer from Brainpop (see attached).
They will create a timeline using tiki-toki.com.
Make sure classroom assistant is available to help struggling learners. (allow more time if needed for
timelines)
You-do-Finish timelines (allow more time if needed)
Present timelines to the class
Media/Technologies/Resources:
List all media, technology, and resources utilized in this lesson. Cite where appropriate.
Plickers
Thirdgradetheatrics.weebly.com
http://undergroundrailroad3rdgrade.weebly.com/
http://www.britannica.com/topic/Underground-Railroad
https://www.brainpop.com/technology/digitalcitizenship/onlinesources/
https://www.brainpop.com/games/searchshark/
http://eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u6/index.html#top
http://Bubbl.us.com
http://education.nationalgeographic.com/education/media/underground-railroad-journey-freedom/?ar_a=1
http://kidrex.org
http://www.tiki-toki.com/