ED521SpringYEAR:2015

3DayLessonPlan
Campus:
ConcordiaUniversityIrvineSylvandaleMiddleSchool
Name:
LorayneMcCaughtry

School
:CorvallisElementary,SanLorenzoUSD

WeekBeginning
:March30,2015

Class
:5thGrade,EntireClass
AcademicSubject
:SocialStudies

Standards
(Content/CommonCore)
History/SocialScienceContentStandards
5.8Studentstracethecolonization,immigration,andsettlementpatternsoftheAmericanpeoplefrom1789tothemid1800s,withemphasison
economicincentives,effectsofthephysicalandpoliticalgeography,andtransportationsystems.

1.DiscussthewavesofimmigrantsfromEuropebetween1789and1850andtheirmode
oftransportationintotheOhioandMississippiValleysandthroughtheCumberland
Gap(e.g.,overlandwagons,canals,flatboats,steamboats).

2.Namethestatesandterritoriesthatexistedin1850andidentifytheirlocationsand
majorgeographicalfeatures(e.g.,mountainranges,principalrivers,dominantplant
regions).

CommonCoreStateStandardsforENGLISHLANGUAGEARTS&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects

RI.5.1
Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.

RI.5.2
Determinetwoormoremainideasofatextandexplainhowtheyaresupportedbykeydetailssummarizethetext.

RI.5.4
Determinethemeaningofgeneralacademicanddomainspecificwordsandphrasesinatextrelevanttoagrade5topicor
subjectarea.

W.5.2
Writeinformative/explanatorytextstoexamineatopicandconveyideasandinformationclearly.

a. Introduceatopicclearly,provideageneralobservationandfocus,andgrouprelatedinformationlogicallyincludeformatting(e.g.,
headings),illustrations,andmultimediawhenusefultoaidingcomprehension.
b. Developthetopicwithfacts,definitions,concretedetails,quotations,orotherinformationandexamplesrelatedtothetopic.
c. Linkideaswithinandacrosscategoriesofinformationusingwords,phrases,andclauses(e.g.,
incontrast
,
especially
).
d. Usepreciselanguageanddomainspecificvocabularytoinformaboutorexplainthetopic.
e. Provideaconcludingstatementorsectionrelatedtotheinformationorexplanationpresented.
ISTEStandardsStudents

1
.CreativityandInnovation
Studentsdemonstratecreativethinking,constructknowledge,anddevelopinnovativeproductsandprocessesusingtechnology.
a. Applyexistingknowledgetogeneratenewideas,products,orprocesses
b. Createoriginalworksasameansofpersonalorgroupexpression
c. Usemodelsandsimulationstoexplorecomplexsystemsandissues
d. Identifytrendsandforecastpossibilities

2.CommunicationandCollaboration
Studentsusedigitalmediaandenvironmentstocommunicateandworkcollaboratively,includingatadistance,tosupportindividuallearning
andcontributetothelearningofothers.
a. Interact,collaborate,andpublishwithpeers,experts,orothersemployingavarietyofdigitalenvironmentsandmedia
Communicate
informationandideaseffectivelytomultipleaudiencesusingavarietyofmediaandformats
b. Developculturalunderstandingandglobalawarenessbyengagingwithlearnersofothercultures
c. Contributetoprojectteamstoproduceoriginalworksorsolveproblems

3.ResearchandInformationFluency
Studentsapplydigitaltoolstogather,evaluate,anduseinformation.
a. Planstrategiestoguideinquiry
b. Locate,organize,analyze,evaluate,synthesize,andethicallyuseinformationfromavarietyofsourcesandmedia
c. Evaluateandselectinformationsourcesanddigitaltoolsbasedontheappropriatenesstospecifictasks
d. Processdataandreportresults

4.CriticalThinking,ProblemSolving,andDecisionMaking
Studentsusecriticalthinkingskillstoplanandconductresearch,manageprojects,solveproblems,andmakeinformeddecisionsusing
appropriatedigitaltoolsandresources.
a. Identifyanddefineauthenticproblemsandsignificantquestionsforinvestigation
b. Planandmanageactivitiestodevelopasolutionorcompleteaproject
c. Collectandanalyzedatatoidentifysolutionsand/ormakeinformeddecisions

d. Usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions

5.DigitalCitizenship
Studentsunderstandhuman,cultural,andsocietalissuesrelatedtotechnologyandpracticelegalandethicalbehavior.
a. Advocateandpracticesafe,legal,andresponsibleuseofinformationandtechnology
b. Exhibitapositiveattitudetowardusingtechnologythatsupportscollaboration,learning,andproductivity
c. Demonstratepersonalresponsibilityforlifelonglearning
d. Exhibitleadershipfordigitalcitizenship

6.TechnologyOperationsandConcepts
Studentsdemonstrateasoundunderstandingoftechnologyconcepts,systems,andoperations.
a. Understandandusetechnologysystems
b. Selectanduseapplicationseffectivelyandproductively
c. Troubleshootsystemsandapplications
d. Transfercurrentknowledgetolearningofnewtechnologies

MaterialsNeeded
:

StudentreadingwillbeuploadedtoGoogleClassroomasahandout.ItisfromConstitutionalRightsFoundationonImmigration,
http://crfimmigrationed.org/images/PDF/hlp_1.pdf
.
Paperversionsofthehandoutwillbeavailableforstudentswhopreferahardcopyandasabackupplanifwehaveaninternet
interruption.

TeachingPlan
Thelessonwastaughtbymyselfindividuallytotheentireclass.Studentsworkedcollaborativelyinpairsthroughoutthelesson.

ProfileforTwoSNStudentsSETT

Students
Studentone,whomIwillcallAdam,hasanauditoryprocessingdisorderandADHD.Adamhasdifficultyunderstandingverbalinstructionsasis
evidencedbyhislackofgettingstartedwithoutadditionaldirections.Adamgetsdistractedeasilyasisevidencedbyhistappingorplayinginhis
deskatleasttwotimesinanhourclassperiod.Heperformedatabelowbasiclevel(twoyearsbelowgradelevel)inreadingasdemonstrated
ontheNorthwestEvaluationAssociation(NWEA)MeasureofAcademicProgress(MAP)TestinSeptember.Inmath,Adamperformedata
basiclevel(oneyearbelowgradelevel)ontheNWEAMAPTestinSeptember.

Studenttwo,whomIwillcallEve,haslearningdisabilitiespossiblyduetoabraininjuryinearlychildhood.Shehasdifficultiesinreadingwith
decodingandcomprehension,aswellasmemorydeficits.Sheperformedatthefarbelowbasiclevel(morethantwoyearsbelowgradelevel)
inbothmathandreadingasevidencedbycompletingtheNWEAtestwithscoresbelowthe25thpercentileinbothmathandreadingMAPTests
inSeptember.

Environment
Theenvironmentisaregulareducationclassroomof26studentsandoneteacher.

Task
StudentswilloperatecomputersandnavigatetoGoogleclassroom.TheywillreadarticlesonlineandtakenotesinGoogleDocs.Studentswill
usetheinformationtheygathertocreateinfographicposters.

Tools
StudentswilluseGoogleRead&Writeassistivetechnologytoolstohighlightvocabularyandlearnthevocabularywords.Theymayalsochoose
tolistentothetextastheyfollowalong.

ELneedsinyourclassroomenvironment
TherearenineEnglishLearnersinmyclassroom.Eightofthesestudentshavebeenredesignatedasfluent,Englishproficient(FEP),andone
studentisnearexitingtheEmergingStageasdescribedintheproficiencyleveldescriptors.Heneedssubstantialsupportinreadingandwriting
tasks.

DifferentiationDecisions
BothSNstudentsandELstudentswillworkwithpartnersoftheirchoiceforthereadingandnotetaking,asthisoptionisavailabletoallofthe
studentsintheclass.TheywillalsouseRead&WriteforGoogletolistentothetextreadaloudtothemandhighlightwordsandphrasesfor
notescollection.

UDLuniversaldesignstrategies
InordertoprovidemaximumflexibilityIwillprovide:
accesstobothNetbooksand/orChromebookswithlargerkeyboardsandscreensforstudents.
reminderchartswithkeyboardshortcuts.
accesstowirelessmouseforanystudenttouseratherthanthetrackpadifdesired.
enlargethescreenresolutionifstudentsprefer.
useoftheEaseofAccessCenterforstudentstoaccessadditionalfeatures.
Read&WriteforGoogleextensioninstalledonstudentsGoogleaccounts.Theymayusethereadaloudfeaturetohavethetextreadto
themorthespeaktotextfeaturetotypetextforthem.

Technologytools
Devices(NetbooksorChromebooks)forinternetaccess.
GoogleDrive
GoogleClassroom
Read&WriteforGoogle

FormsofAssessment
(includinginformal,formal,summative,formative,finalproduct,etc)
Informalandformativeassessment:GoogleDocsweremonitoredandadditionalsupportwasgivenasnecessary.
Summativeassessment:Theinfographicposter

AlternativeAssessments
AdditionalsummativeassessmentincludedaGoogleSlidespresentationifstudentsprefered.

Assessiftechnologytoolsassistedstudentsinmeetingtheirlearninggoals.
Studentsappearedmotivatedandengagedusingthecomputersthroughoutthelesson.HavingtheATtoolsandusingheadphonesseemedto
helpthemstayontaskastheyworkedcollaboratively.Studentssharedthattheyenjoyeddividinguptasksandworkingtotakenotes
collaborativelyinGoogleDocs.BothSNstudentsworkedwithpartnersandmettheirlearninggoals.

Day1
Objectives
: Identifythemajor

Europeanimmigrantgroups
thatarrivedbythe1850s.
Explainhowthe
immigrationofAfricanswas
unique.

Day2

Day3

NOTES

Explainhowandwhythe
Irishimmigratedandtheir
experienceinAmerica.
Compareimmigrantsfrom
Mexicowiththosefrom
Europe.

Createaninfographic

posterononeofthemany
immigrantgroupsthathave
cometoAmerica.

Procedures Thewholeclasslesson
Reviewthevocabularyand
activatepriorknowledge

aboutearlysettlersofNorth
Activities/
Americaandslaveships.
Studentswillreadthefirst
sectionofthetext
individuallyorinpairsand
taketwocolumnnotesin
GoogleDocs.
Studentswillwriteashort

ticketonPadletto

demonstratetheirlearning
ofthissection.

Materials:
Handout(onGoogle

Classroom)
Netbooksor
Chromebooks.
Homework
&Notes
:

Thewholeclasswillreview Studentswillworkwith

thevocabularyforthis
partnersorindividually
sectionandactivateprior usingawebbased
knowledge.
program(Biteslide)to
Studentswillreadthe
createaninfographic
secondsectionofthetext poster.
individuallyorinpairs,

takingtwocolumnnotesin
GoogleDocsastheyread.
Studentswillcompletea
shortticketonPadletto

demonstratetheirlearning
ofthissection.

Handout(on

GoogleClassroom)
Handout(on
Netbooksor
GoogleClassroom)
Chromebooks.
Netbooksor
Chromebooks.

Studentshavepreviously
usedBiteslides,sotheywill
needonlyminimal
instruction.Theywillbe
abletoassisteachotherin
creatingtheposters.
Studentscanalsoworkon
thepostersfromhome
sincethisisawebbased
program.

OUTCOME
ThestudentsincreasedtheirknowledgeofusingtechnologytoolsastheylearnedhowtousethevocabularyfunctioninRead&Writeasthey
readtheonlinetextandtooknotes.TheylearnedaboutimmigrationandsettlementpatternsoftheAmericanpeoplefrom1789tothemid
1800s.

Product
StudentscollaborativelycreatedanotespageinGoogledocsandaninfographicposteronanimmigrantgroupthatcametoAmerica.

REFLECTonSAMRModel.Atwhatleveldidyourthreedaylessonallowstudentstoaccesstechnology
Whatleveldidyoureachbyday3?
SAMRSubstitution,Augmentation,Modification,Redefinition
Thelessonbeganatthesubstitutionlevel.Whenmystudentsbegantoreadtheonlinetext,itwasasubstitutionforthepaperversionofthe
information.Veryquicklytheaugmentationlevelwasreachedwhen,withinthefirstfewminutesofreadingondayone,severalstudentsused
additionalonlinefeaturestodefinewordsandtoreadthetextaloud.Bydaythree,whenstudentswerecreatinginfographicposters,thelesson
movedintothemodificationlevel.Studentsworkedcollaborativelyonthepostersandmadetheminteractivewithvideoandimages.

LookatthethreeareasofUDL
UDLPrincipleOne:MultipleMeansofRepresentation
Studentscouldchoosefromseveraloptionstodisplaythetextandlistentotheinformation.Twostudentschosetoreadthepaper
versionofthetextfirst,andthengototheonlineversiontotakenotesandanswerquestions.Moststudentschosetoreadwithapartner,many
sharingheadphonesandfollowingalongwiththeaudibletext.
UDLPrincipleTwo:MultipleMeansofActionandExpression
StudentscouldtakenotesonpaperorwithGoogleDocs.TheycouldalsochoosetotakenoteswithillustrationsusingRead&Write.
StudentscouldmakeaninfographiconlineposteroraGoogleSlidespresentationtoshowtheirlearning.
UDLPrincipleThree:ProvideMultipleMeansofEngagement
Optionswereprovidedthatincreasedindividualchoice,relevance,andauthenticity.Moststudentschosetoresearchtheimmigrant
groupoftheirculture.Severalstudentsaskediftheycouldextendthetimelineoftheirimmigrantgrouptocontinuethroughourcurrenttime
period.

REFLECTION

Whatworked?
UsingtheonlinetextandhavingstudentsuseRead&Writetohighlight,definewords,andreadaloudworkedverywellformystudents.My
classchoseappropriatewordsforvocabularyreviewandtookgoodnotes.Theyalsoworkedcollaborativelywhentheydivideduptasksand
tookturnsaddingtothenotespages.BecausetheyusedGoogledocs,Icouldseewhichstudentsaddedwhichpartstothenotespages.

Whatdidntwork?
Onedaywasnotenoughtimeforstudentstocompleteaninfographicposter.Moststudentsneededaseconddaytoworkontheposter,anda
fewstudentsneededathirddaytocompleteit.

Whatwouldyoudodifferently????
Iwouldschedulemoretimeforboththereadingofthetextandtheposteractivity.Idalsoincludetimeforstudentstowritegoodquestions
abouteachofthesectionstheyarereading.

RESOURCES
:
ConstitutionalRightsFoundationonImmigration,HistoryLessonOne
http://crfimmigrationed.org/index.php/lessonsforteachers/71immigrantarticle1

Whatdidyoulearnfromthisactivity?
OnethingIlearnedisthatallstudentsneededmoretimetoprocesstheinformationtheywerereading.Byreflectingafterthelesson,Ilearned
thatthisisanareaofAmericanhistorythatmystudentsdidnothavealotofpriorknowledge.Studentswereveryexcitedtoresearchthe
detailsabouttheimmigrationhistoryofpeoplefromtheircultures.

Concludingnotes,questions,ideasforimprovingthisactivity
IthinkIcouldimprovethislessonbyaddingahomelearningportionwherestudentsinterviewaparentorgrandparentaboutthefirstperson
fromtheirfamilytoimmigratetotheUnitedStates.Studentscouldwriteanessaycomparingandcontrastingtheirownfamilysexperiencewith
thatoftheimmigrantsofthelate1700sandearly1800s.