Topic: English and US History/Geography
Pre-service Teachers: Sarah Custard and Terese Wylie
Lesson#: 1 of 1
Grade Level/Subject: Fourth Grade – English/History/Geography
Date taught: 22 April 2013
SECTION ONE: Identifying all standards and objectives-
Standards
7.2.4.A: Identify the physical characteristics of places and regions.
8.1.4.C: Identify a specific research topic and develop questions relating to the research topic. (Reference RWSL Standard 1.8.3 Research)
8.3.4.B: Locate historical documents, artifacts, and places critical to United States history.
E04.C.1.2.1: Introduce a topic for the intended audience and group related information in paragraphs and/or sections to support the writer’s purpose
E04.C.1.2.2: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
E04.C.1.2.3: Link ideas within categories of information using words and phrases (e.g., another, for example, also,
because).
E04.C.1.2.4: Use precise language and domain-specific vocabulary to inform about or explain the topic.
E04.C.1.2.5: Provide a concluding statement or section related to the information or explanation presented.
Objectives:
1. Students will be able to understand words specific to the geography and history (climate, location, region, etc.).
2. Students will be able to distinguish the most important parts or facts about that location to present to the class.
3. Students will create an informational text (poster) to present to the class and teacher in order to inform them about their region.
a. They will include the information that they learned but also any previous knowledge that they know when explaining their ideal day trip, while using the specific vocabulary.
1. The concluding statement involved in the presentation will be why they want to go to that location.
Learning Objectives:
1. I can find the important information about a state’s/region’s history or physical characteristics and understand all of the vocabulary that goes with it.
2. I can make an informational text (poster) to present everything that I learned to my class and teacher and will tell them why I want to go to my location.
SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson-
Assessment before Instruction: Before the students begin their missions, the teacher will make sure that the
students understand the specific vocabulary that they may need to know (climate, region, location, etc.). The teacher will also make sure that the students understand the different regions of the United States (East, Midwest, and West) and how the states are divided into the regions. The students should understand that they are finding information that is important to the state’s history and not something about a celebrity or sports team.
Assessment during Instruction: While the students are working 1) as a group and 2) with their partners, the
teacher will make sure that the students are finding the correct information required for their mission and are following the instructions. If the students have questions about any of the vocabulary, the teacher can help the students better understand a certain topic.
Assessment after Instruction: Students would begin presenting their information to the class and the teacher,
discussing the physical characteristics along with the important historical information. The teacher will assess the students on how much information they managed to find, the different stops that they will make along the way, the interesting facts about their location, and why they would want to go there.
SECTION THREE: Identifying the learning activities/
instructional strategies and details as to how the lesson will be carried out-
Time Frame:30-45 minutes every other day for a week and a half
Lesson Details:
-- At the beginning of the class, the teacher will have already logged into weebly.com to show the students the Meet America: Travelling across the United States page.
--Once the students are seated in their desks, the teacher will begin explaining the presentation that they will have to create for the Meet America missions that will later be divided among the students.
-- As the teacher is going over the site, the students will be permitted to ask any questions that may come to mind
-- How long does the presentation have to be?
--15-20 minutes at the most
-- Does it have to be a poster or can it be something else?
-- We would prefer a poster because it is easier for multiple people to work on instead of just one person
-- How long do they have to finish it?
-- A week and a half
-- Can they work on it at home or can it only be done in class?
--The students can find information at home and bring it into class to share with their partners
-- The teacher will not go into detail for every individual mission, but she will discuss the homepage, instructions, resources, and the East, Midwest, and West regions and the different locations included in each of them
-- Once the teacher has finished going over the instructions, the teacher will break the students up into groups of six and then partners
-- The groups will be chosen by the teacher pulling six Popsicle sticks out of a cup so that the students will not simply be paired with their friends or the higher level students will not all be together. The partners will also be picked in this
manner.
--When the students find out what their groups are, they will then be given the regions that they will work on. Within the group, the students get to decide which location they actually work on. If more than one group wants the same location, it will be decided by the teacher.
--The partners will then break away from the group to find information needed for their location
-- The students must print out the information that is found so that they can highlight the important facts or make notes on things that they want to include on the poster
-- Students will also be allowed to print out pictures if they believe that it will improve their presentation.
Transitions:
1. While the teacher is going over the project, the students will be at their desks.
2. Once the teacher has broken the students into their groups/partners and the partners have picked their locations, the students will go to the computers to find the information.
Follow Up:
1. The students will get a half hour to 45 minutes every other day (Mondays, Wednesdays, and Fridays) for a week and a half. The students will have to then create their poster at the end of the week and a half. After that time, the students will have to present their presentation to the class and the teacher.
Materials:
Computers
Poster board
Art supplies (pencils, markers, colored pencils, crayons, stencils, rulers, glue, etc.)
Print outs of the different websites that the students can use
All pictures courtesy of Flickr.
Pre-service Teachers: Sarah Custard and Terese Wylie
Lesson#: 1 of 1
Grade Level/Subject: Fourth Grade – English/History/Geography
Date taught: 22 April 2013
SECTION ONE: Identifying all standards and objectives-
Standards
7.2.4.A: Identify the physical characteristics of places and regions.
8.1.4.C: Identify a specific research topic and develop questions relating to the research topic. (Reference RWSL Standard 1.8.3 Research)
8.3.4.B: Locate historical documents, artifacts, and places critical to United States history.
E04.C.1.2.1: Introduce a topic for the intended audience and group related information in paragraphs and/or sections to support the writer’s purpose
E04.C.1.2.2: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
E04.C.1.2.3: Link ideas within categories of information using words and phrases (e.g., another, for example, also,
because).
E04.C.1.2.4: Use precise language and domain-specific vocabulary to inform about or explain the topic.
E04.C.1.2.5: Provide a concluding statement or section related to the information or explanation presented.
Objectives:
1. Students will be able to understand words specific to the geography and history (climate, location, region, etc.).
2. Students will be able to distinguish the most important parts or facts about that location to present to the class.
3. Students will create an informational text (poster) to present to the class and teacher in order to inform them about their region.
a. They will include the information that they learned but also any previous knowledge that they know when explaining their ideal day trip, while using the specific vocabulary.
1. The concluding statement involved in the presentation will be why they want to go to that location.
Learning Objectives:
1. I can find the important information about a state’s/region’s history or physical characteristics and understand all of the vocabulary that goes with it.
2. I can make an informational text (poster) to present everything that I learned to my class and teacher and will tell them why I want to go to my location.
SECTION TWO: Identifying method(s) of assessment and point of use throughout lesson-
Assessment before Instruction: Before the students begin their missions, the teacher will make sure that the
students understand the specific vocabulary that they may need to know (climate, region, location, etc.). The teacher will also make sure that the students understand the different regions of the United States (East, Midwest, and West) and how the states are divided into the regions. The students should understand that they are finding information that is important to the state’s history and not something about a celebrity or sports team.
Assessment during Instruction: While the students are working 1) as a group and 2) with their partners, the
teacher will make sure that the students are finding the correct information required for their mission and are following the instructions. If the students have questions about any of the vocabulary, the teacher can help the students better understand a certain topic.
Assessment after Instruction: Students would begin presenting their information to the class and the teacher,
discussing the physical characteristics along with the important historical information. The teacher will assess the students on how much information they managed to find, the different stops that they will make along the way, the interesting facts about their location, and why they would want to go there.
SECTION THREE: Identifying the learning activities/
instructional strategies and details as to how the lesson will be carried out-
Time Frame:30-45 minutes every other day for a week and a half
Lesson Details:
-- At the beginning of the class, the teacher will have already logged into weebly.com to show the students the Meet America: Travelling across the United States page.
--Once the students are seated in their desks, the teacher will begin explaining the presentation that they will have to create for the Meet America missions that will later be divided among the students.
-- As the teacher is going over the site, the students will be permitted to ask any questions that may come to mind
-- How long does the presentation have to be?
--15-20 minutes at the most
-- Does it have to be a poster or can it be something else?
-- We would prefer a poster because it is easier for multiple people to work on instead of just one person
-- How long do they have to finish it?
-- A week and a half
-- Can they work on it at home or can it only be done in class?
--The students can find information at home and bring it into class to share with their partners
-- The teacher will not go into detail for every individual mission, but she will discuss the homepage, instructions, resources, and the East, Midwest, and West regions and the different locations included in each of them
-- Once the teacher has finished going over the instructions, the teacher will break the students up into groups of six and then partners
-- The groups will be chosen by the teacher pulling six Popsicle sticks out of a cup so that the students will not simply be paired with their friends or the higher level students will not all be together. The partners will also be picked in this
manner.
--When the students find out what their groups are, they will then be given the regions that they will work on. Within the group, the students get to decide which location they actually work on. If more than one group wants the same location, it will be decided by the teacher.
--The partners will then break away from the group to find information needed for their location
-- The students must print out the information that is found so that they can highlight the important facts or make notes on things that they want to include on the poster
-- Students will also be allowed to print out pictures if they believe that it will improve their presentation.
Transitions:
1. While the teacher is going over the project, the students will be at their desks.
2. Once the teacher has broken the students into their groups/partners and the partners have picked their locations, the students will go to the computers to find the information.
Follow Up:
1. The students will get a half hour to 45 minutes every other day (Mondays, Wednesdays, and Fridays) for a week and a half. The students will have to then create their poster at the end of the week and a half. After that time, the students will have to present their presentation to the class and the teacher.
Materials:
Computers
Poster board
Art supplies (pencils, markers, colored pencils, crayons, stencils, rulers, glue, etc.)
Print outs of the different websites that the students can use
All pictures courtesy of Flickr.