Purpose(s) for teaching the lesson



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Benjamin A. Ellis EDR524: Literacy in Content Area Writing lesson plan


LESSON PLAN
Title (or focus) of the Lesson: Lewis and Clark Storybook Project (Intro)

Grade Level(s): 7th Time Required for Lesson Delivery: 45 minutes



Purpose(s) for teaching the lesson: The purpose for teaching this lesson is to introduce the Lewis and Clark book project, explain to the students the expectations and requirements of the project, and guide the students to use previous information and activities to compile the book.
Objective(s):
NYS Standards:


  • Intermediate, 4.The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.


Performance Indicator:


  • Describe historic events through the eyes and experiences of those who were there.


ELA Standard:


  • Standard 2: Students will read, write, listen, and speak for literary response and expression.




    • Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.

Students will:



  • Evaluate previous information about the Lewis and Clark expedition to answer questions that pertain to the key points of the expedition.

  • Identify key points, people, and history associated in the expedition.

  • View examples of storybooks

Materials:





  1. Materials for Teacher Use:




    • Overhead

    • Transparency

    • Transparency pen

    • Blackboard/dry eraser board

    • Examples of storybooks from previous classes



  1. Materials for Student Use:





Instructional Strategies:

I. Opening: Teacher will go over bell-ringer questions that recall information from previous week. Teacher summarizes the answers after asking students if they know the answer. Teacher then starts to summarize what students have learned about in the past few weeks—The purchase of the Louisiana Territory, The War of 1812, The Lewis and Clark expedition, manifest destiny and how the United States was growing. Teacher then draws on the analogy that this is part of a larger story, one told by many and experienced by all. In all stories there are important events, places and people, such as those on the Lewis and Clark expedition. Today we are going to take what we have learned the past few weeks and write the story of the Lewis and Clark expedition—where they went, why they went, who sent them, what happened and why was it important or significant? Have any of you written a book before? By the end of this project each one of you will write your own book detailing the highlights of the expedition!

II. Body: Teacher will hand out storybook packet to students and ask them to read instructions aloud to the rest of the class. Teacher will then check for understanding by asking the students questions about what is expected from them for this project. After reviewing the criteria, teacher will go over the grading rubric for the project and explain each part (including a small presentation of their book at the conclusion of the project). Teacher will check for understanding by asking students if they have any questions. Teacher will then tell the students the due date. Teacher will then show examples of previous storybooks to the class to give them an idea of what a finished product looks like. Teacher demonstrates to the students different ways that they can compose the storybook, i.e. freehand drawings, online images from Google® images, etc. Teacher will then explain the questions portion of the packet, informing students that they must include all of these questions and answers in their book (teacher gives and example with #1). Teacher explains how they are going to use the questions to guide their writing and content of the book. Teacher then instructs students to work individually on packet questions, guiding them to take out previous worksheets and packets to help them answer the questions.

III. Closing: Before leaving, remind the students of the due date and tell them they will have time to work on it in class and the computer lab this Thursday. Tell them to work on the packet for homework so that they can begin writing the project on Thursday.



Assessment

I. Tools for Assessment and Evaluation (if applicable):




  1. Assessment: Teacher will ask if students have any questions after explaining each section of the storybook assignment. Teacher will go around classroom to check progress and understanding of the questions each student is completing.




  1. Evaluation: Teacher will collect final project in two weeks and grade the students’ performance based on rubric discussed with students in class.

II. Self-assessment/reflection:


A. Teacher self-assessment: Teacher will assess effectiveness of lesson by reviewing main points of lesson with the students as a bell ringer the next class. If students are more responsive by raising their hands, then the lesson was likely more effective.



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