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Lewis and Clark Expedition (Corps of Discovery) 2013

Title: Lewis and Clarks journey was successful, however . . . . Grade Level: 8th grade Content Standard: Subject: Lewis and Clark Days: 5 day lesson Unit: U.S. Expansion

8.26 Examine a controversial event, issue, or problem from more than one perspective. (Lewis and Clark Expedition) 6-8.RH.6 Identify aspects of a text that reveal an authors point of view or purpose (inclusion of avoidance of particular facts). 6-8WHST1b Support claim(s) with logical reasoning and relevant data and evidence that demonstrate an understanding of the topic or test, using credible sources. 8.SL.1Engage effectively in a range of collaborative discussions (one-on-one, small groups, and teacher-led) with diverse partners on grade 8 topics, building on others ideas and expressing their own clearly. Using various perspectives of the Lewis and Clark Expedition (Corps of Discovery) I can write a four paragraph essay using the Common Core Standards. Using an AVID essay organizer I can support my claims of Lewis and Clarks success with evidence from various sources. How successful was Lewis and Clarks Journey? The Home of My People Junior Scholastic. November 10, 2003, Vol. 108, no. 7 Lewis, Clark Re-enactors Carry on Over Protests, September 22, 2004 ProQuest Information and Learning Company. (lower reading level) Lewis and Clark Re-enactment Protest, Sept 18 2004 (advanced reading level) Document D: Diary Entries of William Clark, Stanford Reading Like a Historian Kids Discover: Lewis and Clark Copies for each student: AVID Essay Organizer (Day 4) National Geographic Video Lewis and Clark Expedition Video Sacagawea woman who helped Lewis and Clark navigate the west. Shoshone the original tribe Sacagawea was taken from, who was able to provide horses for the expedition. Evidence with proof the facts and details used to support a claim (raise the roof gesture to get students to see supporting the evidence with proof) Commerce trade (exchanging goods, use hand gesture of back and forth whenever ever trade or commerce is mentioned) Missouri River the river the expedition was hoping would provide a northwest passage to the pacific for trade.

Literacy Standard:

Writing Standard:

Speaking/Listening Standard:

Content Objective:

Language Objective:

Essential Question: Materials Needed:

Technologies Used: New Vocabulary:

Old Vocabulary to refresh:

Lewis and Clark Expedition (Corps of Discovery) 2013


What background Knowledge I want to draw from: Geography of the United States, geography knowledge of the Pacific Northwest, Presidency of Thomas Jefferson, and knowledge of transition words.

Scaffolding Grouping Processes Strategies Assessment

Student Activities (bolded titles are goals for this lesson) Modeling Guided Practice Independent Practice Whole Class Small Group Partners Reading Writing Listening Hands-on Meaningful Links to Objectives Individual Group Written

Independent Speaking Promotes Engagement Oral

Lesson Plan Day 1: Introduce Lewis and Clark Time Instruction Activity What should the student be doing? What should the teacher be doing?

Refresh Listening and preparing by getting Recalling information about the Prior out a piece of paper, pencil, and Louisiana Purchase from Napoleon Knowledge putting their binders in their desks. and the French. President Listening and asking questions about Reading aloud the mission letter from Jeffersons this primary source. President Jefferson to Lewis. After 5 min Letter to the first paragraph clarify the Lewis language : The object of your mission is to explore the Missouri River, as, by its course and communication with the waters of the Pacific Ocean, may offer the most direct and practicable water-communication across the continent for the purpose of commerce. Commerce = trade Translated this statement means: Your goal is to explore the Missouri River and you are to follow it all the way to the Pacific Ocean. By following the river you are to find the fastest way (by river) to get across the continent for trading. Response Individually writing/answering the Walking around checking for Questions response questions related to the understanding and answering 10 min mission orders given to Lewis from questions. Collect the answer sheets President Jefferson. at the end of class to review to check for understanding. 5min

Formative Assessment: Visually when we go over the orders, I was able to quickly figure out which students understood based on the blank stares I was getting. We went back over what commerce meant because they didnt seem to understand what President Jefferson was asking Lewis to do.

Lewis and Clark Expedition (Corps of Discovery) 2013


Post Assessment: Individually answering the questions related to comprehension of the letter. Expand for Next Lesson: They will use this letter as evidence when writing their essays so they will need to understand exactly what their orders were to determine if they were successful in their expedition.

Adaptations Day 1: Introduce Lewis and Clark Adaptions TAG SPED Plan Modifications They may read ahead on their own, but they are still required to answer the questions Reading aloud the letter because some of the language is hard to understand unless heard aloud. Explanations of the first paragraph and hints about where to find information to answer the questions. Assessment Modifications N/A If they need more time they can take the letter home to finish and bring in tomorrow. If they need more time they can take the letter home to finish and bring in tomorrow.

ESOL

Lesson Plan Day 2: Video Time Instruction Activity Introduce the video What should the student be doing? Moving their chair so they can see. What should the teacher be doing? Introducing the Video, no, you do not need to take notes but we are watching this film to look for evidence about Lewis and Clark. You will be writing a four paragraph essay (refer to the target on the board). This video will provide you with evidence you can use to write your essay. Pausing the film at specific points to ask checking for understanding questions, critical thinking questions, and giving students aspects for them to look for in the next section. How successful are they? at different points throughout the film. Teacher should sit in the front of the classroom so students can see them, as a subtle reminder to pay attention and not to talk.

2 min

Film

Actively watching the film and answering questions when we pause the film to discuss. Speaking when called upon randomly.

45 min

Lewis and Clark Expedition (Corps of Discovery) 2013


Extra Time Bonus features Asking clarifying questions Showing the students bonus features about buffalo, Native Americans, Oregon and the mission.

Formative Assessment: Visual checking for understanding while they are watching the film. Verbal clarifications when we pause to examine specific elements of the journey. Post Assessment: Tomorrows lesson, students will give-one get-one evidence from the film. This activity will be part of the final product that the students turn in with their final essay. Adaptations Day 2: Video Adaptions TAG SPED Sit in the front of the room so you can make eye contact with them if they start to be disruptive. Pausing the movie ~10 minutes to checking for understanding All class review the next day to clarify details of the movie and expectations of the mission. All class review the next day to clarify details of the movie and expectations of the mission. Plan Modifications N/A Enjoy the film Assessment Modifications N/A Enjoy the film

ESOL

Lesson Plan Day 3: Set-up AVID Essay with evidence Time Instruction Activity Go over Mission Orders 10 min What should the student be doing? Reading along (Jeffersons orders to Lewis), decoding the orders, and shouting out when appropriate what the mission orders mean. What should the teacher be doing? Pass out student answer sheets from day 1 along with copies of the Jefferson letter. On the doc camera have a paper titled Orders What was their mission? (see photo below for what this looked like when we were finished). Writing down what the students tell you the letter is asking Lewis and Clark to accomplish. Visually instructing how to fold the piece of paper. On one side write My evidence on the other side write Others evidence show this under the document camera.

5 min

Give oneGet one Set-up

Folding their answer sheet with their notes from above in to a length wise (hotdog) style.

Lewis and Clark Expedition (Corps of Discovery) 2013


My evidence 4 min Writing down what they remember from the video related to the original orders from President Jefferson. This should be an individual exercise. Sharing evidence with other students around them. If other students have ideas that are different from theirs they are to add it to the Others Evidence side of their folded paper. Volunteering evidence to share with the whole class, and adding any evidence that they do not have to the others evidence section. Walking around prompting students to remember information from the video. Handing out Kids Discover Lewis and Clark magazines to those students who were absent yesterday. Instructing the students to working pairs with those around them to exchange evidence. Speaking and working in small groups Asking student to volunteer evidence and if no one volunteers cold call on students who you know have good evidence based on walking around and listening in and looking over shoulders of students. Taking notes and putting evidence through the doc camera as students volunteer them. Modeling how to construct the second body paragraph. Show the students the essay organizer under the Doc camera, they will need to construct a topic sentence. Hint: switch our essential question into a statement. Was the Lewis and Clark Expedition successful? Goes to . . The Lewis and Clark Expedition was successful based on _________ . Next choose a piece of evidence and think of two details or facts to support that evidence.

Others Evidence 4 min

Group Evidence 8 min

Modeling Expanding the Evidence

Watching how to build proof from the sources

10 min

Example: Evidence: Found a waterway to the Pacific Ocean Details (Support): It took 17 months to get to the Pacific Ocean They found the source of Missouri River They travelled the majority of the way by river Individual Choosing which two pieces of Practice in evidence that they think most closely Rest of small identifies the success of the Lewis Period groups and Clark expedition and building proof for their

Assisting students who still need more guidance, answering questions, and reading rough drafts of paragraphs from students who finish early.

Pre-Assessment: Review of Jeffersons letter to Lewis (What from the film suggests that they were able to accomplish their mission from President Jefferson?)

Lewis and Clark Expedition (Corps of Discovery) 2013


Formative Assessment: Visual and verbal during the group review, walking around listening when the students are working on give-one, get-one, and individual reading of their rough drafts when they are working Post Assessment: These notes and pre-writing will be turned in along with the final draft of their essay. Expand for Next Lesson: This day builds on their essay, this is the first body paragraph. On Monday we will be examining alternative perspectives of the exploration and they will write their second body paragraph. Adaptations Day 3 Adaptions TAG Plan Modifications They should be able to fully write out their first body paragraph and have it finished by the end of the period. If they finish early they can read the Kids Discover: Lewis and Clark Be sure to check in with these students when circling to provide support as needed. Taking notes for the students to copy and putting them over the document camera so students can copy them to use for their writing. Teacher when circling around should pay close attention to these students and assist them with grammar if needed. Assessment Modifications N/A

SPED

ESOL

Students may take home their notes and a copy of the primary source to work on the paragraph at home. Students can take home their notes and work on their writing over the weekend.

Lesson Plan Day 4: Alternative Perspectives Time Instruction Activity Intro Refresh Prior Knowledge Read aloud What should the student be doing? Student will start by pulling out their notes and paragraphs from last class, bringing out one new sheet of paper and a pencil. Volunteering to read aloud sections of Recovering from Discovery article. What should the teacher be doing? Reorganizing supplies and passing out Recovering from Discovery article.

2 min

5 min

There are two sides to every story and today we are looking at the other side of Lewis and Clark. Orchestrating the read-aloud pausing to check for understanding and rephrasing when necessary.

Lewis and Clark Expedition (Corps of Discovery) 2013


Small Group Discussion 5 min Discussing the article with the person sitting next to them. Tell the person next to you what you think about this article, does this article challenge the way you thought about Lewis and Clarks interactions with the Native Americans. Call the group back, Lets read Lewis, Clark Re-enactors Carry on Over Protests

Read individually 8 min

List of Problems 10 min

Students choose either Lewis, Clark Re-enactors Carry on Over Protests (lower reading level) or Lewis and Clark Re-enactment Protest, Sept 18 2004 (advanced reading level) Start a list of problems that were caused by the Lewis and Clark Expedition

Rest of Period

Individually Reading with questions

Last 10 min

Individually reading The Home of My People from Junior Scholastic GeoSkills section, then answering the questions (1-10) on their own sheet of paper. Students may work on adding ideas to their List of Problems sheet. Creating the Students should fill out the AVID second body organizer using it to help them paragraph structure their essay writing.

Under the doc camera start a List of Problems. Give the students a few minutes to think and create their own list then call for ideas form the group. Teacher add ideas to the list so all students can see and copy them down if necessary. Passing out The Home of My People article, instructing the students to read individually and then answer the questions on their own piece of paper. Circling around to answer questions and give hints to students about where to find the information. Hand out the AVID essay organizer and have students start to fill out the body paragraphs, fist body paragraph from day 3 and second body paragraph from the new information learned today.

Post Assessment: Todays notes, questions and list will be turned in along with the final draft at the beginning of class on the sixth day. Expand for Next Lesson: AVID style organizer will be used tomorrow to help the students construct their final draft, tomorrow we will work on transitions. Adaptations Day 4 Adaptions TAG SPED Leveled reading to provide accessibility to the materials N/A Plan Modifications Leveled reading to provide more of a challenge Assessment Modifications N/A

Lewis and Clark Expedition (Corps of Discovery) 2013


ESOL Leveled reading and reading aloud to provide comprehension of materials. List of Problems review underneath the doc camera. Hints about where to find information in The Home of My People article for the questions.

Lesson Plan Day 5: Essay Writing Time Instruction Activity Review of transition words What should the student be doing? Using the Transition posters and sheets to add the appropriate transition words to their essay to create a better following essay. Students will be encouraged to work together, to help each other add transition words and peer-edit their papers. Students have been working on transition words all year so they should be able to work independently and assist others. What should the teacher be doing? Working with individual students one-on-one to provide feedback about their writing to help them in the writing process. This day will focus on writing conferences with the students. They should have access to all of the documents we have looked at and copies of the teachers notes to look at in case they missed a day. Remind the students that the final draft along with all notes and drafts will be due at the beginning of the next class.

Entire Period

Formative Assessment: Writing conferences with each student throughout the period to assist them with their writing. Post Assessment: Final Essay will be graded using the AVID essay organizer, points will be given based on the sections of the essay organizer and on the content of the overall essay. Total points to be determined by the teacher at the time. Adaptations Day 5 Adaptions TAG Plan Modifications These students should not have trouble getting their final draft done by the end of the period, if they do they should peer-edit others papers. Writing conferences with these students will be essential to their success, they may need one-on-one help throughout the period, so either pairing them with a TAG student or keeping them close to the teacher so they can ask for help at any point. Assessment Modifications N/A

N/A

SPED and ESOL

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