Lesson Plan Template EDCR 3100 INSTRUCTION PROFILE for LESSON PLANNING (Adapted from Ohio Standards of the

Teaching Profession, 2010)

Names: Hillary Wright Grade(s): 8th Grade Subject(s)/*Generative Topic: 8th Grade Humanities- American History Allotted Time: 55 minutes State Standard(s): Historical Thinking and Skills Primary and Secondary sources are used to examine events from multiple perspectives and defend a position. (11.2) Goal(s): I would like all students to work together as a cohort I would like all students to come to understand how historians interpret the past I would like all students to be able to participate in all areas of the activity I would like students, if unclear on any information, to ask questions or ask for clarification. I would like all students to be able to identify the difference between primary sources and secondary sources I would like all students to be able to understand the job of an archeologist I would like to give clear and appropriate instructions to the class on how to complete the activity. I would like all groups to write up a secondary source explaining how their peoples used the variety of objects in the pot I would like all students to write up an individual one page paper about their experience during the activity I would like all students to complete the activity and fill out the worksheet before the end of the period Objective(s): Students will act as archeologists in uncovering the various items placed in the pot/box Students will fill out the worksheet provided asking for their observations and conclusions about the item discovered Students will use this information and as a group come up with a story explaining how these people used these items in their everyday life 2. Indicate how you plan to assess your students knowledge/skill acquisition given this particular lesson. Please provide a clear description and attach a copy of your data-based assessment tool. Throughout the brief direct instruction period, I will call on students randomly to monitor their questions and to check for understanding of the activity as the whole

Students will fill out an observation worksheet in which they will record their observations throughout the activity. I will also be walking around monitoring each groups progress and asking probing questions throughout. The students will be asked to fill out an exit slip describing their experience during the activity. The paper written by the group, coupled with the exit slip reflecting on the experience will work as an assessment tool for me to measure the knowledge they gained.

3. As you prepare this lesson, what consideration have you given for students with the following differences? Accommodations for individual students a. Gifted I would put this child in a group that challenges him to really think hard the material. She also does not work very well with other people, so this activity will help her learn how to excel with others help. b. ADHD This activity is perfect for a student with ADHD because it is hands on. I will make sure that this student is placed an area that is not going to distract him from the task at hand. He will also be placed with people who are going to keep him on track and focused. c. Down syndrome This student would fill out a modified data sheet that will be more conducive with her skill level. This sheet will reach the same conclusions, but more a fill in the blank rather than straight observations. This will provide the student with an opportunity to still participate and get the same amount of knowledge from the lesson while also not falling behind and becoming lost.

4. What information do they need to know to understand the new lesson (e.g., preskills, prior knowledge)? Before this lesson, students need to understand who and what an archeologist does for a living. They need to have the knowledge of how they conduct their digs and how they use the materials they find to interpret the past. I will have already given instruction about this on the previous day. Students will have completed a worksheet that outlined the job of an archeologist and read through an article about an archeology dig site with a partner. They will also have been presented with several different examples of data collection sheets that they would use to record their observations. Together in groups the students would have constructed a diagram of how they would divide their own dig site and how they would record their observations. As a class we will develop a chart outlining the major points of that days lesson. 5. How and when will students use the information from this lesson in the future? What about a real world connection for after they graduate? In this lesson students are learning about the real world application of history and where it comes from. It will help them when reading secondary sources by looking at biases

because they will have biases in their own writings. This will help them in the future by reading critically and learning to not always take things at face value. 6. What are the key Concepts? You must explicitly list them before you begin the methods section! What technology will you use for this lesson? If technology is not part of the lesson give a rationale for why not. Key Concepts: Primary Sources Secondary Sources Interpretation of History Archeology Active Listening Communication, Collaboration and Compromising Skills Technology: Digging tools o Shovels o Spoons Sifts Colanders What method(s) of teaching will you employ? Indicate your methods. List the sequence of activities using a task-analysis approach (be very descriptive) and estimate the time needed for each activity. Be sure you identify both the methods and the activities. Include specific adaptations for your profiled student with exceptionalities.

Methods: (e.g., direct instruction, demonstration, inquiry-based, etc.)

Activities: (be very descriptive) Estimated time:

Review

Activity

Adaptations: (as needed by students with diverse and exceptional learning needs; refer to section 7 of this template) Students will, at the beginning At this time I will have the aid of the period will be asked to relaying any information to review the information that we Emily and then afterwards I went over the day before. I will walk over to make sure will answer any questions and that everything is clear in their look at the chart that they directions. made. 7-10 min. Students will be simulating Emily will need help during what an Archelogists does on this time and this is when her their journey to understanding assigned group will help. The what secondary sources are in aid in the room will also be their most basic natures. They helping Emily as well as I will will be digging for various be. Her modified worksheet 3

materials with their group and taking down all observations while doing so. They will also be documenting how these pieces could have been used. 30-40 min.

Exit Slips

A few minutes before the period ends the students will be asked to fill out exit slips describing their experience and how they felt during it. We will go over these the next day.

will help her work through the activity at her own pace not having to keep with the other classmates per say, but I expect that the group members selected will not allow this to happen and will include her as much as possible. Emily will need help writing down her thoughts which her aid or I will help her with. She will be given certain prompt questions in order to help her narrow her thinking and really think about the activity and its purposes.

7. Indicate the materials needed for your lesson, the number of each item necessary, and a plan for organization and dissemination. Students will need o Notebook paper o Writing utensil o Digging materials Shovels Spoons Brushes Sifter I will need o Paper o Writing utensil o Data collection sheet to hand out to students o Exit slips to hand out to the students at the end of the class period o Instruction Notes o White Board o Expo Marker I will hand out the data sheets to each individual student as they enter my classroom, this way we can go over the sheet together and answer any questions they may have. Stations will already be set up with the various materials they will need to complete the activity; this will cut down on any loss of time and allow the students to finish the activity completely. 8. Lesson Plan Outline A. Hand out data sheets I. Explain that these will account for part of their grade and that every member must have completed one

B.

C. D. E. F. G.

Talk about the importance of keeping track of your findings and observations during the activity Give instructions about each group will conduct their dig and briefly go over yesterdays lesson (will create a chart the day before with the following information outlined) I. Review with them the various different things that an archeologist does II. Review how they conduct a dig III. Review how archeologists use items they found to interpret the past Spilt the room up into groups and allow them to start on the activity Monitor the students as they are conducting the activity and ask probing questions in order to make sure they are staying on task and gaining the information they needed Allow students to make mistakes At the end of the class hand out the exit slips and then collect them as they leave class Next day: answer any follow up questions and allow students to work on their papers together coming up with the People of the Pot daily lives

II.