Teacher Candidate: Madeline Cho, Stephanie Reza Date: 5/19/17

MS 2016-2017 UCI LESSON PLANNER

Part 1: Classroom Information

Grade: 5 Content Area: History Social Science

Group Size: 30 Lesson Length: 45 minutes

Student Context:

Identified Student Needs Accommodations During

Instruction to Support Student
Needs
Students with Special Needs (IEP 1 student with a 504 for severe No accommodations will be
and/or 504) allergies needed during this lesson

Students with Specific Language 2 students who have an IEP for Students receive resource help
Needs (ELL) speech every week for speech

Students with Other Learning 4 students struggling with Read aloud directions,
Needs (Behavior, Struggling reading think-pair-share time with a
Reader, Struggling Math) partner to practice
comprehension

2 students struggle with Assigned seating in the theater

behavior

Part 1: Planning for the Lesson

A: Standards

i. Key Content Standard:

H-SS 5.8.2 Name the states and territories that existed in 1850 and identify their locations and
major geographical features (e.g. mountain ranges, principal rivers, dominant plant regions).

i. Math Practice Standard or ELA Capacity: CCSS-M Standards for Mathematical

Practice, or NGSS Science and Engineering Practices, CCSS-ELA Capacity of
Literate Individuals
ELA-Literacy RI.5.2. Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.

i. Related ELD Standard (must be included when using an ELA Standard):

Related ELD Standard Part I: Interacting in Meaningful Ways

6. Reading closely literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language

6. Reading/viewing closely - Expanding

Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast,
cause/effect, problem/solution) based on close reading of a variety of grade-level texts and
viewing of multimedia, with moderate support

6. Reading/viewing closely - Bridging

Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast,
cause/effect, problem/solution) based on close reading of a variety of grade-level texts and
viewing of multimedia, with light support.

B. Objectives

i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).

The students will imagine that they are a pioneer in the 1800s and answer a journal prompt
about their travels to the West in order to understand the geographical features the pioneers
encountered on their journeys West

i. Language Objective (transfer this from "Incorporating Academic Language"):

The students will argue the route they would take when traveling West if they were a pioneer
in the 1800s. They will use vocabulary words such as vegetation, pioneer, Rocky Mountains,
etc., as well as use their knowledge of terrain and geographical location when determining the
best route to take.

C. Assessments:

i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Students will think-pair-share several times throughout the lesson when completing activities
from the book. Students will share their answers on the document camera, and answer verbal
questions the teacher poses throughout the lesson. Listen in on student discussions during
think-pair-shares.

i. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)

The students will pretend they are pioneers from the 1800s and will complete a journal prompt
asking them to pick a route to take on their journey West. The students will have to argue their
reasons for picking that route, as well as weigh the pros and cons of each option. This will assess
the students understanding of the location of geographical features as well as the difference in
terrain for each feature.

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages,

special supplies) Attach copies of any student handouts or worksheets:
White, W. E. (2006). History-Social Science for California: Our Nation. New York, NY:
Pearson, pp. 185-188
Geography of Western Lands video clip (3 min.)
Google Classroom

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Optional: Starter and/or Homework Discussion (___ min.)

N/A

Introduction (__5_ min.): Describe how you will 1) make connections to prior knowledge, tap
into their experiences and interests or use a hook, AND 2) let students know what the objective
of the lesson is.
Stephanie
Call on students to come up to the theater by table number, telling them to bring a
clipboard, pencil, highlighter, and history packet. Students with behavior problems have
assigned seating
Remind students that in the previous lesson they learned about how and why people
moved West. Ask for volunteers to share about anything they learned during Tuesdays
lesson (activates prior knowledge)
Tell the students today they will be learning about the specific geographical features the
pioneers crossed on their journeys West.
 Play the video clip (3:16).
Ask the students to share what they learned from the video.

Body of the Lesson (__25____ minutes): Describe step-by-step what the teacher and the
students will be doing during the lesson.

Before
Madeline
On pg. 185, select student to read the Set the Scene.
Ask the students to think-pair-share about the geographical features pioneers might have
faced when traveling west.
Walk around and monitor students to listen in on their conversations.
Preview the vocabulary of the lesson by selecting a student to read the vocabulary:
vegetation.
Conduct a picture walk with the students and ask students to make predictions about the
obstacles of the geographical features pioneers faced from the pictures on pg. 185 and
187.
Tell the students to highlight the main idea and place check marks next to the key details
of each paragraph.

During
Stephanie
On pg. 186, select student to read the paragraph.
Ask the students to think-pair-share about what the main idea of the paragraph is and how
they knew. (struggling reader support)
Ask the students to think-pair-share about the key details of the paragraph. (struggling
reader support)
As students share out, model highlighting the main idea and placing check marks next to
the key details.
On the bottom of pg. 186, tell the students to circle the 10 geographical features west of
the Mississippi River on the map. Tell the students they can work with a partner for this
activity.
Tell the students these features are all of the different obstacles pioneers had to face when
traveling West.
Select a student to share the 10 features they circled on the document camera.

Madeline
On pg. 187, select a student to read the paragraph.
 Display a US map on the document camera. As student is reading about the geographical
features the pioneers had to cross to get to the west coast, stop to point out the location of
each on the map.
Select student to read the picture caption.
Select a student to read the directions for question number 2, which asks students to circle
the two mountain ranges the pioneers may have crossed when moving to California.
Give students 1 minute to complete number 2.
Select a student to share the two mountain ranges they circled.
Ask the students to think-pair-share what the main idea of the paragraphs is as well as the
key details.
Walk around and monitor students to listen in on their conversations.

Stephanie.
Show map on page 188 on document camera. Ask the students what they notice about the
map. After the students notice the vegetation of each geographical area on the map,
prompt think-pair-share for students to infer what some of the challenges might have
been for the pioneers as they crossed these terrains.
Walk around and monitor students to listen in on their conversations.

After
Madeline
Present journal prompt from google classroom onto the document camera. Read the
prompt aloud as students read along (struggling reader support).
Prompt: Imagine that you are a pioneer in the 1800s. You have embarked on this long
journey from Missouri to the West Coast. Youve made it through the Great Plains.
Youve crossed the Rocky Mountains. Youve traveled through the Great Basin. Now you
have a choice: to pass through the Sierra Nevada Mountains or the Mojave Desert.
Which route would you choose to travel and why? What do you infer some of the benefits
and challenges of the geographical feature you choose to travel through are? How would
you be feeling at this point in your journey? Why?
Show students sentence frames written on the board. Model using these sentence frames
to help students get started with answering their prompt.
Verbally remind students of things to think about when choosing a path. For example, the
weather and seasons, vegetation for the horses to eat, access to water, etc. Tell students to
use the map on pg. 188 to help them visualize their journey.

Homework (if you are assigning homework, what will it be?):

N/A
Closure (__5____minutes): Describe how you will prompt the students to summarize the lesson
and restate the learning objective.

Stephanie & Madeline

Select a few students to share their journal entries aloud for the class to hear. Close with a
discussion about the pros and cons of the different westward routes based on the
geographical features of each route.

Rubric for journal prompt:

+Studentstatestheprosandconsoftheroutetheychosebasedonthegeographical
features.Studentsupportstheroutetheychosewithstrongreasons

Studentstatestheprosorconsoftheroutetheychosebasedonthegeographical
features.Studentsupportstheroutetheychosewithsomereasons

-Studentchoosesaroute,butdoesnotsupportwithreasons

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)

1. Describe the rich learning task(s) related to the content learning objective.

Students will use their knowledge of geographical features, terrain, and location of the routes
taken during the Westward Expansion to argue which route they would take if they were a
pioneer traveling West. The students will have to make inferences of the challenges and
benefits of each route based on their knowledge of the terrain and geographical features.

1. Language Function: How will students be communicating in relation to the content in

the learning task(s)? Identify the specific function (purpose or genre) you want to
systematically address in your lesson plan that will scaffold students to stronger
disciplinary discourse. The language function will always be a verb. Some examples are:
describe, identify, explain, justify, analyze, construct, compare, or argue.

Argue

1. Language Demands: Looking at the specific function (purpose or genre) your students
will be using, what are the language demands that you will systematically address in this
lesson?
Vocabulary:
 Key to this lesson: Vegetation, geographic feature, pioneer, west, Mississippi River,
Missouri River, Arkansas River, Rio Grande, Great Plains, Rocky Mountains, Colorado
River, Great Basin, Columbia River, Sierra Nevada, Mojave Desert, Pacific Ocean

Syntax: If I were a pioneer in the 1800s, I would choose to travel through __________
because __________. Some benefits might be ___________. Some challenges might be
___________. I would be feeling very ___________ because ___________.

Discourse: Written responses, oral discussion

1. Language Objective: What is/are the language objective(s) for your lesson? (The
students will (FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX
AND/OR DISCOURSE)

The students will argue the route they would take when traveling West if they were a pioneer
in the 1800s. They will use vocabulary words such as vegetation, pioneer, Rocky Mountains,
etc., as well as use their knowledge of terrain and geographical location when determining the
best route to take.

1. What does your language objective sound like/look like for different levels of language
learners? Ask yourself, What would the students say/write when using the language
function. Remember to consider the language demands while creating sample language
that the students might use.

Emerging Expanding Bridging

I would choose the Sierra
Nevadas because the
temperature will be cooler.
If I were a pioneer, I would
choose the Sierra Nevadas
because the temperature will
be cooler. I would be feeling
nervous because the Sierra
Nevadas might be hard to
travel through.
If I were a pioneer in the
1800s, I would choose to
travel through the Sierra
Nevadas because there is a lot
of vegetation that will provide
food for my horses. Some
benefits might be less harsh
weather to travel in and food
for my horses. Some
challenges might be that the
mountains will be difficult to
travel across steep slopes. I
would be feeling very excited
because I would almost be
 near the coast.

1. Language Support: What instructional strategies will you use during your lesson to
teach the specific language skill and provide support and opportunities for guided and
independent practice?

Instruction Guided Practice Independent Practice

Provide sentence frame for Students will think-pair-share Students will complete the
students throughout the lesson to give journal prompt independently
them ideas to help support
their argument

1. Be sure to incorporate your ideas in #6 above into your actual lesson plan!

Assessment Notes:
* Be sure to incorporate assessment items of your targeted academic language into your
assessments.
* Be sure to review any assessments you are going to use, and consider what modifications you
may need to make for your language learners.