ELM 350 GCU Geography of Georgia and the American Indians Paper Social studies instruction, when properly planned and implemented, can promote responsible

ELM 350 GCU Geography of Georgia and the American Indians Paper Social studies instruction, when properly planned and implemented, can promote responsible citizenship in elementary students. In a culturally diverse democratic society, it is important for students to make informed decisions in order to be good citizens in our interdependent world.
For this assignment, you will use the “5-Day Unit Plan Template” to create a unit designed for the students in your clinical field experience class. Identify a K-8 grade level, 1-2 social studies standards, and at least one arts standard as the focus of your unit plan. You may adapt any previous assignments in the creation of this unit plan.
APA format is not required, but solid academic writing is expected. Teacher Candidate
Name:
Izell Stephens
Grade Level:
5th grade
Date:
March 29, 2020
Unit/Subject:
Social Studies/World History
Instructional Plan Title:
Turn of the Century
Lesson Summary and
Focus:
Students will be able to understand and interpret key developments
and events that transpired at the turn of the century. Students will
be able to visually recognize important people and places during
this time.
Classroom and Student
Factors/Grouping:
The instructional environment of the class consists of 31 students
15 male and 16 females that includes a range of ages from 10-11
years old. The total number of races presented within this class is
reasonably diverse with 8 students that are Caucasian, 4 students
who are African American, 8 students who are Hispanic, 2
Vietnamese, 1 Guatemalan, 1 Russian, 1 Cuban, 1 of Somalia
Refuge, 1 Liberian, 1 Puerto Rican,1 Navajo, and 1 Burmesian. The
class has 2 students with a 504 Plan, 5 students with disabilities
who are eligible for Special Education Services (2 of which are ELL).
National/State Learning
Standards:
SS5H1 Describe how life changed in America at the turn of the
century.
a. Describe the role of the cattle trails in the late 19th century;
include the Black Cowboys of Texas, the Great Western Cattle Trail,
and the Chisholm Trail.
Specific Learning
Target(s)/Objectives:




Academic Language







Identify the Black Cowboys of Texas, the Great Western
Cattle Trail, or the Chisholm Trail;
Explain the purpose of the Great Western Cattle Trail and the
Chisholm Trail;
Explain the importance of the Black Cowboys in the late 19th
century;
Analyze the importance of the Great Western Cattle Trail and
the Chisholm Trail
Transcontinental Railroad
Westward Expansion
Price Incentive
Cattle Trail
Chisholm Trail
Great Western Cattle Trail
Black Cowboy
Resources, Materials,
Equipment, and
Technology:







chrome books
whiteboard
paper
pencil/ pen
slide glides
Quizlet Live
Kahoot
Section 2: Instructional Planning

I will use a YouTube video that will show the evolution of life at the turn of the
century. At the completion of the clips students may ask questions pertaining to
the video clip.

Students will be given a time limit to write important information from the video.
Multiple Means of Representation






I will use the whiteboard in the classroom to show the students where the cattle
trail and Chisholm trail took place.
Students will be directed to point to the location where the trails ended.
I will label on the map where these events took place
I will model the route that was taken during this time
I will explain what a black cowboy
Using a map, I will model where these events were occurring in the U.S before
allowing the students to do on their own
Time
Needed
5-10
Time
Needed
12-15
Explain how you will differentiate materials for each of the following groups:

English language learners (ELL): students will have a peer tutor to assist them
with the map model.

Students with special needs: will have a peer tutor as we complete the class
example.

Students with gifted abilities: These students will have the opportunity to design
their own map with the requirement of still showing the locations on the map
instead of receiving a teacher created map.

Early finishers (those students who finish early and may need additional
resources/support): Students will review class notes from the previous lesson
Multiple Means of Engagement

I will use the whiteboard with a map being presented on the board and I will allow
students to come up and show where the Great Western Trail and the Chisholm
trail took place.

I will use the interactive activity Quizlet Live and allow students to get into small
groups throughout the activity. Each group will take turns answering questions that
are presented pertain to the lesson through Quizlet LIve
Time
Needed
20-30
mins

English language learners (ELL) will have a peer tutor as we complete the class
example.

Students with special needs will have a peer tutor as we complete the class
example.

Students with gifted abilities: These students will have the opportunity to compare
and contrast the Great Western Trail and the Chisholm Trail

Early finishers: These students will have a story hunt from the text to complete if
they finish early.
Multiple Means of Expression

Various handouts will be used as formative assessments.

Verbal answers to questions.

Students will take part in formative assessments throughout the lesson such as,
think-pair-share discussions and strategic questioning from the teacher to
determine if I need to reteach or re-direct learning.

Accommodations such as read aloud, notes already written, cloze notes, and/or
extra time given as needed according to IEPs.

Early finishers (those students who finish early and may need additional
resources/support): Students will write a paragraph describing the Great western
Cattle Trail
Extension Activity and/or Homework
Activities that SWIRL
S- Speaking (Class Discussion)
W- Writing (Independent Writing Activity)
I- Illustrating (Can Draw or Analyze a Picture or Political Cartoon)
R- Reading (Reading and Answering Questions)
L- Listening (Actively Listening While Completing a Guide)
Document Based Questions (DBQ)
-Analyzing primary and secondary sources using expository writing

work not finished in class will become homework
Time
Needed
20-25
mins
Time
Needed
The instructional strategies of this lesson are an attempt to be intentional with engaging the
classroom’s attention and develop more critical thinking skills. Throughout the lesson students
were asked open- ended questions to see how well students were actively engaged as well as
interpreting the information being taught. I wanted to implement the SWIRL strategy for teaching
the lesson. SWIRL means speaking, writing, illustrating, reading, and listening. I find this
strategy to be highly effective with the teaching of students and implementing information for the
student to learn and comprehend. Small group settings were applied and utilized to meet the
needs of all students. Modifications and accommodation were applied according to each
student’s individualized educational plans.

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