United States History and Geography: Making a New Nation

Name: Jessica Parker Date: Grade Level : 5th

50 Strategies

Multimedia Presentation p.286

Cooperative Learning p.265
Reporting Back p.101
Small Groups and Partners p.292

ELD Objectives: What do you want students to be able to do as a result of this
lesson? Include academic language and vocabulary objectives. Objectives must be
measurable.
ELD Language Objective:
Students in grade 5 will exchange information and ideas through oral
collaborative discussion. Students will interact with peers in English and
will engage with the text. Students in grade 5 will listen actively to spoken
English within the context of Language Arts and History.
ELD Content Objective:
Students in grade 5 will discuss and orally present the entrepreneurial
characteristics of early explorers and their technological developments by
analyzing information presented by PBS Early explorer videos provided by
the teacher.
DOK Levels
Level 1: Recall & Reproduction
Level 2: Basic Application of Skills & Concepts
ELA Language Standards for Grade Level
5.2.1. Describe the entrepreneurial characteristics of early explorers (e.g.,
Christopher Columbus, Francisco Vasquez de Coronado) and the
technological developments that made sea exploration by latitude and
longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships,
chronometers, gunpowder).
ELA Content Standards for Grade Level
CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating
the ability to locate an answer to a question quickly or to solve a problem
efficiently.
CCSS.ELA-LITERACY.W.5.8
Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources

ELD Standards that apply

CCSS.ELD-Collaborative. Exchanging information/ideas.1
Contribute to class, group, and partner discussions, including sustained
dialogue, by following turn-taking rules, asking relevant questions,
affirming others, adding relevant information, building on responses, and
providing useful feedback.
CCSS.ELD-Interpretive. Listening actively.5
Demonstrate active listening of read-alouds and oral presentations by
asking and answering detailed questions, with minimal prompting and
light support.

Central Focus Statement:

Students will discuss and describe the entrepreneurial characteristics of early explorers and the technological developments that made sea
exploration by latitude and longitude possible.

Materials Key Academic Vocabulary Research Based Learning Strategies

PBS Videos Navigation: the science of planning and controlling the
https://ca.pbslearningmedia.org/collection/wolrd- direction of a ship  Journals
explorer-vid/#.WW6ndZekonI Circumnavigate: to sail completely around something  Think Pair Share
Pencils Settlement: a small community of people living in a  Clusters
Paper new place  Small Groups
SS Journals Expedition: a journey to achieve a goal
Computers Conquistador: the Spanish word for conqueror
Headphones Explorers: people who set on a journey to achieve a
goal

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Pre-Assessment: How will you determine prior
knowledge?
I will assess student’s prior knowledge by having them
write a reflection of what they have learned, in prior
lessons, about the key characteristics of explorers.
They will answer the journal question in their SS
journals and after 7-10 minutes of writing they will
share with the class what they have written.
Motivation Strategy/Positive Mindset: How will you
catch attention of students and focus their minds on
the learning goals?
I will engage students by referring to what they have
previously learned regarding explorer and trigger a
sense of curiosity as they look at explorers more in
depth, in this lesson.
Real World Connection: How are learning goals
relevant to students’ lives?
This lesson id relevant to students’ lives because it
allows them to see the impact of the discoveries of the
early explorers on life today. They will be able to find
information, such as, where America and the Pacific
Ocean get their name.

Central Focus of lesson: A statement that summarizes
the overarching learning outcomes beyond facts &
skills
Students will learn about the early explorers and how
their explorations have impacted the world they live in
today.
Academic Language Development: Describe
Students will practice their academic language orally
while participating in classroom discussions and in
writing while reflecting on their learning from the
lesson.

All strategies will be research based and from one of the texts. Please
provide reference for each.
Teacher: Presentation/ Learning Activities (Strategy Steps)
(includes language and content objectives, comprehensible input,
strategies , interaction, feedback. Use bullet points in each of the three
areas below.
1. SS Journal Writing: Teacher will have written on the board the
journal question before students come in from lunch. She will
allow them to get settled in and once everyone is seated she will
start the timer.
Question: Use your SS Notes to answer the following question.
Given all the information you have obtained in prior lessons,
What are characteristic of early explorers? Explain why these are
common traits of explorers and how it benefits that they have
these explorers?
2. Think Pair Share: After the timer goes off, the teacher will talk to
the class as a whole. During this time she will instruct the
students to talk to their elbow buddies to compare and contrast
characteristics they thought were crucial. She will them remind
them that if they don’t have some information that their buddy
has, they can add it to their writing. She will walk around and
monitor that they are all participating in discussion.
Teacher will signal to obtain the classes attention. She will then
allow students to raise their hand and share characteristics and
contributions of early explorers. Teacher will write this
information on the board for others to students to copy.
3. Clusters: Teacher will explain to students that today we will be
looking more in depth at specific explorers and by doing so we
will be learning contributions of specific explorers to the
technological development. She will dismiss students to get into
their small group (groups of 4-5 students) and when there are
ready she will dismiss each group to get their computers.
When teacher is ready, she will assign each small group an
explorer. She will instruct them to watch the video that
correlates with their assigned explorer. She will instruct them to
take notes on the characteristics and their contribution. She will
explain that once they are all done watching the video, they will
engage in discussion of characteristics and contributions of their
explorers. They are to summarize their discovery and create an
oral presentation they can share out to their peers that have not
watched the video.
After 20 minutes, teacher will check with class to see how much
more time needs to be allotted. Teacher will give them a set
time to finish and after that allotted time she will bring the class
back together. During this time, teacher may go around and
Students: Practice and Application
Note meaningful activities, interaction, strategies, practice and application,
feedback in each of the three areas below.
1. SS Journal Writing: Students will come in quietly and will take
out their SS Journals. Once they have read the question they will
take out a pencil and begin writing independently. Once they are
done, they may put their head down to signal that they are
ready to move on.
2. Think Pair Share: Students will actively listen to the teacher,
when she is giving directions. When instructed, they will turn to
their elbow buddies and share the information they have written
in their journal. If they do not have the information that their
buddy shares with them, they can add it to their journal. When
they are done they will wait for the teachers signal.
Students will raise their hand and contribute to the classroom
discussion of explorer characteristics. If student does not have
the information shared by other peers, they may copy it down.
3. Clusters: Students will actively listen to directions. When
prompted to do so, they will gather in their small groups. When
in their small group, they will wait for teacher to prompt them to
get their computer. When they get their computer they will log
in to Google Classroom and will wait for the teacher to assign
them an explorer.
Students will open the link on Google classroom and select the
explorer that the teacher assigned to them. They will take notes
on the characteristics and contribution of the explorer to discuss
with their small group later.
After they are all done watching the video, they will discuss the
characteristics and contributions of their explorer. Once they are
done they will watch the video once more to ensure they have
all the information needed to summarize. As a group they will
collectively construct an oral summary of their explorer to share
to the class.
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 monitor that everyone is engaged. However, her focus should be
on the group that needs the most support, so that she helps
them complete this activity.

Academic Language Development: (How will this happen in the following Academic Language Development: (What will students do to develop
three areas?) academic language?)

 Collaborative (engagement with others)  Collaborative (engagement with others)

1. SS Journal
2. Think Pair Share
3. Clusters/Small Groups
 Interpretative (comprehension and analysis of written and spoken
texts)
1. Analyze previous notes and information obtained
2. Notes on pair share and engaging in discussion
3. Notes on videos and engaging in discussion
 Productive (creation of oral presentations and written texts)
1. Composed reflection for journal entry
2. Engaged in discussion with peers
3. Created oral presentation for whole class on explorer assigned
by teacher
1. SS Journal: Students are able to write out their ideas to later
share with the other students around them.
2. Think Pair Share: Students share their ideas with students
around them and they are able to engage in meaningful discussion
with other peers.
3. Clusters/Small Groups: Students share information obtained
from videos with their peers. They engage on meaningful discussion
and compose an oral presentation with their peers. They collaborate
with the whole class by summarizing the information learned from
the explorer and communicating it to the class.
 Interpretative (comprehension and analysis of written and spoken
texts)
1. Students analyze previous notes and information obtained
2. Students took notes on pair share and engaged in discussion
3. Students took notes on videos and engaged in discussion
 Productive (creation of oral presentations and written texts)
1. Students composed reflection for journal entry
2. Students engaged in discussion with peers
3. Students created oral presentation for whole class on explorer
assigned by teacher

Review and Assessment: What specific assessment tools are being used?
Whole-Group Assessment (Informal):
Teacher will observe presentations being held in class and which students
participate in during group presentations.
Individual Assessment (Formal):
Students will produce a paragraph (4-5 sentences) identifying what they
learned during the presentations, what strategies helped them, and how
their learning was extended from what they learned in prior lessons.
Student Reflection: How will you provide for student reflection on
learning?
Students will produce a paragraph (4-5 sentences) identifying what they
learned during the presentations, what strategies helped them, and how
their learning was extended from what they learned in prior lessons.
This will allow them to have an ongoing record of what they are learning
throughout the lessons. They will be able to use this for upcoming lessons
in the unit.

Teacher Reflection
Impact: (Analysis of Student Achievement from this lesson)

How many students met performance criteria for objectives? How many did not meet the performance criteria for objectives?

All students met the performance criteria for the objective. The lesson was fairly straight forward and students were on task and collaborating with their
peers.

Next Steps: How will you change the lesson to increase student achievement?

1. What did your analysis tell you about how your students learn?

My analysis tells me that students in my classroom are social at 5th grade. Rather than oppressing their naturally need to talk, I have
encouraged them to talk and interact with their peers. Students are able to stay engaged because they are talking to their peers and
being social.

2. What did your analysis tell you about the success of the strategies you used?

My strategies used for this lesson help refocus students that were distracted but it also helped engage other students that are
sometimes struggling to feel useful during group discussions. Students particularly responded well to small group guided discussion
questions.

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 3. How useful were the assessments in terms of student learning?

Assessments were useful, because I was able to have a set standard for all my students during their oral presentations. I was able to
determine who understood the lesson and who need more explicit direction, in regard to our learning objective for this lesson. I
believe it also helped the student understand, what was expected of them. Clear expectations allowed students to understand better
what is was they were learning and what was expected of them to present on.

4. What resources and/or personnel might assist you in improving student achievement?

Computers made a big difference in this lesson, because students could obtain the information available on their explorer on their
own computer. If I would have only had my computer or if I had to present on the explorers, it would have taken me a few class
sessions to complete this task. In order to improve student achievement, I would like to make an extension to this lesson. Each
student would pick an explorer, after hearing the presentations, and they would do more research on that explorer. Later, they would
dress up and come to school as their explorer and we would have a living museum exhibit.

5. How will you differentiate instruction so that all students achieve?

Differentiation in this lesson was minimal. Students that have a difficult time engaging in oral collaboration with their peers were
given a prompt of discussion questions as well as sentence stems to allows them to have something to go off of. I also was walking
around and monitoring, to make sure that students that needed the extra support were given the extra support, although this was a
low stress activity.

6. How will you differentiate instruction for students who easily achieved the performance criteria and need to move forward?

Students that easily achieve the performance criteria will be expected to research the explorer more in depth and their individual
assessment at the end. During their writing portion, they will be expected to make more complex sentences and paragraphs that are
more structurally rich. Students that excel, are expected to do more work, rather, more complex for their grade level.

Description of strategy How strategy is helpful Rationale for selecting &

links to student/standards

50 Literacy Strategies
1. Clusters p.21
2.Rubrics p.119
50 Social Studies
Strategies
1. Learning Centers
p.136
2. Maps and Globes
Using Google Earth
Technology
Resources
Web-like diagrams on a sheet of
paper that demonstrates main
idea and clarification
Guides for assessing the
students’ mastery on
assignments.
2 or more areas in which
students can gather to perform
different activities
Technology Resource to make
information more relevant to
visual and tactile learners.
Projector and computers
This strategy is helpful to
allow students to have a
visual representation of the
main characteristics of
explorers
This strategy is helpful in the
5th grade because it
delineates what is expected
out of the student. Students
can use it as a guide to
complete the assignment.
It is helpful to differentiate
work between groups of
students
It will allow students to
understand better the work
or explorers and to
understand that people
mapped out the resources
they are using
Allows students to look at
information more in depth
This is exactly what I am
using as a double bubble
map to allow students to see
the similarities and
differences between past
and present.
Students will use it to guide
them on what is considered
at grade level work and what
is not. Students will be able
to ask clarifying questions to
teacher.
This will allow me to go back
and reteach, if needed or to
differentiate work for my
different academic levels
Students will better
understand the result of
exploration by having a
applicable result of explorers
and their exploration
They are able to find
answers their text and I can’t
provide.