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ED 345 Calvin College Lesson Planning Form

Teacher: Annelise VanDyken Date: 4/28/17 Subject/ Topic/ Theme: Midwest - Social Studies

I. Objectives
What is the main focus of this lesson?
Students will be exploring current events in the Midwest by reading a selection of news articles.
How does this lesson tie in to a unit plan? (If applicable.)
This is the sixth lesson in a unit plan on the Midwest.
What are your objectives for this lesson? (As many as needed.) I ndicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

Students will be able to:

Summarize an article about a Midwestern current event
Present on the main ideas of the article to the other classmates
Work with a small group to read through an article and answer comprehension questions
4 G1.0.1 Identify questions geographers ask in examining the United States (e.g.,Where it is?
What is it like there? How is it connected to other places?).

Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

II. Before you start

Students have studied the Great Lakes, looked at the physical features and landforms of the
Prerequisite knowledge and skills.
Midwest, and have studied the Midwest state names, capitals, and abbreviations.

Assessment Formative: Teacher observation and questioning as students work on their Newslea projects.
(formative and summative) Summative: Students give a mini-presentation on the articles they presented on.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
Teacher gives verbal instructions, writes Students work with a small group to Teaching introduces the article by having
current events on the board, students respond to their lesson. a discussion of what current events are.
read through their article. Teacher explains the different articles.
Options for Language/Symbols Options for Expression Options for Sustaining Effort & Persistence
Students read through articles that are Students write down their responses to Students are given set expectations about
leveled to their reading level. the articles in their groups. Students what they need to accomplish in a lesson.
discuss their responses as a team.
Options for Comprehension Options for Executive Function Options for Self Regulation
Students work with a group and read Students can explain their reasoning Students are given set expectations about
through an article. They write responses to behind their answers. Students choose what they need to accomplish in a lesson.
comprehension questions afterwards. who gets to read when in their group, Students held accountable by partners
determining the leader routinely.
Newslea articles
Materials-what materials (books,
Comprehension/summary question worksheets corresponding with the article
handouts, etc) do you need for this
lesson and do you have them?

Students will start in their desks, and as they read their articles, they may work in small
Do you need to set up your groups around the room.
classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
5-7 Motivation 1) Teacher begins by asking the students about current events. What do you know about
min (Opening/ current events? Why are they important?
Introduction/ 2) Teacher makes a list of students responses on the board. Teacher then clarifies that current
Engagement) events are important things that happen in the present time that we ought to know about.
3) Teacher explains that the students will be reading about current events that are happening in
different regions of the Midwest. This is important because it lets students know what things
are happening NOW that are worth reading about.
a) Students will read through articles in groups. Students can take turns reading
paragraphs. When finished, students will give a brief presentation of their article.
b) One students will share the name of the article and the state/area in which it takes
c) One student reads two summary sentences of the article.
d) One student reads answers to two of the questions. These questions help summarize
the story.
e) One student reads answers to the next two questions.
4) For future -- possibility: Teacher reads through a sample article and gives a practice
presentation to show the students exactly what she will be looking for.

30-35 Development 1) Teacher divides students up into groups. These groups are divided by reading level. The
min students will be exploring a variety of different articles from Newslea, and the articles can be
adjusted by reading level and interests.
2) Teacher explains -- take turns reading through the article by paragraphs. When finished, you
can go back to the questions and attempt to answer them.
a) Think about how you will SUMMARIZE - look for main ideas that share general idea
about the article - dont pick a particular detail.
b) Teacher tells students that they will have to work together to decide who will share
the information. They may have to rephrase some of the questions in order to make
them easy to present.
c) Teacher shows the different articles and shares the groups that she assigned.
3) Article Topics:
a) Missouri: Mountain Lions are disappearing
b) Great Plains: Climate change is affecting people living there
c) Indiana: Amish are less likely to get asthma than others
d) Ohio: A new basketball program was started to help students learn
e) Minnesota: Spear fishing is a big activity that people from the older generation do, but
not many from the younger generation
4) Students read through the articles in different places around the classroom. Teacher goes from
group to group and asks them what they learned, things they found interesting, and other
5) Students fill out comprehension questions and put together a short presentation based on the
article they read through. Teacher helps facilitate this part of the process.
6) Teacher facilitates students presentations. Each group gets a short chance to share what they
presented on. Students convey main ideas and share interesting facts about each current event
they learned about.
10 1) Teacher allows an opportunity for students to ask each other questions after the presentations.
min Teacher asks students if theyd like to share any other interesting facts they havent shared
2) Students keep their handouts in their desks and return to their seats.

Groupings: (Names taken out for the sake of privacy)

1) Mountain Lions: (860L - 5th grade level for higher leveled readers)
2) Climate Change: (790L - high 4th grade level)
3) Amish: (830L - 5th grade)
4) Basketball (720 - 4th grade)
5) Spear fishing (710 - 4th grade)
6) Art student and homelessness (640L - 4th grade)

Your reflection on the lesson including ideas for improvement for next time: - Chicago (homelessness) - Great Plains (climate change) - Minnesota (spear fishing) - Missouri/Midwest (mountain lions) - Ohio (basketball program) - Indiana (Amish)