Lesson Plan

Teacher Candidate’s Name: Patrick Del Vecchio

Tentative Date: 6/19/2019
Lesson Title: Andrew Jackson Virtual Field Trip
Context:
 Grade Level/Subject: 8th Grade United States History
 Disability Categories represented: Autism, Specific Learning Disability, Other Health Impairment
 Type of classroom (continuum of placements): Inclusion
 Describe UDL integration (into anticipatory, procedure, guided practice, and assessment)
 Collaborative methods used to enhance the lesson (e.g., families, community resources, school resources): During the
thematic unit the students will create a survey on what qualities or characteristics make a “good” president. The students
will be required to survey at least five adults over the age of eighteen.

Central Focus: The students will analyze Andrew Jackson’s presidency and the impact he had on the United States.

Essential Questions: What humanistic characteristics make for a “good” president?

NJCCCS Standards:

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable
students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local,
national, and global communities.

6.1.8.A.4.a: Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and
agreements.

6.1.8.B.4.a: Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of
the United States.

6.1.8.B.4.b: Map territorial expansion and settlement, as well as the locations of conflicts with and resettlement of Native
Americans.

6.1.8.C.4.a: Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each
of these economic tools met the economic challenges facing the new nation.

Learning Goals: Students will be able to identity what the Spoils System was and how it changed politics in the United States.

Academic Language:
Examine the learning goals to complete the chart below. Plan supports for at least 2 identified demands.

Identified Language Demands Planned Language Supports

Vocabulary (put identified words here in parenthesis) Democracy, Democratic, Tariffs, Collusion, Destiny,
Language Function Analyze, Cause and effect, Compare and Contrast
Syntax Virtual Field Trip
Discourse Reading descriptions, articles, passages, and websites

Procedure:
Examine the learning goals, essential questions, and NJCCCS Standards to complete the chart below.
Anticipatory Set The teacher will begin by telling the class that they will be embarking on a virtual field Assessment
5 minutes trip. The virtual field trip will focus on Andrew Jackson and his controversial presidency. The teacher will
The teacher will begin the lesson with an oral review of the content that has been use formative
covered in the past seven days. The review will take place as a whole group. Ask the assessments
students their thoughts on Andrew Jackson and the decisions that he made. Ask the while circulating
students about the Indian Removal Act and how they felt about kicking the Native the room and
Americans off their homeland. The discussion will encourage active participation and monitoring the
active listening. student’s
participation and
level of focus.
The nine
questions will be
used as a
summative
assessment for
this portion of
the virtual field
trip.
Guided Practice Introduce the virtual website by providing the students with the URL and have the home
8 min page projected on the promethean board. The students will be completing the webquest
on their first day of the virtual field trip so make sure that other websites are open on
separate tabs, ready to be displayed to the students. Providing the students with visuals
helps minimize the loss of time. Review the homepage of the virtual field with the
students. Read the first text box aloud as a whole group. After, instruct the students to
read through the different sections on the homepage and then engage in the webquest.
Independent The webquest has a total of nine questions but the student are required to utilize
Practice specifically chosen websites by the teacher in order to find the answers. The students
30 minutes should not use any outside sources other than the links that are provided. The webquest
will be completed independently and will explore topics such as Jackson’s childhood, the
election of 1824, and the spoils system. Before or after the students have completed all
nine questions they can watch the video that is provided for them under the questions.
The video is meant to help the students formulate a better opinion on Jackson and his
time as president.
Closure With about five minutes left in the class, the teacher will stop the students and discuss
5 minutes the nickname “Old Hickory”. The teacher will explain how Jackson’s stubbornness was a
blessing and curse for him throughout his life. Tell the students they will be continuing
the virtual field trip for the next two days.
Accommodations:
Include adaptive and assistive tech/software/web-supported learning with specific skill areas.
Identified Support for …… Specific Characteristic(s) Planned Accommodation(s)
(ELL, advanced student, struggling student, (Strength/Need) These are the changes to “how” the student
student with IEP or 504). learns the content. The student achieves
Put one student per box below. the learning goal of the lesson.
Student 1 Checks for Understanding The teacher has broken down the
questions into three sections. The student
will raise their hand after each section of
questions is completed. The teacher will
ask the students questions to check for his
or her understanding of the material.
Student 2 Repeated Directions The teacher will automatically repeat the
directions two or three times regardless if
the student asks. It will become a norm for
the teacher in the classroom.
Student 3 Preferential Seating The teacher will make sure that student is
seated near the teacher or in close
proximity where the teacher is easily
accessible. This not only reduces anxiety
for the student, but it does not cause any
distractions for the other students.

Modifications for Students with Disabilities:

None may be needed so just state that in the “planned modifications” section.
Identified Support for …… Specific Characteristic(s) Planned Modification(s)
(see list above and include ONLY those (Strength/Need) These are changes to “what” the student learns. The
with disabilities) learning goal is changed to meet the learner’s strengths
Put one student per box below. or needs.
Autism Stimulating Behavior Self-monitoring chart. Timer will ring every three
minutes. If behaviors are controlled, student will receive
a sticker.
Specific Learning Disability Reading Fluency Close Reading strategies: highlighting informational text
and vocabulary.
Other Health Impairment Organization skills Breaking down independent activity into smaller steps.

Materials / Use of Instructional Technology:

 Teacher Materials
- Promethean Board
- Computer
 - Hyperlinks
- Social Studies Textbook
- Instructions for Webquest
- Rubric for grading
 Student Materials (Include Adapted Materials for Differentiated Instruction)
- Chromebook
- Lined Paper
- Writing Utensil
 Technology
- Promethean Board
- Computer
- Chromebook
 Reference List (of sources cited under the “Procedures” section).
Hall, E., T., Meyer, A., & Rose H., D. (2012). Universal design for learning in the classroom: Practical applications. The Guilford Press,
50-88.
Roblyer D. M. (2016). Integrating educational technology into teaching. Pearson Education, 7, 170-231.

Homework / Assignment for Next Class:

Students will continue on their virtual field trip.