Lesson Plan:

3/2/21

Topic:
Western Expansion under the Articles of Confederation

Learning Objective:
Today students will learn about how land was divided in the New American West, and how the new
nation started to grapple with the issue of slavery. Students will also develop their technology skills by
creating a comic strip in pixton about creating their own territory/new state.

Content Standard Addressed:

8.4.1. Students analyze the aspirations and ideals of the people of the new nation.
Describe the country’s physical landscapes, political divisions, and territorial expansion during the terms
of the first four presidents

Common Core Standard Addressed:

Common Core State Standards | English Language Arts/Literacy | Grades 6-8 Writing in History/Social
Studies, Science and Technical Subjects | CCSS.ELA-Literacy.WHST.6-8.6
Use technology, including the Internet, to produce and publish writing and present the relationships
between information and ideas clearly and efficiently.

Lesson Progression:
Opening: Warm Up (5-10 minutes)

Body: Lecture and discussion questions (15-20 minutes)

Independent: Assessment Activity (15-20 minutes)

Closing: End of class notes

Lecture Slide Link:

https://docs.google.com/presentation/d/13asmy6UEehbVcS7tCc-NjYd0kLAFCeAjy_i6GdAJsHA/edit#sli
de=id.p

Assignment Link:
https://docs.google.com/document/d/1qDdoHautz_AEek1Gm-tLK2l3WIKAdapwnkcEVSqpQUI/edit

Fullerton Online Teacher Induction Program

Pre/Observation/Post Cycle Form (POP)
Revised 4.20.17
Directions for Preparation for POP Cycle
1. New Teacher (NT) and Mentor (ME) identify date for lesson observation and set dates/times for pre- and post-observation conferences.
2. Minimum three days before lesson delivery, NT prepares POP Cycle Form.
3. NT completes Section 1: New Teacher Information, lesson plan, and Section 2, Part A NT Reflection.
4. NT emails POP Cycle Form and Lesson Plan to ME.
Directions for Pre-Observation
5. Minimum 48 hours before lesson delivery, ME reviews Lesson Plan and Section 2, Part A: New Teacher Reflection; completes Section 2, Part B: ME Feedback.
6. ME shares feedback with NT during pre-observation conference. Lesson plan is adjusted as needed and finalized for delivery.
Directions for Observation and Preparation for Post-Observation Conference
7. During lesson delivery, ME completes Section 3A: ME Observation of Lesson Delivery, noting both Teacher Actions and Student Actions.
8. Prior to Post-Observation Conference, NT reflects on lesson outcomes and completes Part 3B: NT Reflection on Lesson Delivery.
Post Observation Conference Directions:
9. Within 48 hours, NT and ME share notes; discuss lesson observations and outcomes; complete Section 4. All parts should be transcribed into one document and submitted to course instructor. Information is used for
ILP.
Section 1: New Teacher Information
New Teacher Email Subject Area Grade Level
th
Grant Richman Grantrichman01@gmail.com Social Science 8 grade
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 6
 Mentor Email School/District Date
FULLERTON JOINT UNION
Tamara Rodriguez-Kam trodriguezkam@fjuhsd.org 3/2/21
HIGH SCHOOL DISTRICT
Content Standard Lesson Objectives Unit Topic Lesson Title
Today students will
learn about how land
8.4.1. Students analyze was divided in the New
the aspirations and American West, and
ideals of the people of how the new nation
the new nation. started to grapple with
Describe the country’s the issue of slavery.
Western Expansion Under the
physical landscapes, Students will also Forming a Government
Articles of Confederation
political divisions, and develop their
territorial expansion technology skills by
during the terms of the creating a comic strip
first four presidents in pixton about
creating their own
territory/new state.

CSTP Element(s) Focus for POP Cycle
1 - Emerging
NT pedagogical skills are newly formed and just
coming into prominence
CSTP Element
Using a variety of instructional
strategies, resources, and
1.4 technologies to meet students’
diverse learning needs
(In semesters 2, 3, 4, copy pertinent elements from ILP for POP Cycle focus.)
2 - Exploring 3 - Applying 4 - Integrating 5 – Innovating
Skills are developing as NT investigates Skills are applied as NT makes Skills are refined as NT combines elements Skills are polished as NT expands ability to
and examines pedagogical practices increased relevant and suitable use of into a cohesive and unified pedagogical add new methods and strategies into
pedagogical choices repertoire pedagogical repertoire
Initial Rating Rating Description (Identify both teacher and student rating for CSTP 1 and 2.)
In this lesson, I use an online platform that asks students to create
3 their own territory as a comic strip. This assesses students' content
knowledge and technology use standards.

3.5 Using and adapting resources,

technologies, and standards aligned
3.5 instructional materials, including
adopted materials, to make subject
matter accessible to all students
Focus Student 1: English Learner
Focus Students
● Summarize critical needs and how
you will address them during this
Students will receive a text to speech
lesson. accommodation for this lesson
Inquiry Focus/Special Emphasis
● What is your inquiry focus and/or special emphasis?
● How will you incorporate the inquiry focus and/or
special emphasis into the lesson?
● What specific feedback do you want from your ME?
I am still trying to challenge my students technologically and also in
terms of the content. It is difficult to assess content in a virtual setting
2
but using technology has helped my students find the material more
accessible.
Section 2: Pre-Observation Conference
Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Students will receive extra time on
the assessment portion, and all Focus student is a high performer.
other accommodations according No accommodations necessary.
to their PLP.
Part A: NT Reflection Part B: ME Feedback
Use questions to guide reflection on the lesson plan. Provide feedback on lesson plan reflection.
In order to assess the student's understanding
of the content, the NT did ask for verbal or
chatted feedback throughout the course of the
Zoom period. As a form of assessment and
I would like to assess my ability to test content
synthesis, the NT assigned a Pixton and using
knowledge and technology standards at the same
the information from the lesson, students were
time. My goal is to make the content more
asked to create their own territories reflecting
accessible for all students through technology
content from the mini-lecture. The entirety of
during virtual learning.
the lesson was delivered via Zoom and the
students utilized the Pixton digital platform and
Google Classroom to complete and submit
their assignments.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 6

Inquiry Focus/Students
● What specific feedback regarding your focus students
do you want from your ME?
Specific Feedback
● What additional specific feedback do you want from
your ME regarding lesson implementation?
Instructional Planning
● How is the lesson structured (opening, body, and
closing)?
● What varied teaching strategies and differentiated
instruction will help students meet lesson goals?
● What progress monitoring strategies will be used? How
will results inform instruction?
Student Engagement/Learning
● How will you make the lesson relevant to all the
students?
● How will students show progress towards master of
lesson objectives?
Classroom Management
● How will you maintain a positive learning environment
with a welcoming climate of caring, respect, and
fairness?
● Identify specific classroom procedures and strategies
for preventing/redirecting challenging behaviors.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
I would like feedback on how accessible my
strategy to use technology to assess my students
is for my EL’s and students with IEP’s.
I would like my mentor to provide me with
feedback on the pacing of my lesson, student
engagement, and classroom management.
Opening: Warm Up (5-10 minutes)
Body: Lecture and discussion questions (15-20
minutes)
Independent: Assessment Activity (15-20
minutes)
Closing: End of class notes
I will make sure the lesson is relevant by ensuring
that the standards align with my grade level.
Students will make progress towards mastery of
standards by completing their “Build Your Own
Territory” in pixton activity.
I will maintain a positive classroom atmosphere
by addressing students by name and greeting
them at the start of our virtual class. I will also
attempt to make personal contact with each
student at least one time throughout class. I can
use goguardian to redirect student behavior and
time management.
Utilizing Pixton as a form of assessment is
highly effective for EL students and students on
IEPs. The visual format allows ELs to lower
their affective filters and reflect their
knowledge using visual markers in addition to
the written components. Additionally, students
with identified learning disabilities have been
assigned potential modifications that are
functional with the Pixton assignment. Further,
the NT is highly approachable regarding case by
case needs.
The NT showed excellent pacing in the course
of the class period. The early minutes of the
period were spent admitting students, during
which, each student was greeted by name and
a brief check in. He moved to a five minute
Warm Up and then a short debrief. After that,
the students got their notebooks for a brief
mini-lecture (14 minutes); frequent pauses
were built in for checks for understanding and
engagement. Students responded via chat or
verbally. The NT addressed each student by
name and acknowledged all efforts from
students. Cameras were on the entire lesson
and the students responded to verbal cues
from the NT. No discipline issues were evident
and students were focused on the material the
entire time. Multiple activities helped facilitate
engagement.
The NT had excellent pacing throughout the
course of the period. The opening was well
paced and gave the opportunity for
teacher/student interaction. The lecture and
discussion was paced at 14 minutes with
pauses every 2-3 minutes to check for
understanding while students added to their
notes There was a 6 minute video for review
and then the overview for the Pixton
assignment; additionally, students were asked
to read the directions to further assess
understanding. Verbal question and answer as
well as the Pixtone assignment and subsequent
writing assignments serve as progress
monitoring and will inform future planning.
The lesson content and activities are in line
with the grade level standards and curriculum.
The students will show their progress through
the completion and explanation of their Pixton
territories, and eventual writing assignments.
The NT utilizes several strategies in a virtual
setting to help create a positive classroom
environment. He has created a welcoming
environment; each day, each student is
welcomed as they connect to the Zoom. Each
student is greeted by name and is asked how
they are doing by the NT. Each student who
participates is acknowledged and thanked for
their effort. Students are treated respectfully.
Page 3 of 6

Closure
● How will you close your lesson?
● How will you assess student learning and prepare
them for the next lesson?
EXAMPLE
CSTP 1: Engaging All Students
● In what ways were students
engaged?
Specific Feedback
● What information can you
provide the NT regarding
requested special
feedback?
CSTP 1: Engaging All
Students
● In what ways were
students engaged? How
were students not
engaged?
● How did students
contribute to their
learning?
● How did teacher and/or
students monitor
learning?
● How were the focus
students engaged and
supported throughout the
lesson?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
They are politely asked to follow classroom
procedures and if they do not respond to the
initial contact, they are spoken with again, and
referred if needed. The NT uses GoGuardian in
order to further monitor student behavior.
I will close my lesson by reviewing the learning The students were given time at the latter part
objectives set for the day and ask students if they of the period to work on their Pixton territories
have any lingering questions about the and the NT was available for one on one help
assignment or learning objectives. I will also and questions. The Pixton was not due until
remind students that they will have the following the following day, so the students had more
day as well to complete the independent activity. time to reach out with any further questions.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
When teacher reviewed worksheet, she asked additional questions of Student groups answered worksheet questions that included all Students completed the worksheets and were able to ask
analysis and evaluation (“which problem-solving strategy do you levels of Bloom’s (“Identify 6 problem-solving strategies; pick two questions. Most groups needed revisions for their questions;
prefer? How could you create a math problem that could be solved strategies and identify at least one similarity and y and created comparison/contrast was the most common analysis question. I
with this strategy?”) two math problems to exchange tomorrow. need to give them a Bloom’s question stems handout next time.
Students were asked to complete a
written warm up reviewing the
Students completed the warm up
content from the previous day.
and were able to successfully answer
From there, students were asked to
The NT is teaching in a completely the question as a review. The lecture
take notes during a mini-lecture.
digital format. In order to better meet period was short and punctuated by
The NT paused every 2-3 minutes
the needs of EL and SPED students, thoughtful student questions. The
and students were asked questions.
the NT has utilized the Pixton platform pixton activity was successful in
Students then read the directions
to assess the student understanding appealing to a variety of learners
for the Pixton activity and were
of Forming a Government. and students were engaged.
given time to begin drafting their
Monitoring of independent time was
territories. Multiple media were
kept using a screen watching tool.
used to give students access to the
content.
Students were asked to respond
verbally and to chat answers. The NT
called on students by name, he
acknowledged their contribution, and
thanked them for their efforts
During the lecture, students
regardless. The NT monitored the
responded to NT questions in the
retention of the previous material Students were asked to maintain
chat, though several offered verbal
through the written warm up, then their understanding and mastery of
responses with NT encouragement.
through the chat and the verbal standard at several points.
Students were asked to repeat
interaction, and finally through the Knowledge checks were used to
correct responses so that the
submitted Pixton activity. Students assess learning for all students
remaining students, including ELs
were engaged throughout and the including those with ILP’s, IEP’s, and
and SPED students could hear the
teacher offered support through 504’s. Students were asked to
response and the students could
references to the numerous provide written and verbal
take further ownership in the class.
resources, their notes, and through responses to prompts from teacher
Students are given the chance to
access to the NT during the class and were assessed based on their
show their understanding through
period as well as during the support responses.
both written information and the
period. The focus students were given
Pixton territory creation.
the opportunity to work with the
visual format of Pixton and they
practiced their oral language by
contributing to the lecture and
discussion.
Page 4 of 6

CSTP 2: Effective Learning
Environment
● How did students and
teacher contribute to an
effective learning
environment?
CSTP 3: Organizing
Subject Matter
● What actions of the NT
contributed to student
assimilation of subject
matter?
● How did students
construct knowledge of
subject matter?
● What misconceptions did
students have and how
were they addressed by
the teacher?
CSTP 4: Learning
Experiences
● How were students
supported through
differentiated instruction?
● How did students
participate?
● How did the NT contribute
to student learning?
CSTP 5: Assessing Student
Learning
● How did students
demonstrate achievement
of lesson objectives?
● In what ways did students
struggle or demonstrate
limited understanding?
● What teacher actions
contributed to student
achievement?
To what degree did students
achieve lesson objectives?
To what degree did focus
students achieve lesson
objectives?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017.
The NT provided a quick paced lesson
with several activities planned.
Within those activities, several
learning modalities and learning
strategies were addressed. The NT
addressed students with respect and
validated their efforts in the class.
The NT provided several different
activities to address the variety of
learners in the classroom. The NT
provided opportunities to construct
knowledge through review activities,
guided lecture and discussion,
notetaking and then assessed through
a visual, digital learning platform.
Students occasionally needed
clarification on territories in the US.
When needed, the NT validated the
question and acknowledged that it
was a common question and
proceeded to go over the idea in
question.
Throughout the lesson, all students
were invited to respond verbally and
using the chat function, whichever
was the most comfortable for them.
The ELs were supported by allowing
them to communicate their
understanding in a visual medium.
The SPED students were supported
with time allowances where
applicable as well as with the
requirement for fewer frames in the
Pixton. The accelerated students
were expected to complete all
parameters of the project with regard
to writing and visual design.
The students demonstrated their
achievement of the objective through that the NT set for them. The NT’s
the completion of the Pixton. The
teacher evaluated the completed
Pixtons to inform the next lesson. The accommodations allowed him to
students struggled in effectively
communicating finer nuances of the
language. The NT facilitated success
by helping students one on one and
by helping them collect and reference understanding commensurate, and
their notes and resource materials.
Section 4: Post Observation Conference
The lesson objective was met and I believe that content and common core standards were well addressed while
making sure that students’ ILP’s were met.
Focus Student 1: English Learner
The students participated when
called upon. They also responded
frequently using the chat function
in Zoom. Students felt comfortable
asking follow up questions, shown
with the student asking a follow up
question on “Hawaii.”
The students were engaged in all
activities and did ask clarifying
questions at the end of the mini
lecture and discussion. Students
took notes during the lecture and
were asked to use those notes as
well as previous notes and materials
in order to complete the Pixton
Territory assignment. Because of
the level of respect the NT has
created, students feel comfortable
asking clarifying questions in the
Zoom and as they are working on
the assignment independently.
The students all completed the
assignments within the parameters
set for their levels. The EL students
were expected to create frames
with written components
accompanying the frames. The
SPED students completed fewer
than the required frames. The
accelerated students were expected
to complete the minimum number
of frames with more complex
writing within each frame.
The focus students met their
objectives based on the parameters
awareness of the EL language
deficits as well as the SPED students
make adjustments to the
assignments that allowed the
students to complete the
assignment successfully and reflect
in some ways, surpassing the
expectation.
Focus Student 2: Student w/ILP/504
Students participated when cold
called. Students were also asked to
participate in written form via that
zoom chat function. Students also
took in upon themselves to ask
thoughtful follow up questions
about the content and the lesson.
The subject matter built off previous
days’ material in an intuitive way.
Students were asked to recall
previous material and content to
prepare for new content and the
assessment of new standards.
Students were assessed on
standards and content with
knowledge checks, active and
passive participation, and a
formative assessment independent
activity.
All students were assigned the
pixton activity based on their
individualized learning plans in line
with their learning goals and
accommodations. Students without
special accommodations found that
the lesson was creative and
engaging. The final product of
assignments was above standard at
average.
Student learning was assessed using
a pixton activity that appealed to a
variety of learning styles and used
technology standards as a jumping
off point. Students with special ILP’s
or learning accommodations were
given a differentiated form of the
assessment that was successful.
Focus Student 3: Your Choice
Page 5 of 6
 My higher performing student
My EL student was successful and was My IEP student was able to meet
without an ILP found the
able to translate her material from standards with accommodation on
assignment engaging and
Spanish to English successfully. the assignment.
creative.
Next time, instead of framing the assignment the way I did, I would actually ask my students to engage in a little
What would you do differently
next time? creative writing. I would ask my students to assume the role of a family moving to the Northwest Territory and
use that frame to build their comic.
What were three top Lesson
Strengths? Creativity and technology integration.

1. Monitoring student understanding

What were three top areas for
improvement? 2. Ensuring technology is accessible for all students
3. Provide better feedback for future growth
Make changes to my lesson plan to capitalize on my new ideas and shore up lesson weaknesses, and the
What are next steps?
weaknesses in my delivery.
Other Comments/Notes

This was a great lesson and formative assessment and can be improved even further with some minor changes.

All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.

POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 6 of 6