Level II - Teacher Ed Lesson Plan

Teacher (Candidate): Mr. Newman Grade-Level: 7th Lesson Date:

9/27/2023 + 9/28/2023

Title of Lesson: Great Plains: Geography Cooperating Teacher: [REDACTED]

and Technology

Core Components
Subject, Content Area, or Topic

US History II: 1865 to Present, Great Plains: Geography and Technology

Student Population

A1: 30 students, 15 males, 15 females, 2 IEPs/504s, 0 ELL, 7 Gifted

A2: 28 students, 17 males, 11 females, 5 IEPs/504s, 0 ELL, 9 Gifted

B1: 29 students, 15 females, 14 males, 3 IEPs/504s, 0 ELL, 0 Gifted

B2: 32 students, 19 females, 13 males, 3 IEPs/504s, 0 ELL, 15 Gifted

Class Duration

1 hour, 45 minutes

Learning Objectives

TSW be able to explain that because of new technology and inventions, people saw the Great Plains
not as a “treeless wasteland,” but as a vast area to be settled.

Virginia Standard(s) of Learning (SOL)

USII.2 The student will use maps, globes, photographs, pictures, or tables for
a) explaining how physical features and climate influenced the movement of people westward.
(VDOE United States History: 1865 to the Present SOL USII.2a, 2015)

Materials/Resources

Chromebooks
Great Plains: Geography and Technology presentation
Great Plains: Map Activity
Great Plains: Technology Compare and Contrast Activity
High Yield Instructional Strategies Used (Marzano, 2001)
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 Check if Used Strategy Return
x Identifying Similarities & Differences 45%
x Summarizing & Note Taking 34%
x Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
x Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
x Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?

Check if Used Strategy Return

x Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
x Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
x Lecture 05%
Safety Considerations

Students should follow general rules and expectations in order to maintain a safe environment.

Time
Process Components
(min.)
10 *Anticipatory Set
TSW complete the “Question of the Day” bellringer assignment. The question is “What is
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 technology? How has it changed your life? What would you do without it?” The question
is loaded into Canvas and students are expected to type a response to the question.
Students have 7 minutes to type a required three to five sentence response. TTW spend 3
minutes going over the responses with the students and relating the question to the content
that will be taught today. Students will be asked to volunteer to share their response, but
TTW call on students if no one wants to share.
1 *State the Objectives (grade-level terms)
● I can explain that because of new technology and inventions, people saw the Great
Plains not as a “treeless wasteland,” but as a vast area to be settled.
10 *Instructional Input, Modeling, or Procedures
TTW go through PART 1 of the Great Plains: Geography and Technology presentation.
TTW STOP at SLIDE 7. TSW fill out the “Geography” section of the Great Plains:
Geography and Technology closed notes and fill in the blanks. TTW periodically check for
understanding and answer any questions that the students may have during instruction.
1 *Check for Understanding
Following instruction and note-taking, TTW check for understanding. Either the teacher
will ask questions or simply walk around and make sure that the students are not confused
with what was just taught.
20 *Guided Practice
TSW complete the Great Plains: Map Activity individually. This assignment can be found
and completed on Canvas. TTW go over directions for the assignment and model what
they are supposed to do. Upon completion, students are to sit at their desk quietly and work
on missing assignments or work from other classes. Once all students are done with this
assignment, TTW go over it with them before students submit a copy of the activity on
Canvas.
25 *Instructional Input, Modeling, or Procedures
TTW go through PART 2 of the Great Plains: Geography and Technology presentation.
TSW fill out the “Technology” section of the Great Plains: Geography and Technology
closed notes and fill in the blanks. TTW periodically check for understanding and answer
any questions that the students may have during instruction.
1 *Check for Understanding
Following instruction and note-taking, TTW check for understanding. Either the teacher
will ask questions or simply walk around and make sure that the students are not confused
with what was just taught.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
30 *Independent Practice
TSW complete the Great Plains: Technology Compare and Contrast Activity in groups of
two. One group of three may be necessary. Students may NOT move or switch partners
unless directed to do so by the teacher. The first part of this assignment will be completed
using the printed, cutout pictures. The second part of this assignment will be completed on
Canvas, and all students are required to submit individual submissions (this part will not be
completed in groups). For the first part of this assignment, students will match Great Plains
technologies of the 1800s with the modern versions of those technologies that are used
today. To help the students, TTW display the slide that shows what each of the 1800 and
modern era technologies are. TTW go around the classroom and assist the students with
this assignment. For the second part of this assignment, TSW access the Great Plains:
Technology Compare and Contrast activity. In the boxes on the document, TSW describe
the connections and change between the Great Plains technologies of the 1800s with more
modern technologies that we have today. Upon completion, students will submit a copy of
the activity on Canvas. Once done, students are to sit at their desk quietly and work on
missing assignments or work from other classes.
5 Assessment
Once the students are done with the previous activity (Homestead activity), TSW answer
the “Essential Question” that is loaded into Canvas. The question is “What are the physical
features of the Great Plains? What technology was invented in response to this new
geography and climate?” TTW grade these for accuracy after class.
2 *Closure
TTW review what was taught during class today, make sure everyone's table of contents is
updated, and answer any lingering questions from students.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-
cultural).

While all of these students are learning the same content, I am required to accommodate based off
of their IEP or 504. I will be following these accommodations as required, but I will also be
differentiating content as I find necessary and helpful. Based off some of these accommodations, I
have included audio visual learning, discussion, lecture, reading, note taking,

Below I have listed the required accommodations for all four classes:

A1:
[REDACTED]: small group testing, preferential seating, prompt to task, visual aids, word
processing, planner check, copy of notes
[REDACTED]: small group testing, prompt to task, copy of notes, directions repeated, notice for
drills, noise canceling headphones, graphic organizer

A2:
[REDACTED]: read aloud (general), read aloud (test), small group testing, directions repeated
[REDACTED]: read aloud (test), small group testing, directions repeated, prompt to task
[REDACTED]: preferential seating, prompt to task
[REDACTED]: preferential seating, directions repeated, prompt to task, checklist
[REDACTED]: unlimited access to clinic, restroom, and water

B1:
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
[REDACTED]: read aloud (general), read aloud (test), small group testing
[REDACTED]: preferential seating
[REDACTED]: prompt to task, advanced notice

B2:
[REDACTED]: read aloud, directions repeated, prompt to task, more time, graphic organizer
[REDACTED]: directions repeated, visual checklist
[REDACTED]: breaks (10 minutes)

Classroom Management Strategies (To ensure a positive learning environment).

Students are expected to complete assignments in a timely manner. During the instructional period,
students are expected to remain silent and respect other students' learning time. Students should
follow all school rules and the rules that our class came up with.

Responsible: Bring all materials to class, including a charged Chromebook. Stay seated.

Safe: Keep all body parts to yourself. Push in your chair.

Respectful: Raise your hand before speaking.

Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why?

The way that I structured the lesson worked extremely well with what was being taught. I

was excited to split the lesson up into two parts and see how the students were able to handle two

mini-lessons. One of the skills that the VDOE requires teachers of this course to teach students is

cause and effect. My CT helped me realize that the content of this lesson would work well if I

taught it from a cause and effect standpoint. With that being said, I wanted to start with the

geography of the west. In the previous lesson, we talked about the reasons for westward movement,

but the students had no prior knowledge of the Great Plains geography. However, most of them

could guess that it was different from the geography of the east. With that, the students were able to

put together that with new geography came a need for new technology and agricultural

advancements.

In my teaching philosophy, I made it clear that I not only wanted to be the “cool teacher,”

but I also just wanted to be the “effective teacher.” Over the past few weeks of my student teaching,

I’ve made it a point to make meaningful connections with my students. I’ve spent time getting to

know them and taking mental notes of their behavior and willingness to learn. As I’ve started

planning lessons for my students, this now gave me an opportunity to get my students engaged and

excited about what they are learning about. Not only were my students engaged because of my

introduction of the mini-lessons, but I seemed to find appropriate activities that kept them engaged

throughout the classes. While my main focus was on the idea of cause and effect (Because of new

geography, there was a need for new technology and agricultural advancements), I also saw an

opportunity to relate some of those technological and agricultural advancements to the students'

prior knowledge and present day experiences.

In terms of how my faith influenced instruction, I found myself relating to Proverbs 11:25,

“A generous person will prosper; whoever refreshes others will be refreshed.” In my opinion, I feel
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
as if teaching is a very generous profession. There is a lot of giving on the teacher's side of things,

and sometimes that giving is not met with a lot of reward. However, seeing the students learning

and growing is always going to be rewarding for me. I think that those things are going to help me

prosper as a teacher, and whenever I am struggling to see my purpose in this profession, I think

student learning and growth will always keep me refreshed.

In conclusion, when it came to differentiating this lesson, I found it particularly easy to do

so. I was able to challenge my students individually during their independent practice, and I was

also able to challenge them in groups by pairing them with other students that would help them

think in diverse ways. Another way that I would say that I differentiated this lesson was by

introducing the concept of the mini-lessons. My students are always used to doing the bellringer,

taking notes, doing a guided practice, doing an independent practice, and then a closure. While we

still did all of those things throughout the class, I was able to switch things up a little bit which

seemingly kept my students engaged, but it also helped me make a smooth transition from

geography to technology.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021