Lesson Three: Day One Daily Topic: The Louisiana Purchase History Objectives: Read through the sections

s in the chapter, Assign homework as assessment questions at end of each chapter Procedures: Have students read the sections in the chapter (popcorn reading or silent reading) Materials Required: Textbook Students with special needs: access to alternate reading materials/translators, ability to go to another room/extended time (next class period), and gifted students assigned critical thinking questions. Rubric:

Independent Reading - Elementary : Reading Participation

Teacher Name: Ms. Shoenberger

Student Name: ________________________________________ CATEGORY Stays on task 4 Student reads the entire period. This may be independent reading or done Student reads quietly and stays in one place in the reading area. 3 Student reads almost all (80% or more) of the period. 2 1 Student reads some Student wastes a lot (50% or more) of of reading time. the time.

Respects others

Student reads quietly. S/he moves around once or twice but does not distract others. Tries to understand Stops reading when Stops reading when it doesn\'t make it doesn\'t make sense and reads sense and tries to parts again. Looks use strategies to get up words s/he through the tricky Date Created: Apr 29, 2014 03:16 pm (CDT)

Student makes 1-2 comments or noises when reading, but stays in one place in reading area. Stops reading when it doesn\'t makes sense and asks for assistance.

Student reads loudly, makes repeated comments or noises OR fidgets and moves about Gives up entirely OR plows on without trying to understand the story.

Lesson Three: Day Two Daily Topic: The Louisiana Purchase History Objectives: Collect assessment homework/ answer questions 5 minutes, have groups discuss and record 8 major events in the Louisiana Purchase for 15-20 minutes, Demonstrate interactive timeline for 15 minutes. Allow 20 minutes computer work time. Procedures: 1. Collect homework and have students ask questions about confusing topics. 2. Break class into groups (number of students should depend on class size and teacher preference). 3. Assign groups to think of 8 major events in the Louisiana Purchase. Events should summarize the entire chapter, and should be catalyst events. 4. Allow groups to talk and record notes for 15-20 minutes 5. Move into demonstrating interactive Prezi. http://prezi.com/x6spqjzmc_a/louisiana-purchase-interactive-timeline/ 6. Analysis questions at the end of the Prezi are optional, but act as a good assessment and refresher. 7. Assign each group to create their own Prezi, using the 8 events they came up with in the beginning of class. Events should be summarized on the Prezi and explained further during the 6-8 minute presentation to the class. 8. Allow 20 minutes of class time for students to work on their projects. Anything not finished is homework.

Materials: Classroom computer for demonstration, mobile computer lab for groups to use, Prezi accounts, internet access Students with Special Needs: assigned to groups with on-level students who are willing to aid them, translations provided if necessary, gifted students assigned together and required to have greater creativity and critical thinking skills demonstrated by events chosen in presentation. Rubric: Day Two Group Work Rubric Lesson Three: Day Three Daily Topic: The Louisiana Purchase History Objectives: Each group presents for 6-8 minutes, Students are able to answer questions asked by peers and teacher effectively and concisely

Procedures: 1. Students receive homework back. 2. Each group has 6-8 minutes to present, and answer any questions students or teacher have. 3. Students rate each others projects while groups present. 4. For the rest of the period appropriate level critical thinking questions are posed to the class. 5. Students discuss the questions in their groups. 6. Students and teacher then discuss answers groups have come up with. Materials: Classroom computer used for presenting, Prezi, Internet Students with Special Needs: Presentation not required, translations available, gifted students required more in depth analysis and presentation expected to be 810 minutes Rubric:
Timeline : Interactive Timeline

Teacher Name: Ms. Shoenberger

Student Name: CATEGORY Preparation

________________________________________ 4 The student had notes about all the events and dates s/he wished to include on the The timeline has a creative title that accurately describes the material and is easy to locate. An accurate, complete date has been included for each event. Facts were accurate for all events reported on the timeline. Classroom time was used to work on the project. Conversations were not disruptive and Spelling and capitalization were checked by another student and are correct throughout. The timeline contained at least 810 events related to the topic being studied. The student knows how to use the software and can accurately and clearly answer 3 The student had notes about almost all the events and dates s/he wished to include on the The timeline has an effective title that accurately describes the material and is easy to locate. An accurate, complete date has been included for almost every event. Facts were accurate for almost all events reported on the timeline. Classroom time was used to work on the project the majority of the time. Conversations were Spelling and capitalization were checked by another student and were mostly correct . The timeline contained at least 67 events related to the topic being studied. The student knows how to use the software and can accurately and clearly answer 2 The student had notes about most (~75%) of the events and dates s/he wished to The timeline has a title that is easy to locate. 1 The student had not prepared adequate notes before beginning to design the timeline. The title is missing or difficult to locate.

Title

Dates

An accurate date has been included for almost every event. Facts were accurate for most (~75%) of the events reported on the timeline. Classroom time was used to work on the project the majority of the time, but conversations often Spelling and capitalization were mostly correct, but were not checked by another student. The timeline contained at least 5 events related to the topic being studied. The student knows how to use some parts of the software and can accurately and

Dates are inaccurate and/or missing for several events.

Content/Facts

Facts were often inaccurate for events reported on the timeline. Student did not use classroom time to work on the project and/or was highly disruptive. There were many spelling and capitalization errors. The timeline contained fewer than 5 events.

Time Use

Spelling and Capitalization

Resources

Software Learning

The student does not appear to know how to use the software without assistance.

Date Created: Apr 29, 2014 03:19 pm (CDT)