Lesson Plan for Evaluation #1

Teachers Name: Donya Augustin

Grade Level: 4th Grade
School: Schroeder Elementary School
Lesson Plan Title: Michigan Grows and Changes
Classroom

Date: February 26, 2015

Subject/Topic: Social Studies
District: Troy School District
Physical Setting:

CCSS/GLCES/Benchmarks//Michigan Content Standards/Rationale

a. 4 H3.0.1 Use historical inquiry questions to investigate the development of
Michigans major economic activities (agriculture, mining, manufacturing,
lumbering, tourism, technology, and research) from statehood to present.
What happened? When did it happen? Who was involved? How and why
did it happen? How does it relate to other events or issues in the past, in
the present, or in the future? What is its significance?
b. This content is relative to students because we live in Michigan and its
important and beneficial to learn about the history of our home state.
Throughout this lesson, students will understand how various aspects, such
as technology, came to be, and how they benefited Michiganders.
Objectives
Students will be able to identify the following vocabulary words: raw materials,
machines, technology, railroads, cash crops, manufacturers. Students will
understand the impact of The Great Migration. Students will be able to respond with
75% accuracy during their assessment piece to show proficiency.
Materials Needed
SMART board
Chapter 6 Lesson 1 Slides
Chapter 6 Packet (which includes their assignment called Technology)
Teacher Procedure/Development
Introduction
a. I will motivate my students and prepare the classroom environment by
asking all students to meet me at the carpet in front of the SMART
board.
b. I will focus my students attention by proclaiming, chica chica boom
boom, to which they will reply quiet in the room room- this technique
will help quiet students and prepare them to pay attention.
c. I will ask the class to take a look at the front page of their Chapter 6
Packets. Paying close attention to the title and the pictures in every
corner, I will ask the students what they foresee happening in Chapter
6. I will ask students to share what they See, Think, and Wonder
about those pictures pertaining to Chapter 6. I will record their
responses on the SMART board within Slide 2.

Methods and Procedures

1. Essential Question used to guide and focus the teaching and
learning:
What is technology? How did technology help make life easier, particularly for
farmers?
2. Lesson Described in detail and step-by-step.
1. Third slide: After reading about The Great Migration, re-explain to students
that The Great Migration (1915-1970) encouraged African Americans from
the South to move North because there were many job opportunities in
northern factories, especially in Michigan.
2. Fourth slide: After reading, ask students, Dont you think farmers could
get work done so much quicker using a horse pulled harvesting machine
than a scythe? Ask students, Lets think ahead to what we might be
discussing in a few moments and read the Thinking Ahead portion.
3. Fifth slide:
a. After reading the first paragraph about technology, mention how
much technology has grown in our day and time; these farmers
were amazed that they had horse pulling harvesting machines,
while today--we have cell phones that we can watch shows on,
navigation systems in our cars to help us find our way when were
lost, Ipods, wifi in public places, etc.
b. After reading, The Railroad Boom, ask students, So if it was
difficult to deliver these raw materials from one area to another
using ships (since rivers froze in the wintertime and were muddy in
the spring), what is another form of transportation that they could
probably use? Railroads!
c. After reading all of Slide 5, ask students, So, do you think
Michigans economy was doing well? Yes! They could now grow
more cash crops in less time because of horse pulling machines and
new technology on the field and they can trade raw materials with
other areas and other states using railroads.
d. Explain that the word profit is a financial gain- perhaps selling
something for more money than it cost to actually make it.
4. Sixth Slide:
Look at the map and answer the question. The Upper Peninsula had most
of its railroads built after 1860, and was connected to manufacturers in
Chicago, Milwaukee, and the Lower Peninsula.
5. Seventh Slide:
Students will engage themselves in the lesson by understanding and
taking notes to help reinforce the main objectives of this particular lesson.
6. Eighth Slide:
Call on a variety of students to share what they recorded for the
definitions of vocabulary words that we have just learned (this is an

awesome way to check-in with students to see what was retained from the
lesson). Also, have students copy vocabulary if they havent done so yet.
7. Assign: Page 8 Technology Crossword Puzzle

3. Types of Teaching Described:

a. Direct Teaching and Inductive/Inquiry Teaching; though I am doing most of
the teaching lecture style, I am also asking students questions to check in
on their understanding, and am inviting them to share their thinking,
comments and questions.
4. Strategies Listed and Explained:
a. Discussion: I opened the floor to grand conversation relating back to the
slides.
5. Methods of Practice:
a. Independent Practice Have students independently work on Technology
Crossword Puzzle
b. Facilitating: While students are independently working on their
Technology Crossword I will monitor students and offer assistance.
Closure
I will close the lesson by reviewing the vocabulary words that were specific to
that lesson.
I will also ask students if they have any further questions related to this
lesson, or if any students needed any clarification.

Technology Use
SMART board
Accommodations/Adaptations
I will provide my four students who need the notes written out for them,
either a copy of the notes or I will scribe for them.
I will make sure that students whom become easily distracted, a place close
to me during the lesson to lessen various distractions.
I will make sure to speak loud enough for students in my classroom whom
have difficulties hearing, as well as sit them closer to me.
I will pull aside my three students who need assistance in reading through
coursework, after I assign the Technology assignment.
Outcomes/Assessment/Evaluation
I will have students independently complete their Technology worksheet, which is a
crossword puzzle containing new vocabulary words from this lesson.

Throughout the lesson, I will sporadically check in with all my students to check
their understanding of the concepts taught thus far within this lesson.
My goal is that all students will be able to respond to the assessment piece,
Technology with 75% accuracy, which will tell me those students who score 75% or
above are proficient.
Teacher Reflection

I felt really excited to teach this lesson since I created this unit. I was happy
to see that the students enjoyed the See, Think, Wonder activity, where
they glanced at the front page of their new Social Studied packets, and
shared what they thought this next Chapter was going to be about based off
of the title of the chapter and the pictures in the corners. I also felt as though
students were engaged in our grand conversations about each slide. All but
two students received 100% on the Exit Ticket, which I used as a formative
assessment to see whether students understood the new vocabulary in this
chapter thus far.
I did notice that some students became chatty while on the carpet. In
response to this, I have created a new classroom management system in
which I will:

Hand out 15 tickets to each student Monday morning. I will collect

tickets back from students throughout the week if they are
misbehaving. On Friday, I will choose 7 student names at random (from
a cup of sticks) those students will get to shop at our classroom store
for goodies in exchange for their tickets.
I have also created a little trash bin that is labeled blurt alert. Each
time a student blurts something out loud without having their hand
raised, will have to put a ticker in the blurt alert trash can. I hope that
this will be an incentive that will encourage students to raise their
hands instead of blurting out loud.
I initiated 'Dessert with Ms. Augustin. Throughout the span of every
two weeks, whenever I noticed a student going above any beyond
(whether through spreading kindness or academically) I entered their
name in a raffle. Every two weeks, i drew a name and the winner then
got to spend lunch with me and enjoy dessert (MY TREAT!). The winner
also got to choose one friend to join them