Lesson Plan Guide

Teacher Candidate:

Mr. Christopher Ingram

Grade and Topic:___ World History 3rd Grade

Date: 7-1-15
________

Mentor Teacher: Dr. Annette Cornelius

Length of Lesson: 55 mins for 2days

School: University of Memphis-IDT 36000

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The lesson plan is part of a technical unit plan on The American Indian Farmers.
LESSON OBJECTIVE:
SW observe the beginning of cultivation of crops in South America
SW research using technical tool(s) on what, where, when, and how crops were grown in South America.
SW print pictures from computer of images of their culture, crops, Indians, and location.
SW present as a slideshow manually on an overhead projector or technical slide show.
Students expectations is to participate with other students in groups on slide. Information is to be clear and accurate.

STANDARDS ADDRESSED:

Standard 3.31 Conduct short research projects to describe the major components of history and culture including
language, clothing, food, art, beliefs, customs, and music. (C, H)

ISTE Standard(s)
Standard 1: Creative and Innovation by demonstrating creative thinking, construct knowledge, and develop innovative
products and process using technology.
Standard 2: Students will have communion and collaboration using digital media and environments to communicate and
work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Standard 3: SW have Research and information fluency that applies digital tools to gather, evaluate, and use information.

MATERIALS:
Computers (desktop or laptop) will be used to gather information and to present slides and plan technically.
Computers, cameras (possibly), Internet access.
BACKGROUND and RATIONALE:
What are the key concepts for the lesson? By the end of the lesson students should know, how to work well with
others, be creative technically, and create slideshows. Students will also learn about the lives of the first
American Indian farm life and their residing.
What is the critical academic language (general and technical) that must be addressed in this lesson?
How does this lesson connect with and build on the previous lesson(s)

How do you expect to build on this lesson in subsequent lessons? I expect to build on this lesson by learning
more about The American Indians history such as the first Americans: 30,000-5000 years ago, civilization from
1200 BC.

Why will you need to plan differentiated activities or assessments? I will need to plan activities and assessments
differentially for diverse learners because students learn on different levels. By grouping accelerated learners
with students with IEPs and/or disabilities to help them both be team players. They will have to be patient with
one another.

PROCEDURES AND TIMELINE:

Introduction: What will you do to help the students become focused or motivated to learn in this teaching
segment? To motivate students I would come to work dressed as an Indian or farmer for one day a piece. I would
also encourage the students to come dress like an Indian or a farmer each day. To keep the students focused I would make
sure I have a great lesson plan and keep students involved with hands-on activity. As the students work I will give the
students praise, compliments, encouragement, snacks, and extra credits points.

Procedures: Provide a sequential (step by step) description of the procedures and activities for the lesson.
Include approximate times with each step of the lesson.
Step 1:5 min bell work- SW answer a question given by the teacher on paper from the board that
was previously taught and learned
Step 2:10 min intro of lesson and objectives
Step 3: 10 min instructions on what is to be placed on the slideshow. Students will participate in
and write down any notable nuggets that can be presented for the slideshow.
Step 4: 25 min grouping on slide. SW go to several different websites such as: You Tube,
google, and teacher tube, etc.for information. Day 2 students will present slideshow.
Step 5: 5 Closure of lesson
For each activity, include directions you may need to give or key questions you intend to ask,
possible alternatives to the activity, or examples. Students will be creative and work in groups
after specific instructions are given.
If technology is being used, identify a rotation plan and supporting activities. If I have 4 groups
of 5 and only have two computers I will give each group 15mins a piece on the computer.
While 2 group is waiting for their turn they will be brainstorming on how to gather information
technically and making decision as a group who will do what particular part to complete the
assignment. While they are at the computer they will be researching for information and creating
a slide if desired to use it. After they are done at they will gather information and start putting the
information together.

Closure: What do you have planned to close the lesson? I will have the students to do exit tickets. The exit
ticket is a sticky note. On this sticky note they will write at least 3 things theyve learned or suck with them the
most about the culture of American Indian farming culture. Students will place exit ticket on the wall as they
exit the classroom. I will also do critical thinking questions called HOT, Higher Order Thinking. In the hot
questions it will be why, what, when, then etc

ASSESSMENT EVIDENCE:
SW research using technical tool(s) on what, where, when, and how crops were grown in South
America.

SW will create a slide on the computer of images of their culture, crops, Indians, and location.

MODIFICATIONS:
Modifications for students who did not master the project be asked to bring in pictures with a label on the
pictures given by the teacher.

Students will be asked to research images on the computer and create on Microsoft word with labels.