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Corinne Pennock CI 403 E.

Atherton Weekly Planning Exercise

Weekly Planning Exercise (Monday-Friday)

Monday: Objectives: Students will be able to comprehend how a nation builds a government financially. Students will be able to identify, compare, and contrast the founding political parties. Content Standards: 6A. understands the historical development of United States and Illinois constitutional government. 6C. explains how historical events and significant individuals have affected the development of United States constitutional government. Materials: Chalk Board, Smart Board, Computer, Elmo, Textbook, Exit Slip, and Chalk Teachers Goals: Introduce students to the concept of building a nation economically as well as politically. Lesson: The teacher will ask students at the beginning of the class to pull out a piece of paper and write down what they know about the Bill of Rights. The class will discuss what they know about the Bill of Rights The teacher will then relate this to creating of the new government After the lecture, students will be broken into groups (Federalist or Republican) and within these groups be given different socio-economic statuses. They will then need to fight for their values based on their class and party. After each group has meet, they will present to the class on what they came up with as their party values.

Assessment: The teacher will assess the students understanding through their answers on the exit slip that is administered at the end of class.

Corinne Pennock CI 403 E. Atherton Weekly Planning Exercise

Closure/Review: Exit Slip- The students will have 5 minutes at the end of class to write a short essay about how the main beliefs of Hamilton and the Federalists as well as Jefferson and the Republicans. Tuesday: Objectives: Students will be able to theorize how westward expansion led to the Louisiana Purchase and the Pinckney Treaty. Students will be able to discuss their theories with the teacher and class. Content Standards: 21A. understands the use of mental and other maps. 22C. understands the relationships between cultural change and changing perceptions of places and regions. Materials: Chalk Board, Smart Board, Computer, Elmo, Textbook, Exit Slip, and Chalk Teachers Goals: Introduce students to the concepts of expansion and the building of political tradition. Lesson: The teacher will start off the class with explaining the French Revolution to the students for background knowledge. The teacher will then lecture briefly about the new presidential elections and the war between the parties. Students will then be broken into pairs to discuss Washington stopping after 2 terms. They will then break into larger groups to discuss whether they think this was a good idea and why it set a president for future presidents. Last, the discussion will be brought back to the whole class and students will be able to express their ideas.

Assessment: The teacher will assess the students understanding through their answers on the exit slip that is administered at the end of class.
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Corinne Pennock CI 403 E. Atherton Weekly Planning Exercise

Closure/Review: Exit Slip- The students will have 5 minutes at the end of class to write a short essay about how Pinckneys Treaty led to Westward expansion. Wednesday: Objectives: Students will be able to examine how expansion affected the United States. Students will be able to construct ideas about how these expansions affect the United States relationship with the Native Americans. Content Standards: 21A. understands the use of mental and other maps. 22C. understands the relationships between cultural change and changing perceptions of places and regions. Materials: Chalk Board, Smart Board, Computer, Elmo, Textbook, Exit Slip, and Chalk Teachers Goals: Expand upon the importance of westward expansion and how it affected the United States. Lesson: The teacher will have desks in a small cluster and have students sit in them. As the teacher lectures about expansion, students will be asked to expand their desks (like the United States). By the end of class, the students will discuss what it was like to be in a small space with some many people and the ability to expand.

Assessment: The teacher will assess the students understanding through their answers on the exit slip that is administered at the end of class. Closure/Review: Exit Slip- The students will have 5 minutes at the end of class to write a short essay about the effects the Louisiana Purchase had on the United States.
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Corinne Pennock CI 403 E. Atherton Weekly Planning Exercise

Thursday: Objectives: Students will be able to simplify the War of 1812 into the main concepts. Students will be able to evaluate international relationships. Content Standards: 26F. explains how international economic issues, opportunities, and problems result from increased global interdependence. 9B. understands the development and implementation of United States foreign policy. Materials: Chalk Board, Smart Board, Computer, Elmo, Textbook, Exit Slip, and Chalk Teachers Goals: Explore how what happens across the sea can affect what happens at home. Lesson: Students will be given maps of the United State before and after the Louisiana Purchase. They will be asked to compare the before and after. Once finished, the class will discuss the Lewis and Clark expedition in depth. The teacher will give a brief lecture over the material from the textbook. The students will be given time to be able to ask questions about the upcoming assessment.

Assessment: The teacher will assess the students understanding through their answers on the exit slip that is administered at the end of class. Closure/Review: Exit Slip- The students will have 5 minutes at the end of class to write a short essay about the effects that Napoleons crusades had on Canadas and the United States relations.

Corinne Pennock CI 403 E. Atherton Weekly Planning Exercise

Friday: Objectives: Students will be able to build, compose, construct, and evaluate ideas and concepts that were discussed during this chapter. Content Standards: 29H. understands the importance of the relationship between assessment and instruction in planning. Materials: Tests Teachers Goals: Assess the students understanding of the concepts of Chapter 6. Lesson: The teacher will administer an assessment that will gauge the understanding of the students. This assessment will allow students to demonstrate their comprehension of the significance of the events from the chapter. Assessment: The teacher will assess the students understanding of the concepts that were taught throughout the week with a chapter quiz. Closure/Review: The teacher will ask students during the last 5 minutes of class, after they have turned in tests, if they have any unanswered questions about the material. Cooperating Teacher Feedback and Evaluation My cooperating teacher has a unique style of teaching where he does not rely heavily on planning documents for his lessons. He gauges the students learning each day and then moves at a pace that is most comfortable for them while still making sure that the students are gaining all of the content they need to in a timely manner. When discussing this project with him before starting, he told us that using lesson plans for each lesson and day will eventually kill you with the workload. It is more about having a plan in mind and putting that into action. He gave us the
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Corinne Pennock CI 403 E. Atherton Weekly Planning Exercise

advice of having a planner and writing the objectives for each day and told us that this has been his method for the last few years and it has been successful. My cooperating teacher describes his teaching practices as a responsive teacher. He gave an example to demonstrate his teaching practice. This example is that he gave a lesson and it didnt go well. The students didnt comprehend the material and his response to this was to go over the material a different way in order to give his students the best chance at succeeding with the material. I would have to say that comfort-ability with the lack of planning documents isnt the highest. I believe that this may change once I become a teacher with multiple years of experience. As a first year teacher, I feel that it will be important for me to make planning documents just to make sure that I feel comfortable and prepared. Also as a first year teacher, I may have to turn in planning documents to administration or a mentor for review. His feedback to my weekly planning exercise was that it was a good start to planning a weeks lessons. His suggestions included being continuous with my lessons, this means that I would review what was talked about yesterday this way students can have a refresher before moving on to new material. He said that from his experience, he has noticed that students tend to remember the material better when they have reviews the next day. He also said that although it would be ideal to move on to each section each day, he cautioned that it will not always work that way. He suggested doing a suggested weekly plan but with backups in case it doesnt work out and students need more help with a specific topic. He really liked the exit slip idea as a way to gauge what students are learning and what needs to be focused on more. The experience of making this week lesson plan was difficult but rewarding. I learned that I can do a full week of lessons and through this proved to myself that I can be a teacher with a plan. I learned a lot from my cooperating teachers feedback and really want to put his feedback into my daily planning. I really feel that this was beneficial in the fact that it gives us a taste of what it is like to make a plan for a full school week. I also found receiving the feedback from my cooperating teacher to be the most beneficial part of this exercise. I really hope that others found this to be beneficial as well. The theories that I am using throughout this week would be that of formative and summative assessment. I am gaining information from the students each day through their exit slips (although they are not graded) and then assessing students at the end of the chapter. Throughout this I can bring to the foreground text book bias due to the fact that the textbook comes from a white, heterosexual point of view and doesnt mention all of the key people involved during these times. This is a seed that I can plant in my students heads so that they can spot this in the future.

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