Lesson Plan Form

Teacher Education Department CSUDH

US History
CANDIDATE:
Desiree Maldonado,
Jessica Andrade,
Karen Luedtke,
Tawnia Luong,
Anavelen Macias,
Fabiola Magdaleno

SUBJECT(S):
Dance

GRADE
LEVELS:
High School;
10th grade

DATE:
5/19/16

STANDARD(S):
Single/Multi-day
5.8 Students trace the colonization, immigration, and settlement
Lesson: Multi day
patterns of the American people from 1789 to the mid-1800s, with
3 days with focus on
emphasis on the role of economic incentives, effects of the physical
the 2nd day
and political geography, and transportation systems.
6. Relate how and when California, Texas, Oregon, and other western
lands became part of the United States, including the significance of
the Texas War for Independence and the Mexican-American War.

I. DESCRIPTION OF CONTENT AND CONTENT TYPE

Teacher will teach basic US history focusing on the acquisition of Texas through dance,
demonstration, and lecture to 10th grade students.
II. LEARNING OUTCOME (Objective):
Students will successfully describe, understand and explain the Cultural influences of line
dance and its prevalence in modern America.
III. CURRICULUM CONNECTION (How this lesson fits into unit plan):
Introduction to US history with a focus on Texas, and cowboy/railroad cultures to 11th grade
advancement.

IV. INSTRUCTION
A) ENGAGEMENT (Motivational Activity):
Teacher and aids will reenact the Alamo.
B) INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
A. Teacher will go over history of Texas and the Alamo.
B. Teacher will discuss who, what, when, where, and why for the Alamo
C. Teacher will teach the dance using I do, We do, You do method.
D. After learning the dance, students will be split into two big groups, representing
either Texans or Mexicans.
E. Teacher will explain why the class is split into two groups.
F. Both groups will battle for their ground like the Texans did for the Alamo.
G. The dance will be incorporated with the content of the history lesson.
C) APPLICATION ACTIVITY (Practice and/or Reflection):
A. Teacher will help students review and practice lesson learned with the following
activity.
B. Having the students get in groups of 4 (we will count for them).
C. Give each group a question to answer within their own group.
D. Teacher will then choose a group to share their answer to the whole class.
E. Teacher will go around checking each group and assist if needed.
D) MATERIALS AND RESOURCES: Music, Image boards, flash card, tape
V. ASSESSMENT STRATEGIES
While students are participating, the teacher will listen to the students and
make mental notes about the students understanding of the subject.
Teacher will listen to the students identify and answer the questions given and
provide help/feedback as needed.
Students work samples from class and group activity will be used to evaluate
students ability to understand, identify, explain, and demonstrate the reason for the
Alamo.
Immediate feedback will be provided immediately after students demonstrate
their work.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction,Practice):
There will be two teachers that will be floating around the room to make sure students with
special needs are accommodated by demonstrating the specific dance move individually to
the student. For students who are second language learners, our teacher floaters will translate
instruction as well as demonstrate.
VII. HOMEWORK:

Students will be assigned American folk lore (Pecos Bill and Slue-foot Sue) to read and reflect
on why these stories may have been important at the time.