Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Christopher Cooper

Position Teacher

School/District Dacula High School (Gwinnett County)

E-mail wes_cooper@gwinnett.k12.ga.us

Phone (478)451-7905

Grade Level(s) 11th

Content Area US History

Time line 3 Consecutive Classes (52 Minute Class)

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Content Standards:
AKS 36: investigate political, economic, and social developments during the Age of Jackson

a. Explain Jacksonian Democracy including expanding suffrage, the Nullification Crisis and states’ rights,
and the Indian Removal Act.

Nets Standards:
 Digital Citizen- 2a Students cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
 Knowledge Constructor- 3b Students evaluate the accuracy, perspective, credibility and relevance of
information, media, data or other resources.
 Knowledge Constructor- 3c Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
 Creative Communicator- 6a Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication.
 Creative Communicator- 6d Students publish or present content that customizes the message and
medium for their intended audiences.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

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 Students will learn about the presidency of Andrew Jackson. They will start by completing a bellringer on
Edmodo. The bellringer is a short video clip describing the presidency of Andrew Jackson. Once students
have watched the video they will explain post what they are excited to learn more about and how Jackson
changed the role of the presidency. The idea behind the bellringer is to provide students with a hook that will
get them excited about the lesson.

Students will explore the Presidency of Andrew Jackson by going to a Weebly that I created for this lesson.
The Weebly is broken into stations that describe different events from his presidency. Students will examine
the information from each station and watch the videos that are linked to the Weebly. As they complete the
different stations that will complete a graphic organizer to help them organize the content from the Weebly.
The stations focus on the events from the standards such as Jacksonian Democracy, expanding white male
suffrage, the Nullification Crisis and the Indian Removal Act. Once students have gone through each station
and completed their graphic organizer, they will complete the discussion blog at the end of the webquest which
is designed to make connections of Jackson’s Presidency to their life.y

Students will be assessed over the standards that they covered on the Jackson Weebly through Quizizz. The
data provided through the Quizizz will allow me to understand which students need different support over the
content and also what topics I need to remediate over.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

 How was Andrew Jackson’s presidency impacted by universal white male suffrage?
 How was Andrew Jackson’s presidency impacted by the bank war against the Second Bank of the
United States?
 How did the Indian Removal Act impact Andrew Jackson’s presidency?
 What led to the Nullification Crisis during Andrew Jackson’s presidency?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

Students will take a formative assessment that will go will count as a daily/quiz grade. The quiz will be
administered through Quiziz, which will provide students with immediate feedback on their score and will also
allow me to see the overall performance on each individual question. All students will have an opportunity to
remediate at the conclusion of the assessment. They will have a remediation sheet and will complete an
activity for each individual question that they missed. They can earn paints back on their original assessment
through oral assessment that I will provide once they have completed their remediation.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

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  Edmodo- Students will complete the bellringer on Edmodo, which I often use in my classroom. I have
uploaded a short video over Andrew Jackson that students will watch and then complete a brief
discussion for the hook exercise.
 Weebly- Students are completing a webquest, which I created on Weebly.
 Quizizz- Students are taking a formative assessment on Quizizz over the webquest that they are to
complete on Weebly.
 Graphic Organizer- Students have a graphic organizer that they will complete while exploring the
Weebly webquest over Andrew Jackson
 Google Translator- My ELL students have access to Google Translator while completing the Andrew
Jackson Webquest and the discussion blog that they have to create at the end.
 Rewordify- Students can use Rewordify for any text they are struggling to understand the meaning of
while completing the webquest over Andrew Jackson.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

Students will receive the foundation that they need through the introduction video that they are watching on
Edmodo over Andrew Jackson. I will be able to determine if they have the basic knowledge through the
discussion post that they complete on Edmodo after watching the introductory video. Students will express
what events they are interested in learning further information about through their post on Edmodo. Students
will be able to gain the additional knowledge that they need as they complete the stations of the webquest. The
biggest difficulty I will have is determining how much knowledge they have over Andrew Jackson before
watching the video on Edmodo because I did not provide them a pretest.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

For this lesson, each student will work on the webquest independently. Each student will have a Google
Chromebook to watch the Edmodo video clip and answer the discussion. They will also use the Chromebook
to complete the webquest that I created on Weebly. Each student will have their own graphic organizer that
they will complete while working their way through the webquest. To achieve equitable access, I checked out a
Chromebook cart checked out from the media center. This will allow each student to work with his or her own
device during the duration of the assignment. I will also have hard copies of all stations that are on the Weebly
that students can if we were to run into connectivity issues. Any student who needs to work on the webquest at
home but does not have access to a device can use the hard copy of the assignment that I will have available.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

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 This lesson is a student-centered activity were students are exploring content from Andrew Jackson’s
Presidency and then using their new knowledge to make connections to current events. My role is ato serve as
a facilitator who guides and assist students with their learning progress. I will monitor students work and make
sure they stay on task, while answering questions and help students with technical issues as they arrive. This
will insure that we maintain a learning environment that is suitable for successful learning experience. The blog
at the end of the webquest will insure higher order thinking as students have to use the knowledge that they
have gained from the webquest to make reference to current events that have recently taken place. They will
also have to take a formative assessment to examine the knowledge that they have gained from completing the
lesson. Technology will be used throughout the lesson to actively engage students in the learning process.
The discussion blog that students complete at the conclusion of the webquest will serve as an authentic,
relevant and meaningful learning activity as they reference the content to current events that they are able to
relate to. Students will be able to collaborate with each other through the discussion blog post that the
complete at the conclusion of the webquest. They will be able to read other’s discussion and compare their
experiences to their classmates. As the facilitator I will be able to facilitate the collaboration as I monitor the
students’ progress in the class and view each of their blogs. I will also be able to collaborate with students as I
provide oral assessment during the remediation process.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

Students will be able to work at their own pace to complete the webquest. There are visuals and maps
included throughout the webquest for the visual learner. There are also videos that explain certain events that
students will be studying throughout the webquest. ELL students will be able to use Google Translate to
translate the content provided on the webquest, They will also be able to use Google Translate to complete
their discussion post on the Weebly blog. Another resource that students will have available is Rewordify,
which will help them with any passages that they are having a hard time understanding. Rewordify will simplify
passages so they understand the basic meaning.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?

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 Students completed a discussion post at the conclusion of the webquest, which helped them link the content
from Andrew Jackson’s presidency to recent events that they have experienced. Students compared the
Indian Removal Act to the immigration restrictions and the current administration’s stance to illegal aliens.
Students also related the Nullification crisis to the indifference between different states and the national
government dealing gay rights and legalization of marijuana.

Students also completed a survey at the end of the webquest, which allowed them to provide me feedback
about how the lesson went. Students were able to provide feedback about how the lesson related to the
learning objectives and how the comfortable they were with the content provided in the webquest. Students
were also able to communicate about additional questions that they had once they completed the webquest.

Looking back at the lesson, I wish I had differentiated the content provided on each station by creating audio
files that went over the content and further explained it for the auditory learner. I also wish that I had allowed
one more class period for students to complete the assignment. A few of my students that have
accommodations had to have extended time to complete the assignment.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
At the conclusion of this lesson, I was excited that I was able to use tools and knowledge that I have gained
over the course of the last few semesters. I felt that this lesson allowed me to provide students with an
authentic student-led learning experience that incorporated different technological tools. Looking back at the
outcome of the lesson, I would certainly plan additional time to complete this activity with my US History
classes. I would also provide students with links to current events that they could use to make connections
with the content from webquest. Many of my students had a hard time making these connections and I found
myself directing them to current events to make these references. Overall I felt that lesson was a success and
students were able to master the standards and learning objectives.

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