Lesson Plan

Teacher Candidate’s Name: Patrick Del Vecchio

Tentative Date: 6/21/2019
Lesson Title: Andrew Jackson Virtual Field Trip
Context:
 Grade Level/Subject: 8th Grade United States History
 Disability Categories represented: Autism, Specific Learning Disability, Other Health Impairment
 Type of classroom (continuum of placements): Inclusion
 Describe UDL integration (into anticipatory, procedure, guided practice, and assessment)
 Collaborative methods used to enhance the lesson (e.g., families, community resources, school resources): During the
thematic unit the students will create a survey on what qualities or characteristics make a “good” president. The students
will be required to survey at least five adults over the age of eighteen.

Central Focus: The students will analyze the Indian Removal Act and the Trail of Tears.

Essential Questions: What humanistic characteristics make for a “good” president?

NJCCCS Standards:

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable
students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local,
national, and global communities.

6.1.8.A.4.a: Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and
agreements.

6.1.8.B.4.a: Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of
the United States.

6.1.8.B.4.b: Map territorial expansion and settlement, as well as the locations of conflicts with and resettlement of Native
Americans.

6.1.8.C.4.a: Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each
of these economic tools met the economic challenges facing the new nation.

Learning Goals: Students will be able discuss the impact of the Indian Removal act and the Trail of Tears.
Academic Language:
Examine the learning goals to complete the chart below. Plan supports for at least 2 identified demands.

Identified Language Demands Planned Language Supports

Vocabulary (put identified words here in parenthesis) Democracy, Diplomatic, Tariffs, Destiny,
Language Function Analyze, Cause and effect, Compare and Contrast
Syntax Virtual Field Trip
Discourse Reading descriptions, articles, passages, websites, and
watching videos.

Procedure:
Examine the learning goals, essential questions, and NJCCCS Standards to complete the chart below.
Anticipatory Set The students will come into class and sit down. Today is the last day of the virtual field Assessment
7 minutes trip. Part three of the Virtual field trip does not need an entire period so use five or ten The teacher will
minutes to discuss what the students have learned thus far. Also ask the students what use formative
they like and dislike about the virtual field trip so that the teacher can make adjustments assessments
and modifications if used again. while circulating
the room and
monitoring the
student’s
participation
and level of
focus. The
hyperdoc will be
collected and
used as a
summative
assessment for
this portion of
the virtual field
trip
Guided Practice The teacher will then instruct the students to independently go to part three of the .
3 minutes virtual field trip. Here they analyze Jackson’s decision to push for the Indian Removal Act
and his desire to move settlers Westward. The student’s will independently watch a
short video using their headphones on the Indian Removal Act and the Trail of Tears.
Once the students have watched the video the virtual field trip comes to a conclusion.
Independent The students will critically think about the past three days of the virtual field trip and
Practice what they have learned. The student’s will decided if they believe Andrew Jackson was a
(Collaboration hero or a villain. They will then write a small passage backing up their opinion. Upon
optional) completion of the written assignment, the students will play an online game. The online
35 minutes game is based on the Oregon trail. The students will try and make their way across the
country, cross the Rockies, and settle in the west. The students will be able to play the
game independently, with a partner, or in small groups.

Closure The students will be instructed to pack up with three minutes remaining in the classroom
3 minutes and reflect on their experience.
Accommodations:
Include adaptive and assistive tech/software/web-supported learning with specific skill areas.
Identified Support for …… Specific Characteristic(s) Planned Accommodation(s)
(ELL, advanced student, struggling student, (Strength/Need) These are the changes to “how” the
student with IEP or 504). student learns the content. The student
Put one student per box below. achieves the learning goal of the lesson.
Student 1 Checks for Understanding The teacher has broken down the
questions into three sections. The student
will raise their hand after each section of
questions is completed. The teacher will
ask the students questions to check for his
or her understanding of the material.
Student 2 Repeated Directions The teacher will automatically repeat the
directions two or three times regardless if
the student asks. It will become a norm for
the teacher in the classroom.
Student 3 Preferential Seating The teacher will make sure that student is
seated near the teacher or in close
proximity where the teacher is easily
accessible. This not only reduces anxiety
for the student, but it does not cause any
distractions for the other students.

Modifications for Students with Disabilities:

None may be needed so just state that in the “planned modifications” section.
Identified Support for ……
(see list above and include ONLY those
with disabilities)
Put one student per box below.
Autism
Specific Learning Disability
Other Health Impairment
Specific Characteristic(s)
(Strength/Need)
Stimulating Behavior
Reading Fluency
Organization Skills
Planned Modification(s)
These are changes to “what” the student learns. The
learning goal is changed to meet the learner’s strengths
or needs.
Self-monitoring chart. Timer will ring every three
minutes. If behaviors are controlled, student will
receive a sticker
Close Reading strategies: highlighting informational text
and vocabulary.
Breaking Down activity into smaller steps.

Materials / Use of Instructional Technology:

  Teacher Materials
- Promethean Board
- Computer
- Hyperlinks
- Social Studies Textbook
- Instructions for Webquest
- Rubric for grading
 Student Materials (Include Adapted Materials for Differentiated Instruction)
- Chromebook
- Lined Paper
- Writing Utensil
 Technology
- Promethean Board
- Computer
- Chromebook
 Reference List (of sources cited under the “Procedures” section).
Hall, E., T., Meyer, A., & Rose H., D. (2012). Universal design for learning in the classroom: Practical applications. The Guilford Press,
50-88.
Roblyer D. M. (2016). Integrating educational technology into teaching. Pearson Education, 7, 170-231.

Homework / Assignment for Next Class:

Students will continue on their virtual field trip.