Teacher Candidate: Samantha Parsons School: WVSU Lesson Topic: Oregon Trail Unit: Day 1

Date: April 20, 2013 Grade/Subject: 5th/Social Studies, Reading/Language Arts

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will be able to map follow a map of the Oregon Trail. Students will understand the travels, choices, and hardships people faced with traveling the Oregon Trail. Students will be able to identify the geography, weather conditions and Native Americans encountered along the Oregon Trail. WVCSOs SS.5.G.1 explain how aspects of the terrain (e.g., the principal mountain ranges, rivers, vegetation, and climate of the region, etc.) affected westward travel and movement SS.5.G.3 illustrate the effects of settlement on the environment of the West, (e.g., changes in the physical and human systems, etc.) SS.5.G.8 read and interpret information from photographs, maps, globes, graphs, models and computer programs ELA.5.R.C1.6 using an informational text, explain the relationships or interactions between two or more individuals, events, ideas or concepts in a historical, scientific, or technical text based on specific information in the text ELA.5.W.C9.1 write opinion pieces on topics or texts; supporting a point of view with reasons and information ELA.5.W.C11.3 draw evidence from literary or informational texts to support analysis, reflection and research

NATIONAL STANDARDS NCTE- Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print text, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. MANAGEMENT FRAMEWORK Overall Time- 90 minutes Time Frame- 10 minute introduction/discussion 10 minute group arrangement and job placement 25 minute research 20 minute poster activity 15 minute presentation 10 minute assess and closure

STRATEGIES Teacher/student led discussion, group presentations, group practice, guided instruction, cooperative groups, inquiry learning, DIFFERENTIATED INSTRUCTION/ADAPTIONS/INTERVENTIONS All different learning styles can be accommodated in this lesson. Group work and individual work will be done. Students with special needs can be accommodated as well. Sight problemsstudents can be moved to location better suitable for their abilities, hearing problems- same as sight, kinesthetic- there will not be much movement so students with any physical impairment will be able to participate (even with help of others). Groups will be formed so that a mixture of abilities will work together. Students are to play on each others strengths and weaknesses in order to achieve a goal. PROCEDURES Introduction/Lesson Set Being by making a KWL chart with the class. After the K portion of the chart is completed, ask guiding questions such as, o Why would people want to leave their homes in the east and travel west? o What trades/jobs did the people who traveled have? o What modes of transportation did the people have? o What supplies would they bring? o Why do you think they chose the route they did? After you ask questions, allow the students to create their own questions to add to the list and place those in the W portion of the chart. Body & Transition On the overhead/SMARTboard, show interactive map of Oregon Trail at http://www.historyglobe.com/ot/otmap1.htm - view both the 1843 Map and Modern Map. (You can click on the places and the map will turn into a picture of that place and give a small amount of information) Explain to the class that they are going to be doing some research to find the answers to the questions we had earlier (see Introduction/Lesson Set). Break students up into groups of three or four and tell them these are their Wagon Train Group that they will be traveling with and doing their research with. Students will then need to decide who gets what job in their groups. Example: someone to cook, someone to hunt, someone to lead the group, someone to fix anything that breaks. o Transition to library or computer lab Have students use books or the computers to do their research. All information found should be recorded in their notebooks. o Transition to classroom once research is completed Students will be making a poster persuading others to join their wagon group for their journey to the west. They will need 1) Poster board 2) Markers/crayons/colored pencils (any art supply) 3) Any research they have gathered to back their claims

Tell students to think about the reasons people traveled west and what they think others would want to join them for. Some examples of what it could say would be OREGON OR BUST, MANIFEST DESTINY, or GOING HOME! Ask students why they would want people to join their group? And who would they want to join and why? Once posters are completed, students will present posters to class and discuss what they have on their poster and what it means to the people they are presenting to.

Closure Revisit the KWL chart. Go over the questions in the W portion and talk about those- see if we found any answers. Go over the L portion of the chart and have the students give examples to fill it in. Ask if there are any questions and discuss/answer these. **DO NOT ERASE KWL CHART ASSESSMENT Diagnostic KWL chart, teacher led questions/student led discussion Formative Teacher observation during research time, open ended questioning, group discussion (among students), poster presentation Summative KWL chart completion, questioning/discussion MATERIALS Computers Informational texts (encyclopedia, etc.) Poster board Art supplies (markers, crayons, pencils, etc.) EXTENDED ACTIVITIES If Student Finishes Early Students may access www.oregontrail.com and play the Oregon Trail game (on classroom computers) If Lesson Finishes Early Go back to KWL chart and make sure students are satisfied with what they WANT to know. If there are further questions, research and discuss as a group. If students are satisfied, link game at sight mentioned above to the SMARTboard and play as a class. If Technology Fails For research- library books should be used (encyclopedia, etc.) For mapping- use actual map to show students and tell them they will get to see the pictures the next day. For early finish- make the game even more interactive by making the classroom the Oregon Trail and play the game yourselves!

Teacher Candidate: Samantha Parsons School: WVSU Lesson Topic: Oregon Trail Unit: Day 2

Date: April 21, 2013 Grade/Subject: 5th/Social Studies, Art, Physical Education

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will learn about the music on the Oregon Trail. Students will learn how travelers had to use their skills in order to survive. WVCSOs SS.5.G.1 explain how aspects of the terrain (e.g. the principal mountain ranges, rivers, vegetation and climate of the region, etc.) affected westward movement and settlement PE.5.1.04 travel in movement and perform simple dance sequences using smooth transitions in speed, level and direction in time to music. VA.O.5.4.03 describe how time and place influence meaning and cultural value in a work of art NATIONAL STANDARDS NACD- Standard #4: Understanding the visual arts in relation to history and culture NASPE- Standard #1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities MANAGEMENT FRAMEWORK Overall Time- 60 minutes Time Frame- 5 minute review 10 minute introduction/webpage 30 minute art activity 10 minute physical activity 5 minute closure STRATEGIES Teacher/student led discussion, independent practice, teacher modeling/demonstration, discovery learning DIFFERENTIATED INSTRUCTION/ ADAPTIONS/ INTERVENTIONS Students of all learning styles will appreciate this lesson- it taps into both the left and ride side of the brain. However, theres a lot of motor skill usage in this lesson. For the crochet, if a student is unable to use their hands to make the granny square, I will have completed ones for them to see in person. They can study how it was made and by simply touching it will be able to make the connection to keeping someone warm. If they are unable to dance because of crutches/wheelchair, I and the students both will be there to assist. PROCEDURES Introduction/ Lesson Set

Begin by going over previous days lesson and reviewing the information learned. Visit site http://www.blm.gov/or/oregontrail/education-kids-trail.php and review information given. Body & Transitions Begin by reviewing the article located at the above website on the SMARTboard. Talk about how the weather really affected their travels and their health. Discuss how they spent their spare time o Singing and dancing around the campfire o Games such as London Bridge, Run Sheep Run, Leap Frog and Button-Button o Picking flowers and playing with animals Ask questions such as o What are some things that you might have done for fun on the Oregon Trail? o What are some other games that they could have played? Discuss some ways that they had to stay warm o What clothing did they wear? o Did they build a fire? o What would you do to stay warm if you were on the trail? Watch YouTube video on USB drive of How To Crochet Granny Square. Pass out a ball of yarn and a crochet hook to each student. Tell each student that this is a trade a lot of the women traveling on the Oregon Trail had so that they could make blankets to keep everyone warm and that we are going to learn the trade, too. Watch the video once more, stopping periodically to allow the student to attempt the steps shown. Allow students to rewind and review any steps they need to. Give each student a copy of the address link to access the video at home. Students are allowed to take their yarn and hook home to practice in their spare time. Have students put yarn and hook in their backpacks. Ask questions such as o How has this changed? Do we still crochet our clothes? Blankets? Why or why not? o Do you think this happened in every culture? Or just on the trail? Explain. Next, visit http://www.nativeground.com/books-cds/frontier-trailblazers/22-dance-musicof-the-oregon-trail.html and play sound bites from the front page. Talk about how the children on the trail liked to listen to the music and dance for fun. Allow students to get up and dance to the music as if they were on the Oregon Trail. Closure Review with students the importance of both aspects of todays lesson. o It was important to have the skills to provide items to keep you and your wagon crew warm o It was also important for the children to have time for fun Ask students why they think this might have been important Ask if they have any questions and answer. Remind students to work on their granny square at home.

ASSESSMENT Diagnostic Review of previous days information to determine amount of prior knowledge and if anything needs to be touched on again. Formative Throughout the entire lesson, we will be discussing. So, I will be able to determine knowledge base by simply talking with the students. I will be observing the students as they complete their art work and will be able to tell if they are grasping the concept. Summative Review and discuss. Teacher led questions based on the website visited. MATERIALS SMARTboard USB drive Yarn Crochet hook Music CD Dance Music of the Oregon Trail (if needed, see If Technology Fails) EXTENDED ACTIVITIES If Student Finishes Early If student finishes early with the crochet project, they will be assisting the teacher in helping their classmates complete their project. If Lesson Finishes Early If lesson finishes early, we can play some of the games listed on the website that the children played on the trail. That would also incorporate into physical activity lesson. If Technology Fails If technology fails, we will have a copy of the CD Dance Music of the Oregon Trail by Phil and Vivian Williams that we can listen to on the stereo. I will have printed copy of website information to go over with students instead of displaying it on the SMARTboard. If video fails, I will have yarn and hook to demonstrate in person.

Teacher Candidate: Samantha Parsons School: WVSU Lesson Topic: Oregon Trail Unit: Day 3

Date: April 22, 2013 Grade/Subject: 5th/Social Studies, Writing

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will be able to fully understand what life was like on the Oregon Trail. Students will be able to depict events as if they were on the trail. WVCSOs SS.5.G.3 illustrate the effects of settlement on the environment of the West, (e.g., changes in the physical and human systems) ELA.5.W.C9.3 write a narrative to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequence use concrete words and phrases and sensory details to convey experiences and events precisely NATIONAL STANDARDS NCTE- Standard #5: Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. MANAGEMENT FRAMEWORK Overall Time- 40 minutes Time Frame- 10 minute review/introduction 20 minute student activity 5 minute review 5 minute closure STRATEGIES Teacher/student led discussion, independent practice, creative writing, project learning DIFFERENTIATED INSTRUCTION/ ADAPTIONS/ INTERVENTIONS Students needing accommodations will be assisted by the teacher in completing this letter. If unable to write with a writing utensil, they can type. PROCEDURES Introduction/Lesson Set Begin by reviewing the information from the last two days. Discuss what we learned and answer any questions. Explain that today, our journey west has ended as we have finally reached our destination. We are going to discuss some of the ways the westward expansion has changed the world as we know it.

Body & Transitions Tell students that the westward expansion changed the world in many ways o The population of the US grew from 5.2 million people to 76.2 million people o Land west of the Louisiana purchase was added to the country- included Texas the Mexican Cession, and the Oregon Territory o The Transcontinental Railroad became an integral part in keeping the country together o The westward expansion had a large impact on the Civil War, splitting the south and north and their belief on slavery. Have each student get out a piece of paper and a pencil. Tell the students that their assignment is to write a letter to a friend or family member who did not travel with them and tell them about their journey west. Their letter should include (but is not limited to): o What you saw o What you ate o What you heard o What you learned o How you felt Explain to the students that they are writing a descriptive essay and that the reader should be able to experience what they did through their writing. After writing their letter, tell the students that we are going to be sharing these letters with the other fifth grade class so they know about our adventure. Have students clean up their areas and I will deliver the letters. Closure Go over the last three days assignments. Now, revisit the KWL chart. Draw a line under what is already completed in the L column and ask the students to tell you some more things they have learned since originally completing the chart. Ask the students if they have any questions about anything we went over. ASSESSMENT Diagnostic Review/discussion Formative Class discussion, student observations Summative Student led discussion, completion of KWL chart MATERIALS Paper Pencil

EXTENDED ACTIVITIES If Student Finishes Early If student finishes early, they will draw a map of their journey and label it with places they went and things they saw. If Lesson Finishes Early If lesson finishes early, every student will complete a map of their journey. If Technology Fails No technology is needed for this lesson.