Regis University Lesson Plan Template

Name: Piper Shubin Jordan Title: Influential Historical Figures Research Content Area: Social Studies (History) Grade: 6th Duration: 1 hr Standards and CO Content Standards Benchmarks: 1.2 The historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationships with one another b) Determine and explain the historical context of key people, events, and ideas over time including the examination of different perspectives from people involved. Topics to include but not limited to Aztec, Maya, Inca, Inuit, early Native American cultures of North America, major explorers, colonizers of countries in the Western Hemisphere, and the Columbian Exchange. NETS Standards 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. b) Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Objectives: Students will be able identify the historical significance and influence of their specific historical figure. Understanding & Analyzing Students will demonstrate the ability to collaboratively navigate the internet in order to locate and analyze important, pertinent information related to their specific historical figure. Understanding & Analyzing Through entrance tickets, Ill ask the following (*please see Google Form also*): What are some effective key words related to historical figures? How do you know which websites are considered to be reliable? What are some important details surrounding your historical figures that made contributed to who they were and that made a difference in the world? Formative: -Through observations and questions, I will be able to evaluate the students ability to navigate the internet as well as locate and analyze important information. ***See attached checklist. I will ask these questions to students as I walk around, and the students will turn in their checklist to me as well. *** -The students will also use Diigo so I can assess whether the websites they are using are reliable, valid and up to date and assess whether or not the

Pre-Assessment / Activating Background Knowledge

Assessment:

students are hi-lighting important information. -Students must demonstrate they know how to gather the research through the internet and must demonstrate the ability to identify relevant information supporting the significance of their figure. -Through the graphic organizer which students will fill out during their research, I can evaluate the students identification and understanding of the significance and influence their specific figure holds. -Students must demonstrate the ability to identify the key points surrounding their figure and must demonstrate an understanding of the influence in history their figure had. Resources and Materials/ (Technology integration is REQUIRED) Computer Internet Access Diigo List of Important and Helpful Websites o My website Graphic Organizer Website Checklist Rubrics Supportive Information o Research websites Biography Online History Today Pens or Pencils

Differentiation/UDL Considerations REQUIRED (Use Modifications Worksheet)

****Please see the attached modifications worksheet***

Preparing Students for the Lesson: Transitions Expected Behaviors

Students have already been assigned their partners, have been approved on their famous figure selection, and are starting off the class period in the computer lab. Upon the word go, students are to collaborate in the internet research process. If students finish their research early, theyre to begin composing their essay or at least putting together their ideas. When I give them the 5 minute warning, theyre to wrap it up, make sure theyve bookmarked, highlighted, and taken appropriate notes. When I give them the 2 minute warning, theyre to save their information, close down the internet programs, log off the computers, push in chairs and keyboards, and make sure the computer lab is orderly.

The students are to respect one another, take turns in navigating the internet research, participate equally, and to keep the noise level down while collaborating. The students are not to conduct any internet searches which dont directly relate to their topic, nor are they to mess around or play games on the internet.

Teaching the Lesson (Lesson Sequence/ Activities): Motivation/ Anticipatory Set Teacher Input, Modeling, & Checking for Understanding

Once we get into the computer lab, I will play a short clip of Martin Luther Kings I have a dream speech. **This will be a famous figure they cannot choose**

Guided Practice

Independent Practice

Review/Re-do

Closure

Ill provide a bit of background information on him and his impact on the world today. This will demonstrate the sort of information they need to look for in their research. Then well start the search process together, as I think aloud through the search process, addressing questions like How do you think the world is different today due to his contributions? What would be some effective keywords to help in our search for him? As I demonstrate on the whiteboard, we will conduct a small piece of the search together. Then, I will ask them to come up with a search on their own (in partners) which would lead them to valuable information surrounding Martin Luther King, and Ill walk around to assess their understanding of internet research and provide the necessary help. Once I feel the students are all on the right page, they will begin their own research on their chosen figure. Theyll work together using the internet, Diigo, their checklists, and their graphic organizers in order to gather valuable information to include in their essay, which is another lesson in this same unit. I will have the following questions posted on the whiteboard and on bulletins throughout the room to serve as a reminder for students through the research process, What are some ways you have been successful in locating valuable information?, How do you know which websites were reliable?, How do you know the information youre gathering is valuable? The students will turn in their Internet Research Checklists, which require them to explain the how and why of the lesson. **Please see the checklist with the questions**

Reflections

Through evaluating the success of the process, along with the checklists and Diigo, I can determine the overall understanding from the group and what I can do differently next time. I will look at: Were all modifications accounted for? Was the activity challenging enough for all students and was the appropriate modifications available for advanced students as well as struggling students? Is there something I can do next time to make the process smoother or to enhance the students learning?