UMU Lesson Plan Template

2015-2016

Name: Mitchell Ray

Date: 3/21/16
Grade Level: Eighth
Class Period: 9:20-11:00
Subject: Social Studies
Lesson # & Title: Expansion Review
Big Idea/Lesson Focus: There are many factors/events leading to expansion in the United States
Function of the Lesson (check all that apply):
Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching
Context for Learning:
There are 28 students in this class. There are 16 boys and 12 girls. There are no IEPs or ELLs in this class. There is one
student in this class on a 504 Plan. They will receive additional time to think and answer.
Content Standards:
8th Grade
Theme: U.S. Studies from 1492 to 1877: Expansion through Reconstruction
Strand: History
Topic: Expansion
Content Statement: The United States added to its territory through treaties and purchases.
Learning Objectives (aligned to assessment plan):
In this review lesson, students must be able to use the information form the unit on Expansion taught to them in the
past week(s) to participate in the review game with at least 85%+ accuracy to assist them for the upcoming written
assessment.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
No new vocabulary used with this lesson
o All vocabulary/information was taught in previous lessons
Assessment Plan (aligned to learning objectives)
Formative Assessment: I will begin with having the students write five facts that they have learned so far. I will
collect them and begin with the introduction. Once the activity is going on I will call 3-5 Time Outs to have
students write any new information that they have learned.
Summative Assessment: Exit Ticket: Before the students can leave class they have to write five different facts
learned during the review game as well as any questions they will like to see on the test. The students listed
questions may be used on the written assessment.
Procedures: Lesson Introduction
I will begin the instruction by telling the students that the day will be more enjoyable by playing some Classroom Feud!
Next, I will introduce to them how the activity works on the SMART Board. I will entice and excite the students by telling
them that the winner at the end of the day will be rewarded bonus points for the upcoming test.
Procedures: Lesson Body
Presentation/Explicit Instruction (I do: 100% teacher, 0% student):
1. I will introduce the review game board on the SMART Board and show the students how it works. This includes
an example question and the process of answering and keeping score.
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2.

As a way to get the students hooked in I will challenge a random student in my class against me in a question
read off by another student. This will show the other students in the class that this can be fun!
Structured Practice/Exploration (We do: 75% teacher, 25% student):
1. I will have students ask any questions to me about how something works and concerns about the questions I
will ask.
Guided Practice/Checking for Understanding (We do: 25% teacher, 75% student):
1. The first two students to volunteer will be the Capitans and will (one by one) select their team out of the
students in the class.
2. Once teams are selected, the activity will begin and I will help them through the first few questions.
Independent Practice/Application (They do: 0% teacher, /100% student):
1. After the students get the hang of the game, I will be only reading the questions to the students with no hints
towards answers.
2. Once one team reaches a certain score (TBD by class) or class gets to about five minutes remaining I will
conclude the lesson

Procedures: Lesson Closure:

I will close the lesson by congratulating everyone for a hard fought game then declare the winner. The winning team will
be rewarded by each member getting the teams score amount in bonus points. Additionally the losing team will have this
option as well. If time allows, we will then look at the questions missed and review them specifically to ensure that my
students get that information. If no time remains, this information will be reviewed in the next class.
Differentiation, Individualized Instruction, and Assessment:
For this review lesson, I will be assessing the students retention of the information presented to them in the previous lessons.
By having the students pick the team, it could allow for the mixture of higher ability students work with lower level students
and this would be would be a great way for everyone to show what they have done with the learned information. As an
additional for of differentiation, I will provide a typed out list of questions as a reading review for anyone who would like it.
Instructional Materials and Support:
SMART Board with SMART Exchange lesson pulled up
Pre-prepared questions for the Expansion lesson.
BACKUP PLAN IN CASE OF TECH FAILURE
o I will ask questions orally like normal but have the students use a signal (hands raised, bells, buzzers, etc.)
then keep score using a dice like on the SMART Exchange lesson, but keep the score on paper.
Cultural Responsiveness Commentary:
I will have high expectations of all students to express proficient knowledge on the information previously taught to them. As
a challenge to my students, I will ask them to go home and ask their parents/guardians if their family line is associated with
Expansion in U.S. History. In previous lessons on Expansion, information about their Expansion related heritage would be
shared with the entire class. By doing this challenge, it is allowing the students in the class to bridge the gap from home to
classroom.
Research and Theory Commentary:
In this lesson, the students will be going over information they have learned over the previous week(s) about Expansion of
the lower 48 in U.S. history. This review incorporates George A. Millers Information Processing Theory that short-termmemory can only hold 5-9 chunks of information. Students will be testing their short-term memory with the taught
information. The intention of this lesson is to increase the capacity of the students short-term memory to help them on the
written assessment.
The following componentsEssential Question, Use of Technology, and Reflection and
Instructional Commentaryare to be scored only as applicable to the plan.
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Essential Question (as applicable):

Use of Technology Commentary (as applicable):
I will be using the SMART Board technology to present the review game.
Reflection & Instructional Commentary (if lesson was taught):

Revised 11/2015