Standard Six | Reading, Writing, and Oral Communication
The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Artifact I
A Lesson plan by:
Meghan Durst Class/Subject: 6th grade American History Date: March 3, 2011 Student Objectives/Student Outcomes: 1. Students will be able to explain the impact of the Louisiana Purchase on the United States and the following Western Expansion. 2. Students will see the perspectives of the main groups (settlers and Native Americans) involved in the Louisiana Purchase through analysis of the event and events following the Louisiana Purchase. Content Standards: 17.C.3a Explain how human activity is affected by geographic factors. 16.D.3 (W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading. Materials/Resources/Technology: · Computer, projector · Primary source document http://www.loc.gov/exhibits/lewisandclark/transcript45.html · Prezi Teacher’s Goals: · Help students understand how the Louisiana Purchase affected the United States and how it is still affecting us. Start of Class: First, ask if anyone knows what the Louisiana Purchase is. Teacher will show the land mass purchased on the prezi. Ask them what they think the main effects on life in the United States were. 2-3 minutes Introduction of Lesson: Show a video clip from the history channel http://www.history.com/videos/louisiana-purchase-doubles-size-of-america Discuss about how the U.S. expanded and how the purchase was a deal with the French, but the land was the home of Native Americans who had lived there much longer than the French, British and Spanish had been on the continent. each section= 3-5 minutes Lesson Instruction: Begin Prezi. Jefferson Jefferson was afraid that Napoleon would try to conquer North America as well as Europe, but Napoleon is in need of money Jefferson wants to expand and finds the French in the way and buys New Orleans and the rest of the Louisiana Territory for $15 million Native Americans still inhabit the land |
Expansion of the U.S.
Paid for 4 cents per acre of the land Almost doubled the U.S. with good farmland and now had control of the Mississippi Jefferson wanted to know if there was a waterway that went from the Mississippi to the Pacific Ocean and make contact with the Native Americans Jefferson chose Meriwether Lewis to explore the new land and he chose William Clark to go along with him. Lewis and Clark Left in the spring of 1804 with forty men and went up the Missouri River Stayed in ND for the winter. Met Sacagawea who would become their translator April of 1805 they reached the Rockies and found no waterway to the Pacific. They reached the continental divide in August and the Pacific Ocean in November Students will follow along as teacher reads sections of the primary source aloud and will answer discussion questions as a class. Assessments/Checks for Understanding: Teacher will assess understanding by asking discussion questions that the students will answer using the primary source document. This will be completed individually or in groups. Then the answers will be discussed as a class. Discussion questions: What kinds of words or phrases does Thomas Jefferson use to try to “relate” to the Native Americans? What does Thomas Jefferson mean when he says: “you shall not lose by the change”? Do you think that the Native Americans really did not lose anything? Explain. Do you think that Thomas Jefferson really meant what he said when he told the Native Americans that the colonial settlers did not really want to profit from trade with Native Americans? Do you think that Thomas Jefferson is being sincere in this document? Bonus: How did Lewis and Clark help future settlers? Closure/Wrap-Up/Review: Teacher will ask students about what the U.S. be like if the Louisiana Territory had not been purchased from France? Discuss whether the Louisiana Purchase led to further exploration and whether that was a good thing or a bad thing. |
Reflection
Knowledge Indicators – The competent teacher:
G. understands how to design, select, modify, and evaluate a wide range of materials for the content areas and the reading needs of the student;
This artifact addresses Standard Six: Reading, Writing and Oral Communication. This is a lesson plan on the Louisiana Purchase that includes the reading and analysis of a primary source. This is an artifact that shows that I "understand how to design, select, modify, and evaluate a wide range of materials for the content areas and the reading needs of the student." I have designed this lesson with a wide range of students in mind especially when selecting a strategy for introducing primary sources and assisting struggling readers. It can be used for students who do not have much experience with reading and analyzing primary sources and allows the instructor to guide them through this process and gives them techniques on how to analyze these materials. It also can be used for students with difficulties in reading and reading comprehension. In this lesson plan I read the primary source with the students and we discuss the material as we read it to evaluate the student's understanding and also stopping at times to clarify information in the primary source. When finished with the primary source, as a class we answer the questions and discuss the answers further clarifying the information of the primary source. When I first began to write lesson plans, content was often the focus, but now I am able to write lesson plans with the needs of students and their abilities in mind.
G. understands how to design, select, modify, and evaluate a wide range of materials for the content areas and the reading needs of the student;
This artifact addresses Standard Six: Reading, Writing and Oral Communication. This is a lesson plan on the Louisiana Purchase that includes the reading and analysis of a primary source. This is an artifact that shows that I "understand how to design, select, modify, and evaluate a wide range of materials for the content areas and the reading needs of the student." I have designed this lesson with a wide range of students in mind especially when selecting a strategy for introducing primary sources and assisting struggling readers. It can be used for students who do not have much experience with reading and analyzing primary sources and allows the instructor to guide them through this process and gives them techniques on how to analyze these materials. It also can be used for students with difficulties in reading and reading comprehension. In this lesson plan I read the primary source with the students and we discuss the material as we read it to evaluate the student's understanding and also stopping at times to clarify information in the primary source. When finished with the primary source, as a class we answer the questions and discuss the answers further clarifying the information of the primary source. When I first began to write lesson plans, content was often the focus, but now I am able to write lesson plans with the needs of students and their abilities in mind.
Artifact II
Reflection
Knowledge Indicators – The competent teacher:
D. understands writing processes and their importance to content learning;
This artifact addresses Standard Six: Reading, Writing and Oral Communication.This artifact was inspired by this lesson plan, but I changed the assignment to fit my student teaching placement and to make it a creative, and historical writing assignment. This artifact was chosen because it is an assignment where students can write about historical objects, but also allows them to use their imagination and get excited about writing.This artifact shows that I "understand writing processes and their importance to content learning" and that I can teach students to think historically in the content area we are studying and that I can help them write using historical details. In this artifact students are instructed to analyze an artifact and then write a story about the artifact using the information they have learned about the Mycenaean and Minoans cultures. Using an assignment like this shows that I can help students think through their writing process by using something like the brain storm worksheet to help them get organized and write about their thoughts clearly and concisely. This assignment also shows that I also can help and instruct students with a creative writing assignment that includes factual and historical details. This artifact shows that I can produce lessons that include good content, but that I also can assign and aid students in writing assignments that instruct them to use their content knowledge from the lesson.
D. understands writing processes and their importance to content learning;
This artifact addresses Standard Six: Reading, Writing and Oral Communication.This artifact was inspired by this lesson plan, but I changed the assignment to fit my student teaching placement and to make it a creative, and historical writing assignment. This artifact was chosen because it is an assignment where students can write about historical objects, but also allows them to use their imagination and get excited about writing.This artifact shows that I "understand writing processes and their importance to content learning" and that I can teach students to think historically in the content area we are studying and that I can help them write using historical details. In this artifact students are instructed to analyze an artifact and then write a story about the artifact using the information they have learned about the Mycenaean and Minoans cultures. Using an assignment like this shows that I can help students think through their writing process by using something like the brain storm worksheet to help them get organized and write about their thoughts clearly and concisely. This assignment also shows that I also can help and instruct students with a creative writing assignment that includes factual and historical details. This artifact shows that I can produce lessons that include good content, but that I also can assign and aid students in writing assignments that instruct them to use their content knowledge from the lesson.