Lesson Plan Overview and Description

1 Class Period
Geography
Dragons Gate by Laurence Yep (the West in other
content areas), States categorized to be in the West,
Preview of the Unit
Vocabulary
The West- (states in the West) California, Nevada,
Utah, Colorado, Oregon, Idaho, Wyoming, Washington,
Montana, Alaska, Hawaii
Skills
Previewing, Assessing Background Knowledge,
Reading a Map
Broad goals of the lesson
Introduce Students to Unit on the West
Expected Duration
Social Sciences
Concepts

I.

Content Outline
States in the West
a. California
b. Nevada
c. Utah
d. Colorado
e. Oregon
f. Idaho
g. Wyoming
h. Washington
i. Montana
j. Alaska
k. Hawaii

II. Lessons/Topics Covered in this Unit

PDE SAS

NCSS Themes and

Subthemes

1. Volcanoes and Earthquakes

2. Climate and Natural Resources
3. The Native Americans
4. Lewis and Clark
5. Oregon Trail
6. Gold Rush
7. How America got the West-- The Big Picture
8. Transcontinental Railroad
9. Public Lands & Theodore Roosevelt
Standards
7.1.4.B: Describe and locate places and
regions as defined by physical and human
features.

3- People, Places, and Environments

Lesson Objectives

Students will list the states associated with the

West.
Students will be introduced to the major
geographical features and major bodies of waters
in the West. Students will practice identifying
these.
Students will predict major features and
characteristics of the West by previewing and doing
a walkthrough of the chapter.

Teaching Procedures
For a transition into this unit from another content
Anticipatory
Set/Introduction area, I will explain that the students are reading
Dragons Gate by Laurence Yep in their language
arts class, which relates to our next unit, the West.
Because the students have not read the book yet, I
will show them a book trailer from YouTube (only
showing until 1minute 45 seconds). This will get them
thinking about the West in a mindset regarding
multiple content areas.
Lesson Input
II.

III.

a.
b.
c.
d.
e.
f.
g.
h.

I will begin this lesson by reviewing the map of the

United States. I will hand out a black and white
copy of a map (attached), and first ask the
students to recall what weve learned throughout
the year, having to do with the map, while
studying the previous chapters. I will ask them to
color in the states that they believe make up the
West, staying true to our textbook. They will do
this without help from the textbook in groups of 2.
The teacher will ask for volunteers while creating a
list of all states associated with the West visually
on the board. Students will copy the list into their
notebooks as well. This list should include
California
Nevada
Utah
Colorado
Oregon
Idaho
Wyoming
Washington

i. Montana
j. Alaska
k. Hawaii
IV.
Once the list has been created, students will watch
a YouTube video of a song created naming all of
the states in the west. Although this video names
different states then the textbook, it gives the
students a good visual incorporating humor.
V.
Next, students will create a KWL chart of the
chapter. The K and W column will be focused
on throughout this lesson. They will start by
previewing the chapter in groups of 3-4 students
while completing this activity. Each student will
complete their own chart based on their preview of
the chapter (using pictures, headings, etc.).
Starting with the K column, students will be
asked to write down what they know about the
West. Next, the students will write down questions
or things that they hope to learn. The directions
will be read aloud, and the class will come up with
one thing under each of the three columns
together.
VI.
I will end this lesson by explaining what the
students will be learning about the West
throughout this unit. I will do this by giving them a
brief over view of each lesson (via PowerPoint),
hopefully getting them excited.
Guided Practice

Students will begin completing the KWL chart with

the whole class and teacher.

Independent
Practice

Students will complete the remainder of the KWL chart

independently. They will also be completing the exit slip
independently.
Differentiation will be determined once the students
are known to the teacher.
Lastly, students will complete an exit slip by receiving
another map and coloring in the correct states
associated with the west (according to the textbook).

Differentiation
Closure

Teacher and Student Resources and Evaluation of Resources

The Western
Influence: This
Characteristics: Accessibility: Overall
State
source had a
This is
Rating: I
Watched and
Geography
minor influence
accessible
for
would rate
criticized

Song
https://www.yo
utube.com/wat
ch?
v=7RZYM9Q1
BzE

Quizlet Flash
Careds for the
Unit
https://quizlet.
com/42667799
/chapter-12exploring-thewest-flashcards/

Previewing
Text
Information
Source
http://www.rea
dingrockets.or
g/article/guidi
ng-studentsthroughexpositorytext-textfeature-walks

on my thinking
decisions
regarding this
lesson plan. I
mainly chose to
show it in order
to add music and
humor to the
lesson.

This source could

be provided to
students in order
to introduce them

to the vocabulary
as well as give
them a source to
use throughout
the unit in order

to review the
vocabulary. This
had a minor
influence to the
lesson.

This source had

somewhat of a

significant
influence while
planning the unit.
Previewing the
chapter is such a
big part, and must
be done in a way
that motivates the
students! This
source gives a
good description
of how to
implement this.

myself for
correctness
Song is listed
with link to
map, lyrics,
and reading
activities
No ads
(besides
through
YouTube)

both students
and teachers.
Students
could access
this at home
or on their
own

this
resource a
3 out of 5.
It was
accurate,
but the
author did
not provide
any
credibility

Reviewed
flashcards for
correctness
Quizlet is a
popular, safe,
and known
studying tool
for students
No ads

I liked this
source
because of
how
accessible it
is. It is
accessible for
students
throughout
the entire unit.

I would use
this
study/previ
ew tool
again in the
future! I
would give
it a 4 out of
5.

This is very
easy for
teachers to
access.

I would
give this
source a
5/5! It is
very
descriptive
on how to
implement
a textbook
preview/wa
lkthrough
using text
structures.

.org
Article through
a well-known
organizationReading
Rockets
Author lists
sources where
they got their
information
from
throughout the
article

Formative
Assessment
Summative
Assessment

Formative and Summative Assessment of Students

KWL chart will

The exit slip will be graded for correctness to see what the students
have learned based on the objectives
Technology/Materials/Equipment
Technology
A PowerPoint will be shown throughout the lesson
Materials
2 copies of black and white map of the U.S. for each student,
Projector to display PowerPoint, Textbooks, KWL Charts
Reflection on Planning
I enjoyed planning this lesson. I have never planned in detail an introductory lesson
before, or in a sense summarized and introduced an entire unit. Ive only created indepth lessons on specific topics. The most difficult part was choosing what aspects of
the unit to include in one single lesson. I chose to mainly focus on what states are in
the west because I believe that knowing the states provides a platform for the entire
unit. If the lesson did not go as planned, I could revise it with some of the following
ideas. I could focus less on content, and more on previewing and taking a closer look at
the unit as a whole. I could also split this lesson into two class periods if it doesnt
seem to fit into one.