Lesson Plan

Teachers: Marcail Olson, Kaylie Johnson, and Jordan Lough

Grade: 5th
Unit Topic: Westward Expansion
Lesson Topic: Newspaper

Objectives

● Students will be able to explain how the Westward Expansion: The Oregon Trail,
Louisiana Purchase, The Gold Rush, and ‘Manifest Destiny’ played a role in the
economic, political and social contexts that shaped the perception during the time period
of westward expansion.
● Students will be able to read and identify two or more main ideas from the article that
they are given.
● Students will be able to write an informative article about their given topic.

Standards

● SS.5.22: Explain how economic, political, and social contexts shaped people's
perspectives at a given time in history.
● SS.5.24: Explain probable causes and effects of historical developments.
● RI.5.2: Determine two or more main ideas of a text and explain how they are supported
by key details; summarize the text.
● W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.

Daily Planner

Hook: Students will look at a newspaper article from the westward expansion time period and
point out key details and ideas within the newspaper.

Activating Strategy

● The students will participate in a discussion about a newspaper article from the westward
expansion and identify/analyze the design and main ideas.
Instruction

● Teachers will review the key details within a newspaper using Powerpoint Presentation.
Teachers will introduce Westward expansion and the main ideas with that. Teachers will
then review how to write an informative article. Teachers will split the class in their
groups and have them start working on an outline for their article.
○ https://docs.google.com/presentation/d/1mo54QNSO8rjwAkwe-SHtu88jDIHYa1
SGK5L96-tewiY/edit?usp=sharing

Guided & Independent Practice

● Within the Powerpoint presentation the students will be discussing the main ideas of the
Louisiana Purchase, Oregon Trail, Gold Rush, and Manifest Destiny for clarification or
further understanding.
● As a class, the students will analyze newspaper articles.
○ https://docs.google.com/document/d/1ujlEeQju-cJklvQHZKLg3UG63OsuwgND9
TVFmL6CwbE/edit?usp=sharing
● As a class, the students will discuss the four components in further details.
● As a class, the students will learn about how to write an informative article
● As an individual, the students will read their articles that are provided for them and find
key details and information.

Closure

● Outline: Students will have a rough outline for the informative article they are going to
write. The students will have determined the who, what, when, where, and why of the
specific topic they are given.

Assessment/Evaluation

Formative- Questions throughout the powerpoint to determine if they are understanding the
content.
Summative- Outline at the end of the lesson to determine if they are understanding how to
include the main ideas of a text into their informative writing.
Materials/Technology

● Laptops
● Promethean board
● Paper and pencil

Cross-Curricular Connections

● Reading- learning how to identify main ideas of a text

● Math- using math strategies to figure out distance and time

Meeting Individual Needs of Diverse Learners

● The lesson contains visual aspects for the visual learners. The students will be working in
groups as well as having whole class discussions for the social learners.
● Diverse learner accommodations- students will be paired together based on their learning
experience (determined by Mrs. Brandt).

Character Education Connection

● Unity, cooperation, and respect