Level II - Teacher Ed Lesson Plan

Teacher (Candidate): Mr. Newman Grade-Level: 7th Lesson Date:

9/29/2023 + 10/2/2023

Title of Lesson: Impact on Native Cooperating Teacher: [REDACTED]

Americans: Reservations and Conflicts

Core Components
Subject, Content Area, or Topic
US History II: 1865 to Present, Impact on Native Americans: Reservations and Conflicts
Student Population
A1: 30 students, 15 males, 15 females, 2 IEPs/504s, 0 ELL, 7 Gifted

A2: 28 students, 17 males, 11 females, 5 IEPs/504s, 0 ELL, 9 Gifted

B1: 29 students, 15 females, 14 males, 3 IEPs/504s, 0 ELL, 0 Gifted

B2: 32 students, 19 females, 13 males, 3 IEPs/504s, 0 ELL, 15 Gifted

Class Duration
1 hour, 45 minutes
Learning Objectives
TSW be able to explain the impact of westward expansion on Native American communities.

Virginia Standard(s) of Learning (SOL)

USII.4 The student will apply social science skills to understand how life changed after the Civil
War by
a) examining the reasons for westward expansion, including its impact on American Indians.
(VDOE United States History: 1865 to the Present SOL USII.4a, 2015)

Materials/Resources

Chromebooks
Impact on Native Americans: Reservations and Conflicts presentation
Native Americans vs. Settlers activity
Evidence and Inference activity

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
x Summarizing & Note Taking 34%
x Reinforcing Efforts & Providing Recognition 29%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
 x Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
x Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
x Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
x Teach Others/Immediate Use of Learning 95%
x Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
x Reading 10%
x Lecture 05%
Safety Considerations

Students should follow general rules and expectations in order to maintain a safe environment.

Time
Process Components
(min.)
10 *Anticipatory Set
TSW complete the “Question of the Day” bellringer assignment. The question is “Can you
think of a time when change happened in your life? What happened? How did you adapt to
it?” The question is loaded into Canvas and students are expected to type a response to the
question. Students have 7 minutes to type a required three to five sentence response. TTW
spend 3 minutes going over the responses with the students and relating the question to the
content that will be taught today. Students will be asked to volunteer to share their
response, but TTW call on students if no one wants to share.
1 *State the Objectives (grade-level terms)
● I can explain the impact of westward expansion on Native American communities.

25 *Instructional Input, Modeling, or Procedures

TTW go through the Impact on Native Americans: Reservations and Conflicts
presentation. TSW fill out the Impact on Native Americans: Reservations and Conflicts
closed notes and fill in the blanks. TTW periodically check for understanding and answer
any questions that the students may have during instruction.
1 *Check for Understanding
Following instruction and note-taking, TTW check for understanding. Either the teacher
will ask questions or simply walk around and make sure that the students are not confused
with what was just taught.
20 *Guided Practice
TSW complete the Native American vs. Settler activity. The students should not need their
notes to complete this activity, but are more than welcome to reference them if needed.
Students will complete this activity independently. Upon completion, TTW go over the
answers with the students.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
40 *Independent Practice
TSW complete the Evidence and Inference activity. Students will be placed into groups of
four. Each student in the group will receive one of the following topics: Sitting Bull, Battle
of Little Bighorn, Geronimo, or Chief Joseph. Each student should have a different topic
and reading. TSW read the excerpt at the top of the paper, and then answer the three
questions below the excerpt. TSW have 20 minutes to read the excerpt and answer the
questions. Upon completion, students will spend 10 minutes sharing their answers with
their group. Students are expected to listen to their group members and listen to what their
group member learned about the topic. At the end of the 10 minutes of sharing, TTW go
over the answers with the class as a whole.
5 Assessment
Once the students are done with the previous activity (Evidence and Inference activity),
TSW answer the “Essential Question” that is loaded into Canvas. The question is “What
were the challenges that Native Americans faced during westward expansion? How did
they respond to these challenges?”
3 *Closure
TTW review what was taught during class today, make sure everyone's table of contents is
updated, and answer any lingering questions from students.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-

cultural).

While all of these students are learning the same content, I am required to accommodate based off
of their IEP or 504. I will be following these accommodations as required, but I will also be
differentiating content as I find necessary and helpful. Based off some of these accommodations, I
have included audio visual learning, discussion, lecture, reading, note taking,

Below I have listed the required accommodations for all four classes:

A1:
[REDACTED]: small group testing, preferential seating, prompt to task, visual aids, word
processing, planner check, copy of notes
[REDACTED]: small group testing, prompt to task, copy of notes, directions repeated, notice for
drills, noise canceling headphones, graphic organizer

A2:
[REDACTED]: read aloud (general), read aloud (test), small group testing, directions repeated
[REDACTED]: read aloud (test), small group testing, directions repeated, prompt to task
[REDACTED]: preferential seating, prompt to task
[REDACTED]: preferential seating, directions repeated, prompt to task, checklist
[REDACTED]: unlimited access to clinic, restroom, and water

B1:
[REDACTED]: read aloud (general), read aloud (test), small group testing
[REDACTED]: preferential seating
[REDACTED]: prompt to task, advanced notice

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
B2:
[REDACTED]: read aloud, directions repeated, prompt to task, more time, graphic organizer
[REDACTED]: directions repeated, visual checklist
[REDACTED]: breaks (10 minutes)

Classroom Management Strategies (To ensure a positive learning environment).

Students are expected to complete assignments in a timely manner. During the instructional period,
students are expected to remain silent and respect other students' learning time. Students should
follow all school rules and the rules that our class came up with.

Responsible: Bring all materials to class, including a charged Chromebook. Stay seated.

Safe: Keep all body parts to yourself. Push in your chair.

Respectful: Raise your hand before speaking.

Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).

This lesson went extremely well. One of my best lessons yet! My students did meet the objectives
of the lesson and asked some really great questions. Honestly, there wouldn’t be much that I would
change with this lesson. However, if I had to change something, I think I would take the opportunity
to differentiate the independent practice. I think that I really missed out on an opportunity to ask
some higher level questions, especially with three out of four of my classes having quite a few
gifted students. I think my timing of the lesson went really well, and all of the activities worked
well with what was taught. Overall, it was a great lesson and could see myself using this lesson plan
if I were to teach this content again.

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021