Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Rachel Turner Grade-Level: 5th Lesson Date: 2/2

Title of Lesson: Inventors of the 1800s Cooperating Teacher: Kim Reyes

Core Components
Subject, Content Area, or Topic
SS/ Virginia Studies

Student Population
14 boys, 12 girls = 26 total students
Identified gifted, 1 IEP and 2 504s
Learning Objectives
TSW explain the influence of geography and technological advances on the migration
of Virginians into other states and western territories in the first half of the 1800s.
TSW identify, compare, and contrast relationships.

Virginia Standard(s) of Learning (SOL)

VS.6 The student will demonstrate an understanding of the role of Virginia in the
establishment of the new American nation by

c) explaining the influence of geography and technological advances on the migration of

Virginians into other states and western territories in the first half of the 1800s.

VA English SOL 5.6 The student will read and demonstrate comprehension of nonfiction
texts.
j) Identify, compare, and contrast relationships.

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
VS.6 Slideshow
https://docs.google.com/presentation/d/1BCRramLqgvs2_OLwK8vTaY_JVPt4o0qRivP4c_8y
OU0/edit?usp=sharing
Venn Diagrams, chromebooks (to get on Kiddle for research), paper and pencils for invention
design
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
 Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
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 Strategy Return
Used
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
X Discussion 50%
Demonstration 30%
X Audio Visual 20%
X Reading 10%
Lecture 05%
Safety Considerations

Time
(min.) Process Components
3 min *Anticipatory Set

TTW open class with some quick popcorn review questions of yesterday’s lesson:
 How did Americans migrate out of Virginia? (Cumberland Gap)
 Where did they go? (west or further south)
 What was the large purchase of land called? (Louisianna Purchase)
 Who made the purchase? (Thomas Jefferson)
TTW tell TS that today they are going to explore more of the reasons why
Virginians migrated out of Virginia in the first half of the 1800s.

1 min *State the Objectives (grade-level terms)

I can explain the influence of geography and technological advances on the

migration of Virginians into other states and western territories in the first half of
the 1800s.

I can identify, compare, and contrast relationships.

15 *Instructional Input, Modeling, or Procedures

mins
Go to Guided Practice First

TTW use slides 36-39 in the VS 6 presentation to reveal the cotton gin and the
mechanical reaper, two inventions that solved the same agricultural problems that
 TS were presented with. TTW present pictures of the inventors and their original
inventions as well as modern versions. TTW also explain how these inventions
contributed to the Great Migration.

TTW facilitate a class discussion on the similarities and differences between the
TS’s designs and those of the real-life inventors and complete a Venn Diagram
on the board

n/a *Check for Understanding

included
While completing the Venn Diagram, TTW call on S volunteers or voluntolds to
share similarities and differences or to clarify whether a provided characteristic is a
similarity or difference.

15 *Guided Practice
mins
TTW tell S that for the first part of today’s lesson, they will be inventors solving
problems of the early 1800s.

(Yesterday, S had to choose T-Shirt or Popcorn with no context (slide 34). T-Shirts
will be presented with Eli Whitney’s problem and Popcorns will be presented with
Cyrus McCormick’s problem. Note: TT has not yet introduced TS to Whitney and
McCormick or their inventions.)

TTW create S groups of 3 or 4, keeping T-Shirts and Popcorns together.

Inventor prompts (slide 35 in presentation):

(1) Cotton is cumbersome to separate from its seeds, so many workers are
needed to process cotton by hand. Your task is to find a solution and design a
machine that solves this problem.
(2) Field crops such as corn and wheat must be harvested by hand using scythes
or sickles, meaning that many people are needed to harvest these crops. Your
task is to find a solution and design a machine that solves this problem.

Clarification: S groups are creating/sketching a design on paper for a machine that

solves their problem. They are not building a machine in this lesson.

TTW monitor S groups, answer questions, and provide guidance when necessary.
When finished with their designs, S groups will share their inventions with the
class using the document camera and smartboard.

Return to Instructional Input to reveal Eli Whitney and Cyrus McCormick’s

inventions (Cotton Gin and Mechanical Reaper).

15 mins *Independent Practice

TTW provide S with a Venn Diagram and ask them to individually compare and
 contrast Eli Whitney’s cotton gin with Cyrus McCormick’s mechanical reaper. TTW
also provide S with two brief articles with more information about the inventors and
their inventions (also linked on slides 36 and 38).
https://kids.kiddle.co/Eli_Whitney
https://kids.kiddle.co/Cyrus_McCormick

If S do not finish during class, Venn Diagrams are to be completed for HW.

n/a Assessment

The IP Venn Diagram will be collected for a grade.

The Venn Diagram will assess whether S understand the contributions of Eli
Whitney and Cyrus McCormick. TTW use the assessment to gauge if students
understood the inventions and are ready to move on. Common misunderstandings
will be addressed the following lesson.

1 min *Closure

TTW close class with some flash review questions:

 Who invented the cotton gin?
 Who invented the mechanical reaper?
 How did these inventions affect America?

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

This lesson incorporates differentiation by interest as S inadvertently chose to solve the
agricultural problem of either Eli Whitney or Cyrus McCormick with their T-Shirt or Popcorn
decision.
Classroom Management Strategies (To ensure a positive learning environment).
TTW use call and response to manage noise.
TTW walk the room to ensure all S are participating and paying attention.
TTW walk the room and monitor S progress on IP to ensure S are on the right track.
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).
 Lesson Reflection

In alignment with InTASC Standard 5: Application of Content, this social studies lesson

allows students to think critically and collaborate to solve real-world problems from the early

1800s. I intentionally flipped the order of this lesson plan’s elements so that the students could

explore solutions to agricultural problems before learning about the solutions that Eli Whitney

and Cyrus McCormick invented, making this a learning experience that aligns with CAEP

Standard 3: Assessing, Planning, and Designing Contexts for Learning. It also aligns with

Robinson et. al’s recommendation to “provide complex, open-ended problems” for students to

resolve (2007). By structuring the lesson this way, I enabled students to actively engage with the

real-world aspect of social studies, and the results were overwhelmingly positive. Not only did

the students thrive at designing creative solutions to these problems, but they were also

noticeably more invested in learning about the cotton gin and the mechanical reaper afterwards.

As an application of the compare and contrast skills that the students are learning in

English, I planned to use a Venn Diagram to compare and contrast the students’ machine designs

with the cotton gin and the mechanical reaper. Then for independent practice, I planned for the

students to repeat the skill on their own, where they could demonstrate their individual

understanding of the content. Since this assignment integrates English into Virginia Studies, it

assesses the students’ knowledge of Whitney and McCormick’s contributions as well as the

students’ ability to compare and contrast. These cross-disciplinary lesson elements are examples

of how my instruction addresses InTASC Standard 6: Assessment, as well as CAEP Standard 2:

Understanding and Applying Content and Curricular Knowledge for Teaching. After conferring

with seasoned teachers—an example of meeting InTASC Standard 10: Leadership and

Collaboration—I learned that integrating cross-discipline activities like these is a way to

maximize instructional time, which is especially important for upper elementary students who

need to be promptly prepared for state testing.

 References

CAEP. (2018). CAEP 2018 K-6 elementary teacher preparation standards.

https://caepnet.org/~/media/Files/caep/standards/2018-caep-k-6-elementary-teacher-

prepara.pdf?la=en

CCSSO. (2013). InTASC model core teaching standards and learning progressions for teachers

1.0. https://ccsso.org/resource-library/intasc-model-core-teaching-standards-and-learning-

progressions-teachers-10

Robinson, et al. (2007). Best practices in gifted education : an evidence-based guide. Prufrock

Press.