Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: ​Rachel Piekarskie, Laurie Jackson, Simara Gauntlett, Alexandria Ellis
Thematic Unit Theme/Title/Grade Level:​ Westward Expansion (Fifth Grade)
Weebly address: ​https://ucfgr5westwardexpansionsp18.weebly.com
Quizzizz address: ​https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
Daily Lesson Plan Day/Title: ​Day 1: The Louisiana Purchase

Learning Goals/Objectives Learning Goal:

What will students Students will be able to understand the major events and individuals that impacted
accomplish be able to do at Westward Expansion.
the end of this lesson? Be Learning Objectives:
sure to set significant 1. The student will be able to describe the causes and effects of the
(related to SSS/CCSS), Louisiana Purchase.
challenging and appropriate 2. The student will be able to identify the role of Thomas Jefferson in the
learning goals! Louisiana Purchase.
3. The student will be able to determine the meaning of general academic
and domain-specific words and phrases.
4. The student will be able to ​construct maps, charts, and graphs to display
geographic information.

NCSS Themes NCSS theme(s):

Florida Standards (FS) ● Culture
Next Generation ● Time, Continuity, and Change
Sunshine State Standards ● Individuals, Groups, and Institutions
(NGSSS) ​List each standard. Florida Standard(s):
Cutting and pasting from the ● LAFS.5.RI.1.3- Explain the relationships or interactions between two or
website is allowed. more individuals, events, ideas, or concepts in a historical, scientific, or
http://www.cpalms.org/Publi technical text based on specific information in the text.
c/ ● LAFS.5.RI.2.4- Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a ​grade 5 topic
or subject area​.
Next Generation Sunshine State Standards:
● NGSSS​- SS.5.A.6.6- Explain how westward expansion affected Native
Americans.
● NGSSS​- SS.5.G.2.1: Describe the push-pull factors (economy, natural
hazards, tourism, climate, physical features) that influenced boundary
changes within the United States.
● NGSSS​- SS.5.A.6.2: Identify roles and contributions of significant
people during the period of westward expansion.
● NGSSS​- SS.5.A.6.1: Describe the causes and effects of the Louisiana
Purchase.
● NGSSS​- SS.5.G.1.4: Construct maps, charts, and graphs to display
geographic information.

Assessment Unit Pre-Assessment: (Completed a week in advance)

● How will student Quizzizz- ​https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
learning be Unit Post-Assessment:
assessed? Quizzizz- ​https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Authentic/Alternati
ve assessments? On-going​ Formative (progress-monitoring/daily) Assessment​:
● Does your Students will create an accordion folder in which they will be putting all their
assessment align work into it each day. The folder will be separated by the different events of
with your westward expansion. The students will be formally assessed on their
objectives, completion/participation of the learning centers.
Scale:
standards and
4 - Student can help others to identify and explain the main events and people that
procedures contributed to westward expansion.
● Informal 3 (Mastery) - Student can identify and explain the main events and people that
assessment contributed to westward expansion.
(multiple modes): 2 - Student can identify and explain more than half of the main events and people
participation that contributed to westward expansion.
rubrics, journal 1- Student can identify and explain less than half of the main events and people
entries, that contributed to westward expansion.
collaborative
planning/presentati
on notes, etc.

Design for Instruction 1.Anticipatory Set: Introduce Westward Expansion by dressing up as a pioneer
Student Activities & and acting as one. Say “Good morning boys and girls, this week we are all
Procedures moving West!” Explain and show pictures using QR codes on the document
● What best practice camera of the opportunities in the West: riches, cheap land, and religious
strategies will be freedom. ​(UDL 1.3- Offer alternatives for visual information)​ Explain that
implemented? each student will have a Westward Expansion accordion folder that we will use to
● How will you collect all our findings throughout our journey to the West. Explain that last week
communicate the class made accordion folders, and everyday before class starts you will pick
student this up from the basket in the front of the room.
expectations?
● What products will 2. Tell students that today we are going to learn about how Thomas Jefferson
be developed and bought Louisiana for 15 million dollars from France. This doubled the size of the
created by United States. Show a map of the Louisiana Purchase on the document camera.
students? ● Question: Who is Thomas Jefferson?
● Consider ● Question: Why would he want to expand the United States?
Contextual Factors
(learning 3.Write the terms: Thomas Jefferson, Louisiana Purchase, and Westward
differences/learning Expansion on the whiteboard. These words will remain on the whiteboard for the
environment/learni whole week and be added to each day. Tell students to write down todays
ng styles) that may vocabulary on the back of the folder labeled “Louisiana Purchase.” Tell them that
be in place in your as they learn what these words mean, they can write the definition down on the
future classroom. back of their folder.
Exceptionalities
What accommodations or 4. Share this short video on the Louisiana purchase:
modifications do you make https://safeshare.tv/submit?url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.youtube.com%2Fwatch
for ESOL %3Fv%3D3WIMJOhOGKQ
http://teachsocialstudies.wiki
spaces.com/file/view/ESOL
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

StrategiesComprehensibleIn 5. Explain that today students will travel through centers and get to learn more
struction.pdf/42902857/ESO about the Louisiana Purchase. Students will have 10 minutes at each station.
LStrategiesComprehensibleI (​ESOL 2- Promote Cooperation-small groups) (ESOL 20. List the most
nstruction.pdf important words and phrases you use or plan to use in a presentation on a
and ESE (Gifted/Talented transparency or on the chalkboard).
students, Learning/Reading
disabilities, SLD etc.) 6. Instructions: Tell students a number 1-4. All of the students that receive
http://www.udlcenter.org/ab number 1 will start at center 1. Students that receive number 2 will start at center
outudl/udlguidelines/udlguid 2 and so on. Groups will switch at the sound of the timer. Group 1 will then move
elines_graphicorganizer to center 2, group 2 will move to center 3, and so on. ​(UDL 6.3: Facilitate
managing information and resources).

7. Ask students to raise their hands if they understand what center they are going
to. ​(ESOL 6: Continually monitor students’ comprehension )

8. Point out each center number and what they will do at each:
● Center 1: Each student will write a check for 15 million dollars as
Thomas Jefferson did. On the document camera, show an example with a
blank check and with labels on what needs to be written on each line.
(ESOL 16. Integrate speaking, listening, reading and writing
activities).
○ Ask students the questions below and as they answer them point
out where this information goes on the check:
■ Who bought Louisiana?
■ Who are we buying Louisiana from?
■ How much did we buy Louisiana for?
■ When did we buy Louisiana?
● Center 2: Students will label and color the Westward Expansion map.
They will also outline and color in the Louisiana Purchase on a map.
● Center 3: Students will complete the graphic organizer questions and
create a foldable. With the document camera, show how the students
must fold and glue the finished graphic organizer prior to the center. Use
QR code to find information to the questions from the graphic organizer.
(ESOL 46: Use discovery learning activities (hands-on-activities)
9. Allow students to go to their centers. Walk around and observe the students as
they work at the centers.
10. Prompt students with the following questions:
● “Can someone tell me who Thomas Jefferson is?”
● “What did the Louisiana Purchase entail?”
● “Can anyone tell me what Westward Expansion means?”
Remind students to define the vocabulary terms on their accordion folders.
(ESOL 5: Teach technical vocabulary supporting key concepts).
11. Tell students to place the finished map, graphic organizer, and check into their
Louisiana Purchase accordion folders and then place them back into the basket in
the front of the room.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Resources/Materials ALL resources should be bulleted here including but not limited to: internet sites,
professional resources- books, journals (titles and authors), children’s literature,
etc.
● 1 Document Camera
● 1 Pioneer Outfit
● Pictures representing gold, land, and religious freedom (QR Code)
● Picture of Louisiana Territory (QR Code)
● Foldable
● https://safeshare.tv/submit?url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.youtube.com%2
Fwatch%3Fv%3D3WIMJOhOGKQ

Each student receives:

● Blank Louisiana Purchase Check

● Westward expansion Map

● Foldable graphic organizer

● Accordion Westward Expansion Folder

Discussion Notes: ​Make comments here related to ideas for assessment measures, parent involvement, field trips, or
extension to the unit plan ideas.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: ​Rachel Piekarskie, Laurie Jackson, Simara Gauntlett, Alexandria Ellis
Thematic Unit Theme/Title/Grade Level:​ Westward Expansion (Fifth Grade)
Weebly address: ​https://ucfgr5westwardexpansionsp18.weebly.com
Quizzizz address: ​https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
Daily Lesson Plan Day/Title: ​Day 2: Lewis and Clark Expedition
Learning Goals/Objectives Learning Goal:
What will students Students will be able to understand the major events and individuals that impacted
accomplish be able to do at Westward Expansion.
the end of this lesson? Be Learning Objectives:
sure to set significant 1. The students will be able to identify how westward expansion affected
(related to SSS/CCSS), Native Americans.
challenging and appropriate 2. The students will explain the interactions between Lewis and Clark and
learning goals! Native Americans.
3. The student will be able to identify the role of Sacajawea in the Lewis
and Clark Expedition.
4. The student will be able to determine the meaning of general academic
and domain-specific words and phrases.
5. The student will be able to identify the roles and contributions of Lewis
and Clark during their expedition.

NCSS Themes NCSS theme(s):

Florida Standards (FS) ● Culture
Next Generation ● Time, Continuity, and Change
Sunshine State Standards ● Individuals, Groups, and Institutions
(NGSSS) ​List each standard. Florida Standard(s):
Cutting and pasting from the ● LAFS.5.RI.1.3- Explain the relationships or interactions between two or
website is allowed. more individuals, events, ideas, or concepts in a historical, scientific, or
http://www.cpalms.org/Publi technical text based on specific information in the text.
c/ ● LAFS.5.RI.2.4- Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a ​grade 5 topic
or subject area​.
Next Generation Sunshine State Standards:

● NGSSS-​SS.5.A.6.2- Identify roles and contributions of significant people

during the period of westward expansion.
● NGSSS​- SS.5.A.6.6- Explain how westward expansion affected Native
Americans.

Assessment Unit Pre-Assessment:

● How will student https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
learning be Unit Post-Assessment:
assessed? https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
Authentic/Alternati On-going​ Formative (progress-monitoring/daily) Assessment​:
ve assessments? Students will create an accordion folder in which they will be putting all their
● Does your work into it each day. The folder will be separated by the different events of
assessment align westward expansion. The students will be formally assessed on their
completion/participation of the learning centers.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

with your Scale:

objectives, 4 - Student can help others to identify and explain the main events and people that
standards and contributed to westward expansion.
procedures 3 (Mastery) - Student can identify and explain the main events and people that
contributed to westward expansion.
● Informal
2 - Student can identify and explain more than half of the main events and people
assessment that contributed to westward expansion.
(multiple modes): 1- Student can identify and explain less than half of the main events and people
participation that contributed to westward expansion.
rubrics, journal
entries,
collaborative
planning/presentati
on notes, etc.

Design for Instruction 1.Anticipatory set- Greet the class and review the topics of yesterday’s
Student Activities & lesson. Say “Yesterday we learned about the Louisiana Purchase”. Ask
Procedures students, “Why did we move westward?” As students answer, land,
● What best practice religious freedom, and riches, show the pictures on the document
camera. Explain that “today we will be exploring through the land we
strategies will be
just purchased with our friends Lewis and Clark! Lewis and Clark went
implemented? on an expedition called the Corps of Discovery and met a Native
● How will you American named Sacajawea. Last week we read the a book about
communicate Sacajawea and today we are going to learn more about Native American
student culture and what Lewis and Clark discovered.”
expectations? 2. Watch a short video with this link:
● What products will https://ed.ted.com/lessons/the-true-story-of-sacajawea-karen-mensing
be developed and 3. Ask students:
“ Who was president during the Lewis and Clark Expedition?”
created by
“ Why did Lewis and Clark want Sacajawea on their expedition?”
students? “ How did Sacajawea help Lewis and Clark survive?”
● Consider (ESOL 1. Teach questioning for clarification)
Contextual Factors (ESOL 13. Use preview/review activities)
(learning 4. Write the terms: Sacajawea, Native Americans, and Lewis and Clark on
differences/learning the white board. Tell students to write down these words onto their
environment/learni accordion folder and as they learn the definitions to write them down
ng styles) that may throughout the day.(​ESOL 20. List the most important words and
phrases you use or plan to use in a presentation on a transparency
be in place in your
or on the chalkboard). (ESOL 5. Teach technical vocabulary
future classroom. supporting key concepts)
Exceptionalities 5. Explain that today student’s will be going on a virtual journey through
What accommodations or the expedition of Lewis and Clark.
modifications do you make 6. Let the first row of students come up to the laptop cart to retrieve a
for ESOL laptop. Once they sit down, let the next row, until the whole class has
http://teachsocialstudies.wiki one. As the student’s retrieve computers, have a student pass out 6 pieces
spaces.com/file/view/ESOL of colored paper to each student.
7. Direct students to the website:
StrategiesComprehensibleIn
http://www.lewisandclarkexhibit.org/cd_index_flash.html
struction.pdf/42902857/ESO 8. On the document camera, show students step by step how to make a flip
LStrategiesComprehensibleI book. ​(1.3- Offer alternatives for visual information)​. Tell students to
nstruction.pdf follow along as you complete the steps. Stagger the 6 sheets of paper so
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

and ESE (Gifted/Talented that there is an inch between each paper. Fold the staggered stack in half
students, Learning/Reading so that all tabs have about an inch and a half of space. Staple the top.
disabilities, SLD etc.) Pass the stapler around the classroom, and explain that students can pass
http://www.udlcenter.org/ab it around. (​ESOL 17. Provide contextual support through audio
visuals, models, demonstrations, realia, body language and facial
outudl/udlguidelines/udlguid
expressions​)
elines_graphicorganizer 9. Have students label the tabs: Expedition, Sacajawea, Culture/Trade,
Curing and Plants, Indian Maps, Symbols. Explain that students can
create a catchy title for their flip-book related to our learning goal.
10. Explain that as students read and discover the website, they will write 5
pertinent facts under each tab of their flip-books. Students will draw an
example picture under each tab and write a sentence about how the
picture represents the topic of that tab. Give students 20 minutes to
complete this. ​(6.3- facilitate managing information and resources).
11. Next, ask students:
“Can anyone explain who Sacajawea is and why she is significant in history?”
“How did westward expansion affect Native Americans?”
“Who were Lewis and Clark and what did they do?”
(ESOL 36. Ask numerous questions which require higher level thinking
responses).
12. Tell students to write the definitions of the vocabulary terms on their
accordion folder, if they haven’t already.
13. Student’s will place their flip-book and vocabulary in their accordion
folder located on the front table of the classroom.

Resources/Materials ALL resources should be bulleted here including but not limited to: internet sites,
professional resources- books, journals (titles and authors), children’s literature,
etc.
● http://www.lewisandclarkexhibit.org/cd_index_flash.html
● http://xroads.virginia.edu/~HYPER/JOURNALS/toc.html
● The picture book of Sacajawea- David A. Adler
● Laptop cart
● Stapler
● Colored construction paper
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: ​Rachel Piekarskie, Laurie Jackson, Simara Gauntlett, Alexandria Ellis
Thematic Unit Theme/Title/Grade Level:​ Westward Expansion (Fifth Grade)
Weebly address: ​https://ucfgr5westwardexpansionsp18.weebly.com
Quizzizz address: ​https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
Daily Lesson Plan Day/Title: ​Day 3: The Oregon Trail
Learning Goals/Objectives Learning Goal:
What will students Students will be able to understand the major events and individuals that impacted
accomplish be able to do at Westward Expansion.
the end of this lesson? Be Learning Objectives:
sure to set significant 1. The student will be able to describe the hardships that settlers faced on
(related to SSS/CCSS), the trails to the west.
challenging and appropriate 2. The student will be able to understand the difficult problems travelers
learning goals! faced along the way.
3. The student will be able to calculate how long the journey took and when
they would face winter.
4. The student will be able to make a solid wagon that will uphold the
travel.
5. The students will be able to interpret historical information using a
variety of geographic tools.

NCSS Themes NCSS theme(s):

Florida Standards (FS) ● Culture
Next Generation ● Time, Continuity, and Change
Sunshine State Standards ● Individuals, Groups, and Institutions
(NGSSS) ​List each standard. Florida Standard(s):
Cutting and pasting from the ● NGSSS​- ​SS.5.A.6.9​ Describe the hardships of settlers along the overland
website is allowed. trails to the west.
http://www.cpalms.org/Publi ● NGSSS-SS.5.A.6.2​: Identify roles and contributions of significant
c/ people during the period of westward expansion.
● NGSSS-SS.5.A.6.6:​ Explain how westward expansion affected Native
Americans.
● NGSSS-SS.5.G.2.1:​ Describe the push-pull factors (economy, natural
hazards, tourism, climate, physical features) that influences boundary
changes within the United States.
● NGSSS-SS.5.G.1.1:​ Interpret current and historical information using a
variety of geographic tools.
● LAFS.5.RI.2.4​- Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a ​grade 5 topic
or subject area​.
● LAFS.5.W.4.10​- Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes,
and audiences.
● VA.5.C.3.3​-​ Critique works of art to understand the content and make
connections with other content areas.
● VA.5.S.1.3​-​ Create artworks to depict personal, cultural, and/or historical
themes.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

● MAFS.K12.MP.1.1- ​Make sense of problems and persevere in solving

them. Mathematically proficient students start by explaining to
themselves the meaning of a problem and looking for entry points to its
solution. They analyze givens, constraints, relationships, and goals. They
make conjectures about the form and meaning of the solution and plan a
solution pathway rather than simply jumping into a solution attempt.
They consider analogous problems, and try special cases and simpler
forms of the original problem in order to gain insight into its solution.
They monitor and evaluate their progress and change course if necessary.
Older students might, depending on the context of the problem,
transform algebraic expressions or change the viewing window on their
graphing calculator to get the information they need. Mathematically
proficient students can explain correspondences between equations,
verbal descriptions, tables, and graphs or draw diagrams of important
features and relationships, graph data, and search for regularity or trends.
Younger students might rely on using concrete objects or pictures to help
conceptualize and solve a problem. Mathematically proficient students
check their answers to problems using a different method, and they
continually ask themselves, “Does this make sense?” They can
understand the approaches of others to solving complex problems and
identify correspondences between different approaches.

Assessment Unit Pre-Assessment: (Completed a week in advance)

● How will student Quizzizz- ​https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
learning be Unit Post-Assessment:
assessed? Quizzizz- ​https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
Authentic/Alternati
ve assessments? On-going​ Formative (progress-monitoring/daily) Assessment​:
● Does your Students will create an accordion folder in which they will be putting all their
assessment align work into it each day. The folder will be separated by the different events of
with your westward expansion. The students will be formally assessed on their
objectives, completion/participation of the learning centers.
Scale:
standards and
4 - Student can help others to identify and explain the main events and people that
procedures contributed to westward expansion.
● Informal 3 (Mastery) - Student can identify and explain the main events and people that
assessment contributed to westward expansion.
(multiple modes): 2 - Student can identify and explain more than half of the main events and people
participation that contributed to westward expansion.
rubrics, journal 1- Student can identify and explain less than half of the main events and people
entries, that contributed to westward expansion.
collaborative
planning/presentati
on notes, etc.

Design for Instruction

Student Activities &
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Procedures 1. Anticipatory set: Greet the class and review the topics of yesterday’s
● What best practice lesson. Say “Yesterday we learned about the Lewis and Clark
strategies will be expedition.” Ask students, “Who can tell me something they remember
implemented? about Lewis and Clark’s journey?” As students are answering the
● How will you questions, pass out the Oregon Trail article to the students desk and have
communicate them get familiar with the Oregon Trail. Explain some ways to the
student students how Lewis and Clark’s expedition helped travelers move along
expectations? the Oregon Trail.
● What products will
be developed and 2. Short video of Oregon Trail
created by https://safeshare.tv/submit?url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.youtube.com%2
students? Fwatch%3Fv%3Dw3HxADg7G_I+
● Consider
Contextual Factors 3. After the video explain in depth why we moved west. Explain to students
(learning that the reason was because of the Louisiana Purchase. As well as it was
differences/learning free land! Who ever claimed the land first got to keep it.
environment/learni
ng styles) that may 4. To lead students into their discussion ask students questions such as
be in place in your - “Who has discovered different paths along the Oregon Trail?”
future classroom. - “How many miles was the Oregon Trail?”
Exceptionalities - “If the Oregon Trail started in Missouri where did it end?”
What accommodations or
modifications do you make 5. From the article students should have heard words they are not familiar
for ESOL with such as: ​mountain men, missionaries, the and Great Migration​.
http://teachsocialstudies.wiki Discuss what the students think these words might mean. I will write
spaces.com/file/view/ESOL these words on the board. (In the different centers students will get better
StrategiesComprehensibleIn acquainted with these words.)
struction.pdf/42902857/ESO
LStrategiesComprehensibleI 6. Have students discuss how Lewis and Clark have explored the lands and
nstruction.pdf the best routes for this exploration. After they have discussed as much as
and ESE (Gifted/Talented they can, bring it back and have them tell you some of the ways Lewis
students, Learning/Reading and Clark helped us get to this point. ​(UDL 3.1- Activate or supply
disabilities, SLD etc.) background knowledge.)
http://www.udlcenter.org/ab
outudl/udlguidelines/udlguid 7. Explain that today students will travel through centers and get to learn
elines_graphicorganizer more about the Oregon Trail. (​ESOL 2- Promote Cooperation-small
groups) (ESOL 20. List the most important words and phrases you
use or plan to use in a presentation on a transparency or on the
chalkboard).

8. Instructions: Tell students a number 1-4. All of the students that receive
number 1 will start at center 1. Students that receive number 2 will start
at center 2 and so on. Groups will switch at the sound of the timer. Group
1 will then move to center 2, group 2 will move to center 3, and so on.
(UDL 6.3: Facilitate managing information and resources).
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

9. Ask students to raise their hands if they understand what center they are
going to. ​(ESOL 6: Continually monitor students’ comprehension )

10. Break into centers: Students will have 10 minutes at each station.
- Center 1: Create your own wagon: On the worksheet provided, students
will label the different parts of a wagon. As well as add the amount of
each item they need, example: four wheels. On the back of the paper,
students will design their own wagon for the Oregon Trail. Students will
look through the Pioneer Wagons booklet and see what they should use
to build their wagons. Students will also write the problems they could
face along the way such as: weather, broken wheels, or illnesses.
- Center 2: Pack Your Trunk!: Students will know that most wagons can
only hold up to 2,000 pounds, so students will have to calculate how
much each item on their wagon weighs how much weight their wagon
can hold. Students will have to choose how much food and supplies they
will bring. Students will fold a piece of paper in half labeling one side,
Food and the other Supplies. Have students draw pictures with how
much they weigh on a piece of paper, have them cut out their drawings
and glue it to the appropriate side of their foldable. ​(UDL 7.1 Optimize
relevance, value, and authenticity.)
- Center 3: The Oregon Trail: American Settler APP: On this application
students will end their journey on the Oregon Trail. They are building
their new life on the new land. The can build houses, grow farms, and
hunt for food. ​(UDL 4.1 Optimize access to tools and assistive
technologies.)

11. Have students return to their seats and put their worksheet from the
Create your Own Wagon center and the foldable from Pack Your Trunk
in their Oregon Trail accordion folders. Then have the students write the
vocabulary words with the definition in their own words. Students will
then place them back into the basket in the front of the room.

Resources/Materials ALL resources should be bulleted here including but not limited to: internet sites,
professional resources- books, journals (titles and authors), children’s literature,
etc.
● Foldable
● Pioneer Booklet
● Map of Oregon Trail
● Wagon Paper
● Paper
● Scissors
● Glue
● iPads
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: ​Rachel Piekarskie, Laurie Jackson, Simara Gauntlett, Alexandria Ellis
Thematic Unit Theme/Title/Grade Level:​ Westward Expansion (Fifth Grade)
Weebly address: ​https://ucfgr5westwardexpansionsp18.weebly.com
Quizzizz address: ​https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
Daily Lesson Plan Day/Title: ​Day 4: Native Americans/Trail of Tears
Learning Goals/Objectives Learning Goal:
What will students Students will be able to understand the major events and individuals
accomplish be able to do at that impacted Westward Expansion.
the end of this lesson? Be Learning Objectives:
sure to set significant 1. The student will be able to determine the meaning of general academic
(related to SSS/CCSS), and domain-specific words and phrases.
challenging and appropriate 2. The students will be able to explain how westward expansion affected
learning goals! Native Americans.
3. The students will be able to explain the relationships or interactions
between the Native Americans and European Settlers in a historical text
bases on specific information in the text.
4. The students will be able to draw information from multiple print or
digital sources, demonstrating the ability to locate an answer to a
question quickly.
5. The students will be able to identify the roles and contributions of
Andrew Jackson during the period of westward expansion.
6. The students will be able to describe the hardships of settlers and push
and pull factors of westward expansion.
7. The students will be able to interpret historical information using a
variety of geographic tools.

NCSS Themes NCSS theme(s):

Florida Standards (FS) ● Culture
Next Generation ● Time, Continuity, and Change
Sunshine State Standards ● People, Places, and Environments
(NGSSS) ​List each standard. Florida Standard(s):
Cutting and pasting from the ● LAFS.5.RI.1.3: Explain the relationships or interactions between two or
website is allowed. more individuals, events, ideas, or concepts in a historical, scientific, or
http://www.cpalms.org/Publi technical text based on specific information in the text.
c/ ● LAFS.5.RI.2.4: Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a grade 5 topic or
subject area.
● LAFS.5.RI.3.7: Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently.
Next Generation Sunshine State Standards:
● NGSSS-SS.5.A.6.2: Identify roles and contributions of significant people
during the period of westward expansion.
● NGSSS-SS.5.A.6.6: Explain how westward expansion affected Native
Americans.
● NGSSS-SS.5.A.6.9: Describe the hardships of settlers along the overland
trails to the west.
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

● NGSSS-SS.5.G.2.1: Describe the push-pull factors (economy, natural

hazards, tourism, climate, physical features) that influences boundary
changes within the United States.
● NGSSS-SS.5.G.1.1: Interpret current and historical information using a
variety of geographic tools.

Assessment Unit Pre-Assessment:

● How will student https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
learning be Unit Post-Assessment:
assessed? https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
Authentic/Alternati On-going​ Formative (progress-monitoring/daily) Assessment​:
ve assessments? Students will create an accordion folder in which they will be putting all their
● Does your work into it each day. The folder will be separated by the different events of
assessment align westward expansion. The students will be formally assessed on their
with your completion/participation of the learning centers.
Scale:
objectives,
4 - Student can help others to identify and explain the main events and people that
standards and contributed to westward expansion.
procedures 3 (Mastery) - Student can identify and explain the main events and people that
● Informal contributed to westward expansion.
assessment 2 - Student can identify and explain more than half of the main events and people
(multiple modes): that contributed to westward expansion.
participation 1- Student can identify and explain less than half of the main events and people
rubrics, journal that contributed to westward expansion.
entries,
collaborative
planning/presentati
on notes, etc.

Design for Instruction Review​: Greet the class and review the topics of yesterday’s lesson. Say
Student Activities & “Yesterday we learned about the Oregon Trail”. Ask students, “What was the
Procedures purpose of the Oregon Trail?” Have the students review the materials from
● What best practice yesterday, along with their vocabulary terms.
strategies will be
implemented? 1. Anticipatory Set:
● How will you Hook - Inform students that a new fifth grade class is coming to the school and
communicate that they are going to use our classroom. Have the students pack up all their
student belongings in their backpack and take as much as they can with them. Take the
expectations? class to the cafeteria. Ask students how they feel about giving up their classroom.
● What products will Tell them the Native Americans felt the same way they felt when they were
be developed and forced out of their land. ​(UDL 7.2 Optimize relevance, value, and authenticity)
created by
students? 2. Tell students that today we are going to learn about how Westward Expansion
● Consider had an impact on Native Americans. Show the map of the Trail of Tears on the
Contextual Factors document camera. Explain to the students that as the white settlers expanded and
(learning grew in population, there was a group of people that came to be a large obstacle
differences/learning for them. President Andrew Jackson signed the Indian Removal Act in which
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

environment/learni Native Americans would give up their land to move farther west. This process
ng styles) that may was supposed to be smooth, however, resulted in conflict because some of the
be in place in your Native American tribes did not want to give up their land. The Native Americans
future classroom. walked the Trail of Tears when moving west, leaving their land behind.
Exceptionalities Question: Who is Andrew Jackson?
What accommodations or Question: Why would Native Americans be an obstacle for white settlers?
modifications do you make Question: What is the Indian Removal Act?
for ESOL (UDL 3.1: Activate or supply background knowledge)
http://teachsocialstudies.wiki (ESOL 5: Reinforce the key ideas you present again and again)
spaces.com/file/view/ESOL Have the students go back to the classroom to continue the lesson.
StrategiesComprehensibleIn
struction.pdf/42902857/ESO 3.Write the terms: Andrew Jackson, Indian Removal Act and Trail of Tears on the
LStrategiesComprehensibleI whiteboard. These words will remain on the whiteboard for the whole week,
nstruction.pdf along with the previously written words, and will be added to each day. Tell
and ESE (Gifted/Talented students to write down today’s vocabulary onto their accordion folder. Tell them
students, Learning/Reading that by the end of the day they will be able to describe what these words mean.
disabilities, SLD etc.) (ESOL 10: List the most important words and phrases you use or plan to use
http://www.udlcenter.org/ab in a presentation on a transparency or on the chalkboard)
outudl/udlguidelines/udlguid
elines_graphicorganizer 4. Share this short video on the Indian Removal Act:
https://safeshare.tv/submit?url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.youtube.com%2Fwatch
%3Fv%3DX76l6fwQAV0​ ​(UDL 1.2 & 1.3: Offer alternatives for auditory and
visual information)

5. Explain that today students will then go on a virtual scavenger hunt to explore
more about the Trail of Tears and the Indian Removal Act. They will be given a
worksheet that they have to complete while doing their virtual scavenger hunt.
They will be given a QR Code to assess the website in which they will find the
answers to the questions. There will also be a pamphlet on the document camera
that they can use to find the answers. ​(ESOL 29: Offer a variety of reference
materials at the students’ instructional level for independent use) (UDL 7.1:
Optimize individual choice and autonomy)​ Students can do this activity alone
or with pairs. ​(UDL 8.3: Foster collaboration and community) (ESOL 32: Use
student pairs for team learning, especially for reports, experiments, and
projects)

6. Once the students complete their scavenger hunt, have the students complete
their definitions on their accordion notebook. Have a class discussion about the
definitions they wrote for each word. ​(UDL 2.1: Clarify vocabulary and
symbols)​ Have the student place their scavenger hunt in the accordion folder and
place them back into the basket in the front of the room.

Resources/Materials ALL resources should be bulleted here including but not limited to: internet sites,
professional resources- books, journals (titles and authors), children’s literature,
etc.
● Accordion Folder
● Pencils
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

● Technology for Each Student (IPad/Computer)

● Another Room to Reside In
● White Board
● Document Camera
● Westward Expansion Pamphlet (CMC)
● https://safeshare.tv/submit?url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.youtube.com%2
Fwatch%3Fv%3DX76l6fwQAV0
●

● Trail of Tears Worksheet

●
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

Teacher(s) Name: ​Rachel Piekarskie, Laurie Jackson, Simara Gauntlett, Alexandria Ellis
Thematic Unit Theme/Title/Grade Level:​ Westward Expansion (Fifth Grade)
Weebly address: ​https://ucfgr5westwardexpansionsp18.weebly.com
Quizzizz address: ​https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
Daily Lesson Plan Day/Title: ​Day 5: The California Gold Rush
Learning Goals/Objectives Learning Goal:
What will students Students will be able to understand the major events and individuals that impacted
accomplish be able to do at Westward Expansion.
the end of this lesson? Be Learning Objectives:
sure to set significant ● The student will be able to identify roles and contributions of significant
(related to SSS/CCSS), people during the period of westward expansion
challenging and appropriate ● The student will be able to describe the push-pull factors that influenced
learning goals! boundary changes in the United States.
● The student will be able to use geographic knowledge and skills when
discussing current events.
● The student will be able to use timelines to identify and discuss
American History time periods.

NCSS Themes NCSS theme(s):

Florida Standards (FS) ● Culture.
Next Generation ● Time, continuity, and change.
Sunshine State Standards ● People, places, and environments.
(NGSSS) ​List each standard. Florida Standard(s):
Cutting and pasting from the ● LAFS.5.RI.1.3- Explain the relationships or interactions between two or
website is allowed. more individuals, events, ideas, or concepts in a historical, scientific, or
http://www.cpalms.org/Publi technical text based on specific information in the text.
c/ ● LAFS.5.RI.2.4- Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a ​grade 5 topic
or subject area​.

Next Generation Sunshine State Standards:

● NGSSS:​ SS.5.A.6.2 Identify roles and contributions of significant people
during the period of westward expansion.
● NGSSS: ​SS.5.G.2.1 Describe the push-pull factors (economy, natural
hazards, tourism, climate, physical features) that influenced boundary
changes within the United States.
● NGSSS: ​SS.5.A.1.2 Utilize timelines to identify and discuss American
History time periods.
● NGSSS​ SS.5.G.4.1 Use geographic knowledge and skills when
discussing current events.

Assessment Unit Pre-Assessment:

● How will student https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
learning be Unit Post-Assessment:
assessed? https://quizizz.com/admin/quiz/5a95c4874faf050019eed600
Authentic/Alternati On-going​ Formative (progress-monitoring/daily) Assessment​:
ve assessments? Students will create an accordion folder in which they will be putting all their
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

● Does your work into it each day. The folder will be separated by the different events of
assessment align westward expansion. The students will be formally assessed on their
with your completion/participation of the learning centers.
objectives, Scale:
4 - Student can help others to identify and explain the main events and people that
standards and
contributed to westward expansion.
procedures 3 (Mastery) - Student can identify and explain the main events and people that
● Informal contributed to westward expansion.
assessment 2 - Student can identify and explain more than half of the main events and people
(multiple modes): that contributed to westward expansion.
participation 1- Student can identify and explain less than half of the main events and people
rubrics, journal that contributed to westward expansion.
entries,
collaborative
planning/presentati
on notes, etc.

Design for Instruction 1. Anticipatory set: Greet the class and review the topics of yesterday’s
Student Activities & lesson. Say “Yesterday we learned about the The Trail of Tears and
Procedures Native American Culture.” Ask students, “Who can tell me something
● What best practice they remember about Native American Culture and The Trail of Tears?”
strategies will be As students are answering the questions, handout candy wrapped in gold
implemented? foil. “You see the gold that is wrapped around this tasty chocolate? Well
● How will you today we will be learning about how gold came to be during the
communicate California Gold Rush that took place in 1848.”
student 1. Share a short video on the California Gold Rush so students can learn
expectations? more information about it. (Subtitles will be turned on for EL students.)
● What products will https://safeshare.tv/submit?url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.youtube.com%2
be developed and Fwatch%3Fv%3Dt7Wr1tMs5F0+
created by ○ Discussion: what is the California Gold Rush and how did it
students? effect California’s population?
● Consider 2. Add the terms: California Gold Rush, James W. Marshall, James Polk to
Contextual Factors the whiteboard ​(ESOL 20. List the most important words and phrases
(learning you use or plan to use in a presentation on a transparency or on the
differences/learning chalkboard)​. Tell the students to write down today’s vocabulary on the
environment/learni book of the folder titled “California Gold Rush.” Tell them to write down
ng styles) that may what these words mean as they learn what they are.
be in place in your 3. Explain that today students will travel through centers and get to learn
future classroom. more about the California Gold Rush. Students will have 10 minutes at
Exceptionalities each station. (​ESOL 2- Promote Cooperation-small groups)
What accommodations or 4. Instructions: Tell students a number 1-4. All of the students that receive
modifications do you make number 1 will start at center 1. Students that receive number 2 will start
for ESOL at center 2 and so on. Groups will switch at the sound of the timer. Group
http://teachsocialstudies.wiki 1 will then move to center 2, group 2 will move to center 3, and so on.
spaces.com/file/view/ESOL (UDL 6.3: Facilitate managing information and resources).
StrategiesComprehensibleIn 5. Ask students to raise their hands if they understand what center they are
struction.pdf/42902857/ESO going to. ​(ESOL 6: Continually monitor students’ comprehension )
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

LStrategiesComprehensibleI 6. Point at each center and tell them what they are supposed to do at each:
nstruction.pdf ○ Center 1: ​Panning For Gold​. They will read together an
and ESE (Gifted/Talented informational “Panning for Gold” sheet which describes the job
students, Learning/Reading of a miner and includes some fun facts. Each student will
disabilities, SLD etc.) become a “miner.” They will have a shovel and a pick. They
http://www.udlcenter.org/ab will shovel and pick through the dirt and put it into a pan in
outudl/udlguidelines/udlguid hopes of finding gold.
elines_graphicorganizer ○ Center 2: ​Imaginative Writing​: ​An Amazing Discovery.
Students will read a worksheet about James Marshall who first
found gold at Sutter’s Mill. After learning some information
about him, students will write a short journal entry. “Imagine
that you are the first person to discover something very
valuable. Describe how and where you find it. Write about how
you feel and what you think. What do you do first? Use the
word bank.” Students will then put this response into their
folder titled “California Gold Rush.”
○ Center 3: ​Explore the California Gold Rush​.
(​http://explore.museumca.org/goldrush/​) Students will visit this
website and investigate the art, artifacts, and people who were
affected by the Gold Rush at this site from the Oakland
Museum of California, which boasts primary documents and
curricular materials. They will write down one thing they
learned from this website and place it in their folder for the
California Gold Rush.
7. Allow students to go to their centers. Walk around and observe the
students as they work at the centers.
8. Prompt students with the following questions:
○ What is the California Gold Rush?
○ Who is James Marshall?
○ Who is James Polk?
Remind students to define the vocabulary terms on their accordion
folders. ​(ESOL 5: Teach technical vocabulary supporting key
concepts)​.
9. “This week we have learned a lot about Westward Expansion. We
learned about the Louisiana Purchase, the Lewis and Clark Expedition,
the Oregon Trail, Native American Culture/ Trail of Tears, and lastly the
California Gold Rush. All of these events were vital to our current
culture. Turn and share one thing you learned this week with your elbow
partner.”

Resources/Materials ALL resources should be bulleted here including but not limited to: internet sites,
professional resources- books, journals (titles and authors), children’s literature,
etc.
● Writing Utensil
● Paper
● Computers
Social Studies Lesson/Unit Plan Template (precursor to Teacher Work Sample (TWS) in Internship II)

● Accordion Folder