4.+Five+Day+Unit+Plan

**Social Studies Standards**
 * SS.5.A.6.1: Describe the causes and effects of the Louisiana Purchase.
 * SS.5.A.6.2: Identify roles and contributions of significant people during the period of westward expansion.
 * SS.5.A.6.4: Explain the importance of the explorations west of the Mississippi River.
 * SS.5.A.6.6: Explain how westward expansion affected Native Americans.
 * SS.5.A.6.7: Discuss the concept of Manifest Destiny.
 * SS.5.A.6.9: Describe the hardships of settlers along the overland trails to the west.

**Math Standards ** ** Language Arts Standards ** ** Visual Art Standards **
 * MA.5.G.5.3: Solve problems requiring attention to approximation, selection of appropriate measuring tools, and precision of measurement.
 * MA.5.A.1.2: Estimate quotients or calculate them mentally depending on the context and numbers involved.
 * LA.5.3.1.3: The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log).
 * LA.5.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate;
 * LA.5.6.2.2: The student will read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information;
 * LA.5.4.1.2: The student will write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that employ figurative language (e.g., simile,metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format.
 * LA.5.2.2.3: The student will organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing);
 * LA.5.4.1.2: The student will write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">LA.5.5.2.2: The student will make formal oral presentations for a variety of purposes and occasions, demonstrating appropriate language choices, body language, eye contact and the use of gestures, the use of supporting graphics (charts, illustrations, images, props), and available technologies.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">VA.5.S.1.2 Use media, technology, and other resources to inspire personal art-making decisions.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">VA.5.S.2.2. Identify sequential procedures to engage in art production.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">VA.5.H.1.2: Use suitable behavior as a member of an art audience.

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 250%;">DAY ONE- EXPLORING THE WESTERN LANDS

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 19px;">Teacher(s) Name: **//__Melanie Carlisle, Stefanie Preston, Genesis Rawls__//** Thematic Unit Theme/Title/Grade Level: **//__West of the Mississippi/ 5th Grade__//** Wiki space address: **//__http://ucf5westofmississippif11t.wikispaces.com/__//** Daily Lesson Plan Day/Title: **//__Monday- Exploring the Western Lands__//** <span style="font-family: 'Times','serif'; font-size: 12px;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to identify the five regions of the country. <span style="font-family: 'Times','serif'; font-size: 16px;">People, Places, & Environments <span style="font-family: 'Times','serif'; font-size: 16px;">Time, Continuity, & Change || <span style="font-family: 'Times','serif'; font-size: 16px;">Unit Pre-Assessment: <span style="font-family: 'Times','serif'; font-size: 16px;">Unit Post-Assessment: //<span style="font-family: 'Times','serif'; font-size: 16px;">On-going //<span style="font-family: 'Times','serif'; font-size: 16px;"> Assessment: <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Prior to teaching the lesson, students will randomly select one of five necklaces that will help to divide them into groups. ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Social Studies notebook <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Current Map of United States <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Blank copy of US map divided by territories pre-expansion <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Construction paper <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Markers <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Crayons <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Scissors <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Glue stick <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Notebook paper <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pencils <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5 groups of necklaces, each group containing five of the same picture (wagon, US map, gold pick, buffalo, Indian headdress) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Large map of 1803 US regions divided into five pieces || <span style="font-family: 'Times','serif'; font-size: 16px;">Discussion Notes:
 * **<span style="font-family: 'Times','serif'; font-size: 16px;">Learning Objectives **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to identify the colonial United States.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to organize their thoughts and ideas on a KWL chart.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to collaborate with other students to create a presentation. ||
 * **<span style="font-family: 'Times','serif'; font-size: 16px;">NCSS Theme/ **
 * <span style="font-family: 'Times','serif'; font-size: 16px;">NGSSS- Next Generation **
 * <span style="font-family: 'Times','serif'; font-size: 16px;">Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 13px;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: 'Times','serif'; font-size: 12px;">These can be downloaded from the Florida Dept of Education //[|//http://flstandards.org//]//<span style="font-family: 'Times','serif'; font-size: 12px;">. // || * <span style="font-family: 'Times','serif';">SS.5.A.2.2: Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi River).
 * <span style="font-family: 'Times','serif';">SS.5.G.1.1: Interpret current and historical information using a variety of geographic tools.
 * <span style="font-family: 'Times','serif';">SS.5.G.1.3: Identify major United States physical features on a map of North America.
 * <span style="font-family: 'Times','serif';">SS.5.G.1.5: Identify and locate the original thirteen colonies on a map of North America.
 * <span style="font-family: 'Times','serif';">VA.5.F.3.3: Work collaboratively with others to complete a task in art and show leadership skills.
 * <span style="font-family: 'Times','serif';">LA.5.3.1.3: The student will prewrite by organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log).
 * <span style="font-family: 'Times','serif';">LA.5.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate;
 * <span style="font-family: 'Times','serif'; font-size: 16px;">LA.5.6.2.2: The student will read and record information systematically, evaluating the validity and reliability of information in text by examining several sources of information;
 * <span style="font-family: 'Times','serif'; font-size: 16px;">NCSS Theme(s): **
 * **<span style="font-family: 'Times','serif'; font-size: 16px;">Assessment **
 * <span style="font-family: 'Times','serif'; font-size: 12px;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || //<span style="font-family: 'Times','serif'; font-size: 13px;">Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //
 * <span style="font-family: 'Times','serif'; font-size: 16px;">K-W-L Chart – Students will create a folder in the image of a covered wagon.
 * **<span style="font-family: 'Times','serif'; font-size: 16px;">K **<span style="font-family: 'Times','serif'; font-size: 16px;">-On the base of the wagon, students will write the answers to questions asked by the teacher to determine what they know about westward expansion in the United States. The questions are:
 * 1) <span style="font-family: 'Times','serif'; font-size: 16px;">What is the purpose for expanding to western lands?
 * 2) <span style="font-family: 'Times','serif'; font-size: 16px;">What is Manifest Destiny?
 * 3) <span style="font-family: 'Times','serif'; font-size: 16px;">Who lived in the lands west of the 13 colonies?
 * 4) <span style="font-family: 'Times','serif'; font-size: 16px;">What was the makeup of the land west of the 13 colonies?
 * 5) <span style="font-family: 'Times','serif'; font-size: 16px;">Who owned the land?
 * 6) <span style="font-family: 'Times','serif'; font-size: 16px;">What was the Louisiana Purchase?
 * 7) <span style="font-family: 'Times','serif'; font-size: 16px;">What well-known figures were involved with the Louisiana Purchase?
 * 8) <span style="font-family: 'Times','serif'; font-size: 16px;">What was the Oregon Trail?
 * 9) <span style="font-family: 'Times','serif'; font-size: 16px;">What were some of the hardships that came with travelling the trail?
 * 10) <span style="font-family: 'Times','serif'; font-size: 16px;">What did people see along the trail?
 * 11) <span style="font-family: 'Times','serif'; font-size: 16px;">What role did Native Americans, pioneers, Chinese emigrants, Mexicans, and Mormons play in westward expansion?
 * 12) <span style="font-family: 'Times','serif'; font-size: 16px;">What was the gold rush?
 * **<span style="font-family: 'Times','serif'; font-size: 16px;">W **<span style="font-family: 'Times','serif'; font-size: 16px;">- On the wheels attached to the wagon folder, the students will write what they would like to learn about westward expansion.
 * **<span style="font-family: 'Times','serif'; font-size: 16px;">L **<span style="font-family: 'Times','serif'; font-size: 16px;">- On the covered part of the wagon folder, students will be asked the same questions from their pre-assessment. They will write their answers on the top part of the covered wagon. The answers will showed was “covered’ or learned. The final assessment at the end of the three- week unit will be a short essay on their thoughts about westward expansion and the people affected.
 * <span style="font-family: 'Times','serif'; font-size: 16px;">Students will work on groups to present information on a specific region of the United States.
 * <span style="font-family: 'Times','serif'; font-size: 16px;">Students will create a flip book to show their understanding of all regions of the United States.
 * <span style="font-family: 'Times','serif'; font-size: 16px;">The teacher will observe the work of the students. ||
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Design for Instruction //**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Student Activities & Procedures **
 * <span style="font-family: 'Times','serif'; font-size: 12px;">What best practice strategies will be implemented?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">How will you communicate student expectations?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">What products will be developed and created by students?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Exceptionalities **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pass out the wagon folders that the students created and introduce the unit by telling them that they are taking a trip out west.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ask the students why they think there was need to expand beyond the thirteen colonies in the early 1800’s.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Write answers on the board as the students give their thoughts. **(ESOL)**
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Open textbook to chapter 16 and read sections 16.1 and 16.2 together as a class.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The sections in the chapter discuss Manifest Destiny and reasons for moving west.
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After reading, ask again reasons for going west.
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Write the answers on the board beside the previous answers and compare. **(ESOL)**
 * 8) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss the concept of Manifest Destiny.
 * 9) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Allow the students to write down the answers in the social studies notebook before they are erased.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introduction of Activity __**
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tell the students that we must survey the land before we go west.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Have the students get into groups based on the picture they have on their necklace. **(ESOL)**
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each group should have a blank map for each student, crayons, markers, paper(notebook & construction), pencils, and scissors.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Once they are in their groups, hand out a current US map and a copy of **//The Kids' Book of the 50 Great States//.**
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">While the students are getting into their groups, the teacher will put the pieces of the puzzle map on the board in the shape of the United States.
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Once the teacher has everyone’s attention, she will have the groups look at the map.
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will explain that the country was not all owned by the US government and was divided into five major territories (color coded).
 * 8) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will color their individual maps to match the puzzle map.
 * 9) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will then remove one territory at a time and distribute to each group.
 * 10) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students in the group will use their maps and books to answer the following questions about each region: **//1) What is the climate? Include the northern and southern part of the territory. 2) Are there any large bodies of water? 3) What type of animals live in this region? 4) What is the vegetation? 5) Who lived in these lands, if anyone did?//**
 * 11) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will write their information about their territory on their puzzle piece, using the makers.
 * 12) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The small group activity will take place for 20 minutes.
 * 13) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">During this time, the teacher will walk around the classroom making observations and answering any questions.
 * 14) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">When the twenty minutes is finished, the groups will prepare to share with the class.
 * 15) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will make a flip book out of the construction paper and map that they have colored.
 * 16) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will model how to fold and cut the construction paper to create the sections of the flip book. **(ESOL)**
 * 17) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will then instruct the students to cut out their individual maps and glue each territory on one section of the flip book.
 * 18) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will model how to do this.
 * 19) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Once the students have created their flip books, the groups will present one at a time.
 * 20) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The groups will stand together and present the information on their territory.
 * 21) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students not presenting will write the information on each territory in the appropriate spot in their flip book.
 * 22) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After presenting, the group will leave their piece of the puzzle on the board and the full map will be restored.
 * 23) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will complete their flip book and put it in their wagon folder.
 * 24) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The day’s lesson is concluded.
 * 25) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will tell the students that they will be learning about the Louisiana Purchase in the next lesson.
 * 26) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will clean up. ||
 * **<span style="font-family: 'Times New Roman','serif';">Resources/Materials ** || **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Kids' Book of the 50 Great States //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">by Kids (Author), Scholastic Books
 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">History Alive! America’s Past __//**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Textbook
 * <span style="font-family: 'Times','serif'; font-size: 16px;">This week is the first week in a three week unit plan. It serves as an introduction to westward expansion in the United States.
 * <span style="font-family: 'Times','serif'; font-size: 16px;">A pre-assessment has been given two weeks prior and during that assessment, students created a wagon folder in anticipation of their trip west.

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 250%;">DAY TWO- LET'S TALK LOUISIANA PURCHASE Teacher(s) Name: **//__Melanie Carlisle, Stefanie Preston, Genesis Rawls__//** Thematic Unit Theme/Title/Grade Level: **//__West of the Mississippi/ 5th Grade__//** Wiki space address: **//__http://ucf5westofmississippif11t.wikispaces.com/__//** Daily Lesson Plan Day/Title: **//__Tuesday- Let’s Talk Louisiana Purchase__//** <span style="font-family: 'Times','serif'; font-size: 12px;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * The student will identify and understand the importance of key historical figures at the time of the Louisiana Purchase. The student will complete the Louisiana Purchase scavenger hunt with 100% accuracy. ** NCSS Theme(s)- ** Power, Authority, & Governance People, Places, & Environments Time, Continuity, & Change || Student Activities & Procedures
 * =<span style="font-family: 'Times','serif';">Learning Objectives =
 * The student will write an expressive form of literature. The student will complete an acrostic poem about a key historical figure.
 * The student will understand the events surrounding the Louisiana Purchase. The students will participate in table, group and partner discussions. ||
 * **<span style="font-family: 'Times','serif';">NCSS Theme/ **
 * <span style="font-family: 'Times','serif';">NGSSS- Next Generation **
 * <span style="font-family: 'Times','serif';">Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 13px;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: 'Times','serif'; font-size: 12px;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || * SS.5.A.6.1: Describe the causes and effects of the Louisiana Purchase.
 * SS.5.A.6.2: Identify roles and contributions of significant people during the period of westward expansion.
 * SS.5.A.6.4: Explain the importance of the explorations west of the Mississippi River.
 * LA.5.4.1.2: The student will write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format.
 * **<span style="font-family: 'Times','serif';">Assessment **
 * <span style="font-family: 'Times','serif'; font-size: 12px;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || **Unit Pre-Assessment:**
 * K-W-L Chart – Students will create a folder in the image of a covered wagon.
 * **K**-On the base of the wagon, students will write the answers to questions asked by the teacher to determine what they know about westward expansion in the United States. The questions are:
 * 1) What is the purpose for expanding to western lands?
 * 2) Who lived in the lands west of the 13 colonies?
 * 3) What was the makeup of the land west of the 13 colonies?
 * 4) Who owned the land?
 * 5) What was the Louisiana Purchase?
 * 6) What well-known figures were involved with the Louisiana Purchase?
 * 7) What was the Oregon Trail?
 * 8) What were some of the hardships that came with travelling the trail?
 * 9) What did people see along the trail?
 * 10) What role did Native Americans, pioneers, Chinese emigrants, Mexicans, and Mormons play in westward expansion?
 * 11) What was the gold rush?
 * ** W ** - On the wheels attached to the wagon folder, the students will write what they would like to learn about westward expansion.
 * Unit Post-Assessment:**
 * ** L ** - On the covered part of the wagon folder, students will be asked the same questions from their pre-assessment. They will write their answers on the top part of the covered wagon. The answers will showed was “covered’ or learned. The final assessment at the end of the three- week unit will be a short essay on their thoughts about westward expansion and the people affected.
 * //On-going//** **Assessment**:
 * Who Am I? Poem. The students will demonstrate their knowledge of certain historical figures at the time of the Louisiana Purchase by creating an acrostic poem.
 * The students will complete a scavenger hunt at the following website: http://www.socialstudiesforkids.com/articles/ushistory/louisianapurchase.htm ||
 * //Design for Instruction//
 * <span style="font-family: 'Times','serif'; font-size: 12px;">What best practice strategies will be implemented?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">How will you communicate student expectations?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">What products will be developed and created by students?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || 1. Anticipatory Set: Play Westward Expansion School House Rock video. Tell the students that we are going to discuss what the Louisiana Purchase was all about (and who was involved.) Have each table discuss 3 ideas/people they noticed in the video. Give the students 2 minutes to discuss then have them choose one person to share with the class. [10 minutes] 2. Open presentation received from SMART Exchange on the interactive whiteboard. The presentation contains 13 slides, including the following information: a. Introduction slide. What was the Louisiana Purchase?? b. The “key players” in the purchase. Introduce the president, Thomas Jefferson, and Napoleon Bonaparte. c. Map of Louisiana Purchase. Students should already be familiar with this from the activity completed on the previous day. Review how much land was actually purchased (at 3 cents an acre of land.) d. Louisiana Purchase map continued. Notice who owned other territories around the Louisiana Purchase. e. Napoleon Bonaparte. Why did he sell all of this land?? f. What does Jefferson do with this land? Sends out Lewis and Clark! g. Who were Lewis and Clark? How did President Jefferson know Lewis? Clark? h. What year did these men go on their journey? 1804-1806 (2 whole years!) i. Where did they travel? Spend some time looking at the map, discussing where they traveled in this new land. j. “Did you know” page k. Click on the stars to learn interesting facts! Click on each of the 3 stars. l. On to the Great Adventure! National Geographic game. m. End of student slides. [20 minutes] 3. Pair children into groups of two. Have each pair of students share a computer while they complete “The Louisiana Purchase” scavenger hunt. They will go to the following website: http://www.socialstudiesforkids.com/articles/ushistory/lou isianapurchase.htm. Together, the students will read the information and place the correct historical figure in the correct description. [10 minutes] 4. Once they have completed the scavenger hunt, the students will return to their tables. Here, the students will complete an acrostic poem of one of the 6 historical figures they just learned about. They will choose their historical figure and then write the poem on the “scroll paper” provided. Once the students have completed their poems they will share them with the class [20 minutes] Note* The visual presentation is great for ESOL students. It uses maps and pictures and help the students understand the content. The video in the beginning is also great for ELL students. It gives content in a visual and musical form (helpful for all learners). || <span style="font-family: 'Times','serif';">Discussion Notes: The homework provided here is the Sacagawea activity. Also, the students are encouraged (if they have access to a computer at home) to visit nationalgeographic.com/west and go west with Lewis and Clark!
 * ==Resources/Materials== || * Presentation from SMART Exchange: []
 * Computer for each pair of students.
 * Hard copy of scavenger hunt for each pair of students.
 * Hard copy of “scroll paper” for each student.
 * Writing utensils for each student.
 * Sacagawea activity for take home.
 * [[file:Louisiana_Purchase_Lewis&Clark[1].flipchart]]
 * [[file:Louisiana%20Purchase%20and%20Lewis%20&%20Clark[1].notebook]]
 * [[file:Louisiana purchase.pdf]]
 * [[file:citizenship_6_sacagawea_ws.pdf]]
 * [[file:Who Am I Poem Scroll.docx]] ||

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 250%;">DAY THREE-EXPLORING THE OREGON TRAIL

Teacher(s) Name: **//__Melanie Carlisle, Stefanie Preston, Genesis Rawls__//** Thematic Unit Theme/Title/Grade Level: **//__West of the Mississippi/ 5th Grade__//** Wiki space address: **//__http://ucf5westofmississippif11t.wikispaces.com/__//** Daily Lesson Plan Day/Title: **Wednesday//__- Exploring the Oregon Trail__//** = = <span style="font-family: 'Times','serif'; font-size: 12px;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * <span style="font-family: 'Times','serif';">The student will identify and explain the various explorations as well as significance to specific locations during the exploration of the westward expansion during the Oregon Trail. || People, Places, & Environment Society Time, Continuity & Change || Student Activities & Procedures
 * =<span style="font-family: 'Times','serif';">Learning Objectives =
 * **<span style="font-family: 'Times','serif';">NCSS Theme/ **
 * <span style="font-family: 'Times','serif';">NGSSS- Next Generation **
 * <span style="font-family: 'Times','serif';">Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 13px;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: 'Times','serif'; font-size: 12px;">These can be downloaded from the Florida Dept of Education [|http://flstandards.org]. // || * SS.5.A.6.4: Explain the importance of the explorations west of the Mississippi River.
 * VA.5.S.1.2 Use media, technology, and other resources to inspire personal art-making decisions.
 * VA.5.S.2.2. Identify sequential procedures to engage in art production.
 * NCSS Theme (S)-**
 * **<span style="font-family: 'Times','serif';">Assessment **
 * <span style="font-family: 'Times','serif'; font-size: 12px;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || //<span style="font-family: 'Times','serif';">Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //
 * <span style="font-family: 'Times','serif';">Unit Pre-Assessment: **
 * <span style="font-family: 'Times','serif';">K-W-L Chart – Students will create a folder in the image of a covered wagon.
 * **<span style="font-family: 'Times','serif';">K **<span style="font-family: 'Times','serif';">-On the base of the wagon, students will write the answers to questions asked by the teacher to determine what they know about westward expansion in the United States. The questions are:
 * 1) <span style="font-family: 'Times','serif';">What is the purpose for expanding to western lands?
 * 2) <span style="font-family: 'Times','serif';">What is Manifest Destiny?
 * 3) <span style="font-family: 'Times','serif';">Who lived in the lands west of the 13 colonies?
 * 4) <span style="font-family: 'Times','serif';">What was the makeup of the land west of the 13 colonies?
 * 5) <span style="font-family: 'Times','serif';">Who owned the land?
 * 6) <span style="font-family: 'Times','serif';">What was the Louisiana Purchase?
 * 7) <span style="font-family: 'Times','serif';">What well-known figures were involved with the Louisiana Purchase?
 * 8) <span style="font-family: 'Times','serif';">What was the Oregon Trail?
 * 9) <span style="font-family: 'Times','serif';">What were some of the hardships that came with travelling the trail?
 * 10) <span style="font-family: 'Times','serif';">What did people see along the trail?
 * 11) <span style="font-family: 'Times','serif';">What role did Native Americans, pioneers, Chinese emigrants, Mexicans, and Mormons play in westward expansion?
 * 12) <span style="font-family: 'Times','serif';">What was the gold rush?
 * **<span style="font-family: 'Times','serif';">W- **<span style="font-family: 'Times','serif';"> On the wheels attached to the wagon folder, the students will write what they would like to learn about westward expansion.
 * <span style="font-family: 'Times','serif';">Unit Post-Assessment: **
 * <span style="font-family: 'Times','serif';">L- On the covered part of the wagon folder, students will be asked the same questions from their pre-assessment. They will write their answers on the top part of the covered wagon. The answers will showed was “covered’ or learned. The final assessment at the end of the three- week unit will be a short essay on their thoughts about westward expansion and the people affected.
 * //<span style="font-family: 'Times','serif';">On-going //****<span style="font-family: 'Times','serif';"> Assessment **<span style="font-family: 'Times','serif';">:
 * <span style="font-family: 'Times','serif';">Students will begin their Timeline Wheel Scavenger Hunt within their small groups while collecting information.
 * <span style="font-family: 'Times','serif';">The students will then share their information using the IWB with the rest of the class.
 * <span style="font-family: 'Times','serif';">The students will record the information of every location visited during the Oregon Trail in sequential order on their individual timeline wheel.
 * <span style="font-family: 'Times','serif';">The wheel will be placed within the students traveling folder and the teacher will check the assignment for completion and comprehension. ||
 * //Design for Instruction//
 * <span style="font-family: 'Times','serif'; font-size: 12px;">What best practice strategies will be implemented?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">How will you communicate student expectations?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">What products will be developed and created by students?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc? || **Student – Centered Activity:** a. When was this site founded/created? b. Explain one thing you found interesting about this site? c. How is this sight significant to the Oregon trail exploration? To accommodate my ESOL students:
 * 1.** Place students in groups of 2-3 students
 * 2.** Give each group a fact card and ask them to find the following information:
 * 3.** Once the information is collected, have the students present their fact card with the rest of their peers using the interactive white board.
 * Teacher-Centered activity: ( while scaffolding the students)**
 * 1) Teacher will allow each group to present their information from their fact card using the interactive white board through the following:
 * 2) turn- on the interactive white board
 * 3) sign into the website (:__ http://www.historyglobe.com/ot/otmap1.htm) __
 * 4) Locate your group’s sight location on the website
 * 5) highlight your answers on the interactive white board for class to view
 * 6) All Students will share their information from the fact cards with the rest of class through the interactive white board from the following links:
 * 7) []
 * 8) []
 * 9) []
 * 10) []
 * 11) []
 * 12) []
 * 13) []
 * 14) []
 * 15) []
 * 16) []
 * 17) []
 * 18) []
 * 19) Students will record their information on their timeline wheel ( assessment)
 * 20) Students will place their Timeline wheel in their Westward expansion folder for completion.
 * ESOL Modifications:**
 * I will partner them with other students on different learning styles.
 * I will also scaffold these students while they interact with their peers within their class activity.
 * I will also assist these students when using the interactive white board. ||
 * ==Resources/Materials== || * Fact cards of all 12 locations explored during the Oregon Trail
 * Interactive white Board
 * Construction paper to create Timeline Wheel
 * Link to Oregon Map:__ http://www.historyglobe.com/ot/otmap1.htm __ ||

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 250%;">DAY FOUR- IT'S HARD BEING A PIONEER

= Teacher(s) Name: //__Melanie Carlisle, Stefanie Preston, Genesis Rawls__// = = Thematic Unit Theme/Title/Grade Level: //__West of the Mississippi/ 5th Grade__// = = Wiki space address: //__http://ucf5westofmississippif11t.wikispaces.com/__// = = Daily Lesson Plan Day/Title: //__ Thursday-It’s Hard Being a Pioneer __//= <span style="font-family: 'Times','serif'; font-size: 12px;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * <span style="font-family: 'Times','serif';">The student will be able to understand hardships that the pioneers endured. <span style="font-family: 'Times','serif'; font-size: 15px;">People, Places & Environment <span style="font-family: 'Times','serif'; font-size: 15px;">Time, Continuity, & Change || <span style="font-family: 'Times','serif';">Unit Pre-Assessment: <span style="font-family: 'Times','serif';">Unit Post-Assessment: //<span style="font-family: 'Times','serif';">On-going //<span style="font-family: 'Times','serif';"> Assessment: Student Activities & Procedures
 * =<span style="font-family: 'Times','serif';">Learning Objectives =
 * <span style="font-family: 'Times','serif';">The student will be able to gather information from reading and organize it in a graphic organizer.
 * <span style="font-family: 'Times','serif';">The student will be able to look at numbers and estimate totals into the thousands.
 * <span style="font-family: 'Times','serif';">The student will be able to solve mathematical problems to solve real life questions. ||
 * **<span style="font-family: 'Times','serif';">NCSS Theme/ **
 * <span style="font-family: 'Times','serif';">NGSSS- Next Generation **
 * <span style="font-family: 'Times','serif';">Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 13px;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: 'Times','serif'; font-size: 12px;">These can be downloaded from the Florida Dept of Education //[|//http://flstandards.org//]//<span style="font-family: 'Times','serif'; font-size: 12px;">. // || * <span style="font-family: 'Times','serif'; font-size: 15px;">SS.5.A.6.9: Describe the hardships of settlers along the overland trails to the west.
 * <span style="font-family: 'Times','serif'; font-size: 15px;">LA.5.2.2.3: The student will organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing);
 * <span style="font-family: 'Times','serif'; font-size: 15px;">MA.5.G.5.3: Solve problems requiring attention to approximation, selection of appropriate measuring tools, and precision of measurement.
 * <span style="font-family: 'Times','serif'; font-size: 15px;">MA.5.A.1.2: Estimate quotients or calculate them mentally depending on the context and numbers involved.
 * <span style="font-family: 'Times','serif'; font-size: 15px;">NCSS Theme(s)- **
 * **<span style="font-family: 'Times','serif';">Assessment **
 * <span style="font-family: 'Times','serif'; font-size: 12px;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || //<span style="font-family: 'Times','serif'; font-size: 13px;">Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //
 * <span style="font-family: 'Times','serif';">K-W-L Chart – Students will create a folder in the image of a covered wagon.
 * **<span style="font-family: 'Times','serif';">K **<span style="font-family: 'Times','serif';">-On the base of the wagon, students will write the answers to questions asked by the teacher to determine what they know about westward expansion in the United States. The questions are:
 * 1) <span style="font-family: 'Times','serif';">What is the purpose for expanding to western lands?
 * 2) <span style="font-family: 'Times','serif';">What is Manifest Destiny?
 * 3) <span style="font-family: 'Times','serif';">Who lived in the lands west of the 13 colonies?
 * 4) <span style="font-family: 'Times','serif';">What was the makeup of the land west of the 13 colonies?
 * 5) <span style="font-family: 'Times','serif';">Who owned the land?
 * 6) <span style="font-family: 'Times','serif';">What was the Louisiana Purchase?
 * 7) <span style="font-family: 'Times','serif';">What well-known figures were involved with the Louisiana Purchase?
 * 8) <span style="font-family: 'Times','serif';">What was the Oregon Trail?
 * 9) <span style="font-family: 'Times','serif';">What were some of the hardships that came with travelling the trail?
 * 10) <span style="font-family: 'Times','serif';">What did people see along the trail?
 * 11) <span style="font-family: 'Times','serif';">What role did Native Americans, pioneers, Chinese emigrants, Mexicans, and Mormons play in westward expansion?
 * 12) <span style="font-family: 'Times','serif';">What was the gold rush?
 * **<span style="font-family: 'Times','serif';">W **<span style="font-family: 'Times','serif';">- On the wheels attached to the wagon folder, the students will write what they would like to learn about westward expansion.
 * **<span style="font-family: 'Times','serif';">L **<span style="font-family: 'Times','serif';">- On the covered part of the wagon folder, students will be asked the same questions from their pre-assessment. They will write their answers on the top part of the covered wagon. The answers will showed was “covered’ or learned. The final assessment at the end of the three- week unit will be a short essay on their thoughts about westward expansion and the people affected.
 * <span style="font-family: 'Times','serif';">Students will create a graphic organizer using the information read.
 * <span style="font-family: 'Times','serif';">Students will create and record a budget for pioneer travel. ||
 * //Design for Instruction//
 * <span style="font-family: 'Times','serif'; font-size: 12px;">What best practice strategies will be implemented?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">How will you communicate student expectations?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">What products will be developed and created by students?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.

Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || # The teacher will begin the lesson by reviewing the places and landmarks they saw on the Oregon Trail in the previous lesson. Glossary of terms Teacher created worksheets ||
 * 1) The teacher will then share that there was much to see, but it wasn’t always easy getting there.
 * 2) Teacher will then read an excerpt about the dangers of pioneer travel from **//IF You Traveled West in a Covered Wagon//** to set the mood.
 * 3) The teacher will hand out a reading packet to each student and a copy of the blank graphic organizer to each student.
 * 4) Students will pair off into groups of two or three to complete activity. (ESOL)
 * 5) In their pairs/group, students will read over the packet and fill in the graphic organizer. This activity will last 20 minutes.
 * 6) The class will come back as one whole to review answers.
 * 7) The teacher will recreate the graphic organizer on the board.(ESOL)
 * 8) The students will come up to the board, when called upon, to write one of their answers in one of the categories.
 * 9) Upon completion of this activity, the students will place their worksheet into their wagon folder.
 * __Preparation for Homework__**
 * 1) To end the lesson, the teacher will return to **//IF You Traveled West in a Covered Wagon//** and read another excerpt, this one about what to pack in a covered wagon.
 * 2) The students will be given a list of items and their weight value. These are items that the pioneers would bring on their 5- month journey.
 * 3) The students will be given a chart to complete for homework. They will have the task of filling their wagon with 2,400 pounds.
 * 4) The students will use their math skills to compute the amount and their knowledge of the trail to determine which items to bring.
 * 5) They will turn in their work the next day for review. ||
 * ==Resources/Materials== || Oregon Trail Education Resource Guide/National Historic Oregon Trail Interpretive Center

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 250%;">THE FACES OF THE WEST

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 19px;">Teacher(s) Name: **//__Melanie Carlisle, Stefanie Preston, Genesis Rawls__//** Thematic Unit Theme/Title/Grade Level: **//__West of the Mississippi/ 5th Grade__//** Wiki space address: **//__http://ucf5westofmississippif11t.wikispaces.com/__//** Daily Lesson Plan Day/Title: **//__Friday-The Faces of the West__//** <span style="font-family: 'Times','serif'; font-size: 12px;">What will students accomplish / be able to do at the end of this lesson? Be sure to set significant (related to SSS), challenging and appropriate learning goals! || * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to understand the struggles and roles of Native Americans during westward expansion. <span style="font-family: 'Times','serif'; font-size: 16px;">People, Places, and Environments <span style="font-family: 'Times','serif'; font-size: 16px;">Culture || <span style="font-family: 'Times','serif'; font-size: 16px;">Unit Pre-Assessment: <span style="font-family: 'Times','serif'; font-size: 16px;">Unit Post-Assessment: //<span style="font-family: 'Times','serif'; font-size: 16px;">On-going //<span style="font-family: 'Times','serif'; font-size: 16px;"> Assessment: <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc. || **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This lesson takes place during the 90minute reading block and the 45 minute social studies block. __** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Paper Heads <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Trade books re: westward expansion and Native Americans <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Crayons <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Scissors <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pencils <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Copy of poem Trail of Tears by Brian Childers ||
 * **<span style="font-family: 'Times','serif'; font-size: 16px;">Learning Objectives **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to create a biography from gathering information from many sources.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to appreciate and respect the artwork of their fellow students.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to show their creativity and create a piece of art.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to give an oral presentation. ||
 * **<span style="font-family: 'Times','serif'; font-size: 16px;">NCSS Theme/ **
 * <span style="font-family: 'Times','serif'; font-size: 16px;">NGSSS- Next Generation **
 * <span style="font-family: 'Times','serif'; font-size: 16px;">Sunshine State Standards **<span style="font-family: 'Times','serif'; font-size: 13px;">List each standard. Cutting and pasting from the website is allowed. //<span style="font-family: 'Times','serif'; font-size: 12px;">These can be downloaded from the Florida Dept of Education //[|//http://flstandards.org//]//<span style="font-family: 'Times','serif'; font-size: 12px;">. // || * <span style="font-family: 'Times','serif'; font-size: 16px;">SS.5.A.6.6: Explain how westward expansion affected Native Americans.
 * <span style="font-family: 'Times','serif'; font-size: 16px;">VA.5.H.1.2: Use suitable behavior as a member of an art audience.
 * <span style="font-family: 'Times','serif'; font-size: 16px;">LA.5.4.1.2: The student will write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format.
 * <span style="font-family: 'Times','serif'; font-size: 16px;">LA.5.5.2.2: The student will make formal oral presentations for a variety of purposes and occasions, demonstrating appropriate language choices, body language, eye contact and the use of gestures, the use of supporting graphics (charts, illustrations, images, props), and available technologies.
 * <span style="font-family: 'Times','serif'; font-size: 16px;">NCSS Theme (s)- **
 * **<span style="font-family: 'Times','serif'; font-size: 16px;">Assessment **
 * <span style="font-family: 'Times','serif'; font-size: 12px;">How will student learning be assessed? Authentic/Alternative assessments?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Does your assessment align with your objectives, standards and procedures?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Informal assessment (multiple modes): participation rubrics, journal entries, collaborative planning/presentation notes || //<span style="font-family: 'Times','serif'; font-size: 13px;">Be sure to include Pre/Post assessment for your entire unit plan and on-going/ alternative assessment for individual, daily lesson plans! //
 * <span style="font-family: 'Times','serif'; font-size: 16px;">K-W-L Chart – Students will create a folder in the image of a covered wagon.
 * **<span style="font-family: 'Times','serif'; font-size: 16px;">K **<span style="font-family: 'Times','serif'; font-size: 16px;">-On the base of the wagon, students will write the answers to questions asked by the teacher to determine what they know about westward expansion in the United States. The questions are:
 * 1) <span style="font-family: 'Times','serif'; font-size: 16px;">What is the purpose for expanding to western lands?
 * 2) <span style="font-family: 'Times','serif'; font-size: 16px;">What is Manifest Destiny?
 * 3) <span style="font-family: 'Times','serif'; font-size: 16px;">Who lived in the lands west of the 13 colonies?
 * 4) <span style="font-family: 'Times','serif'; font-size: 16px;">What was the makeup of the land west of the 13 colonies?
 * 5) <span style="font-family: 'Times','serif'; font-size: 16px;">Who owned the land?
 * 6) <span style="font-family: 'Times','serif'; font-size: 16px;">What was the Louisiana Purchase?
 * 7) <span style="font-family: 'Times','serif'; font-size: 16px;">What well-known figures were involved with the Louisiana Purchase?
 * 8) <span style="font-family: 'Times','serif'; font-size: 16px;">What was the Oregon Trail?
 * 9) <span style="font-family: 'Times','serif'; font-size: 16px;">What were some of the hardships that came with travelling the trail?
 * 10) <span style="font-family: 'Times','serif'; font-size: 16px;">What did people see along the trail?
 * 11) <span style="font-family: 'Times','serif'; font-size: 16px;">What role did Native Americans, pioneers, Chinese emigrants, Mexicans, and Mormons play in westward expansion?
 * 12) <span style="font-family: 'Times','serif'; font-size: 16px;">What was the gold rush?
 * **<span style="font-family: 'Times','serif'; font-size: 16px;">W **<span style="font-family: 'Times','serif'; font-size: 16px;">- On the wheels attached to the wagon folder, the students will write what they would like to learn about westward expansion.
 * **<span style="font-family: 'Times','serif'; font-size: 16px;">L **<span style="font-family: 'Times','serif'; font-size: 16px;">- On the covered part of the wagon folder, students will be asked the same questions from their pre-assessment. They will write their answers on the top part of the covered wagon. The answers will showed was “covered’ or learned. The final assessment at the end of the three- week unit will be a short essay on their thoughts about westward expansion and the people affected.
 * <span style="font-family: 'Times','serif'; font-size: 16px;">Character Heads with descriptions
 * <span style="font-family: 'Times','serif'; font-size: 16px;">Unit Post Assessment is conducted on this day. ||
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Design for Instruction //**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12px;">Student Activities & Procedures **
 * <span style="font-family: 'Times','serif'; font-size: 12px;">What best practice strategies will be implemented?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">How will you communicate student expectations?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">What products will be developed and created by students?
 * <span style="font-family: 'Times','serif'; font-size: 12px;">Consider //Contextual Factors// (learning differences/learning environment/learning styles) that may be in place in your future classroom.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 13px;">Exceptionalities **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">During the Reading block: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will introduce the lesson by stating that we have learned about the pioneers, but have not discussed the Native Americans.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will then read the poem, The Trail of Tears, to the class as an introduction to the lesson.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will ask the students how the poem made them feel.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will ask the students what they think the author is feeling.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will then have the student open their textbook to chapter 17.
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will call on various students to read the chapter out loud.
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Through the reading, students will learn about Native Americans and other people affected by westward expansion. This part of the lesson should take 45 minutes.
 * 8) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After the group is done reading as a whole, there will be a block for individual or small group reading. **(ESOL)**
 * 9) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Before the class breaks into independent reading, the teacher will show a sample of the character head that the students will be creating after they complete their reading. The teacher will be sure to point out any facial features, head gear, and hair styles. (**ESOL**)
 * 10) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There will be a bin of trade books relevant to the unit of study.
 * 11) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will select a book and read silently alone or quietly with a partner. (**ESOL**)
 * 12) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">When they are finished reading, they will collect a paper head from the teacher’s desk.
 * 13) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">On the front of the head, they will create the face of a Native American, gold miner, Chinese emigrant, or pioneer. The student has total creative control. (**ESOL**)
 * 14) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">On the back of the head, the student will write a brief but detailed account of the person.
 * 15) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">They will tell who they are, where they might live, and how westward expansion has affected them. The teacher will write these prompts on the board for the students to refer to when they are ready to write. (**ESOL**)
 * 16) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If they run out of time, they can complete in the afternoon, during the social studies block.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">During the Social Studies block **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will allow a certain amount of time for students to complete their head character.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will then have everyone in class back in their seats and ready for presentations.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will then take turns presenting their person that they created from the westward expansion.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will collect all of the heads and hang them on a line using clothes pins.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will hang it in such a way that both front and back can be revealed.
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">At the end of the three week unit, the teacher will return the heads to the students.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Unit Post Assessment **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After the head presentations, the teacher will conduct a post assessment.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will have the students take out their wagon folder.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will instruct the students to write their answers on the top part of their wagon, to represent everything that was covered.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will show the teacher’s sample and point to the area that the students are to write on.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Upon completion of the assessment, the teacher will instruct the students to put all unit work in their folder.
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will collect the folders for grading.
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will return the folders on Monday when the unit study continues. ||
 * **<span style="font-family: 'Times New Roman','serif';">Resources/Materials ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Construction paper
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">History Alive! America’s Past //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> textbook