1. ASSURELesson Plan for MondayAnalyze Learners | State Objectives | Select Methods, Media, and MaterialsUtilize Media and Materials | Require Learner Participation | Evaluate and ReviseAnalyze LearnersGeneral CharacteristicsThis lesson plan is designed for fourth grade students to become familiar with WestVirginia History. The students vary in age from 9 to 10 years. There are 8 girls and11 boys in the class. 17 of the students are West Virginia natives. There is 1 deafstudent. Almost all of the students are from poor socioeconomic environments.Specific Entry CompetenciesAll students are aware of the state they live in and the capitol. None of them knowwhat county they live in or what a state symbol is. The majority of the students haveno knowledge of West Virginia history at all.Learning StylesThe students need to constantly be hands on in order to keep their full attention.There are a few students who are disruptive and have a difficult staying on taskwithout constant reminder. The students lose interest quickly when reading fromtheir textbooks. The students should be tested orally because they do not test wellon written assessments. The deaf student in class is also to be tested orally, but byan interpreter rather than the teacher. The interpreter is always in the classroomfor that particular student’s aid.State ObjectivesLearning OutcomesThe main objective for this lesson plan is for all students to become familiar withWest Virginia history. They should be able to explain how West Virginia became astate, identify the surrounding states, and recognize state symbols. Students shouldbe able to do this by day 5 with 100% accuracy.Conditions of PerformanceStudents will be able to explain why West Virginia split from Virginia. They will alsobe able to explain when it happened and who was the president at the time.
2. Degree of Acceptable PerformanceStudents should be able to do this by the end of the day with 100% accuracy.Select Methods, Media, and MaterialsMethodsThe method chosen for this lesson was entire class instruction.MediaStudents will be asked the question, “Why did Virginia split?”. After a discussion isinitiated students will be instructed to ask the question on Twitter.Students will raise their hands and share tweets that they think are relevant. Afterthe teachers feel as if student’s have a generalization of how West Virginia became astate and why, they will be given another assignment. They will be assigned tocreate a blog on their opinion of West Virginias statehood. The blog will be madeon www.blogger.com
3. MaterialsFor this assignment students will use their West Virginia History textbook,Encyclopedias, and computers.Utilize Media and MaterialsPreview the MaterialsTeacher will note the pages that cover the specific material that he or she wants totalk about in class.Prepare the Materials and EnvironmentThe teacher will have the appropriate textbook on each student’s desk upon arrival.The teacher will have checked Encyclopedias out of the school library prior to theday of the lesson.The teacher will make sure the computers are all turned on andworking properly. Both the textbooks and computers will be available in theclassroom. Students will be sitting along the wall at the computers and also at theirdesks. Their desks will be set up in single file rowsProvide the Learning ExperienceThe teacher keeps the students actively involved. The teacher has the studentssharing the information they are reading on Twitter. The whole lesson is classdiscussion, no pencil and paper.Require Learner ParticipationEach student will be required to share at least one tweet that they find relevant tothe given discussion question. Students will be asked to participate by raising theirhand either for either yes or no. Teacher would ask students whether they thinkeach tweet read is true or false.
4. Evaluate and ReviseAfter each poll of yes or no, the teacher will inform the students of the correctanswer. The teacher will also explain the correct answer. The students will beevaluated by participating in the class discussion.