Ci 350 lesson plan 2


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Ci 350 lesson plan 2

  1. 1. Kayla Napier CI 350 Harold Blanco October 19, 2013 Lesson Two I. Analyzethe Learners:I will be teaching a class of twenty-five fifth grade students: twelve girls and thirteen boys, four of whom are African Americans.These children are between ten and eleven years old. Overall, I will be incorporating a variety of activities and teaching strategies in order to appeal to all of my learners. II. State Objectives: My fifth grade students will identify and describe major political events that resulted in southern secession including the election of 1860 by utilizing cooperative learning groups, online research, Skype, creation of posters/banners, and a mock election by the end of the day with 95% accuracy. III. Select Methods, Media, and Material: In an attempt to appeal to my kinesthetic, audio, and visual learners within the class, I will utilize a variety of strategies and materials. Skype: I will incorporate Skype into the lesson by having a guest speaker from Harpers Ferry National Park video chat with the class about John Brown’s Raid. Poster: I will use my poster of John Brown’s Raid to show an event that led to tension between the North and South. Computer lab: The students will be utilizing the computer lab to conduct research about one of the 1860 Presidential candidates.
  2. 2. Election Posters/banners: The students will be creating posters, banners, and slogans to represent an 1860 Presidential candidate. Poster Supplies: The materials for these posters would include: glue, markers, pictures, scissors, and poster board. Photoshop Poster:As an example, I will incorporate my 1860 Election poster that I created for Abraham Lincoln. Video Camera/iPad: I will be video recording the mock election to be added onto the class Facebook page. Podcast: To summarize the lesson, the students will listen to the podcast I created about the winning Presidential candidate. Facebook: After listening to the podcast, the students will then post a comment on Facebook. IV. Utilize Media and Material:Prior to class, I will preview all materials and technology that will be used in the lesson. Thus I will check to make sure that the video camera, podcast, and iPads are working properly, and I will reserve the computer lab for independent student research. Also, I will place all the poster materials and craft supplies on a table in the corner for easy access. The students will then use these materials to create banners and posters for an 1860 Presidential candidate. Finally, I will make sure to leave a large open area at the front of the classroom in order to conduct our mock election. V. Requiring Learner Participation: To introduce the lesson, I will discuss a few political events that led to Civil War. To make this material more relevant to the students, I
  3. 3. will video-call the chief historian of Harpers Ferry National Park using Skype, who will then describe John Brown’s Raid on Harpers Ferry. After his brief summary, the students will have the opportunity to ask questions. To conclude and reflect on the main points of this event, I then will present my John Brown poster to the class. Next, I will incorporate the election of 1860, by dividing the class into the North and the South, instructing the students to research their side’s Presidential candidate and to create a platform explaining his views. After completing their research, each group will create banners, posters, and a slogan for their candidate. As an example, I will display the election poster that I created using Adobe Photoshop. After finishing these projects, the class will conduct a mock election, while I videotape the proceedings which will be posted on the class Facebook page. The students will then listen to a podcast about the winning candidate, and post a comment on Facebook describing why they believe the outcome of this election ultimately led to southern secession. VI. Evaluation and Revision: To evaluate my students and check for students understanding, I will: Circulate throughout the room asking questions, Check for student participation, Grade Facebook posts, Collect election posters and banners to check that they all contain: o Two to three facts about the candidate o A campaign slogan