CaliforniaStateUniversity,Northridge

DepartmentofElementaryEducation

LessonPlan

Candidates:
Jen,Lucy,Never,Miguel
Subject(s)/topic(s):
SocialStudies

Date:

Single/multiday
lesson:
MultiDay

Gradelevel(s):
4th
ELlevelofstudents:
Intermediate

Objective(s):
(TPE5)
StudentswillbeintroducedtothethreeroutesusedbypeopletravelingtoCalifornia
duringtheGoldRush.

CAContentStandards
:(TPE1)
History- Social Science

California:AChangingState

2.ComparehowandwhypeopletraveledtoCaliforniaandtheroutestheytraveled(e.g.,
JamesBeckwourth,JohnBidwell,JohnC.Fremont,PioPico).

CA ELD Standards:
Intermediate ELD Level:
Write legible, simple sentences that respond to topics in
languageartsandothercontentareas(e.g.,math,science,historysocialscience).
Intermediate ELD Level: Participate in social conventions with peers and adults on
familiartopicsbyaskingandansweringquestionsandsolicitinginformation.

LengthofLesson:
(TPE10)
Motivation:2minutes
Directed:5minutes
Guided:5minutes
Pair:5minutes
Independent:10minutes
Closure:5minutes

Materialand/ortechnology
:CaliforniaAtlas,laptop,projector

Vocabulary:
argonauts,CapeHorn,FortyNiner,frontier,isthmus,pioneer.

Classroommanagement/roomarrangements/studentgroupings:
Studentswillbe
workingintheirindividualseatswhileworkingontheirassignment.Thestudentswill
readtheinformationabouttheGoldRushbyreadingindependentlyandwiththeuseofa
computerusedforresearch.Studentswillworkinpairswhendiscussingthe
reading/answers.

Modifications:
(TPE4)
MapswiththedifferentroutesusedtoarrivetoCalifornia.Themapswillbelabeledso
thatallstudentsareabletoidentifytheroutes.Alistofthevocabularywordswillbe
madevisibletoallstudentswiththeirtranslationandapictureidentifyingthewordso
thatallstudentscandefinetheword.Allofthesemodificationswillbemadetohelpmy
ELDandspecialneedsstudents.FormyGATEstudents,Iwillchallengethemtofind
thedefinitionstothevocabularywordswiththeuseofadictionaryorwiththeuseof
clueswithouthavingtolookuponthelistofvocabularywordswithpicturesonthem

Procedure

Nameofinstructionalmodel
DirectInstruction,guidedpractice,pairpractice,independentpractice

Motivation
StudentswillbeshowdifferentmapsthatshowthedifferentroutestoCalifornia.The
mapswillbeshownalongcurrentmapssothatstudentscangetanideaofhowmuchthe
geographyhaschanged.

DirectedLesson:
(TPE4)
Iwillgivethestudentskeynotesfromthereadingwithdefinitionstothevocabularylist
sothattheycanbettercomprehendthereading.Studentswillusemindmapapptocreate
aflowmapinwhichtheywillstatethefactsinsequence.

GuidedPractice:
(TPE4)
Studentswillanswerthefollowingquestionsusinggoogledocsaboutthedifferentroutes
usedfortraveltoCalifornia:
1.WhydidpeopleselectthisroutetogofromtheeastcoastofPanamatothewest?
2.Whatweretheadvantagesanddisadvantages?
3.WhatfutureprojectswouldshortenthejourneyacrossPanama?

PairPractice:
(
TPE2,3)
StudentswillsharetheirGoogledocwithapartnertodiscussandexplaintheiranswerstothe
followingquestions:
1.WhydidpeopleselectthisroutetogofromtheeastcoastofPanamatothewest?
2.Whatweretheadvantagesanddisadvantages?
3.WhatfutureprojectswouldshortenthejourneyacrossPanama?

IndependentPractice:(
TPE4)

Afterdiscussingtheiranswerswithapartner,studentwillworkonaPrezipresentation
withtheirfinalanswerstosubmittotheteacherforassessment.Theywillusetheir
guidedpracticeandpartnerdiscussionstorewritetheiranswers.

Closure:
Theteacherandstudentswilldiscusswhattheyhavereadsofar.Studentswillbeasked
tosubmitaresponseusingtwitter#mrbeltran4sstothefollowingquestion.Whatwould
happenifgoldwasneverdiscoveredinCalifornia?

AlternativeandSupplementaryActivities:
None

Assessment:
Formal:
Studentswillbeaskedtoanswerquestionsaboutthereadingandcheckedfor
theircomprehension.ExitTicket:studentswillbetodescribeoneofthethreerouteswe
coveredinclass.
Informal:
Studentswillansweralistofquestionsonaworksheetaboutthereadingat
randomandcheckedfortheircomprehension.Teacherwillbewalkingaroundbetween
groupsandlisteninginonthediscussions.