Wayne State University College of Education

Lesson Planning Framework for Effective Instructional Design

Teaching Intern(s): Nicole Morency & Matt Calleja
School in which the lesson is being taught: Grosse Pointe South High School
Grade level of students for whom the lesson was developed: 10th and 11th
Subject/content area(s) for the lesson: US History Immigration and Urbanization
Title of the lesson: The Urban Game: Modeling the Process of Urbanization
Time needed for lesson: Approx. 1 hour and 40 minutes (2 class periods)
1. LEARNERS & LEARNING ENVIRONMENT
a) Engaging and Supporting Diverse Learners: Applying Principles of Universal Design for
Learning
Principle I: Provide Multiple Means of Representation
Options for Perception Students will be given directions both verbally and in
written format to help ensure maximum comprehension.
Options for Language Students will be given a sheet of definitions for words
with which they may not be familiar. This will help to keep students informed and ontask. It also holds students accountable for looking up words they dont know.
Options for Comprehension Students will already be familiar with the concept
of urbanization so we will start by activating their background knowledge on the
subject before introducing the activity. We will also highlight patterns and big ideas in
our discussion once weve completed the activity.
Principle II: Provide Multiple Means of Action and Expression
Optimize Access to Tools Students will be shown exactly how to complete this
activity as one instructor will be in the front of the room demonstrating the activity
while the other instructor supports individual students who may be struggling.
Options for Expression and Communication This lesson will be helpful to
students with a variety of learning styles. Those that are artistic and who focus best
by drawing, will be most benefitted by the bulk of the activity. Those that are aural
learners will be most benefitted by the class discussion upon the completion of the
activity.
Principle III: Provide Multiple Means of Engagement
Provide Options for Recruiting Interest This activity is an art-based group
project. This is very different from the kinds of lessons the class normally does. It will
help to better engage students who are normally less engaged.
Provide Options for Sustaining Effort and Persistence This activity will be
completed in groups of four. These cooperative learning groups will work together to
achieve a common goal of turning their village into a city. Students will also have the
opportunity during this lesson to learn better when to ask their peers for help and
when to direct questions to instructors.
Group assignments have been strategically created to ensure harmony and

maximum participation during the lesson.

Adam struggles to understand verbal direction and often asks for clarification on the
same point numerous times, so having written instructions will be extremely helpful
for him; he is also in the same group with a student who acts as a mentor for him.
Adam will also benefit from being shown the step-by-step procedure of the activity
Grace A. is really quiet during most class periods. Hopefully this interactive, artbased lesson will get her more involved in the learning process.
Ella is a foreign exchange student from Germany. Her English is not perfect so
providing verbal and written instructions will be helpful. She will also be able to ask
her other group members for help.
Eight students in this class (Grace A., Grace P., Cara, Reis, Ella, Agata, Cailey, and
Kayla) are currently enrolled in at least one art class. I think this activity will really
interest them and help get them engaged.
Reviewing material from the day before and activating prior knowledge will help any
and all students who may have missed the lecture on this section from the day
before.
After their last test, students were asked to write down what they liked and disliked
about the unit and what they wanted us to change. A lot of them showed interest in
limiting the amount of lecturing we do. This two-day artistic group activity will
definitely do that and will hopefully interest them more than a lecture.
b) Materials & Digital Tools Needed

Large sheets of butcher paper (1 sheet per group plus 1 sheet for the
instructor to model activity at the front of the room) students will draw their
villages/cities on these papers
Computer and Projector to display written instructions for each stage of
the game
Copies of drawing key (1 per student) this document will show students
how each feature of their village/city should be drawn; this will help to
minimize questions as to what certain things should look like and it will keep
students from spending too much time on each stage
Vocabulary definition sheets this document will list definitions for certain
vocabulary words used during this lesson which are relevant and necessary
for students to know with which they may not already be familiar.
Half sheets of paper for answering a wrap-up question

2. OUTCOMES & ASSESSMENT

a) State Standards and Student OutcomesLearning Goals
Standards
USHG ERA 6 - The development of an industrial, urban, and global United
States (1870-1930)
6.1 Growth of an Industrial and Urban America - Explain the causes and
consequences both positive and negative of the Industrial Revolution and
Americas growth from a predominantly agricultural, commercial, and rural
nation to a more industrial and urban nation between 1870 and 1930

6.1.3 Urbanization Analyze the changing urban and rural landscape by

examining;
The location and expansion of major urban centers (National Geography Standard
12, p. 208)
The growth of cities linked by industry and trade (National Geography Standard 11,
p. 206)
The development of cities divided by race, ethnicity, and class
(National Geography Standard 10, p. 203)
Resulting tensions among and within groups (National Geography Standard 13, p.
210)
Different perspectives about immigrant experiences in the urban setting (National
Geography Standards 9 and 12, pp. 201 and 208)

Outcomes
Students will be able to explain the causes of urbanization in America.
Students will be able to explain the process of urbanization that turned
villages into cities in America.
Students will be able to analyze problems citizens faced in urban cities of
the time.

b) Assessment and EvaluationEvidence of Student Learning

Assessment Assessment will take place in the form of a group discussion
to wrap up the activity. Each group will fill out a half sheet of paper
explaining some of the issues they faced, how it relates to urban issues and
what they would do differently.
Evaluation DISCUSSION QUESTIONS
Explain the process of the Urban Game. What was the biggest issue your
group faced? PLANNING, DRAWING SIZE, PROXIMITY,
UNDERSTANDING USE OF SPACE.
Looking at the six urbanization problems we talked about in class, which of
those problems can you see being an issue in your city? Why? HOUSING,
TRANSPORTATION, WATER, SANITATION, CRIME, AND FIRE.
If we were to start this activity over, what would you make to your strategy, if
any? BE MORE ORGANIZED, PLAN BETTER, DRAW RELATVELY TO
SCALE.
3. INSTRUCTIONAL PRACTICE
a) IntroductionWhen students come into class, their group assignments will be
on the board. They will sit with their group. One day prior to this lesson,
students will have had a lecture about urbanization.
1. We will start by reviewing what we discussed the day before. (What is
urbanization? THE PROCESS OF VILLAGES TURNING INTO LARGE
CITIES DUE TO MIGRATION TO SELECT AREAS. Why were people
moving to cities at this time? CITIES OFFERED MORE JOBS THAN
THE RURAL UNITED STATES. What kind of jobs could be found in
cities? ONES THAT REQUIRED LITTLE TO NO SKILLS. What kind of
people moving to cities? MOSTLY IMMIGRANTS
2. We will then introduce the activity while passing out necessary supplies
(butcher paper and drawing keys).

b) Instructional Procedures
1. Students need to write the name of every member of their group on
one side of their paper.
2. On the other side of the paper, they are going to start by setting up
their village according the requirements shown on the slides of the
power point.
3. While students are creating their villages, one instructor will be at the
front of the room with their own piece of butcher paper taped to the
wall, creating their own village as an example for students. The other
instructor will be providing verbal instructions while helping any groups
that need assistance.
4. Once all students have created their initial village, we will move
through the rest of the powerpoint with students modifying their
villages as directed both verbally and with written instruction presented
on the powerpoint. (The first class period will end during the bulk of the
activity, probably around round 10. We will pick up where we left off
the next day.)
5. Once students have progressed through each level of the game, each
group will post their project at an assigned spot in the room. Following,
each group will fill out a half sheet of paper describing some issues
they faced, how it relates to urban issues we talked about, and what
they would do differently. These papers will be collected.
6. Instructors will then lead the class through a discussion about the
game and the process of urbanization. Each group will discuss and
answer questions one by one.
c) Technology as a Tool for Effective Teaching & Learning
We will be utilizing a SMART Board during this lesson. This SMART Board
will be beneficial because it will allow us to provide students with written
instruction as well as verbal ones. The SMART Board is especially useful for
this lesson because it acts not only as a projector, but also as a white board. As
a writing surface, it allows us to make any changes necessary or highlight points
instantaneously.
d) ClosureStudents Summarizing and Synthesizing Their Learning
1. Once students have progressed through each level of the game, each
group will post their project at an assigned spot in the room. Following,
each group will fill out a half sheet of paper describing some issues
they faced, how it relates to urban issues we talked about, and what
they would do differently. These papers will be collected.
2. Instructors will then lead the class through a discussion about the
game and the process of urbanization. Each group will discuss and
answer questions one by one.
3. It is important to tie in everything we did in the past two days to what
the overall theme is, Urbanization. What is the relationship?
4. REFERENCES & RESOURCES
All resources we will be using during this lesson have been included at the
end of this document.

5. PROFESSIONAL RESPONSIBILITY: Teacher Reflection

Overall, this was a successful lesson that was developed and modified
over two days and multiple class periods. Most importantly, the lesson did a good job
providing the students with a better understanding of the challenges faced with
Urbanization. We can understand the success based off the class group discussions
and their ability to answer provided questions that connect everything weve been
doing. Some of the most important skills covered in the 2-day activity were creativity,
organization and group skills. In terms of success, I feel the lesson provided students
with the ability to develop these skills and was a change of pace to our typical class
routine. It was the first true group activity for the kids so that was a challenge of its own.
As expected, day one was a lot slower paced than day two which allowed
for some flexibility for adjustments. The first real challenge we faced was time
management in day one. We fell behind in one class but in the end were able to catch
up by speeding up the process in the second day. Also, we faced an unexpected
challenge when we found out that a handful of students have actually done this lesson
in previous years. The challenge came when actually trying to engage those students
and make it interesting for them. One thing we could have done differently is allow
those students to be leaders for the class and extend it for them by taking it a step
further. Next time I do this lesson I will be able to make sure to engage these students
in order to take the lesson a step further for them. As discussed, it is vital to connect
with the students who may seem to know it all.

PowerPoint

Drawing Key

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Vocab to Know

Pub a tavern or bar

Canal a narrow, artificial waterway connected to a larger body

of water

Tenement a run-down and often overcrowded apartment house

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Names: _______________________________________________________

The Urban Game

1.

Explain the process of the Urban Game. What was the biggest issue your group
faced while building your city?

2.

Looking at the six urbanization problems we talked about in class, which of

those problems can you see being an issue in your city?

3.

If we were to start this activity over, what changes would you make to your
strategy, if any?

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