Faulks Technologyunitplan 2

Monmouth University
School of Education
Department of Curriculum and Instruction
Lesson Plan
Teacher Candidates Name: Samantha Faulks

Tentative Date: Day 1
Lesson Title: Introduction to Explorers
Context:
Grade Level/Subject: 3rd/Social Studies
Disability Categories represented: LD, Autism
Type of classroom (continuum of placements): Inclusion
Describe UDL integration (into anticipatory, procedure, guided practice, and assessment):
o Anticipatory Set: Provide Multiple Means of Representation: This lesson begins with the idea of
activating students background knowledge, which is an example of guideline 3 under the UDL
principles. By linking the content to students lives, it allows them to deeper access the information and
become more engaged (Hall, Meyer, & Rose, 2012).
o Procedure: Provide Multiple Means of Engagement/Provide Multiple Means of Representation: Reading a
book aloud to a class provides visuals, graphics, audio, and written words. These are all different means
students can use to access and understand the information being provided to them. A book supports
guideline 1 and helps student gain access to the content. By allowing students to interact with their peers
throughout the book, guidelines 7 and 8 under the UDL principles are shown. A read aloud of a story that
is not a textbook can definitely help to capture student interest. Also, allowing opportunities to discuss
with peers can increase understanding and help guide struggling learners through the book (Hall, Meyer,
& Rose, 2012).
o Guided Practice: Provide Multiple Means of Action/Expression: This activity is an example of guideline 5
under the UDL principles. By allowing students to work in pairs, it forces them to communicate and talk
through their answers when completing the worksheet. By allowing students to work with a partner,
struggling students can target fluency and staying on task (Hall, Meyer, & Rose, 2012).
o Assessment: In this lesson, the guided practice becomes the assessment. See above.
Collaborative methods used to enhance the lesson (e.g., families, community resources, school resources)
o Family Resources: Ask families to share their stories of coming from one country to another (if any).
o Community Resources: Looking through current event articles that discuss most recent explorations (i.e.
space)
o School Resources: Weekly PLC meetings, school library
Central Focus: The central focus of this lesson is to understand the concepts of explorers and explorations.
Standards (NJCCCS, CCSS, NJPST, and/or CEC):
CCSS.ELA-LITERACY.RI.3.1
o Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
o Determine the main idea of a text; recount the key details and explain how they support the main idea.
o Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to
a given topic efficiently.
NJCCCS: 6.1.8.A.1.a
o Compare and contrast forms of governance, belief systems, and family structures among African,
European, and Native American groups.
NJCCCS: 6.1.8.C.1.a
o Evaluate the impact of science, religion, and technology innovations on European exploration.
Learner Outcomes (goals/objectives):
a. Students will be able to define explore, explorer, and exploration.
b. Students will be able to define the Age of Exploration.
Assessments (include formative and summative):
Formative: Teacher will walk around while students are working on their guided notes worksheet. Teacher will be
looking at
Summative: Teacher will collect the guided notes worksheet to review for accuracy. A rubric will be used to assess
the students.
Academic Language:
Examine the learning goal/objective to complete the chart.
Identified Language Demands Planned Language Supports
Vocabulary Help students define key words (explore, explorer,
exploration, Age of Exploration) using context clues,
examples, and a dictionary.
Language Functions Define: Students will understand key vocabulary
through the use of guided passages, context clues,
dictionary, etc.
Asking for assistance and directions: If students are
confused and need clarification they will be prompted
to raise their hands and ask for assistance
Discourse Reading passages are written chronologically and
broken down to help differentiate important facts from
the rest of the passage.
Syntax Students will choose words that appropriately fit the
fill-in-the-blank questions.
Duration: (provide overall time for class session AND include timing for each section of the lesson below)
One class period: 50 minutes
o Anticipatory Set (5 minutes)
o Procedure: (20 minutes)
o Guided Practice &Independent Practice: (25 minutes)
Instruction Strategies and Learning Tasks (include anticipatory set, procedure, guided practice, and independent
practice):
Anticipatory Set: The teacher will ask the students to pretend that they will be going on vacation to a new place
that they have never been before! The teacher will write the words I wonder on the board and pass out post-it
notes. Students will jot down their thoughts and post their thoughts on the board. The students and teacher will
then discuss what it means to be an explorer (Fisher, Frey, & Lapp, 2012).
Procedure: First, the teacher will explain to the class that they will begin their unit on the Age of Exploration.
The teacher will then explain that the explorers the students will learn about found places not yet on maps. Next,
the teacher will read the book So You Want to be an Explorer? by St. Judith George and David Small.
Throughout the reading of the story, students will be asked to share their thoughts with the person sitting next to
them (Kaddoura, 2013).
Guided Practice: Teacher will provide resources (websites, dictionaries, thesauruses, and web links) for the
students to work on filling in their guided notes. The teacher will walk around to ensure that students are working
and be available for help and/or discussion if needed (Eamon, 2006).
Independent Practice: Students will work on completing their guided notes in pairs.
Accommodations for diverse learners and students with special needs (include suggested adaptive and assistive
tech/software/web-supported learning with specific skill areas):
(After reading this section, delete bullets and use this chart)
Identified Support for (see list Specific Characteristic Planned Accommodation(s)
above) (Strength/Need)
ELLS Various Classroom dictionaries and thesauruses are always
available to promote understanding. Translator
software is also available for students who need it.
IEPs/504s Autism Symbol/visual supports, differentiated
LD readings/worksheets, extended time
Advanced Students Various Extension Activities:
https://igamemom.com/free-app-european-
exploration-the-age-of-
discovery/#_a5y_p=693423
Struggling Students Various Leveled readings are available
Modifications for students with disabilities (none may be needed so just note that in this section with your
rationale):
No other modifications are needed as the UDL principles and guidelines incorporate all modifications for
instruction.
Materials / Use of Instructional Technology:
Teacher Materials
o So You Want to be an Explorer by St. Judith George and David Small
o Post-it notes
Student Materials (Include Adapted Materials for Differentiated Instruction)
o Differentiated Reading Passages
o Guided Notes/Worksheet
o Resources needed to complete tasks
References
Ben-David, R. (2002). Enhancing comprehension through graphic organizers. Educational Resources
Information Center, 2-47. Retrieved November 7, 2017, from
http://files.eric.ed.gov/fulltext/ED461907.pdf
Eamon, M. (2006). A "genuine relationship with the actual": New perspectives on primary sources, history and
the internet in the classroom. The History Teacher, 39(3), 297. doi:10.2307/30036799
Farisi, M. I. (2016). Developing the 21st-century social studies skills through technology integration. Turkish
Online Journal of Distance Education, 17(1), 16-30. doi:10.17718/tojde.47374
Fisher, D., Frey, N., & Lapp, D. (2012). Building and activating students background knowledge: Its what they
already know that counts. Middle School Journal, 43(3), 22-31. doi:10.1080/00940771.2012.11461808
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: practical
applications. New York: Guilford Press.
Kaddoura , M. (2013). Think pair share: A teaching learning strategy to enhance students' critical thinking .
Educational Research Quarterly, 36(4), 3-24. Retrieved November 7, 2017, from
https://bluehawk.monmouth.edu:2443/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ1061947&site=ehost-live&scope=site
The Sweetest Thing. (2015). Teaching Resources & Lesson Plans. Retrieved October 22, 2017, from
https://www.teacherspayteachers.com/store/the-sweetest-thing
Homework / Assignment for Next Class:
None
Monmouth University
School of Education
Lesson Plan

Lesson Title: Perceptions of the World!
Context:
o Anticipatory Set: Provide Multiple Means of Action and Expression: This activity is an example of
guideline 5 under the UDL principles. By allowing students to work in groups, it forces them to
communicate and talk through their answers when completing the worksheet. By allowing students to
work with a partner, struggling students can target fluency and staying on task. This activity also allows
students to express their answers in different ways (verbally, in writing, using visuals) (Hall, Meyer,
&Rose, 2012).
o Procedure: Provide Multiple Means of Representation: This lesson is all about perception! This activity is
a perfect example of guideline 1 under the UDL principles. Through teacher discussion, both maps on the
iPad and maps from the library, and working in groups students will be able to gather information on how
explorers saw the world (Hall, Meyer, & Rose, 2012).
o Guided Practice: Provide Multiple Means of Engagement: Students will be working in groups to complete
this activity. Guideline 7 under the UDL principles expresses the importance of collaboration between
peers. Peers can teach information to struggling learners in a way that the teacher may not be able to
(Hall, Meyer, & Rose, 2012).
o Assessment: Same as above.
o Family Resources: See if families have any old coins/artifacts to show students how items are constantly
changing (i.e. Mark to Euro).
o Community Resources: Local libraries can be used to find examples of different types of maps for student
views
o School Resources: School library can be utilized to gain access to maps & lesson ideas can be discussed
during weekly PLCs
Central Focus: The central focus of this lesson is to understand perceptions of the world during the time period of the
Age of Exploration.
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).
NJCCCS: 6.1.8.A.1.a
o Compare and contrast forms of governance, belief systems, and family structures among African,
NJCCCS: 6.1.8.C.1.a
o Evaluate the impact of science, religion, and technology innovations on European exploration.
a. Students will be able to evaluate how Europeans viewed the world during the Age of
Exploration.
b. Students will be able to compare and contrast maps during the Age of exploration and maps
used today.

Formative: teacher observations/notes
Summative: Graphic Organizer Worksheet will be collected and graded using a rubric
Academic Language:
Identified Language Demands Planned Language Supports
Vocabulary Help students define key words (i.e. map) using
context clues, examples, and a dictionary.
Language Functions Compare and Contrast: Students will learn to compare
and contrast by looking at different maps from
different time periods.
Analyze: Students will evaluate their findings to prove
how challenging it was for explorers to perceive their
world.
Asking for assistance and directions: If students are
confused and need clarification they will be prompted
to raise their hands and ask for assistance
Discourse Students will follow a chronological timeline to ensure
understanding of sequencing of events.
Syntax Students will answer in complete sentences.
One class period: 50 minutes
o Anticipatory Set (10 minutes)
o Procedure: (15 minutes)
o Guided Practice: (5 minutes)
o Independent Practice: (20 minutes)
practice):
Anticipatory Set: Students will be broken up into groups. Students will be given an assigned map (Ptolemys,
Martellus, Planisphere, and Waldseemuller) and asked to bring up images on classroom iPads. Students will share
what they noticed through the use of visuals, writings, or verbally. These ideas will then be shared with the entire
class. Students will then be able to discuss similarities and differences between the 4 maps (Fisher, Frey, and
Lapp, 2012).
Procedure: The teacher will explain to students that they will be using primary sources to explore how
Europeans perceived the world during the Age of Exploration. Primary sources will allow students to get inside
the heads of the European explorers. Students will then be given a timeline of the discoveries that took place
during that time. Students will have time to study the timeline before the activity (Eamon, 2006).
Guided Practice: Students will receive a graphic organizer to fill out about each map. Working in groups,
students will use the maps and timeline as references to analyze the key changes made to each map. An example
will be done for the first box together as a whole class (Eamon, 2006).
Independent Practice: Students will complete their graphic organizer worksheet. The teacher will walk around
to help guide student discussion and observe students working together (Ben-David, 2002).
Identified Support for (see list Specific Characteristic Planned Accommodation(s)
above) (Strength/Need)
ELLS Various Classroom dictionaries and thesauruses are always
available to promote understanding. Translator
software is also available for students who need it.
ELL students will be grouped with stronger students
in the area of language.
IEPs/504s Autism Differentiated grouping
LD
Advanced Students Various Once students are done, they can complete a map of
the hallway by the classroom. Students will be
asked to be as detailed as possible. Students then
can share their thoughts about the activity.
Struggling Students Various Differentiated grouping
rationale):
instruction.
Teacher Materials
o iPads
o Maps
o Graphic Organizer Worksheets
o Rubric
o Timelines
o iPads
References
Ben-David, R. (2002). Enhancing comprehension through graphic organizers. Educational Resources
Information Center, 2-47. Retrieved November 7, 2017, from
http://files.eric.ed.gov/fulltext/ED461907.pdf
Students will be asked to make a detailed map of a room in their house. Students will write a paragraph to go along with
their map explaining the challenges of making maps (even with familiar places). Students can then express how they
would feel if they were making a map of an unknown place.

Monmouth University
School of Education
Lesson Plan

Tentative Date: Day 3-Day 4
Lesson Title: Traveling the World!
Context:
Anticipatory Set: Provide Multiple means of action or expression: Students will be able to use multiple
modalities of writing or communication (make a list, draw pictures, share with the class verbally) to
explain why they thought explorers looked for new worlds. Using different modalities to communicate is
guideline 5. (Hall, Meyer & Rose, 2012)
o Procedure: Provide Multiple Means of Action/Expression: This activity is an example of guideline 5
under the UDL principles. By allowing students to work together, it forces them to communicate and talk
through their answers when coming up with important items for a trip. By allowing students to work
together, struggling students have access to appropriate peer models during discussion (Hall, Meyer, &
Rose, 2012).
Guided Practice: Provide Multiple Means of Representation/Provide Multiple Means of Engagement: A
cooperative learning activity is a fun and engaging way to get students involved in the activity. Making a
PowerPoint to persuade their king/queen allows students to show off their creativity (guideline 7). Also,
this activity allows students to incorporate audio, video, images, and written text throughout the slides if
they so choose (guideline 1) (Hall, Meyer, & Rose, 2012).
o Assessment: Provide Multiple Means of Action/Expression: This activity is an example of guideline 5
under the UDL principles. By allowing students to work together, it forces them to communicate and talk
with one another as they are all different aspects of a team. By making each student an important part of
the team, student strengths will help guide the activity (Hall, Meyer, & Rose, 2012).
Families: N/A
Community: Primary sources from local libraries and universities
School: Collaboration per weekly PLCs, school library for resources
Central Focus: The central focus of this lesson is to understand how Explorers prepared for expeditions by identifying
factors that set up their journey and identifying items necessary to go on a journey.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure
that lists reasons.
CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
NJCCCS: 6.1.8.A.1.a
Compare and contrast forms of governance, belief systems, and family structures among African,
NJCCCS: 6.1.8.C.1.a
Evaluate the impact of science, religion, and technology innovations on European exploration.
a. Students will be able to identify factors that influenced different expeditions during the Age of
Exploration.
b. Students will be able to predict the items necessary to prepare for their expedition.
c. Students will be able to create a PowerPoint to persuade their King/Queen royal Sponsorship for their
expedition

Formative: teacher observations/notes, student feedback
Summative: PowerPoint, Presentation
Academic Language:
Identified Language Planned Language Supports
Demands
Vocabulary Help students define key words (i.e. Caravel, Prince Henry the Navigator, Treaty of Tordesillas)
using context clues, examples, and a dictionary.
Language Functions Infer: Students will learn to predict items explorers needed by reading through some stories and
identifying the items necessary for their journey.
Evaluate: Students will evaluate why explorers may go to the new world; why leaders would
finance their trip.
Asking for assistance and directions: If students are confused and need clarification they will be
prompted to raise their hands and ask for assistance
Discourse Students will use chronological words such as eventually, therefore, first, etc. during their
persuasive presentations.
Syntax Students will answer in complete sentences.
2 class periods : 100 minutes
Class 1
Anticipatory Set (10 minutes)
Procedure: (15 minutes)
Guided Practice: (5 minutes)
Independent Practice: (20 minutes)
Class 2
Anticipatory Set (10 minutes)
Procedure: (10 minutes)
Independent Practice: (30 minutes)
Instruction Strategies and Learning Tasks (include anticipatory set, procedure, guided practice, and
independent practice):
Class One:
Anticipatory Set (10 minutes): finish the following sentence Im going on an adventure and I will need
_______, _______, _______,
Procedure: (15 minutes) Students will rationalize why they brought their respective items with them. As
a class we will discuss and compile a list of the top 5 items we need to bring with us.
Guided Practice: (5 minutes) Model explorer story and show students how to annotate story to identify
items they needed. Guided Questions will be provided
Independent Practice/Cooperative Learning Teams: (20 minutes) In cooperative learning teams,
students will work in teams of 4 to create and summarize a PowerPoint presentation about an explorer of
their choosing. Students will annotate their own story about an explorer and prepare an outline for their
PowerPoint. Students will also be required to present their PowerPoints in class tomorrow. PowerPoint
Requirements: Student roles will consist of: Researcher, Fact checker, organizer, and graphic artist. All
students are required to perform research; however the researcher will be most responsible for the team's
discovery of facts. The fact checker will be responsible to check the researchers information and can
place a link in the notes section of the slide to cite where they found the information. The organizer will
make sure formatting is appropriate and slides are limited to 3 bullet points. The graphic organizer will
find suitable images, GIFS, video clips, sound effects, transitions...etc. All students will be encouraged to
help each other out but each student is responsible for their own role (Gillies, 2016).
Class Two:
Anticipatory Set (10 minutes) Students will review their outlines and create a list consisting of 3 reasons
why Kings/Queens would finance adventures to the new world.
Procedure: (10 minutes) Students will add finishing touches onto their PowerPoints and create their
Presentations
Independent Practice: (30 minutes) Presentations. Students will present their reasons to the class why a
king/queen would finance their journey. Upon conclusion of presentations, students will compare and
contrast reasons why Kings/Queens would finance voyages.
Identified Support Specific Characteristic Planned Accommodation(s)
for (see list (Strength/Need)
above)
ELLS Various Classroom dictionaries and thesauruses are always available to promote
understanding. Translator software is also available for students who need
it. ELL students may also use software in their home languages.
IEPs/504s Autism Differentiated readings/guided questions
LD
Advanced Various Guided Questions will be tiered for different levels of student
Students understanding. Differentiated grouping
Struggling Various Differentiated grouping; Guided Questions will be tiered for different levels
Students of student understanding
rationale):
instruction.
Teacher Materials
Computer
PowerPoint/ Google slides
Guided Questions Worksheets (can be tiered if necessary)
Computers
PowerPoint Rubric
References
Earson Inc. (n.d.). UDL-Aligned Strategies. Retrieved October 16, 2017, from https://goalbookapp.com/toolkit/strategies
Gillies, R. M. (2016). Putting cooperative learning into practice. Australian Journal of Teacher Education, 41(3), 79-94.
doi:10.4135/9781446213971.n7

Students will be asked to create a rough draft by completing a template to provide compelling reasons to propose to the
King or Queen why they deserve to have their campaign financed. Students will present their PowerPoint to the class on
the second day of this lesson.

Monmouth University
School of Education
Lesson Plan

Lesson Title: Explorers!
Context:
Grade Level/Subject:
3rd Grade Social Studies
Disability Categories represented
LD and Autism
Type of classroom (continuum of placements)
Inclusion
Describe UDL integration (into anticipatory, procedure, guided practice, and assessment)
Anticipatory: Multiple means of action and expression: The lesson will be introduced with a Think-Pair-
Share activity. After watching a video, students will be able to think, pair, and share their thoughts about
explorers with their peers. A think-pair-share activity includes guidelines 5 and 6 under the UDL
principles. Think-pair-share activity allows for students to express themselves however they feel most
comfortable with a peer. A think-pair-share can also help students organize their thoughts about a topic. It
allows them to stop and think before digging deeper into the material. (Hall, Meyer, & Rose, 2012)
Procedure: Multiple means of representation: This lesson will be taught using many modalities. Students
will be exposed to text, videos, an online website (the VFT), and many graphics throughout the lesson.
This refers to the guideline 1 under the UDL principles. (Crevecoeur, Sorenson, Mayorga, V., &
Gonzalez, 2014)
Guided Practice: Multiple means of representation: The Virtual Field Trip refers to guideline 3 of the
UDL principles. It provides text, audio, graphics, and videos to help support student comprehension. The
teacher acts as a guide during this lesson as the students work together to learn more about their assigned
explorer. (Hall, Meyer, & Rose, 2012)
Assessment: Multiple means of engagement & multiple means of action and expression: This assessment
activity combines both principles of UDL. It provides visual organizers to allow students to get thoughts
together before completing the assignment (guidelines 5 and 6) and it is a fun and engaging activity that
lets them be creative (guideline 7)! (Hall, Meyer, & Rose, 2012)
Families: a letter will be sent home asking parents to submit with their student their family's immigration
experience (who did it? Where they came from? What their trip was like?
community resources: I will reach out to the local Historical Society/University to see if they have any
appropriate age level materials
School resources: Students will access the media center to read a story about an explorer to gain a sense
of the highlights of explorers. Additionally, iPads and Computers will help incorporate Simulation/game.
Central Focus: The central focus of the lesson is to understand how explorers made the journey to the new world.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
NJCCCS: 6.1.8.A.1.a
Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups.
NJCCCS: 6.1.8.C.1.a

a. Students will be able to identify explorers during the Age of Exploration.
b. Students will be able to describe how each explorer impacted future explorations.

Formative: teacher observation, Q & A, Student participation
Summative: Create your own explorer
Academic Language:

Demands
Vocabulary Students will have access to a dictionary to define: explorer
Language functions Identify: Students will identify Explorers by playing the interactive game on the VFT.
Explain: Students will explain the significance of their explorer by guided reading passages and
notes.
Asking for assistance and directions: If students are confused and need clarification they will be
prompted to raise their hands and ask for assistance
Discourse Chronological Discourse: ELL Students can use chronological terms such as if...then, for instance,
meanwhile, etc. to sequence events.
I can determine explorers primarily came from Europe

Syntax Sentences: Students will be completing the assignment by writing in complete sentences
Anticipatory Set: Intro video and T-P-S (10 minutes)
Students will share responses (5 minutes)
Guided Practice: Modeling: Research of Hernando de Soto (10 minutes)
Student Practice: Research and answer questions on selected Explorer (25 minutes)
Assessment can be introduced in class and completed for homework.
practice):
Anticipatory: Students will watch an intro video to gain overview of Columbus, Magellan, Cartier, and
Hudson. They will complete a Think-Pair-Share activity during the video. Students will focus who the
explorer is and what they have learned. Students will record thoughts and then share with a partner before
they share with the class. (Gillies, 2016)
Interactive Game: Students will log on to VFT to access an interactive game to gain a background of the
European explorers
Homework: Students will use VFT to research and develop answers for their explorer which they chose.
Once on the website an example is provided as a guideline. (Schwartz, 2005)
Students will have the option to challenge themselves and choose an easier option (Columbus/Magellan)
or an advanced option (Jacques Cartier/ Henry Hudson.
Assessment: Students will create their own story by completing a mad-libs template. In addition they will
summarize their results by completing the same graphic organizer. (Crevecoeur, Sorenson, Mayorga, V.,
& Gonzalez, 2014)
Identified Support Specific Characteristic Planned Accommodation(s)

for (see list (Strength/Need)
above)
ELL translations Students may use a dictionary/translator/google translate or other
appropriate devices.
IEP various symbol/visual supports, differentiated worksheets, extended time
Advanced various Simulation: students who accomplished the previous tasks can
extend the activity by playing the following simulation on an iPad
https://igamemom.com/free-app-european-exploration-the-age-of-
discovery/#_a5y_p=693423
Struggling learners Reading Leveled readings are available for appropriate advancement
rationale):
instruction.

Teacher Materials:
Computer/smartboard: Images will be displayed for our discussion
Video will be displayed with projector
Virtual field trip: readings on the VFT can be differentiated based on reading (below, on, above) levels
References
Crevecoeur, Y. C., Sorenson, S. E., Mayorga, V., & Gonzalez, A. P. (2014). Universal design for learning in k-12
educational settings: A review of group comparison and single-subject intervention studies. The Journal of
Special Education Apprenticeship, 3(2), 1-23.
doi:10.4135/9781446213971.n7
Schwartz, R. M. (2005). Decisions, Decisions: Responding to Primary Students During Guided Reading. The Reading
Teacher, 58(5), 436-443. doi:10.1598/rt.58.5.3
Zakaria, Z., Care, E., & Griffin, P. (2016). Scaffolding instruction where it matters: Teachers shift from deficit approach
to developmental model of learning. Journal of Education and Practice, 7(23), 144-152.
Students will complete a graphic organizer matching Explorers to their countries and new foods/animals in the new
world to introduce the Columbian Exchange.

Monmouth University
School of Education
Lesson Plan

Tentative Date: Day 6-7
Lesson Title: God Glory & Gold
Context:
LD and Autism
Inclusion
Anticipatory: Multiple means of action or expression: Students will be able to use multiple modalities of
writing or communication (write a paragraph, fill out a graphic organizer, write a poem, tell a story) to
explain why they thought explorers looked for new worlds. Using different modalities to communicate is
guideline 5. (Hall, Meyer & Rose, 2012)
Procedure: Multiple means of representation: This lesson will be taught using many modalities. Students
will be exposed to text, videos, an online website (the VFT), and many graphics throughout the lesson.
This refers to the guideline 1 under the UDL principles. (Crevecoeur, Sorenson, Mayorga, V., &
Gonzalez, 2014)
Guided Practice: Multiple means of representation: The Virtual Field Trip refers to guideline 3 of the
Assessment Multiple means of engagement & multiple means of action and expression: This assessment
activity combines both principles of UDL. It provides visual organizers to allow students to get thoughts
together before completing the assignment (guidelines 5 and 6) and it is a fun and engaging activity that
lets them be creative (guideline 7)! (Hall, Meyer, & Rose, 2012)
Families: parents previously submitted their family's immigration story. If available I would interview a
family who moved from a different country to explain reasons why they moved, benefits of their move
and difficulties of their move.
I would try to have them skype in to provide a live Q&A with the class
Alternatively: I could record an interview with my guest to provide the class with a similar
experience
Community: Local Historical Society/University Club: I would look for maps to show students how
expansion continued west for the three reasons above.
School resources: I will collaborate with other 3rd grade teachers to see which resources are at their
disposal. Access to computers/iPads will allow access to supplemental materials as well
Central Focus: The students will be able to discuss the reasons why explorers chose to search for new worlds.

NJCCCS: 6.1.8.A.1.a
NJCCCS: 6.1.8.C.1.a

a. Students will be able to compare and contrast different motivators of the European explorers.
b. Students will be able to define God, Gold, and Glory.
c. Students will be able to define mercantilism.
d. Students will be able to justify the impacts of mercantilism on European society.

Formative: Collect students Motivation for Exploration activity sheets. Check for completion. You may also collect
students Exploration by Country activity sheets. Check for completion
Summative: Collect students Motivation for Exploration activity sheets. Additionally the Exploration by Country
activity sheets.
Academic Language:
Demands
Vocabulary Students will have access to a dictionary to define: culture, religion, technology, medicine
Language functions identify, report, explain how new foods, animals, plants, natural resources improved both the
Americas and Europe by completing guided reading/notes
Discourse I can determine how the Americas/Europe were able to make new goods with their new items from
trade by comparing and contrasting country readings
The following lesson will take 2, 50 minute class periods.
Day 1:
Anticipatory set will be discussed to explain why people move (answers may consist of new job, bigger/smaller house,
close to family) Connections to material will be presented. (15 minutes)
We will then read through a guided reading together. We will stop every couple of sentences to check for understanding.
(20 minutes)
Concluding Activity: Following the reading, students will be assigned a Country (Spain, Portugal, France, or England) As
a group they will: determine their motivation, lands claimed, identify key leaders and key explorers (15 minutes)
Day 2:
Presentations Prep: Students will be given 10 minutes to collaborate with their peers and set up their presentations
(10 minutes)
Presentations: Students will be asked to give a 5 minute presentation (4 groups = 20 minutes)
practice):
Anticipatory: Write about a time you, an extended family member, a friend or someone you know
moved. Why do you think they moved? Anticipatory set will be discussed as a class to explain why
people move (answers may consist of new job, bigger/smaller house, close to family) Connections to
material will be presented.
Guided Practice: Students will visit the VFT (http://explorersvft.weebly.com/god-glory--gold.html) to
popcorn read The Age of Exploration: God, Gold, and Glory and answer guided reading questions
collectively.
Student Presentations: In groups, students will present their findings to their classmates to allow
students to compare and contrast motivation for explorers. (Gillies, 2016)
Following the reading, students will pick a Country (Spain, Portugal, France, or England)
As a group they will: determine their motivation, lands claimed, identify key leaders and key explorers.
(Schwartz, 2005)
Assessment: Students will complete Lesson 4 Activity Sheet: God, Gold & Glory by using their notes
from the previous activities. The assessment will demonstrate their understanding of various reasons
people moved.
Identified Specific Planned Accommodation(s)

Support Characteristic
for (Strength/Need)
(see list
above)
ELL translations Students may use a dictionary/translator/google translate or other appropriate devices
Advanced various Challenging work: origin of popular foods, map outline of key explorations , Advanced Student
widespread prior to the Age of Exploration: http://ncpedia.org/culture/food/history-of-food
Explore the following maps outlining the key explorations: http://www.eduplace.com/kids/socsc
http://www.mhschool.com/socialstudies/2009/ss/student/grade5_ey/inmotion/p_87.swf http://gl
Strugglin Reading Leveled readings are available for appropriate advancement

g learners
rationale):
instruction.

Teacher Materials:
Image of world map
Motivation for Exploration Readings
Motivation for Exploration Worksheets
Motivation for Exploration Rubrics
Virtual Field Trip
References
doi:10.4135/9781446213971.n7
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: practical applications. New
York: Guilford Press.
Teacher, 58(5), 436-443. doi:10.1598/rt.58.5.3
Students will be instructed to finish the following prompt: Im going on a vacation and I need to pack the following
things Students will be expected to list ~10 items to prepare for a lesson on how explorers prepared for expeditions.
Monmouth University
School of Education
Lesson Plan

Lesson Title: Exploration Technologies
Context:
LD and Autism
Inclusion
Anticipatory: Multiple Means of Action and Expression: Students will be taking a walk to the library and
are asked to observe what they see while moving. This activity can be an example of guideline 4 under
the principles of UDL. Students can use audio recorders to take note of observations along the walk and
to remember for future discussion. (Hall, Meyer, & Rose, 2012)
Procedure: Multiple Means of Action and Expression and Multiple Means of Representation: Students
were able to complete a drawing instead of utilizing writing skills to complete the activity. Using a
creative modality of expression can be an example of guideline 5. The teacher references visuals, the
website, text, and audio during the procedure. This is an example of guideline 3 so that all learners can
comprehend the material. (Hall, Meyer, & Rose, 2012)
Guided Practice: Multiple Means of Representation: The Virtual Field Trip refers to guideline 3 of the
Assessment: Multiple means of Engagement and Multiple Means of Action and Expression: Students will
be recreating their own maps just like the explorers had to do! This activity not only analyzes skills
learned in class but also allows students to use their strengths to express their knowledge of the material
(guidelines 5, 6 & 7). (Hall, Meyer, & Rose, 2012).
Combination: Students will be challenged to find technology in today's society to bring in and
explain how it improves our lives today
Central Focus: The students will compare and contrast different technologies explorers used to navigate.

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur).
NJCCCS: 6.1.8.A.1.a
NJCCCS 6.1.8.B.1.b
Analyze the world in spatial terms (e.g., longitude, latitude) using historical maps to determine what led to the exploration of new water and land routes
NJCCCS: 6.1.8.C.1.a
a) SWBAT define cartography.
b) SWBAT explain how maps were made and used by European explorers.
c) SWBAT list different technologies used to navigate the world during the Age of exploration.
d) SWBAT evaluate the different technologies used to navigate the world during the Age of exploration.

Summative: Cartography map master based on completion and accuracy (see rubric)
Academic Language:
Demands
Vocabulary Students will have access to a dictionary to define: cartography, scale, longitude, latitude,
compass rose
Language functions List, Explain, and Evaluate technologies Explorers used.
Discourse I can determine travel was long and difficult without the usage of maps and compasses.
Explorers had to rely on the stars.
The following lesson will take 1, 50 minute class period
Anticipatory set: Walk to media center will take < 5 minutes. Students will be given another 10 minutes to record
their thoughts and compare/contrast observations. (15 minutes)
We will then read through a guided reading together. We will stop every couple of sentences to check for
understanding. (20 minutes)
Concluding Activity: Following the reading, students will create their own compass to explain tools of the
exploration age. (15 minutes)
Homework/Assessment: We will introduce the map assessment and students will finish it for homework
practice):
Anticipatory: Students will line up and walk single file from the classroom to the media center. Students
will be asked to make observations along our travels and remember what they see. (Earson Inc., n.d.)
Students will create a bar graph via word/excel to compare and contrast their observations.
Procedure: When we get to the media center students will be prompted with the statement: create a map
from our classroom to the media center. Students will be able to display drawings and teacher will
showcase different examples. Students will then be posed with the question: What tools could have
improved our maps. After hearing student answers, the teacher will introduce idea of cartography.
Students will then define cartography and identify different tools explorers used. After this discussion we
will log onto our website: http://explorersvft.weebly.com/technology.html and read through The Age of
Exploration: Navigational Technology We will read together and answer the guided questions before we
make our own compass and map. (Crevecoeur, Sorenson, Mayorga & Gonzalez, 2014)
Guided Practice: Students will popcorn read The Age of Exploration: Navigational Technology and
answer guided reading questions collectively. (Schwartz, 2005)
Make your own compass: After learning about different tools students will follow the directions on our
website and create their own compass. (Hall, Meyer, & Rose, 2012)
Assessment: Make your own map; students will apply the content they learned by recreating their maps
and comparing them to their original works.
Identified Specific Characteristic Planned Accommodation(s)

Support for (Strength/Need)
ELL translations Students may use a dictionary/translator/google translate or other appropriate
devices
Advanced various Challenging work: students will click the boxes on the interactive map to see
routes and more details about explorers. Students will be asked to create 3
observations/connections.
Struggling Reading Leveled readings are available for appropriate advancement
learners
rationale):
instruction.

Teacher Materials:
Pictures of Tools of Exploration
Map Master Information sheet
The Making of a Map Direction Sheet
Making a Map activity sheet
colored pencils
References
doi:10.4135/9781446213971.n7
Teacher, 58(5), 436-443. doi:10.1598/rt.58.5.3
Students will complete a KWL Chart about Christopher Columbus (if a student wishes to pick another European Explorer
they will be allowed).

Monmouth University
School of Education
Lesson Plan
Lesson Title: Challenges and Journey to the Free world
Context:
LD and Autism
Inclusion
o Anticipatory: Provide Multiple Means of Representation: This lesson begins with the idea of activating
students background knowledge, which is an example of guideline 3 under the UDL principles. By
linking the content to students lives, it allows them to deeper access the information and become more
engaged (Hall, Meyer, & Rose, 2012).
Procedure: Provide Multiple Means of Engagement: Game-based learning is a fun way for
students to get involved in the learning process! As students move through the game, they teach
themselves more about the challenges explorers faced during their journey and what it was like
to travel to the new world. This is an example of guideline 7 under the UDL principles (Hall,
Meyer, & Rose, 2012).
Guided Practice: Same as above.
Assessment: Provide Multiple Means of Action/Expression and Provide Multiple Means of
Engagement: Students will be choosing how they engage in the material and how they express
understanding to the teacher and the rest of the class. Different engaging methods have been chosen such
as creating a song, writing a story, or performing in a skit. Students will have fun and get to express
creativity with this activity (guidelines 5, 6 & 7) (Hall, Meyer, & Rose, 2012)!
Collaborative methods used to enhance the lesson (e.g., families, community resources, school
resources)
Families: N/A
Community: I will reach out to the local Historical Society/University to see if they have any
appropriate age level materials & resources
School: collaboration from co-workers and PLC meetings
Central Focus: Students will discover what it was like for explorers during their journey to the new world.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant
to a given topic efficiently.
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
NJCSS 6.2.12.B.1.a
Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of
European political and military control in Africa, Asia, and the Americas by the mid-18th century
NJCSS 6.2.12.B.1.b
Determine the role of natural resources, climate, and topography in European exploration, colonization,
and settlement patterns
NJCSS 6.2.12.C.1.b
Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and
determine the impact trade on the New Worlds economy and society.
NJCSS 6.2.12.C.1.c
Assess the role of mercantilism in stimulating European expansion through trade, conquest, and
colonization

a. Students will be able to explain the challenges explorers faced during expeditions.
b. Students will be able to summarize life on the way to the new world (i.e., what was the journey like?).

Formative: teacher observation, Q & A, Student participation, Board Game
Summative: Reflections of the Journey Handout
Academic Language:
Demands
Vocabulary Students will have access to a dictionary to define: Exploration, Factor, Geography, Economy,
Technology, Globalization, Circumnavigation, Exchange, monopoly,
Language functions Identify, Explain hardships and difficulties of European Explorers across the Atlantic Ocean
Discourse I can determine travel was long and difficult and when they reached their destination they often
found a new land
The following lesson will take 1, 50 minute class period:
Anticipatory set: 5minutes
Guided Practice: 10 minutes
Procedure: 25 minutes
Concluding Activity:10 minutes
practice):
Anticipatory: Journal: Describe the voyage of explorers crossing the Atlantic Ocean (Fisher, Frey, &
Lapp, 2012).
Guided Practice: The Procedures will be modeled for students in order to demonstrate how to play.
Procedure: as a group students will read through the directions for the Journey to the New World
Game. Students will play the game until there are 10 minutes left in class. For the last 10 minutes students
will be working on the Reflections on the Journey Sheet. Each student will fill out their own evaluation.
The Purpose of the game is to overcome the challenges and dangers of crossing the Atlantic Ocean like
the Explorers did during the Age of Exploration. Students will pick a game card and follow the directions
accordingly. The first player to make it to the new world is the winner. If a player finishes before time is
up they may go back to the old world and continue playing to see who can go the furthest (Ke, Xie, &
Xie, 2016).
Concluding Activity: For the last 10 minutes students will be working on the Reflections on the
Journey Sheet. Each student will fill out their own evaluation
Identified Specific Planned Accommodation(s)

Support for Characteristic
(Strength/Need)
ELL translations Students may use a dictionary/translator/google translate or other appropriate devices
Advanced various Challenging work: early finishers of the game can play again and see how far they
can make it. Additionally, they can make some of their own game cards based on
facts theyve already learned during this unit. Alternatively they could visit the VFT
and play the game from the Maritime Museums World Explorer game.
learners
rationale):
instruction.

Teacher/Student Materials:
Journey to the New World Game Set
Reflections on the Journey Sheet
References
Ke, F., Xie, K., & Xie, Y. (2016). Game-based learning engagement: A theory- and data-driven exploration. British
Journal of Educational Technology, 47(6), 1183-1201. doi:10.1111/bjet.12314
Students will compile Age of Exploration portfolio from Google Drive to study and prepare for their final
assessment by completing an activity from the Choice Board Activity
Choice board Activity will be due day of assessment; Use online resources to enhance your
choice board.
Poem: summarize what their journey would be like
Song: Create a song to explain your travels
skit/movie: Record (iMovie) or perform the difficulties and successes of your expedition
Story: create a story based on your travels and tell your audience about your experience
Comic book: add pictures and captions to enhance your story to explain the travels of
your explorer.
Game: Research information to make a review game such as jeopardy
via SMART Notebook or Kahoot!
Free choice: come up with your own idea to summarize the adventures of your travels on
the seas. See your teacher for approval
Monmouth University
School of Education
Lesson Plan
Lesson Title: Impact on Native Americans
Context:
3rd Grade/ Social Studies
LD and Autism
Inclusion
Anticipatory: Provide Multiple Means of Representation: This lesson begins with the idea of activating
students background knowledge, which is an example of guideline 3 under the UDL principles. By
linking the content to students lives, it allows them to deeper access the information and become more
engaged (Hall, Meyer, & Rose, 2012).
o Procedure: Provide Multiple Means of Engagement/Provide Multiple Means of Representation: Reading
a book aloud to a class provides visuals, graphics, audio, and written words. These are all different means
students can use to access and understand the information being provided to them. A book supports
guideline 1 and helps student gain access to the content. By allowing students to interact with their peers
throughout the book, guidelines 7 and 8 under the UDL principles are shown. A read aloud of a story that
is not a textbook can definitely help to capture student interest. Also, allowing opportunities to discuss
with peers can increase understanding and help guide struggling learners through the book (Hall, Meyer,
& Rose, 2012).
Guided Practice: Multiple means of Action and Expression: Students will be able to think, pair, and
share their thoughts about the story about Native Americans with their peers. A think-pair-share activity
includes guidelines 5 and 6 under the UDL principles. Think-pair-share activities allow for students to
express themselves however they feel most comfortable with a peer. A think-pair-share can also help
students organize their thoughts about a topic. It allows them to stop and think before digging deeper
into the material. (Hall, Meyer, & Rose, 2012)
Assessment: Multiple Means of Action and Expression: KWL charts can not only help activate prior
background knowledge, but can help students make connections during/after reading activities. KWL
charts also help to organize concepts and resources. These charts also guide students to answer their own
questions about a topic. This is an example of guideline 6 under the UDL principles (Hall, Meyer, &
Rose, 2012).
Families: N/A
Community: I will reach out to the local Historical Society/University to see if they have any appropriate
age level materials & resources
School: Use of school library and collaboration during weekly PLCs
Central Focus: The students will create a glogster (or similar product) to create a collage emphasizing Native American
culture and their interaction with Europeans
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers.
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given
topic efficiently.
NJCCCS: 6.1.8.A.1.a
Compare and contrast forms of governance, belief systems, and family structures among African, European, and
Native American groups.
NJCCCS:6.1.4.D.10
Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in
different regions of New Jersey
NJCCCS: 6.1.8.D.1.a
Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American
groups
NJCCCS: 6.1.8.D.1.b
Explain how interactions among African, European, and Native American groups began a cultural transformation.
NJCCCS 6.1.8.B.2.b
Compare and contrast how the search for natural resources resulted in conflict and cooperation among European
colonists and Native American groups in the New World
a. Students will be able to evaluate the impact of Age of Exploration on Native Americans.

Summative: KWL Chart
Academic Language:
Demands
Vocabulary Students will have access to a dictionary to define: Native, Culture, Traditions, conquest, genocide,
indigenous rights, preservation, rebellion, resistance, removal, revolt, slavery
Language functions Identify, Explain Cultural traditions of native Americans
Discourse I can determine travel was long and difficult without the usage of maps and compasses. Explorers
had to rely on the stars.
The following lesson will take 1, 50 minute class period:
Anticipatory set: 5minutes
Procedure: 5minutes
Concluding Activity:15 minutes
practice):
Anticipatory: Students will be shown a few images to complete a K-W-L Chart about Native Americans
(Fisher, Frey, & Lapp, 2012).
Procedure: Students will explain previous knowledge about Native Americans and Native American
culture. To begin our discussion students will define 10 of the words from the Vocabulary section. Upon
completion, students will pose 3 questions they have about Native American culture. We will read the
story Encounter by Jane Yolen. Students will predict the point of view of the story. We will discuss what
the title might mean. The Story is about a young Taino boy who is led by Christopher Columbus and his
people and the danger he encompasses.
Guided Practice: At the end of the text students will turn to a partner and discuss: the lessons of the
story, how the story could have changed if told from another perspective and the appropriateness of the
title Encounter (Kaddoura, 2013).
Independent Practice: Students will access the online edition of Time Magazine to read articles about
different Native American groups. After discussion, students will compare and contrast cultures (Eamon,
2006).

ELL translations Students may use a dictionary/translator/google translate or other appropriate
devices
Advanced various Challenging work: Students can write a summary of the story Encounter from
the Taino perspective. Students can retell the story from the explorer perspective
and compare perspectives.
learners
rationale):
instruction.

Pictures of Native Americans
Burns, Diane. Sure You Can Ask Me a Personal Question. Through Indian Eyes: The Native Experience
in Books for Children. Ed. Beverly Slapin, and Doris Seale. Philadelphia, PA: New Society, 1992. 55.
Print.
Handout #1 Native Peoples-Europeans in Contact and Interaction Word Search
Handout #2 Sure You Can Ask Me a Personal Question by Diane Burns
References
Students will read through Diane Burns poem, Sure you can ask me a question and write 2 sentences
describing what Native American Culture is like. (Handout Number 2)
Students will also complete Word Search (Handout Number 1)
Monmouth University
School of Education
Lesson Plan
Lesson Title: Flip Book Assessment
Context:
LD and Autism
Inclusion
Anticipatory: N/A
Procedure: N/A
Guided Practice: N/A
Assessment: Provide Multiple Means of Action/Expression and Provide Multiple Means of
Engagement: Students will be choosing how their own materials and how they express understanding to
the teacher for the final assessment as opposed to a standardized test. Students will have fun and get to
express creativity with this activity (guidelines 5, 6 & 7) (Hall, Meyer, & Rose, 2012)!
Families: N/A
community resources: N/A
School resources: collaboration from co-workers and PLC meetings; students will be invited to use
documents from previous lessons to enhance flip book
Central Focus:
Students will demonstrate understanding of Age of Exploration based on creation of flip book.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers.
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given
topic efficiently.
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).
NJCSS 6.2.12.B.1.a
Explain major changes in world political boundaries between 1450 and 1770, and assess the extent of European
political and military control in Africa, Asia, and the Americas by the mid-18th century
NJCSS 6.2.12.B.1.b
Determine the role of natural resources, climate, and topography in European exploration, colonization, and
settlement patterns
NJCSS 6.2.12.C.1.b
Trace the movement of essential commodities (e.g., sugar, cotton) from Asia to Europe to America, and determine
the impact trade on the New Worlds economy and society.
NJCSS 6.2.12.C.1.c
Assess the role of mercantilism in stimulating European expansion through trade, conquest, and colonization
a. Students will be able to demonstrate understandings of the Age of Exploration by creating a Flip book to
summarize their learning

Formative: teacher observation, Q & A, Student participation,
Summative: Flipbook
Academic Language:
Demands
Vocabulary Students will have access to a dictionary to define: Exploration, Factor, Geography, Economy,
Technology, Globalization, Circumnavigation, Exchange, monopoly,
Language functions Demonstrate understanding of Era of Exploration by consulting the work from their previous
lessons within the unit
Discourse I can determine the difficulties and benefits of European Exploration
The following lesson will take 1, 50 minute class period
Anticipatory set: 0 minutes

Procedure:45 minutes
Concluding Activity: As necessary
practice):
Anticipatory: Students will access their Google Drive Folder to access their assignments from the
previous lesson
Guided Practice: A model Flip book will be presented to show students teacher expectations
Procedure: A model Flip book will be provided to serve as an example, The flip book will be 5 pages.
On page 1, the student will identify and explain an accomplishment of 1 explorer. On page 2, they will
identify the country their explorer is from and explain why the King/Queen financed the journey. On page
3 they will tell us about the journey on the boat. On page 4 they will explain how their explorer interacted
with Native Americans. On the last page they will give 3 facts they learned as a result of this unit
Concluding Activity: When finished with their assessment students may begin working on assignments
for the next unit: Colonization of the New World

ELL translations Student will receive assessment/directions in both native language and
English. Student will hand in English version
Advanced various No additional accommodations on assessments are necessary under UDL
learners
rationale):
instruction.

Flip book assessment: paper, markers, computer to print images, etc.
Access to Google Drive
References
Kaldi, S., Filippatou, D., & Govaris, C. (2011). Project-based learning in primary schools: effects on pupils
learning and attitudes. Education 3-13, 39(1), 35-47. doi:10.1080/03004270903179538
Included in the Unit/Lessons Specific Page
Number(s) in
Component Unit
Lessons connect to other disciplines All lessons include
other disciplines
besides social
studies.
A lesson database where you could find more lessons about this topic/unit TPT found on
pages: 4, 9, 17, 22,
26,29, 34, 36
Multimedia software that is learner-centered 11-14
Spreadsheet or graph that is learner-centered 24
Use technology to enhance the planning of the unit All lessons were
researched using
the internet.
Use technology to enhance the delivery of instruction Reference pages:
2, 7-8, 16, 20-21,
24, 36
Use of technology to assess the learners Reference pages:
2, 7, 12, 15-16, 20,
24, 28, 32, 36
In lessons include list of websites, 1. 4, 9, 17, 22,
26,29, 34, 36
virtual reality experience, _______________
pre-existing game, 2. Movie: Pages
15-17
self-created game to enhance their learning _______________
3. VFT Lesson 15-
17
_______________
4. 30
Individual technology for specific students individual needs Reference pages 3,
8, 13, 16, 21, 25,
29, 33, 36
At least 1 lesson plan with cooperative learning (needs to include directions for the 11-14
students, team assignment and team preparation, creating positive interdependence among
students, individual accountability, direct teaching of social skills, and team processing)
Multiple assessments for students to show what they learned Different
Assessments are
incorporated
throughout the
unit. Reference
pages: 2, 7, 12, 15-
16, 20, 24, 28, 32,
36
Inclusion of the VFT with lessons 16-26

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Monmouth University

Teacher Candidates Name: Samantha Faulks

Ben-David, R. (2002). Enhancing comprehension through graphic organizers. Educational Resources

Information Center, 2-47. Retrieved November 7, 2017, from

Online Journal of Distance Education, 17(1), 16-30. doi:10.17718/tojde.47374

applications. New York: Guilford Press.

Educational Research Quarterly, 36(4), 3-24. Retrieved November 7, 2017, from

Homework / Assignment for Next Class:

Teacher Candidates Name: Samantha Faulks

Assessments (include formative and summative):

Ben-David, R. (2002). Enhancing comprehension through graphic organizers. Educational Resources

Information Center, 2-47. Retrieved November 7, 2017, from

Online Journal of Distance Education, 17(1), 16-30. doi:10.17718/tojde.47374

applications. New York: Guilford Press.

Educational Research Quarterly, 36(4), 3-24. Retrieved November 7, 2017, from

Homework / Assignment for Next Class:

would feel if they were making a map of an unknown place.

Teacher Candidates Name: Samantha Faulks

Standards (NJCCCS, CCSS, NJPST, and/or CEC):

Assessments (include formative and summative):

applications. New York: Guilford Press.

the second day of this lesson.

Teacher Candidates Name: Samantha Faulks

Learner Outcomes (goals/objectives):

Assessments (include formative and summative):

Identified Language Planned Language Supports

I can determine explorers primarily came from Europe

Identified Support Specific Characteristic Planned Accommodation(s)

Materials / Use of Instructional Technology:

Special Education Apprenticeship, 3(2), 1-23.

applications. New York: Guilford Press.

Teacher, 58(5), 436-443. doi:10.1598/rt.58.5.3

to developmental model of learning. Journal of Education and Practice, 7(23), 144-152.

Homework / Assignment for Next Class:

world to introduce the Columbian Exchange.

Teacher Candidates Name: Samantha Faulks

Standards (NJCCCS, CCSS, NJPST, and/or CEC):

Learner Outcomes (goals/objectives):

Assessments (include formative and summative):

Presentations: Students will be asked to give a 5 minute presentation (4 groups = 20 minutes)

Identified Specific Planned Accommodation(s)

Strugglin Reading Leveled readings are available for appropriate advancement

Materials / Use of Instructional Technology:

Special Education Apprenticeship, 3(2), 1-23.

York: Guilford Press.

Teacher, 58(5), 436-443. doi:10.1598/rt.58.5.3

to developmental model of learning. Journal of Education and Practice, 7(23), 144-152.

Homework / Assignment for Next Class:

Teacher Candidates Name: Samantha Faulks

Standards (NJCCCS, CCSS, NJPST, and/or CEC):

Assessments (include formative and summative):

Identified Specific Characteristic Planned Accommodation(s)

Materials / Use of Instructional Technology:

Special Education Apprenticeship, 3(2), 1-23.

York: Guilford Press.

Teacher, 58(5), 436-443. doi:10.1598/rt.58.5.3

to developmental model of learning. Journal of Education and Practice, 7(23), 144-152.

Homework / Assignment for Next Class:

they will be allowed).

Tentative Date: Day 9

Lesson Title: Challenges and Journey to the Free world

Standards (NJCCCS, CCSS, NJPST, and/or CEC):

Learner Outcomes (goals/objectives):