MSP Daily Lesson Plan Format

CANDIDATE NAME: _​_______Emily Kraemer______​____ ​DATE/​ 31318 ​TIME​: ________

ESTIMATED LENGTH LESSON IN MINUTES: ​________1 hr______

GRADE LEVEL:​ ____8______

CO-TAUGHT: ● yes ● no​Co-TEACHING STRATEGY USED (if applicable)

SETTING: [ x ] WHOLE CLASS [ ] SMALL GROUP [ ] INDIVIDUAL

CONTENT AREA​: Social Studies

LESSON TOPIC, CONCEPT or SKILL:​ Manifest Destiny

LESSON RATIONAL​E: Students have been learning about US Westward Expansion. They are
investigating the rationale behind Manifest Destiny. Students have also been learning about
argumentative writing. Students will participate in a debate where they are asked to take roles of
the stakeholders.

CALIFORNIA ACADEMIC CONTENT STANDARD(S):

​Describe the purpose, challenges, and economic incentives associated with westward
expansion, including the concept of Manifest Destiny

COMMON CORE STATE STANDARDS:

WHST.6-8.1 I​ntroduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.

ELD STANDARDS:
ELD.8.P2.C6-7

VOCABULARY/ACADEMIC LANGUAGE NEEDED:

Stakeholder, Perspective, Manifest Destiny

STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT:

Preload vocabulary and make it accessible throughout the lesson

OBJECTIVE(S):
Students will investigate the perspectives of stakeholders for Manifest Destiny. Students will
complete a profile on stakeholder of Manifest Destiny.Students will relate claim, evidence,
reasoning argumentative writing model to completed worksheet.

ASSESSMENT:
Students will complete a profile on the stakeholder of their choosing. Students will participate in
a discussion and complete an exit ticket.

INSTRUCTIONAL STRATEGIES​: (e.g., direct instruction, guided inquiry, etc.)

Guided inquiry, Direct Instruction

REQUIRED TEACHER BACKGROUND INFORMATION:

Review Content related to manifest Destiny and Westward Expansion

TASK ANALYSIS:
Students must have completed reading related to westward expansion and manifest destiny.
Student must have chosen a stakeholder to investigate
PROCEDURES:
General Outline

Introduction: 1-1:15

1. Students should have chromebooks and For/against argument papers out and be ready
to work
2. Recap Yesterday's Content with Powerpoint- Choose student answers randomly as all
should be able to give information
a. What does it mean to be “For” Something in an argument? “Against?”
b. What is a stakeholder?
i. Does everyone have a stake holder that they are ready to investigate?
3. Introduce goal of lesson
a. Today we are investigating the perspective of your stakeholder for Manifest
Destiny.
b. What does perspective mean?
i. Ask for student answers, they should have a general idea
ii. Answer: a particular attitude toward or way of regarding something; Point
of view,

Lesson Sequence: 1:15-1:45

1. Go over Directions for Investigation on Powerpoint, and clarify any questions.
a. Students will use documents provided and use research to answer questions on
worksheet
 b. Remind them to try to use .org, .edu, or .gov websites
2. If students do not have stakeholder, assign them: Native Americans or Mexicans
3. Spend 30 minutes monitoring student activity
Closure:

1. Have students put chromebooks at ½ open and focus attention on Board For
Discussion. Perform Think, Pair, Share, Let students know that they will be called on
Randomly and that there will be an exit ticket
a. Have students look at questions on board for 1 minute in silence.
b. Have students share their discussion for 2 minutes
c. Open the floor for discussion, calling on students randomly
i. Raise your hand if your stakeholder was for Manifest Destiny.
1. What was the Perspective of a stakeholder who was for Manifest
Destiny? Follow up by asking What their claim would be and a
reason
2. Take 2 student answers

ii.Raise your hand if your stakeholder was against Manifest Destiny.

1. What was the Perspective of a stakeholder who was against
Manifest Destiny? Follow up by asking What their claim would be
and a reason?
2. Take two student answers
2. Have students answer Exit Ticket Question on Google Classroom:
a. Do you think your stakeholder’s perspective would have changed if they knew the
perspective of someone who had the opposite perspective? Why or why not?

UNIVERSAL ACCESS:
All documents are accessible online which has translating capabilities and other accessibility
features

CONTENT INTEGRATIONS/EXTENSIONS:
Student’s will post the information they have found in the form of a spoken summary in
character of the person they researched. They will also have to respond to one person.

MATERIALS/EQUIPMENT NEEDED:
​Chromebooks and chosen stakeholder

RESOURCES/SOURCES:
N/A

(The last two sections are for lessons taught in student teaching placements)