Uwa 5e Lesson Plan Ed 405 Group

University of West Alabama
COE
5E Lesson Plan
Teacher: Kaitlyn Nickels

Date: 2.2.2023
Subject Area / Social Studies 5th grade
Course /
Grade Level:
Materials: Chrome Book, Printer, Paper, Glue, Poster Board
Standards:  Describe political, social, and economic events between 1803 and 1860 that led to the
expansion of the territory of the United States, including the War of 1812, the Indian
Removal Act, the Texas-Mexican War, the Mexican-American War, and the Gold Rush of
1849. [SS.10.5.10]
 Locate and curate information from digital sources to answer research questions.
[DLCS18.5.R5]
Objectives: Students will:
 be able to understand and identify important major events between the years of 1803-
1860.
 Students will choose an event that took place between 1803-1860.
 Students will then create a newspaper article for that event.
 Students will write an article with photos to place on the posterboard to make the
newspaper.
Differentiation The teacher will ask questions that engage students in thinking and planning.
Strategies: Students have the freedom to choose their own event in the time frame to write about.
ENGAGEMENT:
To introduce the lesson, the teacher will discuss news reporters' important role. The teacher will engage students by asking if
they have seen any funny news articles lately. Students will be allowed to raise their hands and share any that they can think
of. After discussing this the teacher will show students a real newspaper and highlight the different aspects of the newspaper.
Assessment: The teacher will see who seems to understand the parts of a newspaper. They will use this knowledge to decide
who to pair together.
EXPLORATION:
The teacher will assign groups to decide who will work well together. Groups will work together to decide what years they will
decide to focus on. They will then use the timelines they created previously to figure out what pertinent events took place
during their chosen timeframe. Students will work together to find an article about one of the major events that took place
during that timeframe. Students will then read the article as a group and identify important parts of the article.
Assessment: The teacher will walk around and evaluate the students planning and organizational abilities. This will also allow
the teacher to evaluate how well the students understand the timeline and series of events. The teacher will also identify that
students understand the parts of a newspaper.
EXPLANATION:
Once the students have decided which article, they are going to create a front-page news story for, they come to sit at the
front of the room with their groups. They will discuss what event they choose and which article they chose to write about.
While students are talking about their articles, the teacher will guide the discussion to help students identify important points
Approved January, 2013

in their article.
Who were important figures in this event?

What was the intention of the event?
What was the outcome of the event?
The teacher will then assign students into a role they would have if they worked on a newspaper. One will be the editor, one
will be the photographer, and one will be the writer.
Assessment: During this time the teacher will look to see if everyone in the group understands what the article is about. This
will also allow the teacher to see if each member of the group is actively participating.
ELABORATION:
Students will then separate back into their groups. The Writer will take the points and important things they got from the
article and write a summarized version of it. While the writer is drafting the article, the photographer will find photos on the
internet that are relevant to the article. They will identify what it is and why it is relevant and write that on a sticky note. The
editor will then peer-edit the writer’s article and then build the layout of the newspaper in word. After that, each student will
look over the newspaper and make sure they are happy with it. The students will then submit their projects to me via google
classroom. They will be printed and displayed on the bulletin board.
Assessment: The teacher will walk around and observe that students are paying attention and following instructions. This will
also allow the teacher to see where they need help.
EVALUATION:
EXPECTATIONS: APPROACHING MEETS EXCEEDS
EXPECTATIONS-5 EXPECTATIONS-10 EXPECTATIONS-15
Following Directions: Student continuously needs Student works quietly and Students work quietly and
to be reminded to focus on efficiently with minimal efficiently and did not have
their assigned project. reminders to focus. to be reminded to focus on
their assignment at all.
Group Involvement: Student did not contribute to Student contributed their Student contributed to their
the group, and other portion of the project and portion of the project and
members had to complete did what they were assisted other students
their portion of the project. supposed to. when needed.
Quality of Work: Student did not put effort Student followed the Word Student followed the Word
into their assignment template and made template and made changes
resulting in other students appropriate changes where where appropriate. Student
having to redo their portion. necessary. changed fonts and made the
newspaper look realistic.
Understanding of Student did not pay Student helped with Student helped with group
Information: attention or assist during the research and assisted others research and assisted others
research portion of the in finding articles to read. in finding articles pertinent
assignment to the assignment. Student
helped other students better
understand what was being
studied and put the
appropriate input into the
studying.
References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

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University of West Alabama

Teacher: Kaitlyn Nickels

Approved January, 2013

Who were important figures in this event?

Approved January, 2013

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